I agree with the discard without reading and ignore. If it's clear she's not going to stop contacting you of her own accord, I strongly suspect that it's just as clear that your request will fall on deaf ears. If she wasn't a boundary-pusher, she wouldn't be a toxic person. Therefore, I think your request will only backfire. In fact, it might well cause her to escalate attempts at contact, probably along with denials that she ever requested no contact in the first place, if not also claiming not to understand why you on earth you are so mad at her. Discard and ignore are the best ways to deal with this situation.

Honestly, if I were in your position, I would pony up for a private tutor for her, preferably someone who has experience with learning differences. If this is your weak area as well as hers, and you want serious progress in a limited timespan, I think a tutor would be the best solution. I would definitely ditch Classical Writing. Although I like the program and have used it myself, it is big and complicated and does not sound like a good fit for you. I would punt back to SWB's writing sequence from the books: oral narration, written narration, dictation, outlining, rewriting from outline then comparing to original, then short persuasive papers. At this point you could introduce the different kinds with a "Just the Facts Ma'am" resource such as Jensen's Format Writing. I taught a small group from that text and while I had to supplement here and there (it is not a professionally written text), it does teach the forms in a concise way. If you could get an English tutor that understands learning differences AND would do writing SWB's way, I think you could make some real headway. I have some but not extensive experience with learning differences, and I'm wishing you were local to me! I wish I could help.

This might be a really stupid answer, and/or I might not understand your question, but my children are required to put their assignments on my desk as soon as they finish them. And then they bug me, sitting there, until I grade them. I usually try to grade them the same day. So, I guess my "logger" is my hatred of clutter? I don't know if that helps you or not . . . I'm pretty techy and geeky, but sometimes the low-tech solution is the least work.

Wow, I'm still boggled at the idea that Corbett might not be ENOUGH. Corbett is a college text, and basically the gold standard of rhetoric. I think that by the time he finishes, he will have done plenty. The only thing I would add, possibly, is a book that SWB recommends: They Say, I Say.

I can only answer for the PSAT, since mine hasn't taken the SAT yet. She just about maxed the language score. (And she had never stepped foot into a public school before that day, was in a really new situation, and was very nervous. And she was trying the PSAT as a 10th grader.) I attribute it to three things: 1. Natural language ability (except spelling, LOL) 2. Latin and Greek study 3. Reading high quality literature for both school and personal reading

Sign me up for the legalist camp! If we skip a chapter, we have to have a darned good reason for it. One example is that our Spielvogel 1 text overlaps the Spielvogel 2 text by three chapters. I chose to skip those one year so that we will catch them the next. (Since this is a college text, we are taking it at half speed in high school. Spielvogel 1 lasted us two years, and we are about to switch to Spielvogel 2 for years 3 and 4.) My daughter is using a college geometry text, and in the front it says that beginning courses only use Ch. 1-7, although it has 10. So I'm keeping that in mind but I'd like her to get through the whole thing if possible.

I feel your pain. I have, for years, sworn I was going to write a homeschool talk entitled: "Homeschooling the Tortoise and the Hare" I have no suggestions. But I'd try moving slowpoke's wake time earlier to 9pm or earlier, and then I would put a limit on the "wake time reading" session--say 30 minutes. Then I would set a timer for one hour and tell her if she's late, she eats alone. I would say it nicer than that, but . . . My Tortoise benefits from using timers, setting a goal at the beginning of a subject and trying to reach it, and sometimes, having to do homework if a sufficient amount of progress is not made during scheduled school. After about eight years of riding said Tortoise consistently, I hope I'm not jinxing myself by saying that I THINK Tortoise is beginning to improve. But it's been a long hard slog (and we're not done yet).

Deep stuff!

Ignore. Get caller ID. Do some more ignoring. EVENTUALLY they will give up. I never pick up now unless I KNOW who it is.

What brains, exactly? (Asking sort of tongue in cheek . . .) There was a thread just today about 11yos. My daughter is 16 and is sort of getting her brain back. My son? Not so much.

You could look for a bare-wood furniture kind of store either in your town or within a couple hours driving distance. They will also often finish them for you for a fee. I have done this in a pinch when my bookcase-making husband was not able to make some more. Real-wood bookshelves are where it's at, as far as I'm concerned. I hate particle-board bookshelves.

I thought of another one. Last school year, the debate topic for NCFCA was the United Nations. At the very beginning of the year, my son was all upset that we were telling a sovereign nation what to do (formulating a plan to reform the United Nations). Turns out he thought we meant the United Kingdom. He got the United Kingdom (a country) and the United Nations (an organization) confused. Guess it's a good thing we joined NCFCA partly to do better with learning current events and political science!

My children only know the concepts of "drag race" and "competition ladder" in the context of model rocketry. They had no clue that these concepts anywhere else until I told them they are sports-related. Not sure if that's a homeschool fail or a geek-no-sports-family fail.

Maybe you should reframe this issue. Instead of being upset with yourself that you are not staying content, perhaps you can let yourself grieve. You can know that it's time to let go of something but still be sad. I don't think there's anything wrong with that. I would take a picture, let yourself grieve a bit, and then try to move on slowly. Remember the memories then Grieve then Remember why you are doing this. It seems to me that if you try to jump ahead and then beat yourself up if you can't get there in one leap, you're not being kind to yo.

panties moist aks (instead of ask) grow the church/grow your faith hoodie Any verbing any time! Edited to add: baby bump gift as a verb fussy (as in, "the baby is fussy")

You can get the videos from the publisher for way cheaper. And sometimes you can get the text used. I was able to cobble together the pieces for about $225 some months ago. I posted links then that must be in the archives somewhere . . .

Mom of a Type 1 for four years, here: Give yourself time. Don't create big scenarios until you know for sure. Then give yourself some more time. If you do have one of these conditions, eating will be a big job for a while. It will consume a lot of your time. But that is temporary. When we started this journey, we wrote up common meals that we normally eat, and one at a time, figured out the carbs. This gave us a cheatsheet that helped a lot. Just like everything else, over time you get better at figuring things out. Now both my DD and I can glance at something and make a darned good guess at the carb count. Mostly you need to give yourself permission to grieve, to adjust, and to have to learn something new. And, give yourself lots of time (are you sensing a theme here, LOL?). Eventually, you will get used to the new normal. And they are making breakthroughs in diabetes left and right.

Yes! Hooray!

Besides copyright issues, curricula change so frequently that it would be a hassle to maintain. I have created a quick sheet consolidating all of the literature questions onto one page, and I've put sticky notes on various pages to note key sections/charts, so my copy bristles with bookmarks sticking out, but even this list-lover hasn't tried to tabulate all curricula.

I started having this problem today as well. Hoping a fix can come soon. I'm used to buzzing in and hitting "View New Content" to check all of the boards at once. I'm just now realizing how dependent I am upon this feature!

If you PM me with your email address, I would be glad to share our transcript form. It is in MS Word, and it is my take on a combination of quite a few different transcript formats. To document our great books study, I split it officially into history and literature courses: Ancient History and Ancient Literature, Medieval History and Medieval Literature, Early Modern History and Early Modern Literature, and Modern History and Modern Literature. The course descriptions explain how the two courses work together. I do have a course description form, which I also use to record grades, but you might not want to get into that kind of detail.

We have done things mostly the WTM way since the first edition came out. We are now into high school, and it's still working. We don't follow the schedules exactly, and if memory serves, they aren't in the newest edition (would have to double-check that).

CW is very, very detail oriented. It can get overwhelming. CC is more streamlined--I think this could be a good thing in this case.