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About 1shortmomto4

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  1. I was going to suggest/say what Heathermomster said - I looked at each school's website and they actually had a side-by-side list of course equivalents of what transferred and what did not. Both of my kids received AA degrees and transferred seamlessly into universities in the state - one private, one state. We also saved a lot of money doing it that way. I suppose my dd could have done DE but we didn't feel that it was necessary. Around here everyone is pro AP but in the end the acceptance in to the universities were the same for all students - whether they were AP or not. If you have a struggling student - slow processing (my ds is very s l o w because of a major disability) be sure to really check out the services the university provides to those students who need that extra help to succeed. Many large universities don't do much because they don't have to (I know, the laws, etc.) but they just don't. There are plenty of other students without disabilities that can take their spot and it doesn't "cost" the university as much to educate them. Very sad, but very true.
  2. Ok, I'll do my best on giving you a bigger snapshot into this guide (Middle Ages) because I'm currently working through particular guide this year. Keep in mind that Angela O'Dell wrote the foundation of these books before she began working with Masterbooks so they are the same style in writing and content - not particularly deep by any means. There are some added topics that were not necessarily in her original releases many moons ago. First - you need to purchase the set of books. One book is just a reader - colored pictures, sturdy paperback style. The other is the Teacher's Guide. Inside that TG you will find the scheduling pages which you can check off the column as you work through. Also in the TG are the activity pages for the student - you'll need additional copies of the TG if you are teaching more than one student. The answers are in the back of the guide. Each chapter is set up exactly the same. We just finished up Chapter 10 - The Kahns, Genghis and Kublai so I"ll just go over that for a general sample of how a chapter works. You typically read about 4 pages and then, printed in the book is a Narration Break bar noting to talk about the subject you just read about. Then you turn to the TG where the worksheets are located and you'll find a written narration prompt - pretty easy question that you could choose to just discuss aloud. Then, in each chapter there is a half page for Vocabulary. The standard "what words did you find in this week's reading that you didn't know?" and then instructed to look it up, etc. Pretty standard. Following that are 3 questions with room to answer related to the information the student is reading. This page is worked on over the chapter. Next is a page that does change over the chapters-this one gave you a fact and you decide which dynasty it belongs to, last chapter there was a chart to fill in on Japan's social system. Next page is the Map Adventure which correlates to map provided in each chapter and there are 2 questions - pretty standard each chapter. And the final page is something "creative" - this chapter had you draw a cartoon about Maro Polo's adventures. There is then a Timeline page - no gluing or assembling to an overall timeline. Pretty basic and a couple of general questions - like "What do you notice about the timeline? Does anything surprise you? Why?" And the final page for the chapter is called DIg Deeper - this is for the teacher and it provides some additional assignments you could give to your students over the week (similar to MOH). Examples were select one of the dynasties studied in the chapter and learn ore about it and either write or provide an oral presentation. Research the Silk Road and make a map. Every 5th chapter there is an Artist study in which you read about an art style/artist related to the time period - about halfpage of info and there are examples of the art work (black & white). Then there are some suggested activities that you can do or not. There are also architectural studies in the back of the book - again with black & white photos (it would have been nice to have colored ones! I forgot these were even there!) There are also review sheets for each 1/3 of the book and some more artist studies which are all optional. There is also a Church history page in each chapter located in the reader that is quite interesting in that it ties into the Christian influence as it relates to the particular area you are studying. After the first week or so I found the worksheets repetitious. I just do it all orally. What I've ended up doing is using both the reader and the MOH (Book 2 and I think eventually book 3) and connect the topics to add more depth as my kids want more "meat" to the story. I also find videos to add even more. Funny when I saw that the assignment for the week was to draw a cartoon strip (6 boxes) about Marco Polo but I don't think there was enough info in the reader to fill 6 boxes :-). This book is probably great for a 6th grader but an 8th just might not find it engaging enough - I suppose if you add in some of the dig deeper assignments that they could then research and learn more, but week after week of that just might not work for some. I originally chose this book because 1 - it had a planned out TG (which I no longer use and just work through a chapter each week) and the extra studies - it just looked easier to do than MOH. MOH in the Middle Ages guide doesn't have the colored pages/reader like MOH 3 and 4. I also needed something that didn't skip around from book to book (for example HOD where you read same info from various sources). Overall, I think the program is a great foundation but be prepared to add in materials of your own choosing - which is very easy to do without becoming a slave to a IG/program and feeling like you have to do it all!
  3. I find this whole process interesting because we experienced something entirely different. We started with an ENT - who then had his audiologist perform a full hearing screening/testing, in the booth, etc. Once the hearing loss was found we were then sent for MRI to try to uncover if there were any physical issues to rule that out. Once that was performed and all the boxes were checked, we were back for hearing aides. After discussing some further learning issues/struggles, the audiologist suggested a specialist who tests for APD. Normally it is a 2 visit exam because the kids are normally younger and tire easily from the testing, but we did the testing in one sitting. Perhaps taking this in baby steps would be the better approach - start with the full screen hearing exam and work up from there. If you like the audiologist then chances are they might suggest/recommend who to see next to investigate the issues deeper. I'm guessing that if there any type of hearing issues they'll be seen during this exam. Since audiology appointments are harder to come by I'd be rescheduling the teeth cleaning - let that tooth fall out naturally!
  4. "He may not remember or process oral things" Only hears about the McDonalds destination in a field trip. Perhaps these are items to point out in needing some type of auditory testing -- I get that there seems to be a big issue with organization but knowing what I know through experience with my ds - there really could be an issue with hearing going on and no matter what you do to accommodate the ADHD you are missing a big piece of the puzzle. I think he's probably doing well in the classes because he is sitting in the front of the room - something that would be accommodated for one with an auditory processing issue. What exactly were the math and science teaching observing?
  5. Just a quick update - things are going very, very well in her classroom. They've gotten into a routine, they understand the expectations and all are learning. My dd is definitely exhausted at the end of the day (and 3 nights per week she heads off to a lecture hall to finish up her college courses!) but she is seeing positive progress. She has teachers that have come to support and encourage her. The principal has recognized her and her works and the change in the kids. Apparently they have been the top behaved class in the lunch room for 2 weeks and counting! and everyone thought it was just luck that 19 kids with a slew of issues were all placed into the same classroom and hence poor behavior. The kiddos just needed boundaries, patience and expectations that are followed through on. This has been one awesome experience that is nothing short of God having His hand on this - each and every day! Those kiddos that had learning/behavior issues - much of those have disappeared and it was discovered that 1 student was actually gifted in math. The student needed challenged with higher order/logic thinking skills. Everyone had been focusing on the bad behaviors by all the kids - until little Miss Mary Poppins (as I lovingly call her) showed up! I'm so excited that I get to witness this young woman bloom in the classroom and pursue her passion!
  6. Is he more comfortable writing say on a white board? Or a doodle board (those now have an option to print out)? I've had great success with the white board and then I found on Zulily one day the equivalent of a notebook, spiral bound, that is a few pages of white board/wipe-off. My ds prefers because it seems to flow easier in the hand to write. I was going to suggest the index card idea but maybe take it even further and use individual numbers, the signs, equals, etc. that he could lay out and move around as he works through the word problem and then do the calculations on the calculator. I know scribing is hard but I've preferred to teach to 100% mastery so once my ds would set the problem up I'd tend to gently instruct a rework using the wording of the problem so that he didn't get frustrated when the answer was wrong -- too much of that caused shutdowns. (We had great success with Mathtacular 4 that Sonlight sells)
  7. Well Friday went really well. Everyone was learning, laughing and enjoying the day. I think that the kids, who had gone on for quite some time without any consistency of a teacher, just really lost their way. They had no boundaries, no rules, and no one in the room that really cared about them. That has all changed now. My dd is working mighty fierce to provide a great learning environment to finish up the year. There is a buzz in the school about this young woman and teachers from the upper level have come down to introduce themselves and meet this teacher who is taking this classroom by storm. 😉
  8. I believe they are meltdowns. The aide does write for her but when the aide or my dd asks her to try she flat out refuses and digs in. At this point she refuses to do anything at all. Not sure how she made it to Kindergarten! It would be nice if my dd had more info to work with on helping her but thus far those "files" seem to be under lock and key and only the original teacher has the access but refuses to return the keys to the school (looooonnnngggg story-which hopefully ends on Monday). Overall these kids have had 1 horrible year and my dd is trying her best to fix what she can and get them ready and up to speed for 2nd grade - before the end of June!
  9. My dd has had a whirlwind of excitement over the past 2 weeks! She is graduating in May with her Education degree with her provisional teaching license (our state requires a Masters - she's over halfway there with that!) and was given a very challenging 1st grade classroom. She went in as a sub and 2 days later principal moved mountains to have her take over the job. Teacher had been absent most of the year so kids are verrrrryyyy behind. She is working hard on bringing them up to grade level and they are responding well. There were subs who actually refused to stay in the room or come the next day because they said the kids were horrible. Well, my dd comes in (I've coined her the Mary Poppins of teaching) and by lunch time the kids were calm and behaved. People were shocked when, at the end of the day, she was asked if she was coming back and she said Yes, of course! Well, now that the kids are settling down and she is there full time the kids are beginning to test the boundaries - which, my gal is a strong-willed gal so they don't get far! But she has this one little gem that she'd like to reach but thus far the behaviors haven't improved and nothing is working. Does she have any paperwork to document any disabilities - she has an aide that comes in sporadically but my dd says that she really can do the work but defiantly chooses not to - beginning with putting her name on a sheet of paper. Yesterday the class was 15 minutes because she wouldn't cooperate. She refuses to write - anything. Won't copy from the white board. But she can do it when the aide is sitting right next to her - but there is a lot of cajoling to get it done. They had an outline of a 5 line - only write 1 word poem and my dd helped her come up with the words for the blanks, wrote them on a white board for her to copy - refused. The minute they are handed a project/worksheet - immediately the "I can't do it" comes out and refuses to even give it a try. She also has melt downs immediately with peers or teacher/aides when she doesn't want to do something or it doesn't go her way. There is talk of retention. So, anybody have any strategies she might try to achieve some success in reaching this young student? She's tried most of the ones I've used over the years with my ds (ASD) but not working here. My dd is so in love with the kids - they've immediately become hers. Another student rarely speaks, rarely gets work done and requires an aide that comes in throughout the day to help get the work done - is talking and doing work on his own! My little Mary Poppins is taking the teaching world by storm but sure could use some strategies to reach this little one.
  10. I remember reading in this thread that you shared that your DD has a speech issue - was this ever addressed? improved? was there a diagnosis? what type of speech issue? etc. I understand the lean towards the adhd diagnosis. I will say, too, that many of the behaviors you've described that your ds does/did can be coping mechanisms that had developed over time living with something other than adhd - like some type of hearing loss. He seems to excel when he does activities that are quiet, without interference, so to speak. Yes, it could mean that the adhd is calmer because the environment is calmer so the body is responding to stimuli but it could mean something like hearing issues is at play, too. My ds did horrible in a classroom setting when he was younger and was disorganized and overwhelmed because there is only so much coping a kiddo can do when they are compensating for issues that no one seems to know are there. Your child sounds like a sweet fellow and kind to others and doesn't follow others just because it is the cool thing to do (like the comment about another child being gay) and sadly, that is going to be a struggle because society likes followers. He has a good heart! But over time, if he keeps hearing stuff like "you're not listening. you're not paying attention. " etc. that begins to wear on that heart and then it becomes anxiety because you begin to believe those things and you internalize those words and eventually convince yourself that you'll never be good enough. Because of that you need to not just sit and hope he grows out of it - because what he'll grow out of his a young man with a great heart. He will become defeated and depressed. If he has adhd, it is best to know so you can find ways to help him succeed in the outside world - organization skills, for example. While I see what others are saying about the adhd - I still believe there is a big red flag with his hearing (which is why I'm curious about the speech issue of your dd).
  11. I'd also add to see if, in the same situation, does he respond/react better with you or your dh? Sometimes kids have hearing loss but it is in ranges - my ds can't hear high level sounds (women's voices) (how convenient 😉 ) but the lower tones are a bit better to distinguish. And hearing/processing those with accents is a definite no go. Have you called your insurance company and told them that you believe your child is struggling to hear (Leave out the processing/behaviors stuff for now) and needs a full hearing screen? Do you have to have a referral before going to a specialist? If not, head to an ENT that works with kids and work on from there. I'm finding it hard to believe that BCBS doesn't pay for an audiology screening (I do believe they don't pay for hearing aides (some do) because we learned that through our experience. Sometimes you have to be a squeaky wheel and submit a letter for reconsideration. Do you have Child Find in your state? Perhaps they might be able to help you. My ds started at the peds office with the screening hearing test (raise the hand when you hear the beep) and he kept passing that thing until he was 15. And this hearing loss was present since birth! No idea what changed during that test but from there we were referred to an ENT who then took over and decided on what testing would be done, etc. Maybe call the state services and again, explain that you are concerned that your child is struggling to hear but you can't get the testing to rule it out. You might try calling your peds office and talking with the nurse and just keep it simple - he is struggling to hear in the classroom, etc. and you need to get him help.
  12. Late to the party here but I don't see where anyone asked - has he had a FULL Audiology test done - in the booth. This is covered under your insurance. This is not the "raise your hand when you hear the sound" kind of testing. Now, some Audiologists are trained to do both the full audiology and the APD and some are not. I'd start with a full audiology test - just because you think he can hear everything does not mean he is actually hearing all the words spoken around him. My ds had severe hearing loss - severe - and it wasn't found until he was 15 years old! He was that good at reading lips and other skills to figure out conversation nuances, etc. I didn't think he had a hearing problem either. We weren't turning up the tv sound, or having to yell directions but now, hindsight when I watch old videos I do, indeed, see indicative signs. Mostly in the delay when telling him something and if we tell him something - even today - not facing him with his fancy hearing aides - pretty much guaranteed he didn't hear us. And the immature behaviors were very common because when kids have a disability/delay the brain halts maturing until it is identified and remediated in some way and then the brain begins, once again, to mature. My ds always acted much younger than his same-age peers and preferred hanging with those who were younger or much older adults who spoke slower and tended to have face to face conversations versus groups of teens all talking at once.
  13. College accommodations are great - if they implemented. Just because the paperwork says to do xyz, that doesn't necessarily mean it will happen. I know, the laws, etc., but once they hit college the rules get murky at best. There is an organization who is working on getting legislation passed that will better protect and get/keep the accommodations needed for the college level because it is well documented that colleges just don't do what they should be doing for kids who need that extra help. The thinking is that there are plenty of kids to fill the spot so why spend more to help one. ;-( Starting at the CC level was definitely a plus for us. While I had been the advocate over the years, my ds was able to learn to speak for himself and I was close by to help/encourage him to find his voice and advocate for himself. It was recommended in his first years that he meet each professor before the start of the semester and introduce himself, present the MOA (his accommodations) and answer any questions. This was very helpful as he embarked upon the college world. I'll never forget the professor that asked my ds why he was taking a speech class since he struggled to hear and couldn't easily understand the spoken word. He got an A in the course and made some awesome speeches! The CC counselor was absolutely wonderful. The only learning curve with that experience was learning what "note taker" meant. Most people think the school provides this service - but that is not the case. The student has to find a fellow student who is willing to share their notes with them, or use special paper that copies it on to another paper, email them, something to get them the notes. Only when the student is unable to find someone will the professor step in and ask fellow students to fulfill this request. Overall, there has to be a better way! He is now finishing up at the big university and the disability office has been a struggle since day one. He was actually told by a counselor that he "needed to listen better." Geez, I sure bet he would if he could! His hearing loss was also compared to a counselor's elderly mother's hearing loss that occurred because she's old. Yeah, right!!!! Between my ds' provider and me, we finally found the right trigger words that resulted in getting the accommodations he needed approved and implemented but it shouldn't have been this hard and there is way more room for improvement. The most disappointing thing we learned is that they are training many future sign interpreters to help the deaf/hard of hearing, but they do a pretty crappy job of helping their hearing impaired students. It will take some time but your dd will find her voice and she'll use the accommodations as needed. Sometimes the student finds they don't need them all the time, etc. but as long as they are on the list, they are there to use as needed. Be prepared for a very worn out kiddo as they adjust to the new environment. Don't rush it. Prepare to take a little longer to accomplish the degree if necessary. These students get stronger over time but they need a wealth of patience, understanding and lots of love!
  14. Just a rambling thought but with some recordings the student is able to practice more than just reading skills. If the reading has been done with flare, shall we say, so you hear and experience the emotions the author has tried to present it allows the student to have a deeper experience - not just with the practice of reading words but with understanding the story on a deeper level and over time they learn to look or listen for those key moments in a story. This is something that we might teach using a workbook or through lots of dialogue but exposing it through listening and allowing the reader to come to their own conclusions sometimes makes that connection much sooner and stronger than discussion and workbook page. We went through a period of time in which my two younger boys (one who is dsylexic/ASD and one who is gifted) listened to just about every Hank the Cowdog story we could find at the library. The recordings were full of emotion, sound effects, etc. which really engaged my listeners - but the "beep" sure would have been helpful. I remember many moons ago my sister and I listening to books on cassette tape - and the beep. I will say that there were a few series that my struggling learner worked through immersion style but once he found his preferred genre we just picked books at the library as the low end of reading and he just got stronger and more confident over time by reading on his own - something I wasn't convinced would ever happen. He has read just about everything there is to read in the kids, YA and adult section on WW2 because that has been his passion. Important to note - for academic reading it is read aloud to him because that is his best avenue for retention of important information.
  15. Because you live in VA and can pay the EFC (or not!) you won't get much of any tuition help if you apply to schools in Virginia. I learned this (and we didn't have $10,000 sitting around to pay the EFC) and others have shared similar experiences. My oldest attends Liberty as a transfer student (we put our two oldest through NOVA because we could afford that without debt). He is not ultra religious or very religious but has found a mostly welcoming environment (he is hearing impaired and that has presented some challenges that I don't believe the university has done a good job in assisting but I've learned that many colleges would have performed about just as well). He believes that if he had started as a Freshman when they focus on helping the students form connections and groups in to which they enjoy the transition would have been even better. He has a personality in which I thought he'd do better at a smaller setting but it has stretched him in many, many positive ways. Now my dd is a different ball of wax. She is at George Mason - smaller campus and there is a greater mix of commuter students. That was not her first choice by any stretch of the imagination - she applied to all the bigger VA colleges and even with her 4.0 GPA and high test scores the cost of attendance was too high because of housing. She is able to live at home. Biggest issue there is their push for "Integrative Studies" degrees - check out the course listings and you'll see some issues! She has stuck to her foundation and has done fine but we've had some really wonderful discussions and frustrations but thankfully she has had no issues. Most interesting is that most students don't buy the agenda that is being pushed on them. They just want to get the required degree to pursue their dreams. Many moons ago I would have suggested checking out Marymount University - small, Catholic-based but I took both of my kids to visit and the atmosphere on campus is definitely changed since I attended! For a student who is interested in business and some day working in DC, they do offer great assistance in an internship and forging those connections later on down the road. What about Mary Washington? Christopher Newport? You might be further ahead checking out colleges in North Carolina. I found that location to home and ease of getting to and from was a factor for us - but each family is different. If we had to pay transportation costs or even having a young driver on the road for hours, was definitely high on the decision list. Look at schools outside the state --
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