Living History: 30 Questions that Bring History to Life

We--family and friends--sat around tables at my grandmother's 90th birthday. Most were enjoying cake, punch, and conversation. One woman, sitting alone, attracted our attention. My children and I carried our cake plates over and sat alongside her. She was delighted. 

We introduced ourselves. She told us how she knew Grams. Then I asked, 

"Tell us something about your life."

And she did. 

"I was an Olympic runner with Wilma Rudolph." 

I wasn't too sure I believed her--you know, memory care and all. However, after talking, the story became clear and I was convinced. The kids marveled and asked questions--all the important whys, wheres, whens, whats, and hows. After our new friend finished her cake, she insisted we wait at the table while she went to her apartment. 

She had something to show us. 

Fifteen minutes later, she walked in the room with a photo album and an Olympic torch! No kidding! She sat back down at the table, opened up the album and pointed to a yellowed newspaper clipping of her standing alongside Wilma. 

We asked more questions, just like we had in our conversations with Grammy.

These women were living history--memoirs--testimonies of real-life, real moments in time. 

---

My grandmother celebrated 95 birthdays in her life. In our times together, she shared memories of her childhood, her family, her hobbies, and of times in history she experienced first-hand. She lived through the Great Depression, WWII, the Kennedy Era, the invention of many modern conveniences. She remembers events well, better than most of us on any given day.

She holds within her, a living history, of our world and of our family.

Several years ago, my then seven-year-old daughter questioned the age of her great-grandmother and made an insightful comment as we studied the Great Depression.

“We must ask Grammy about her experiences during the Great Depression. She might be the only person left alive that we can talk to about living during that time.”

Ah, yes child, you understand the importance of passing down stories.

Every person has stories and each of us can be story tellers, story bearers, regardless of our age. Stories connect generations; the stories we long to hear, the stories our hearts need to hear.

When you have opportunity to visit with someone, particularly someone with age and experience, consider the stories they might share. They will likely be eager to share and you may learn something no one else could share. 

Questions to ask:

• Where and when were you born?
• Did you have brothers and sisters? Were they younger or older than you?
• Tell me about the house in which you grew up.
• What activities did you enjoy as a child?
• What do you remember about your parents or grandparents?
• Did you go to church? Tell me about the church you attended.
• Did you have a favorite book? Who read to you?
• Tell me about your school.
• What was your favorite subject in school?
• Did you have any pets?
• Did you play a musical instrument?
• What was your favorite type of music? What were some of your favorite songs?
• What did you enjoy doing? Did you have any hobbies?
• Who were your friends? What did you enjoy doing together?
• What is your favorite childhood memory?
• What was your favorite food? 
• How much did a hamburger and fries cost?
• Did you have a job? At which age did you start working?
• Tell me about your first car.
• How much did your first car cost?
• Did you marry?
• If so, how did you meet your spouse? What did you enjoy doing together? 
• Tell me about the proposal.
• Did you have children? How many? What were their names?
• Did you travel? Where did you visit?
• Did you serve in the military? Where and when did you serve? What do you remember about your service?
• What inventions do you remember and how did they impact your life?
• Have you ever been to a World's Fair? Which one? What was it like?
• What historical events do you remember? 
• Did you belong to any organizations or clubs?
• Was there someone who strongly impacted or changed your life?

How does what I experienced with that dear Olympic runner, my grandmother, and others impact me and my family? Today, I will purpose to tell at least one personal story to my children, one with which they might better understand their heritage and their world.

History can be intentional, real, and relational. 

When Homeschooling Has to Happen Away from Home

An elderly grandmother needing care. 

An unexpected hospital stay.

A medical emergency.

There have been seasons in our homeschooling journey when we had to take education on the road, away from the house.

Often, those seasons weren't optional or even anticipated like the field trips we eagerly scheduled to local children's museums or park days with friends. And, generally those seasons were unexpected, not planned. 

During one such season, great-grandma had multiple doctor's appointments. Learning looked different. Instead of reviewing math at the kitchen table, we answered word problems in the car or waiting in the doctor's office. And, of course there were life skills like holding the door while Grams pushed her walker through the entrance.

In those seasons, we schooled out of a canvas tote bag packed intentionally for unexpected moments when learning happened away from home. Included in the bag were

• review worksheets
• a family read-aloud
• plain white drawing paper
• colored pencils, and
• educational games

When we weren't on the road, the tote bag remained by the front door, ready to grab should we have to leave quickly. As children mastered concepts, finished independent reads, or bored of games, I replenished the contents. 

There was also a season--years later--when Grammy was nearing the end of her life. Those four months were the most spontaneous of my twenty-three year homeschooling journey. In a moment's notice, we had to be ready to relocate and educate en-route or on-site. There were days when we were gone all day, spending hours in places where we had to be quiet and occupied. Though I re-instated the tote bag routine, often what was packed wasn't sufficient or appropriate for the situation. And, there were times we needed diversion, a change, something to divert attention if even for a few minutes.

During that season in our journey, we: 

• Counted. For our littlest learners, counting always helped to pass time whether driving or waiting. We would count by ones, twos, fives, tens, and hundreds, depending on the skill level of the learner. I kept scrap paper and handwriting paper in my purse so that if we were in a place where we could write, we would practice forming numbers or writing numbers in sequence. To vary the game, I would say a number and the learner would say the number before and after the given number. 
• Practiced oral math facts. With multiple ability children riding in the van, I gave the youngest learner an easy addition problem, the next learner a harder addition fact, and the oldest elementary learner a multiplication problem or oral word problem.

In doing so, each learner was able to work at whatever level he or she needed to. The oral review was good for everyone!

• Played "Starts With". This game was one of those which we could start or stop at any time. For the youngest learners, I would say a letter and ask for each child to say a word which started with the given letter. For example, I would say "F" and she would say "fish". For older learners, I would give a consonant blend (br, sl, sk, ch, bl, st, cr, etc.) or change the request, perhaps asking for a word that ended with a given consonant or consonant blend. 
• Spelled most frequently misspelled words. I kept a list of words--varied levels because though a word on a list is placed in one grade, it may be placed in another grade on another list--in my tote bag to pull out when needed. To practice, I asked each learner to spell a word at their learning level. I would say the word, use it in a sentence, and then ask the learner to spell the word orally. After the learner spelled the word, I would repeat the correct spelling and ask the next child a different word. This would allow learners who were listening to either learn new words or review silently the spelling of mastered words. This activity helped pass the time in the van, waiting room, or surgery center. Click the button for a free printable of frequently misspelled words. Remember, use this list as a guide, in a manner most helpful to your leaner. A third grade learner might be able to spell fifth grade words and vice versa.

• Rhymed words. For this oral game--which we played in the car and in waiting rooms--I would say a word and whoever was with me at the time would say a word which rhymed with the given word. To change up the activity, we would take turns being the first to give a word. This game could be started or stopped at a moment's notice. 
• Read and retold. Listening to and then retelling a story in sequence is an activity which is extremely beneficial for developing processing skills. I would read a picture book or a chapter in a chapter book and then ask learners to retell the story. To vary the game, I would start with the first event and then ask a learner to recall the next event. Together we would retell the story event by event.
• Matched states and capitals. Like the math and spelling drills, I would move around the van offering a new state or capital to each learner. In response, the learner would orally provide the match. Again, I would choose states or capitals based on the level of the child. Younger learners always started with his or her state, a relative's state, or a state we had recently studied. To change up the game, I would offer a state abbreviation and the learner would say the corresponding state. We played this game in the car while riding to great-grandma's assisted living complex. Click the button for a printable list of states and capitals.

• Played "I am Thinking of an Animal", taking turns giving clues and answers. Sometimes I made this game geographically or biome specific. For example, the parameters may have been jungle, rainforest, ocean, forest, etc. This allowed every learner to play, little to big. One of our favorite places to play this game was in the garden gazebo at great-grandma's assisted living center.
• Listened to audio books. Audio resources--music, books, plays--offered a calming diversion in otherwise disheartening circumstances. In addition, older learners were able to download audio books to a Kindle or reader and take learning with us no matter where we had to be. Our high schooler even used our experiences to earn high school credits (that's another blog post). Audio resources have been a means of continue reading or learning subjects we might not have been able to otherwise.  
• Played games. Grammy loved games and was able to play up until just weeks before she passed. She loved BINGO (great for number recognition for my littles), UNO, Othello (great for strategy), and Scrabble (spelling!). We played, enjoyed our time together, and learned!
• Talked. There was much to process after every visit with Grammy: her health, her future, her care, the people we met, on and on. Our children always had questions and it was important to put down the books and talk through concerns and questions. Through conversation, sometimes tears, we process our journey together. The relationships deepened as a result. 

I have to be honest, there were many valuable real-life learning opportunities in our unexpected seasons of education away from home--things we couldn't have learned at home.

During appointments we listened to nurses and doctors explain medical conditions, talked to patients in waiting rooms, opened and held doors for people who couldn't do so for themselves, and asked Grammy questions about her childhood. She was able to tell us about her life during the Great Depression. She remembered man walking on the moon and President Kennedy's assassination. She was a living history book!

When Grammy's health warranted stays in assisted living facilities and we visited several times a week, we made friends with nursing staff and residents. When we visited, we were able to help push resident's wheelchairs, encourage the nursing staff with treats and kind words, and visit and play games with residents who didn't have many visitors. During the holidays, we participated in an egg hunt with residents and made Christmas cards. In addition, we had important conversations about life, death, relationships, and medical care. We learned how to care for people, to extend love to folks who were walking through tough circumstances. Those months were a challenging physically and emotionally. However, relationally those four months were some of the most precious in our family's life together. 

Those days had to be intentional, real, and relational because truly every moment mattered.

We wouldn't have experienced these precious times if we weren't homeschooling. 

Have you had seasons like these, times when home education needed to be portable, moments when real and relational learning far outweighed the paper trail of progress? 

What did you do? Please share in the comments. 

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A Story, A Masterpiece

Caught between the unfolding events, we wonder what will happen next?

What will the next paragraph reveal?

What light does this paragraph cast on the next chapter?

Our lives are eloquently-written classics, penned by the Author. We sit on the edge of today's paragraph waiting to see how today's actions will unfold and impact the rest of our story. It is a masterpiece!

I don't know about you, but I constantly remind myself not to be eager and read ahead--like I longed to do when reading my favorite chapter book as a child--but to enjoy today's chapter; the sights, the sounds, to take them in and relish them.

As I focus on today's rising action, I might find myself frustrated, discouraged, wanting to put down the story and read no longer. Or, I might find myself seeking, praying, content, and full of gratitude. I believe this is how the Author intended me to read this masterpiece, this classic. I remind myself not skip ahead, impatiently reading what might spoil today's joy.

And then there are tomorrows. Oh, what about those tomorrows?

Tomorrow will reveal new events, new characters, new lessons in due time when the sun rises and mercies are new. Will we be content to enjoy today's amazing paragraph and not read ahead? 

I pray I will. How about you?

Foreign Language in High School: Which Language?

In part I of this series we discussed what homeschoolers need to know about foreign language. 

In part II I offered common questions homeschoolers may need to ask. 

In this final part of the series, I will offer insights on how to determine what language to pursue. Again, understand all young adult's, their calling, and their career goals are unique. Not all of these tips will apply to every student and there are likely some you will uncover as you research and walk the journey with your young adult. 

Why do some colleges require more than one year of language? This is a great question! Highly-selective schools will require or recommend more years of language for their applicants. Part of the reason colleges seek more than one year of a foreign language is an understanding that the first year of foreign language is foundational, introductory work. The second, third, and fourth years generally dig deep into advanced conversation, writing, and even analysis. Of course, there are always exceptions to this thought. 

Can the student switch language course of study? Most colleges want two, three, or even four years of language study, often in the same language. Sometimes, however, students will complete one year of one language and then switch to another language. This is usually acceptable IF the student then continues at least two consecutive years (some college prefer three) in the same language. Again, this is an area which is often university specific, so ask questions as early as possible. 

Do colleges have a preference as to what languages are taken? In our experiences, most colleges have no requirements as to which languages they prefer students take. Again, there may be a rare situation out there somewhere, so do your homework! 

Are there expectations as to content of foreign language courses? Colleges know languages are hard. That is part of the reason they require language study. Colleges also expect comprehensive course content. 

What are some factors which could be considered as a student decides which language to pursue? Students who know what career field they want to enter should consider a language which would be beneficial to their future. For example, a student who wants to teach English in a Germany may consider taking a few years of German language. Foreign language is particularly  beneficial to students who plan to work in international banking, law, telecommunications, travel, government, to name a few. With more an more careers spanning the global market, language could be a definite asset. Other common factors in determining which languages students may pursue are future travel plans, family heritage, or personal interest. 

If a student is considering several languages and trying to determine which might be the best choice, consider visiting ethnic restaurants, borrowing foreign language how-to courses from the library, or spending time with people who speak the languages of interest. Or, travel either for pleasure or missions. Being immersed in a language may help with the decision of which language to pursue. 

As the student is choosing which language to study, he or she may need to be reminded that study may become (and often does become) difficult. Learning a language can be hard. In the challenging times, we have had to remind our young adults of the bigger picture. The bigger picture, the goal, often helped our students hurdle temporary difficulties. 

I hope this series has been helpful to you and offered some points to consider as you help your young adult successfully navigate the foreign language trek. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Reading through the Holidays: Preschool through High School

Hot chocolate, a blanket, a cozy couch, and a few favorite holiday reads. Picture books welcome us to tables with families and stables under starlight where we can count and pretend. Other books invite us into history, to meet people and walk through events. As weather cools and the holidays approach, I look forward to moments of reading and learning together. 

Thanksgiving reminds us it is time to pull Reeve Lindbergh's poetic Johnny Appleseed from our picture book shelf. It is definitely one of our fall holiday favorites. 

Our family's favorite Christmas story is found in the gospel of Luke. It is central to our home. However, over the past twenty-seven years of reading to littles and bigs, we have also enjoyed other literary treasures. We've all come to anticipate the month of December, a time when we read, reread, and compare Christmas stories from around the world. 

What are some of our favorite holiday reads?

We've compiled our list of holiday classics just for you! 

Thanksgiving for Littles

• The Thanksgiving Story, Alice Dalgliesh
• The Little Red Hen, Paul Galdone
• The Very First Thanksgiving Day, Rhonda Gowler Greene
• Ox-Cart Man, Donald Hall
• Johnny Appleseed, Reeve Lindbergh
• Why Do Leaves Change Color?, Betsy Maestro
• How to Make an Apple Pie and See the World, Marjorie Priceman

Thanksgiving for Middles

• A Lion to Guard Us, Clyde Robert Bulla
• Squanto, Friend of the Pilgrims, Clyde Robert Bulla
• The Courage of Sarah Noble, Alice Dalgiesh
• Landing of the Pilgrims, James Daugherty
• Squanto and the Miracle of Thanksgiving, Eric Metaxas

Thanksgiving for Bigs

• The Mayflower Compact (primary source)
• Of Plimouth Plantation, William Bradford (primary source)
• The Courtship of Miles Standish, Henry Wadsworth Longfellow (poem)

Thanksgiving Family Read Togethers

• Pocohantas and the Strangers, Clyde Robert Bulla
• The Matchlock Gun, Walter Edmunds

Thanksgiving Poetry

• We Gather Together, Adrianus Valerius (hymn)
• My Triumph, John Greenleaf Whittier (poem)

Christmas for Littles

• The Mitten, Jan Brett
• Christmas for 10, Cathryn Falwell
• The Stable Where Jesus Was Born, Rhonda Gowler Greene
• The Tale of Three Trees: A Traditional Folktale, Angela Elwell Hunt
• 12 Days of Christmas, Rachel Isadora
• The Crippled Lamb, Max Lucado
• Gingerbread for Liberty, Mara Rockliff
• The Polar Express, Chris Van Ausburg
• Room for Little One: A Christmas Tale, Martin Waddell
• Owl Moon, Jane Yolen

Christmas for Middles

• The Little Match Girl, Hans Christan Andersenn
• The Gift of the Magi, O. Henry
• Silent Night: The Story and Its Song, Margaret Hodges 
• The Lion, The Witch and the Wardrobe, C. S. Lewis
• The Call of the Wild, Jack London

Christmas for Bigs

• A Country Christmas, Louisa May Alcott 
• Little Women, Louisa May Alcott
• A Christmas Carol, Charles Dickens

Christmas Family Read Togethers

• The Best Christmas Pageant Ever, Barbara Robinson

Christmas Poetry

• Christmas Trees, Robert Frost
• 'Twas the Night Before Christmas, Clement Clarke Moore 

As the fall and winter holidays approach, gather littles and bigs. Enjoy the sights and sounds, but also the literary treasures of the times. Perhaps a new read will become your family's favorite. 

Happy, intentional, real, and relational holidays to you and yours!

Want to learn more about how to simplify your holiday season? Check out this blog post. 

 

Foreign Language in High School: Questions YOU Need to Ask

In Part I, I shared common concerns homeschooling parents have in regards to high school foreign language requirements. 

We learned what questions we might need to ask as we walked the foreign language journey. In fact, when our family began researching foreign language possibilities twelve years ago,  we knew nothing about what questions to ask or to whom we should ask our questions.

Our journey was hands-on and experiential--just like yours--meaning we learned by walking through the experience and making mistakes.

In this post, I hope you can learn--not only from our experiences--but the experiences of hundreds of families with whom we have encouraged. These are only samples of the questions YOU may find necessary to ask dependent upon your unique situation. 

The foreign language journey with our first was fairly uneventful. Four of his five top university choices required two consecutive years of the same foreign language. By making sure he completed two years of the same language we would meet the requirements of every school in which he was interested. 

It is also helpful to know that our son did not want to dual enroll, so that was not an option. Therefore, we researched every other potential avenue. In the end, he simply completed two years of Spanish with FLVS, an online public school.

During his senior year, he applied to six colleges in total, all required two years of the same language. In the end, he chose a local four-year university honors college. At the end of his senior year, the university requested I send the final copy of his parent-generated transcript. 

Two weeks later, I received a letter in the mail. 

"Your high school foreign language credits have been verified from a valid source. We have waived the undergraduate foreign language graduation requirements."

Fantastic! We didn't see this coming. Of all the homeschooling high school meetings and conference workshops I had attended, no one had ever mentioned there was a potential for a college to use the earned high school foreign language credits to fulfill undergraduate requirements (outside of dual enrollment). We were pleasantly surprised and grateful!

Lesson learned: High school foreign language courses may be used to fulfill the undergraduate foreign language requirement IF the courses are taken from an entity approved by the college. 

Ask: From what entity could a student take foreign language and earn both high school and undergraduate college foreign language credit, aside from dual enrollment?

From our lesson with the first grad, our second son charted an intentional plan. Knowing university language courses can be more difficult due to depth of subject and amount of content covered in each class, we brainstormed with our young adult potential language options. He chose to follow the same path as his brother and take two years with the public online school. When he applied to attend a local state college, the admissions department asked for verification (transcript from the online school) that the foreign language was completed. They waived the foreign language requirement for his AA. Yes!

Interestingly, once our son earned his AA and continued seamlessly to the four-year university for the completion of his Bachelors degree (the same one from which our first graduated), I received a letter in the mail. 

"Please submit the final high school transcript so that we may verify completion of high school foreign language."

Our second son had his AA and BS foreign language requirements waived because we had taken the foreign language from a source each school considered valid. 

Side note here for those who wonder if the high school transcript is ever needed after earning an AA. In some cases (like this one), YES! 

When our third high schooler began to consider foreign languages, knowing what we experienced with the first two graduates, her primary consideration...get it done in high school!

She, however, had an interest in American Sign Language. We had to look for an entity where she could learn ASL fluently.  Interestingly, as we were deciding next steps, an email came from a friend, a certified interpreter, who was offering ASL 1 the coming year. I knew from research some universities won't recognize ASL as a foreign language. If they did recognize ASL as a language, they may not accept the means by which it would be taught.

As a mom, knowing what my daughter might face, I was hesitant to let her pursue this interest. 

Yet, I knew ASL was a genuine interest and I wanted my daughter to have an opportunity to learn a language that mattered to her. We researched. I connected with one college asking if they would accept ASL as a foreign language. Indeed, the college verified in writing via email that they would accept the ASL. My daughter took the class, realizing that though one college of choice accepted the credit, another may not. They would not, however, used her ASL course to fulfill the university foreign language requirement for her undergraduate degree. 

But remember, every situation is unique and individual depended upon the career and college choices. For example, last week, a family contacted me with a similar situation. A homeschooled high schooler had actively participated in the deaf ministry at their church where the student interacted and communicated with attendees who were deaf. Other studies were completed. The local state college told the family the student's studies would not likely be accepted for credit. 

Again, what one college deems acceptable for foreign language, another may not. Ask questions. 

What about learning challenges?

A student  we know sought accommodations for learning challenges. The student was eager to attend college, however knew accommodations would be needed to be successful. The educational psychologist recommended the student, due to the significant learning challenges--dyslexia and dysgraphia--should be allowed to take a substitute course for foreign language.  

Research and testing--on adult scales which most college require--provided information regarding documented learning challenges and foreign languages. In regards to significant learning disabilities and current, accurate documentation, some colleges may waive or offer substitute courses toward foreign language requirements. This is not true of all schools and is highly variable school to school. Therefore, parents must inquire and must be able to provide psychological reports as needed. 

Ask: Are college admission foreign language requirements waived--or are substitute courses accepted--for students with documented learning disabilities (on adult scales)? 

When we began our high school journey we had no idea what foreign language questions to ask. In most cases, we learned along the way, either by personal experience or the experience of families with whom we work closely. 

And, with two current high schoolers (and several on behind) we are likely to learn even more.

Do you have experience with high school foreign languages which my help readers? Please share in the comments.  

Up next, Part III.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Foreign Language in High School: What Homeschoolers Need to Know

I spoke to another group of parents home educating their high school young adults. 

One of the questions I am asked most often is,

"What about foreign languages?"

This is tough question to answer. There are many factors, perspectives, and varied college requirements.

Considering why a language is being pursued is essential. Motivation is important. Oh yes, I know we all have to do things we don't like--and that may include learning a language--however, motivation remains a prominent factor in learning and retention for any subject. In the case of world languages (the new term often used for foreign languages), a student motivated to learn a language due to interest or as a means to an end goal (desiring to apply to a specific university), will be more likely to stay the course (with limited nagging and fighting). In the case of foreign languages, staying the course (no pun intended) may mean TWO YEARS or MORE of study in one language. Most young adults--and we've worked with many--couldn't achieve this goal without some type of personal motivation...because learning a language is hard!

Knowing the college admission requirements may answer the question for you. Not all colleges require foreign language for admission. Check college websites for admission requirements. Knowing whether or not language is required may help alleviate unnecessary aggravation and stress and most importantly, preserve a relationship. In part 2, I will dig into another factor to this equation. Consider:

• Montreat College requires one year of foreign language
• Arizona State University requires two years of the same foreign language
• Covenant College requires two years of the same language
• University of Notre Dame requires two years, but prefers three or four
• Furman requires two years of the same language
• Massachusetts Institute of Technology requires two years of the same foreign language
• Patrick Henry College requires one year but recommends two years of the same language
• University of North Florida posts their requirements online
• College of William and Mary likes to see four years of the same foreign language
• Illinois State University requires two years of language OR two years of fine arts

Asking important questions may help. Knowing a college requires foreign language for admission is not enough. Unfortunately, some colleges will not accept foreign language credits if they are completed with certain curricula. Or, they may accept the credits only if a student passes (or gets a certain score) an entrance exam, SAT II Subject Test, CLEP, or AP exam. The only way to know what the college will accept is to ask. Don't assume or fear the worse, even if your friend told you their experience with a particular school. Always ask the source and get it in writing if necessary.

Learning a language is difficult. It will take work, unless a student has a natural gifting for linguistics. In twenty-four years of seeing hundreds of families, many children and young adults have had to work fairly hard to complete two years in the same language. 

Counting the cost is wise. All four of our high schoolers had different reasons for pursuing a language. One completed two years because his universities of choice required such. There were no questions asked because, well, it had to be done. The second learner completed two years of language in high school because the alternative would be to take it at the college (usually more difficult). His story will be told in part 2 of this series post. Another high schooler of ours was determined to finish her two years of foreign language in ninth and tenth grade to "get it out of the way" so other courses could be pursued. She knows according to her top college choices, foreign language will be required for college admission. A fourth scenario, a friend of ours, tried and tried with valiant and diligent study to no avail because learning challenges made study extremely difficult if not impossible. The lessons learned by that family will be told in part 2 as well. 

All four high schoolers--as well as the high schoolers we work with--benefited from counting the costs of ALL possible options and choices, at least all that were known at the time. Each situation was unique. Each young adult would have to live with their decisions and choices, including how, when, where, and whether to complete foreign languages. As with any decision parents and students must make in the high school years, fear should not be the basis of our educational choices. 

Up next, Part II in this series-- Foreign Language Questions YOU Need to Ask

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

5 Comments I Don't Regret

Words are remembered, taken with us through our days. This is true for us and it is true for our children and young adults.

Words are gifts.

Looking back over twenty-seven years of parenting eight children--toddler to adult--there are words I don't regret. Words spoken aptly. Words purposeful to the moment. Words to build up. Words carried through the day...and years. 

I don't regret

"Let's go to the park!" Let me out of here!  This was a common thought in my years with many littles. With a handful of bouncy children, I needed a break. Though I thought this many times a day, I don't regret staying the course and holding my tongue. In fact, replacing "let me out of here" with "let's go to the park" kept difficult moments positive with words that brought life. I don't regret, "Let's go to the park."

"Let's  _____ together!" Fill in the blank. Let's bake together. Let's do a puzzle together. Let's build Legos. Yes, there was flour in the grout. Yes, we were eventually missing pieces (they likely got swept up with the flour and ball field clay).  And, for those wondering, I didn't particularly like Legos. However, as our adult children have spread wings and flown from our home and as my elementary learners seem to grow by the minute, I don't regret accepting their invitation (or extending offers to them) to do our days together. Oh yes, I was tired--still am. But I couldn't have reaped the relationships I have with my children (including my adult children) without sowing "let's ____together" with wild abandon, even when soil was rocky or weeds popped out of no where--meaning I was tempted to give up and quit!

As children have become adults they continue to invite me into their lives: to shop (I am not a shopper but eagerly accept) or to coffee (I didn't enjoy coffee, but now have a coffee rewards card). There are many aspects of family life which could've contributed to our relationship--and likely did--however, I suspect the relationship began to soar with the open invitation to do life together.

Who doesn't appreciate an invitation? 

"Let's take a break." Littles only sit for so long. And, if I am honest, I can only sit for so long. Yesterday, in fact, I spent several hours at the kitchen table rotating learners with questions and explanations. To stay in the game, I had to take short breaks: freshen a glass of water, stretch my legs, step outside to get the mail.

Taking breaks develops work ethic. There's a body clock in all of us, the one that signals we are about to slide off track. I'm not suggesting children take a break every time they don't like something or begin to feel uncomfortable. Just the opposite. We've all had to work through those tendencies. But if we are honest, there is a point when we become unproductive and need a mind change, if only for a moment. Helping children not only understand what their personal time frame is and then helping them lengthen it (hear attention span-that's another post) is a valuable life skill.

In addition, helping children build a repertoire of positive, productive ways to take breaks is invaluable. 

I will never regret the short breaks we took: walking around the block, skipping to the neighbor's house and back, counting to 20 when frustrated, or standing up to stretch. As our children grew, breaks offered opportunities for intentionality, conversation, and life essentials.

"Your brothers and sisters will be your best friends." Fighting and bickering can get the best of a parent; it's had me often. In fact, hearing myself speak the words "your brothers and sisters will be your best friend" reminded me that my efforts could some day reap rewards. And, they did! I don't regret speaking these words. 

Today, our adult children are intentional about coming to visit younger siblings to play games or bake cookies; to pull littles close, smile into their eyes, to get on their level. These are moments a parent treasures, moments I once dreamed would happen. And they did!

"Let's read a book." Beginning in the young years, I purposed to make books an acceptable, inviting option. With fond memories of personal picture book favorites and daddy's calming read-aloud tone, I wanted to offer the gift of story to my children. Reading several books a day (not always in one sitting) laid a foundation of enjoyment, invitation, wonder. 

I've discovered another gift of story.

When tension rises or bodies grow weary, books offer a restful oasis.

As children matured and moved passed picture books, my comment became "let's read the next chapter". 

I have a multitude of opportunities--daily--to speak words aptly, to bring life. I am sure you do as well. Will you purpose with me to choose those words today? 

For, what we sow today we will reap tomorrow. 

Want to hear more? Cheryl and Mike have added the content of this blog to a NEW workshop for 2017. 

32 Ways to Learn from Real and Relational

Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

In our twenty-three years of homeschooling, our children have benefited from activities rooted in just about every educational methodology.

As beneficial and pleasurable as these experiences have been, the greatest rewards in retention and relationship have come from incorporating life moments into our days together; discovering God’s creation, serving the needs of others, and engaging in conversations.

In the younger years, we:

• Watch busy ants carry food to their hills, commenting on their phenomenal strength and work ethic.
• Till a small garden and sow seeds, watering and weeding with hopes to enjoy the abundant harvest, the fruits of patience, diligence, and perseverance.
• Build a birdhouse, hanging it in a nearby tree and observing the types of birds that enjoy the shelter.
• Weed the flower bed, discussing root systems and parts of the plant.
• Pull out a blanket after the sun goes down and gaze upward, identifying constellations, studying the night sky.
• Study and sketch the moon each night, pondering its changes.
• Solve a jigsaw puzzle or play a game, building critical thinking and problem solving skills.
• Sing together, experimenting with high and low pitches and encouraging vocal giftedness.
• Sort the laundry, learning the difference between lights and darks while engaging in conversation.
• Tidy the house, encouraging young helpers to be a part of the family team, doing what they are able.
• Peel carrots together, strengthening small motor skills while discussing life’s profound questions, like why are bats nocturnal. 
• Make lunch together, slicing bread into half-inch slices and cutting sandwiches into halves and quarters.
• Make lemon meringue pie, marveling at how the egg whites change and stiffen.
• Slice and quarter lemons, stirring in one-half a cup of sugar and filling a pitcher with water to make lemonade.
• Cuddle on the couch, reading page after page, book after book, traveling to unknown places, meeting extraordinary people.
• Look through family photo albums, recalling favorite memories and sharing family history.
• Invite people of varying backgrounds, cultures, and careers into your home, broadening our children’s understanding of the world.
• Make homemade holiday and birthday cards, sending greetings to those who might need extra cheer.

During the pre-teen, teen and young adult years, we:

• Discuss theologies, philosophies, and belief systems, expanding our young adult's understanding of how people think and apply knowledge, while building and refreshing our own knowledge base.
• Learn with our young adults, discerning when to encourage independent study and when to be involved.
• Embrace our young adult's talents, giftedness, or special interests, offering to help in the discovery and research process.
• Start a sewing project, learning and creating alongside, shoulder to shoulder.
• Sweat with our teens, practicing sports and fitness skills, caring for their physical health.
• Walk briskly around the neighborhood, praying for the neighbors while setting a foundation for life fitness.
• Complete a task together (cleaning a bedroom, washing a car, mowing the yard), lightening the load of doing it alone and engaging in conversation which may not happen otherwise. 
• Take our teens on dates (clothes shopping, tea rooms, book cafés, or sports stores), enjoying our alone time together away from the hustle-bustle of everyday life.
• Read books together, sharing feelings and insights.
• Sit with our young adults, engaging in conversation, helping them sort through challenges, uncertainties, and frustrations.
• Strive to be quick to listen, asking questions that help our young adults move through difficult circumstances or relational snags using problem solving and conflict resolution skills.
• Relax together, watching a movie or discussing a recently read book.
• Serve at a local shelter, mission, or children’s home, blessing those who need an extra dose of love while encouraging one another to care for the least served.
• Offer childcare for single moms or moms on bed rest, meeting her practical needs.
• Go on a mission trips together, experiencing new cultures and serving people whose existence matters despite difficult circumstances. 

As our children move to adulthood and away from home, I often ask what mattered most in their learning and living years at home. By far, the experiences which have impacted them most, shaped their being, are the experiences which involved the real and relational. 

As you move about your day today, embrace the real and relational. Those moments matter and they will impact your family for years to come.

Transcript Matters: More than One Transcript?

I field a good number of transcript questions each month. In this post, I will address another question I received several times in the past few weeks. 

"What if my high schooler received some credits at the local public school, some through an online venue, and still others through dual enrollment? Do I need to create more than one transcript?" 

Great question. Home educated students have a variety of different environments from which they could possibly learn. Some of these entities are transcript-producing entities, meaning the entity is accredited and provides educational oversight and responsibility for students who take classes through their venue. Others do not produce transcripts (some co-ops and support group opportunities, private instruction and tutoring, church courses and seminars). 

First, it may be helpful to understand what a transcript is. 

A transcript is a permanent academic record which includes all grades conferred to the named student. It represents the student's academic record; a visual summary of the student's high school years. 

As the homeschooling parent overseeing your young adult's learning, you know your learner's academic record in its entirety, both in the home and away from the home. You know when courses were taken as well as which entity provided oversight for each class, whether it was an accredited transcript producing entity or not. You know whether some credits were earned at the local public school, and whether the course included CLEP or AP content, if the corresponding tests were taken, as well as what scores the student achieved. 

Yes, other entities may have conferred grades and credits, but you alone know where and when those grades and credits were earned. The parent-generated transcript you provide not only validates the courses, grades, and credits received directly under your supervision, but also offers employers and universities an overview of course variety and environments from which the student benefited, in and out of the home. Therefore, every course, grade, and credit is documented in one place--on the parent-generated transcript. It will be the parent-generated transcript which alerts any employer or university that they will receive transcripts from other entities.

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With four high schoolers, two grads who entered colleges and universities by differing methods and means, we have experienced this first hand. And, we have helped others walk through answering this question as well. In every case, having all courses--no matter where they were taken--documented on the parent-generated transcript was helpful in the admission process. 

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How did we denote courses taken outside the home?

First, there must be distinction made. We asked ourselves,

"Was this course taken under the oversight of a legally recognized transcript-producing entity?" 

If the course was taken at such an entity, we flagged the course on the transcript, meaning we added some type of notation super-scripted above the grade. Then we added an explanations of the flags under the grading scale of our transcript. 

Notation explanation as well as grading scale used for courses taken at home

For example, all of our high school learners completed foreign language online through an accredited source.  I didn't create the course, its content, or grade the work. This was all provided by the online instructor. As the parent overseeing the education of my student (outlined in our state statute), I knew the course was taken and that the source was accredited by the state, and is a transcript-producing entity. I added the course to my parent-generated transcript to provide colleges with the information that the foreign language requirement was met. However, my superscript alerted the colleges that they would be receiving an additional transcript for admission purposes. 

Courses taken in the home as well as outside entities.

For some students, there may be several superscripts. I worked on a transcript recently for a student who had taken courses at the local public high school, a private school, an online public school, and a state college. The superscript above the corresponding grades provided admission personnel with a quick, concise picture of where this student had received her high school requirements. 

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The parent-generated transcript not only validates the courses, grades, and credits received directly under the parent's supervision, but also offers employers and universities an overview of course variety and environments from which the student benefited, in and out of the home.

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If you have questions like the one presented in this post, connect with us. Mike and I would love to help you on your journey. We publish Celebrate High School newsletter for families considering or currently walking the high school journey. You can subscribe to that newsletter below. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Transcript Matters: Courses Taken in Eighth Grade

Time to answer another commonly asked question. 

"Can we count courses completed in 8th grade for high school credit? And, how do I document them on the transcript?"

If you are asking these questions, you are not alone! 

First, to answer the first question. 

Yes, by all means you can count eighth grade classes for high school credit as long as doing so remains in the bounds of your state's homeschooling statutes. On this homeschooling journey, parents are able to make these decisions (again, based on their state statutes). However, you should know the hows and whys of the decisions you are making. You may be asked to substantiate your rationale as I did for one of the colleges to which one of our graduates applied. 

As with many things, be ready with an answer. 

When we make the decision as to whether to count an eighth grade class for high school credit, I always ask myself, 

"Is the content of the class considered high school level or above?"

If so, I count the credit. 

Now, for the second question,

"How do we include eighth grade courses on the transcript?"

I include eighth grade, high school level courses, on our young adult's transcript. I note the academic year, course title, grade, and credit received. The format I use is highlighted in the box below. 

I include the specifics on a course description document. Click here if you need more information on course descriptions. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Nature Adventures Made EASY- A Glimpse Into Part of Our Day

"I'm going on a nature adventure!"

Those words were heard before the front door slammed shut and excitement ran to the backyard.

Ten minutes later, peering out the bedroom window to check on the adventure, my heart smiled--three little learners discovering, wondering together. Co-laboring in learning. 

I walked back to the living room  to listen to an older learner read aloud. 

Within thirty minutes the front door swung open, the metal doorknob placing a ding in the drywall. 

"Took at these amazing finds, Mom! These specimens are the best we've ever found!"

A HUGE beetle. A lizard skeleton. A small pine cone.

"Can I get the Magiscope!"

And, while they were outside, one decided to start working through My Nature Adventures. 

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We observed, marveled at the wonders they had found! What amazing details we saw with the scope! We drew pictures in My Nature Adventures.

Then, I asked questions about their adventures. Observation, recall, and analysis are important skills for math, language, and science skills development. 

• What was the first insect you saw?
• Were the insects on certain plants?
• Were all the leaves in the pile the same?
• What colors were the birds you saw? 
• What were the birds doing?
• When some birds flew away, how many were left?
• What did each person contribute to the adventure?

There you have it. A glimpse into our day, into the nature adventures our family enjoyed. Interestingly, most of it was unplanned. Yet, my intentional listening, attentiveness, and questions were essential. 

Our favorite non-fiction, field guide type books:

• Birds, Nests, & Eggs, Mel Boring (Take Along Guides)
• Caterpillars. Bugs, & Butterflies, Mel Boring (Take Along Guides)
• Trees, Leaves & Bark, Mel Boring (Take Along Guides)
• Florida's Fabulous Birds: Land Birds, Winston Williams (Florida's Fabulous Series)
• Florida's Favorite Insects, Thomas Emmel (Florida's Fabulous Series) 

Nature books we enjoy reading after our adventures: 

• From Tadpole to Frog, Wendy Pfeffer (Read and Let's Find Out Science)
• From Caterpillar to Butterfly, Deborah Heilgman (Read and Let's Find Out Science)
• A Nest Full of Eggs, Priscilla Belz Jenkins (Read and Let's Find Out Science)

The above three Read and Let's Find Out Science books are included in the Math and Science Adventure Combo Kit in our store. 

More of our favorites: 

• Waiting for Wings, Lois Ehlert
• Counting is for the Birds, Frank Mazzola (an absolute favorite and great for math!)
• Why Do Leaves Change Color? Betsy Maestro (Read and Let's Find Out Science)
• Pets from the Pond, Margaret Waring Buck
• In the Woods and Fields, Margaret Waring Buck
• Small Pets from Woods and Fields, Margaret Waring Buck

Margaret Waring Buck books are some of the most fascinating nature books in our collection. They are vintage books published in the late 1950s; most by Abbington Press. The line drawings are done with intriguing details. Well worth the hunt to find. 

What might your children engage in today? Might it be an outdoor learning adventure or an indoor building project? 

Adventures await. 

sale

My Nature Adventures

Sale Price:$8.00 Original Price:$10.00

My Nature Adventures invites your child outdoors to discover elements of creation which innately capture attention, engage thinking, and cultivate questions. 

8 Skills Children Practice in Puddles

Rain poured.

Five years ago. One solid week of on and off rain. Our learners caught cabin fever. Petty arguments found themselves frequent visitors to play and learning time. My children and I needed outside time, desperately. When thunder and lightening pushed away, I announced it was time to find the raincoats.

Out we went!

There was much to learn in the puddles. Each learner carried a small fish net, sand bucket or shovel. They were off on an adventure.

Catch. Look in the puddle when the water is still. Do you see insects? Do you see any tadpoles? If there are tadpoles, try to catch some in a container. Once home, place in a larger container or fish bowl and observe over the next week or ten days. What happens to the tadpoles?  Draw pictures of each change. This is an amazing first lesson about life cycles. 

Jump. Who doesn't love to jump in puddles? Puddle jumping allows little learners to learn about the properties of water. If the weather is particularly rainy or cold, a raincoat will help keep little learner warm during his or her discoveries. Experiment with stomping. How does the force of stomping effect water displacement?  These experiences build physical skills while placing important files in the brain for later science learning. 

Listen. Listen to the rain drops hit the water. Listen to the rain patter on the house roof. How does the sound of rain change? Once inside, make a rain stick. Find a paper roll. Cover one end with wax paper. Measure (another great skill for littles) 1/4 cup of rice. Pour into the tube. Cover the other end to keep rice contained. Decorate. Shake. Try to replicated the sound of rain. While making music, chant Rain, Rain, Go Away or sing The Eensy Weensy Spider. Differentiating sound, replicating sound, and moving to music are important to auditory and physical development. 

Measure. Take measuring cups and spoons out to the puddle. Experiment with measuring. How many 1/2 cups can be poured into 1 cup? How many tablespoons can fit in a 1/4 cup? If you have a balance scale, compare the weight of 1 cup of water to 1 cup of mud. Compare 1 cup of wet leaves to 1 cup of broken sticks. Measuring and comparing are important math skills for little learners. 

Sink and Float. Collect objects. One by one, choose an object and guess whether the object will sink or float. If the object sinks, place it on one pile. If it floats, place it on another. This is a great activity for children to experiment with making predictions.

Write. Use a stick to write numbers, letters, or words in soft mud surrounding the puddle. For littlest learners, begin with writing the first letter of the child's first name. From the first letter, move to the whole name. 

Count objects. Are there object floating on the puddle's surface? Are there objects around the puddle? Count objects. Are there more objects in the puddle or on the edge? 

Evaporate. After rain, puddles disappear. However, evaporation happens at different rates. Be sure to go back outside to check on the puddles. Are they still there? How are they different each time you return.

Read. Once inside, place wet clothes in the laundry and redress in dry. Choose a few rainy read-alouds while sipping on hot chocolate. 

Some of our favorite rainy reads have been: 

• From Tadpole to Frog, Wendy Pfeffer (one of three books available in the Math Adventures Math and Science Combo Kit)
• Frogs, Gail Gibbons
• Why Frogs are Wet, Judy Hawes
• Ducks Don't Get Wet, Augusta Goldin
• Peter Spier's Rain, Peter Spiers
• Weather Words and What They Mean, Gail Gibbons
• Down Comes the Rain, Franklyn M. Branley and James Graham Hale
• Clouds, Ann Rockwell
• Feel the Winds, Arthur Dorros
• Flash, Crash, Rumble, Roll, Franklyn M. Branley
• Weather Forecasting, Gail Gibbons
• Follow the Water from Brook to Ocean, Arthur Dorros

As long as it is safe to go outside, rainy, puddle-filled days can provide memorable learning moments.

It's intentional, real, and relational. And, it matters!

Want to learn more? This Psychology Today article offers further explanation about what really happens when little learners play in the rain. Fascinating!

College Admissions for Homeschoolers Part IV: The Big Picture

I would be remiss to end this series with a post--like #3--about paperwork and requirements. 

Why? 

Why did we start the homeschooling journey?  Did we start because we wanted stellar transcripts or ten pages of course descriptions outlining literature pieces and grading scales? 

Honestly, when I began researching college admissions for homeschooling high school learners fifteen years ago, I did start with boxes I thought needed to be checked. I really did think that my success as a homeschool mom would be--in part--determined by whether our young adults could go to college (their first choice of course) or hold down a fantastic career. Truth be told, I had a very limited idea about what it meant to homeschool high school and the potential of those years. It wasn't until my first son was well into his college years, my second son graduated high school, and my third began her high school journey that I could understand the value of those years at home; what really mattered in the years we had together. Each one was headed down a unique path. Each one had strengths. Each one needed a different approach.

There is perspective one gains from being far enough through a situation to be able to look back, ponder, and glean from experience.

As we have turned the tassel for several graduates, I have come to realize there are many more things to celebrate than grades and scholarships. Though those are important, and we did celebrate them, they are not the only reason to homeschool through the high school years. Indeed, there are academic abilities and special interests to foster, assignment deadlines to meet, foreign languages to learn, and a final transcript to send to universities. But an unbalanced focus can be detrimental. 

There is much to celebrate! 

In the Bastian home, we tried our best to allow the young adult to pursue interests, talents, and giftings. If our young adult had aspirations of attending a specific university or starting a business, we walked alongside he or she the best we could, dependent upon the seasons and circumstances of our home at the time. I wrestled with "am I doing enough" and "will he or she look competitive on paper."

Mike, a gifted guidance counselor and life coach, helped me see the bigger picture, reminding me of the real reasons we began homeschooling. Staying focused in the midst of the noise and clamor of blog posts and publication pressures proved difficult for me at times. I was balanced by Mike's ability to see a bigger picture, his ability to see beyond high school, to life down the road. The big picture, not solely the day-to-day and the immediate results. He reminded me there was a person behind the assignments, the grades, and the transcript. 

Celebrating high school was the completion of what began the moment our children entered our home and the launching of what would be carried forth to life, to the beginnings of new homes and families. 

When our children graduated high school we celebrated the effort put forth by parents and young adults but also the people who poured into the lives of our graduates--grandparents, mentors, aunts, uncles, pastors. These people helped to shape our young adults.

Celebrating high school was less about the knowledge stored up in the minds of our young adults and more about who the young adult was and how they could impact the world.

As you walk through the years of your high schooler's journey, remember the final celebration is less about the knowledge stored up int he student's mind and more about whether the young adult understands his or her strengths and how those strengths will bring value to wherever he or she has an opportunity to impact. The celebration is also about a graduate with a willing open heart, eager to make a difference while contributing to his or her future home, family, community, and the world. Will your young adult have courage and the soft skills to take risks for the sake of other people or important causes? Will he or she have the forbearance to withstand the challenges and opposition of daily life?

When I began researching homeschooling through high school, these questions were rarely, if ever, asked. Perhaps it was because no one could tell us how to prepare for these answers or how to produce the answers we sought. Yet, the answers to these questions were essential to the lives our children led after the tassel was turned, Pomp and Circumstance faded, and the final transcript was printed.

Those answers, my friend, were worth celebrating!

Mike and I would like to invite you to continue the high school journey with us. We publish Celebrate High School newsletter for families considering or currently walking the high school journey. You can subscribe to that newsletter below. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Boxes, Creativity, and A Bunch of Imagination

Kids love boxes. 

I know I did. 

Small ones, but especially LARGE ones. 

The other day I returned home from Aldi with groceries and BOXES!

I put away the groceries and sat down to help a high schooler edit some writing. It was mid-afternoon, a perfect time for our children to enjoy exploration, adventure, and independent studies.

From the kitchen, I hear...

"Mom, can we use those boxes to build a phone booth?"

My mind was with my high school learner. I didn't have time to think about mess and such. So, I said yes and kept an ear out for the communications and happenings in the kitchen, you know, like moms do when "creativity" is happening. 

An hour later I walked to the kitchen to get a drink of water, and check on "progress".

My kitchen was littered with cardboard pieces, shreds of paper, plastic inserts from a cookie package, more paper scraps, staples. And the kitchen table? YIKES!

Where would we eat dinner? 

Mike came in the door not ten minutes later. 

"Dad! Look at our phone!"

The phone had the makings of a coin slot, a receiver, and a timer to time calls!

What an afternoon these sisters had!

The kitchen was abuzz with excitement. I decided to allow dinner to take place elsewhere. 

The next morning, math was done and I was working independently with an older learner. The enthusiastic builders were now hard at work in the living room. 

Imagine my surprise when after the lesson with the older I walked into the living room and saw

A PHONE BOOTH!

They continued their learning adventure, making a price list with plastic coins so their sister who couldn't yet add coins could play, too. For the users who could add there were hand-written instructions. 

Now, I will be honest. I did make a few trips to the living room after the initial booth was up and "bargaining" was taking place about who would use the booth and when it would be used. When negotiations needed navigating, I stepped in to help with problem solving and conflict resolution. 

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Two days ago, when my learners asked to make a phone booth, I could never imagined all they would learn and practice in the process: geometry and physics in the construction, math and spelling in the user details, collaboration, problem solving, interpersonal communication skills.

And it all began with some boxes, a question, and a bunch of imagination. 

Are there boxes in your house today?

Wonder what they may be?

College Admission Requirements for Homeschoolers- Part III: Application Paperwork

Great to have you back for post #3 in this four-part series on college admissions.

In part one I talked about preparation. Part two offered insight on admission must haves. In this post, the third in the series, I will look at the details of some of the paperwork colleges may require.  

Admissions paperwork for homeschoolers may differ from public or private schooled applicants. It will definitely vary from university to university. Therefore, being knowledgeable about the potential paperwork which may be needed is helpful as the high school years approach and move forward.

I remember when--eight years ago--my first high schooler was in the midst of applying to his top colleges of choice.

It was August of his senior year. I had researched, been to workshops, talked with moms. Not all I had learned and heard was needed. Yet, as we sat at the computer working on forms and paperwork, I was thankful for pockets full of potential. I remember joking with my son about how I had no way of knowing what cards we would have to play but I was grateful we had a deck from which to choose!

Transcripts. A transcript is a summary--a visual representation--of a young adult's high school academic record. This paper will represent your student, the student's educational experience, and your homeschool. Universities appreciate transcripts which are concise, presented in a clear, easy-to-read format. A professional looking transcript allows universities to take your homeschool seriously, like, "This family knows what they are doing."  

Like mama used to say, "The first impressions matter."

Accurate record keeping provided the information I needed for the transcript, mainly grades, credits, course titles, and test scores. Having all this information in one place helped me pull this document together quickly when a new baby delayed my record keeping and I needed a transcript for a good student driver discount. 

What about format? This question is asked often. After researching (can you tell I like this stuff?) formats, I created a document I knew would meet our applicant's needs and look professional. I've used the same transcript format for all my young adults as well as the young adults for whom I have created transcripts via consultations and evaluations. The format works. "This is the best homeschool transcript we've seen," says one highly-selective university. 

With our transcript template finalized, I simply edit the pertinent biographical information, courses, credits, and grades. This is much easier than starting from scratch every time we add another high school student. Be aware, some universities don't care how the transcript is formatted, others do. Some offer transcript formats on their sites. Flagler College reminds home educated applicants to make sure the person who prepares the transcript to remember to sign the document. Though this sounds silly, I know parents who forgot to sign their transcripts. The document is considered invalid without a signature. 

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“Finally, the transcript must include the signature of the individual who prepared it.”

— Flagler College website

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Parents often ask me if I include course codes on my transcripts. I don't.

I offer a detailed reason why I don't on this blog post. 

Course Descriptions. States have standards. High schools offer courses based on those standards. A description of these courses is published on the high school's website. If the college personnel had questions, they could access course content and standards (at least in theory).

Courses taken at home vary from home to home in methodology, structure, and content giving college administrators no standard for evaluation or comparison. This is a good thing, say homeschoolers. I would agree. However, this is the reason college admission officers considering home educated applicants sometimes require course descriptions to accompany transcripts. These short, concise paragraphs allow college personnel to become familiar with the student as well as his or her academic achievements and interests. 

Course descriptions serve two purposes.

First, course descriptions clarify and validate course content. This is especially true when applying to universities which refuse to accept parent-generated honors courses (which happened to us). Once the admission personnel read a course description, determination may be made as to whether the content is equivalent to a traditional honors level course--in their eyes.

Course descriptions also validate a student's academic abilities and achievements. And in some cases (ours included) universities use these course descriptions to determine invitation to honors college or offering of potential scholarship. 

This blog post about course descriptions may be helpful as you research and discover the requirements of your student's top college choices. And, it will help you learn how to put in words the unique and extraordinary learning which is happening in your home.

Reading Lists.This is definitely one of those documents which is not widely requested yet good to be knowledgeable about in case it is needed. 

 Reading lists are not required by all colleges. 

Fifteen years ago a homeschooling mom, who had graduated two students, told me to keep a cumulative reading list for my then middle schooler. Actually, by our state statute, we are required to keep a resources list, so it really wasn't a stretch to continue in high school. However, I didn't really understand why she was so insistent and I questioned her. She told me a story of how one of her graduates was asked to submit a reading list. Not knowing which universities my son would apply to, I decided I would consider her experience and wisdom and keep the list.

Indeed, I needed the reading list. One of the universities to which my son applied required a reading list. WHEW! I was grateful for the wisdom that mom so bravely shared. Only one college required the list. However, I had the list compiled and decided to submit it with every application we sent (those were the "old" days when applications went by mail) because most of the schools he applied to were highly competitive. 

Do we keep reading lists, even though few colleges require them? Yes. Our students keep a cumulative reading list, recording title and author of every high school level (or higher) book read. Why? First, it is required by our state statute, and I don't want to scramble to reproduce what we can fairly painlessly record as my students finish their reading. In our family when our learners begin to read high school level or higher materials, the mantra is

"read the book, record the book, get the credit." 

This simple statement extends freedom for our students to select independent reading and earn credit. Keeping the list not only allows a cumulative reading list to be compiled--by academic year--but gives me a tool from which to cut and paste (integrate) student-selected reads into high school courses. 

Letters of Recommendation. Letters of recommendation are written and submitted by a third party who can attest to the academic accomplishments, work ethic, and personal character of a student. The majority of colleges will ask for letters of recommendation for admission. Each university is likely to request letter from different sources. Be prepared to ask instructors, teachers, band directors, employers, supervisors, pastors, or coaches if needed. Remember, I talked a bit about these letters in post #2 of this series. 

Essays or writing samples. Universities may require applicants to submit essays, writing samples, or personal statements with the admission packet. Essay topics can often be found on the college website or on the college application. Researching and practicing essay writing before actually submitting an application is helpful and recommended. This blog post offers some of the most common essay questions colleges ask. 

Bucknell University requires extra writing samples for home educated applicants. 

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“Home-schooled applicants submit the same application and testing as other students, but we require additional writing samples.”

— Bucknell University website

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Some colleges have a word count requirement for their essays. Therefore, high schoolers may benefit from practicing writing within a specific word count. For example, I asked one of our seniors to write a 500 word essay one afternoon during the first weeks of school. He wrote a first draft in the time and word count limit. A day later, we sat and worked through grammar and mechanics, organization and word choice. We followed up with a final draft. The student was motivated because the content mattered. He wanted to attend the college requiring the essay. Win for the application. Win for composition. We made a copy for his English work samples which were shown to our evaluator at the end of the year.

Some colleges ask writing samples from applicants. Amherst College suggests a short writing piece and a research paper. 

Additional paperwork may be needed. For example, Emory-Riddle Aeronautical Univeristy suggests a student resume, though it is not required. University of Pennsylvania requires additional information to be present in the paperwork provided. Their homeschool applicant page states

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“More information is better… In the Secondary School Report and elsewhere in your Penn application, please share your motivations for choosing a rigorous home school journey. Why did you or your family seek home schooling as an option for your education? Describe your curriculum in detail and tell us how you, your family or oversight group have organized your pursuit of knowledge across core academic disciplines including humanities, math, social and natural sciences, and foreign languages. How has being home schooled helped you grow intellectually and personally or enhanced your opportunities for learning? The aim is to help the admissions committee understand how you have worked to “demonstrate mastery” and “distinguish excellence” across the curriculum. Anything you or your academic supervisor can do to explain and contextualize your educational circumstances can only be helpful in the Penn admissions process.”

— University of Pennsylvania website

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Each piece of paperwork has its nuances and importance, just as every university has its requirements. This post is simply an introduction to each document a family might be asked to submit with a college application. Families can research their young adults top colleges of choice for specific requirements, especially if those choices include military academies.  I have written extensively about each of these documents--with examples--in my book Celebrate High School which is on sale until October 7.

I hope you will join us for the final post of this series, The Big Picture. 

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

College Admissions for Homeschoolers Part II: Admission Must Haves

"Must haves." 

I know, sounds determinate, like "if you don't do this you won't get in." But stick with me. 

I'm not telling you what to do. That is not the point of this post.  

And, there's no way for me or anyone else to tell you exactly what to do for your high school learner. Only you know your student or his or her unique circumstances.

The purpose of this blog post is to share current information so you can be intentional; equipped to make informed decisions for your high schooler. As a mom who's walked the high school path with four very different young adults and an evaluator/consultant who has worked with many families, I understand what works for one student may not work for another.

However, like it or not

there are definite items colleges will request of all their applicants--public, private, and homeschooled.

Knowing what those items are offers applicants opportunity to prepare and to keep paperwork current as courses are completed, hours are served, and achievements are made. I have learned from experience that although we homeschoolers like to dig our heels in the sand and stand our ground (thinking we should or shouldn't have to deal with certain admission requirements), our dug in heals may leave us stuck with little or no options. 

Test Scores. Like it or not, most universities with a traditional mindset still believe testing helps validate grades on a transcript. Many colleges believe that test scores are especially important for home education graduates because their educational environment is potentially less standardized than traditional public or private schools. On the other hand, some universities are moving toward test optional scenarios (as stated in this Washington Post article). Stetson University is one of those schools.

Stetson University, a test-optional school states

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“Stetson University values academic achievement, commitment to personal values, leadership, talent, character and initiative above standardized testing. Therefore, submitting standardized test results for admission consideration is optional. Score-optional consideration is an alternative for applicants who feel that their test scores don’t adequately reflect their level of academic achievement and/or accurately predict their potential. ”

— Stetson University website

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Though some schools are now test optional, others are not. Still others offer the applicant to make a choice based on his or her strengths. Homeschooling parents find It best to research and then prepare to meet the testing requirements for colleges of choice, if test scores are an admission must.

Knowing test score expectations allows a young adult to be prepared, to choose a specific test from the options, one which will best complement his or her strengths, and then to study for the special characteristics of that test. Some colleges have the same test score requirements for public, private, and homeschooled graduates. Other universities have stricter standards for homeschoolers and even require additional SAT Subject Test scores. 

Emory University has specific test score requirements for homeschoolers. According to their website, 

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“The Admission Committee is happy to receive applications from home-schooled students. In addition to meeting all admission requirements and submitting the required results from the SAT or ACT, we ask that a student who has been schooled at home submit results from three SAT II subject exams—one in mathematics and two of the student’s choosing. Additionally, we require at least one letter of recommendation from someone other than a family member. We also encourage home-schooled students to submit a comprehensive explanation of their curriculum.”

— Emory University website

University of Notre Dame also requires additional testing.

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Grades. Universities like grades. Again, this is a traditional educational evaluation method used to place (at least in theory) public, private, and homeschooled graduates on the same plain (whether you agree or not). Knowing whether a college prefers unweighted or weighted GPAs is another aspect of grading with which parents should become familiar. 

Grading in high school doesn't have to be scary. Check out my detailed blog post Grades...in High School. I highlight how we graded some of the most traditional and the most unique courses of our high school journey.

Transcripts. This is another traditional requirement for the applicants and perhaps the most stressful for homeschooling parents. Hence, why some homeschoolers will argue this document is not necessary. However, a large percentage of colleges and universities will have this requirement. Some colleges including Wheaton College, are offering a transcript template on their homeschool admission page. Again, preparation can combat fear. As you build your understanding of transcripts, consider:

• Most universities want this document on one page; neat, concise and eye-appealing, easy-to-read.
• The majority of colleges are looking for variety--in content and format. In regards to content, many universities are eager to see depth and individual interests. An unique interest for a student applying as a veterinary medicine major might be Introduction to Veterinary Medicine. Schools will also be looking for the specific courses they require for admission, for example Biology. Class format is important, too. Universities want to know your student can learn and interact in traditional, online, seminar, and hybrid courses. This is why lab sciences and foreign languages are often required for applicants. Overall, they are looking for well-rounded students who will impact their campuses. 
• Some universities require 16-20 core courses for admission and will offer suggestions on their homeschool admission pages as to what courses they are looking for. Wheaton College is one of those universities. 
• Be sure the transcript you create contains the information requested by the colleges to which the student is applying. 

University of North Florida requests a transcript containing the standard information required of all applicants, including home educated graduates. 

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“Home school students must submit transcripts indicating course title, semester, grade, and awarded credit for all academic courses. Official SAT/ACT scores and official transcripts from accelerated mechanisms are also required.”

— University of North Florida website

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Letters of Recommendation. These documents are required of all applicants, public, private, and homeschooled. And, for some universities, this is the second most important documentation on behalf of the applicant. Letters of recommendation are especially important for the home educated applicant as they offer an unbiased perspective of the student. In other words, though the parent may act as the guidance counselor and write a letter from this position, the university will want a glimpse of the student from a source outside of family. Often a youth pastor or instructor from a traditional setting--online, co-op classroom--a coach, or an employer can offer the information a college is needing. In addition, some colleges will have specific guidelines about who they want to write a letter (clergy, employer, coach) as well as when the letter must be written (an instructor from the student's senior year). Not all colleges require specifics letters to be written, but when they do, be sure to follow their guidelines. 

For example, when our first son applied to highly-selective universities, one of the schools required a letter of recommendation from an instructor during the senior year. Though my son had had teachers in previous years through local co-op classes and individual instruction, his senior year courses were taken mostly through home study. However, he was finishing up a second year of Spanish online. I called the university and asked if a recommendation from his online teacher would be acceptable. They agreed, though I wondered how she could even write a recommendation having never met our son. Her letter focused mostly on his work ethic, academic ability and integrity, and timely assignment submission. All good points none of his other letters addressed. 

Princeton University explains what is important for applicants to consider when submitting recommendations. 

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“It’s most helpful if your teacher and counselor references come from three different adults who can comment on your intellectual curiosity, academic preparation and promise, and extracurricular involvement. Some home schooled applicants ask a parent to complete the School Report, and they ask others who have known them in an academic context to complete the teacher references. If you have taken any high school or college courses, or had a teacher other than a parent in a particular subject, we encourage you to ask those professors or teachers to write your teacher references.”

— Princeton University website

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When our high school students ask mentors, supervisors, or instructors for letters of recommendation we encourage them to follow up with a note of thanks and gratitude. I outlined that process in a blog post, The Thank You After the Letter. 

Interviews. Nine years ago when our son began to receive offers for admission and scholarship, interviews were essential if the student intended to accept a Presidential scholarship. Today however, interviews are becoming more popular for admission. Interviews provide a chance for the student to talk about his or her achievements and aspirations as well as offer an opportunity to exhibit proficient communication and interpersonal skills. College personnel want to know what value the student will bring to the campus.  Rice University is one university which recommends a personal interview.

Additional paperwork may be required. Research each college. Determine what types of documentation each university is requiring. For example, St. John's College asks applicants to write an essay for admission. And, Vanderbilt University suggests student submit an optional curriculum chart. Arizona State asks home educated students to submit a lab sciences evaluation. Though a first reaction may be frustration--as it was for me when I had to write essays about our educational methods and grading system--it is wise to step back, breathe, and take a few minutes to ponder the request. After a thirty second pause, the request may not be as bad as first perceived. 

In our situation, though I was initially discouraged that our son's top school required me to write essays, once I started the process, the pondering of our home education methods was beneficial and indeed helpful for us as a family. I was reaffirmed that indeed we had worked hard together and our son was extraordinarily prepared for his next steps. In the end, that school offered our son a Presidential scholarship, four full years paid tuition. 

Once we know what will be required for admission, we can get down to the business of creating the documents and records we need. We'll take a closer look at specific admissions paperwork in the next post. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Grades...In High School

How do I give grades in high school?

This is one of the most common high school questions I'm asked. 

Often the question is asked with a perplexed, overwhelmed facial expression and clinched teeth.

Rest easy! Grades don't need to cause stress.

The high school years can bring out fears we didn't know we had. Like grades. Parents versed in grade giving in the elementary and middle school years stop suddenly, wondering if there is something different they need to do. Others, parents who have never given grades, panic wondering if there is some secret to this "language". 

Grading traditional objective work. I term traditional objective work as math problems or a chapter review in history. It is an answer-the-question, get-the-answer right-or-wrong, type of assignment. These assignments are objective, either right or wrong. There is no room for opinion or comparison to a group.

Grading traditional subjective work. These are assignments like essays, where opinion may play a role in the grade given. These grades can be a bit more difficult to assign. For these types of assignments, I prefer to use a rubric--a chart which states specifically how the assignment will be graded, what will be expected, and what point value will be assigned to each part of the assignment. Rubrics have been valuable to our family for traditional subjective work. The one I used when teaching a high school English course is available here for free download. 

Grading non-traditional course work. There have been some courses along the journey with four high school learners for which there were no right or wrong answers, no percentages, and no rubrics. Some parents may call this a pass-fail course. Other parents call it a completion course. 

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When our son built an 8 foot x 12 foot shed (insert miniature house with plans he drew and had certified by an architect) as part of his Eagle Scout project, the final grade was determined by whether or not he received a certificate of occupancy from the city. In addition, we considered his character and work ethic proven by his communication with sub-contractors, leadership of older scouts, and his ability to progress through the project, meeting permitting deadlines toward his grade. As the parents conferring the credit and grade for this course, we felt his work definitely warranted an A, which was reflected on his transcript for the course Introduction to Building Construction. 

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We've had other courses which were completed and best described by an adjective. These courses were again subjective, based on conversation or other non-definitive evaluative methods. Our students knew the adjective grading scale, hence knew what was expecting in terms of work ethic, attitude, or performance. Having such an adjective scale also allowed me to not only have a measurement tool in my mind (and in my student's minds) but also to be able to explain the grading for such courses to college personnel or employers, should they inquire. Courses we've graded in this manner included Music Theory and Performance, Care and Concern for the Elderly, and Art Appreciation. There were no tests or objective grades in these courses, no written papers. There were however, performances and lessons, conversations with elderly residents and medical professionals, visits to unique art exhibits or museums, and attendance at music competitions and professional dress rehearsals. Conversations and dialogue followed, critiquing performances, comparing and contrasting venues as well as art pieces. In addition, video texts and tutorials were utilized. Our adjective scale, which is published in my book Celebrate High School is:

A - Exceptional, Excellent, Extraordinary, Superior

B- Commendable, Praiseworthy, Above Average, Credible

C- Adequate, Average, Usual, Ordinary

D- Minimal, Fair, Insufficient, Lacking

Grades in high school don't have to cause undo stress. 

Even after fifteen years of research and twelve years of actively educating high schoolers, I remind myself grades are what educators and professionals know. They are a necessity along the high school journey. What college administrators and employers don't know is the academic abilities of my student or the caliber of study he or she has completed. Grades are a standardized means by which to express our student's accomplishments, especially the non-traditional--and often most valuable--experiences our learners have had the opportunity in which to partake.

As parent educators, therefore high school guidance counselors, we must find and use the grading means by which the student and the accomplishments can be accurately represented. And in doing so, with the encouragement of one another, we can provide grades for our high school learners. 

WE can do this!

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

College Admissions for Homeschoolers- Part I: Preparation

High school is an exciting life season. With life after high school on the horizon, students apply for jobs, serve volunteer hours, and practice essay writing, hoping to land their dream job or attend a first choice university.

Parents worry if they have done enough, kept the right paperwork, and poured everything they possibly could into their young adult's minds and hearts.

I have been there. Still am.

Truth be told, even with the experience of four high schoolers (two, soon-to-be three grads), I still have doubts.

For me, one of the best means of alleviating concern as been to  gather knowledge--to be prepared!

This blog series is meant to help you glean answers to common questions you are likely asking.

Will my homeschool grad be able to apply for admission at his or her schools of choice?

Over the past thirty years, homeschooling has grown from a pioneering movement to a popular, viable educational option. It's been proven that homeschooling through high school graduation often provides graduates with essential soft skills colleges and employers seek--problem solving, initiative, self-discipline, work ethic, and time management. Colleges, universities, and employers often find these qualities in homeschool graduates. 

Some colleges pursue home grads. The Massachusetts Institute of Technology (MIT) offers an admissions page specifically for homeschoolers. This quote from that page is especially reassuring.

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“One quality that we look for in all of our applicants is evidence of having taken initiative, showing an entrepreneurial spirit, taking full advantage of opportunities. Many of our admitted homeschooled applicants really shine in this area. These students truly take advantage of their less constrained educational environment to take on exciting projects, go in depth in topics that excite them, create new opportunities for themselves and others, and more.”

— MIT website

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MIT is not the only university seeking the accomplishments of home-educated young adults.

Bellhaven University in Jackson, MS states on their website

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“Belhaven welcomes home educated students! Approximately 22% of our current freshmen class was home educated. We encourage home schooled students to consider Belhaven if they are looking for a Christian college that is committed to preparing them academically and spiritually.”

— Bellhaven website

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Covenant College also admits a significant number of homeschooled grads. In fact, Mike and I personally consulted and evaluated two students who have recently completed their first year at Covenant. 

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“Covenant College enjoys a large number of home-schooled students in our student body. In fact, our population of students who come to Covenant from a home-school background has risen from 4% in 1995 to 23% today!”

— Covenant College website

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Colleges are making efforts to become well-versed at evaluating the extraordinary achievements of home educated students working to understand and accommodate the methods home educators use. To that end, universities have begun to hire home education specialists in their admissions departments. Bryan College is one of those colleges. 

In addition, more and more universities are leveling the field, asking for the same admission and testing requirements from all applicants, public, private, and home graduates. University of South Florida is one of those schools. 

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“Many of USF’s best students have completed home education programs. As a home schooled student, you must meet the same admission criteria as your peers graduating from traditional high schools, including:
—A comprehensive transcript for the equivalent of grades 9 through 12, including work completed through home school, Florida Virtual School or dual enrollment. You may use our Home School Transcript template to generate an acceptable transcript.
—An official SAT or ACT score with the writing component included
—A portfolio or additional documentation may be requested if deemed necessary to complete an appropriate evaluation for admission
—Additional factors are also considered for home schooled students.”

— University of South Florida website

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Colleges are also offering practical helps and tips for homeschool graduates on their websites, all in an effort to insure homeschooled applicants indeed feel welcomed. Parents are encouraged to do their research, communicate with admissions departments, and become familiar with requirements. 

College admissions for homeschoolers doesn't have to be scary!

Be Prepared

Many years ago when my first learner was mid-middle school, I began to realize I was--in the not so distance future--going to be wearing another hat--guidance counselor. YIKES! Knowing I wasn't alone on my journey was refreshing, helpful, encouraging. Like many homeschooling parents who had become their high schooler's guidance counselor, I was stepping into the ranks, into good company. 

I was relieved to know what I was embarking on was possible. 

In between diaper changes (I still had littles!) and essay edits, I attended workshops and seminars, talked with admissions counselors and advisers. And, I took time to breathe! Eventually, the high school lingo--credits, transcripts, academic electives, and GPA--became familiar, and I began to feel more comfortable in my budding new role as admission's advocate for my son. That was fifteen years ago! 

I must admit, I felt overwhelmed at times. Being a guidance counselor was a lot of work! And, somehow, like many other moms, I carried the weight of admissions on my shoulders, even when I tried not to and in spite of the moms who told me it wasn't my job to do so.

Toward the later years of his high school journey, I realized being familiar with admission requirements and deadlines for his top five or ten colleges would be just as important as preparing him for standardized tests, accumulating community service hours, and practicing essay writing. Doing a little bit each day, eventually, preparation in these areas--admissions included--helped us create a strong student profile. He applied to five or six universities, several highly selective, and was accepted to all.  

It was all coming together. Good thing! I had another high schooler right one behind.

As I mentioned, one of the most helpful things for us (he and I) to do was to find out what the admissions requirements were for his top college choices. In those days--before bookmarks and Pinterest--we wrote notes and printed pages. Today, I keep a running log of college and university homeschool admission requirements on my blog. It has been a huge help to me and to others Mike and I work with. In fact, it is one of my most popular blog posts--College Admission Requirements for Home-Educated Students. This post may be one of your first stops on the research journey. I hope you find it helpful! 

As read through the webpages, you will begin to find commonalities in admission requirements. I will discuss some of those requirements in my next post, College Admissions for Homeschoolers- Part II: Admission Must Haves.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Using 4-H for High School Course Content

"Our high school learner is very active in 4-H. Can we use any of what the student is doing toward high school credit?" 

I love out-of-the-box thinkers! 

When I started homeschooling twenty-three years ago, 4-H was a well-known, popular option for home educators. Homeschooling families gathered at the extension office to glean curriculum for nutrition, citizenship, animal sciences, aviation, and more. Families loved the 4-H intentionality toward hands-on, experiential learning. 

Today, Mike and I walk with families--Kindergarten through high school--on the home education journey. Several use 4-H materials. 

This question was very appropriate as this particular family purposed to work with the interest of the learner. 

How does this family consider awarding credit?

• Consider state statutes in regards to high school. States vary in regards to graduation and credit hour requirements for home educated students. Parents are responsible to determine what is required per their state statute.
• Consider activities. Some families prefer to keep digital documentation, perhaps a bullet point list of experiences, projects, presentations, awards and the like or a spreadsheet log. Alongside each experience, the parent (or student) can record study, learning, or preparation hours for that activity. See the sample spreadsheet below for a student's work toward Filmmaking.
• Consider documentation. One of the advantages of completing 4-H work is the paperwork and documentation required. This paper trail can be saved right along with the work samples in the student's portfolio, should this be required by state statute. If the young adult chooses to apply to a university which requires course descriptions, the completed work samples will be extremely valuable. 
• Consider credit. Each family determines how many hours will constitute a credit hour of work (unless otherwise determined by the home education statute in your state).  There really isn't an established right answer for this determination. We know families where 120 hours is required for one credit, others where as many as 200 hours are required per credit. Generally, each half credit would require half the number of hours. Once the hour requirement has been determined, parents and students can tally up total hours spent on the each discipline or course. If the student is short on learning hours, other activities or assignments can be added.

SAMPLE LOG with hours. NOT required, but helpful for some families. 

• Consider intern or volunteer hours.  A great way to add learning hours is to gain personal experience through internship, apprenticeship, or volunteer hours. These hours can be logged on the spreadsheet of activities. For example, in the case of filmmaking, perhaps the young adult might spend a weekend filming content for a church video presentation. These hours could be added to the spreadsheet log. Universities and potential employers appreciate practical, hands-on learning in a field of interest. These hours are valuable.

Let's assume the learner has achieved the determined hours to earn credit, either a full one credit or a half credit. 

What's the next step?

Course titling. 

Titling a course is very important, essential, in fact. It is, in many cases, the first impression of content as well as student.

The title should be an accurate, concise representation of what was covered in the course. For example, Film Production is assumed to be different than Television Broadcasting or Film Techniques. Each will encompass different processes, media, and likely marketing and audience considerations.

Often parents ask, "Do I have to use the title given by the company or curriculum?"

The answer to that question depends on a variety of factors. 

In light of this post's focus, 4-H is not a credit conferring entity. As such, a parent could use the title of the curriculum or the parent could--especially if significant content is added to the 4-H curriculum--choose a title which would more accurately define the course. For example, if 4-H  Filmmaking is used but the young adult also studies the history of filmmaking and changes in production technology, perhaps a better title would be History of Filmmaking or Historical Survey of Filmmaking. If the student completes Filmmaking and then completes an internship with the video production team at his or her church, perhaps Video and Film Production would be a better title. 

Need help with titling?

I have researched course titles online as well as read through local high school curriculum guides. Doing so has helped me understand the importance of accurate titling and has offered me guidelines. You could do the same by searching for course titles in an area of interest. In this case searching "high school film courses" or "high school film production courses" may render some title options. 

Back to the original question, 

"Can we use what a student is doing in 4-H toward high school credit?" 

YES! Indeed, 4-H can be a very beneficial learning tool and a young adult could potentially use completed content toward high school credit. 

Have you conferred high school credit to a learner using 4-H? Tell us what you did in the comments. 

If you need more detailed information about any of the topics--credit, course content, and titling--my book Celebrate High School has full sections dedicated to each. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children.