My ds dealing with the following: Suit mate is dealing with serious issue and, as a result, shared with my ds that they felt hopeless and considered self-harming. My ds reached out to RA and shared his concerns and all three spoke together and end result was this young adult wanted space and locked oneself in room for the night. RA then told my ds to keep an eye on things and let RA know if anything changes. This student has pretty much remained in their room, not sleeping, not eating and just gaming to pass the time away. This started last weekend and has been ongoing. Student is not attending classes. He did leave the room for a while once over the weekend and got some food with my ds but then became very angry/aggressive. Moods have been very extreme. He has been awake for over 24 hours straight (at a minimum) since Monday. My ds is really struggling because he knows something is very wrong but can't get anyone to listen. This is now taking its toll on him. He tried the student advocate office which sent him to the mental health office - and they offered my ds counseling for anxiety/depression. My ds is so upset that he can't get anyone to help. He has been told over and over - the person has to come forth to ask for help. Does anyone have any suggestions? I know this is tricky because it is an adult but waiting until he decides to come forth could be too late. Am I missing some resource that I could point my ds towards that someone would listen?

I don't come on here as much as I used to but this post caught my eye - because you basically wrote what I'd write about my middle ds - who is graduating in the spring. He has, from day one, loved loved and loved the military. He spends much of his time watching most everything on the history and military channels and has read a library full of military general biographies (and he is severely dyslexic). He has expressed for years that he wants to be a general in the Army. This is what motivates him to work hard on the subjects that create the biggest challenge for him. We recently met with a recruiter to discuss options. We were well-prepared for the sales pitch (worse than buying a new car!) but we needed to allow our ds to gather the information. During this meeting he was able to take a 30 minute test (the name escapes me) to see how well he'd do on the ASVAB. Shockingly he did well on the reading part but timed out on the math. We told recruiter that we'd be in touch because I wanted to find out more info from colleges regarding ROTC. When you visit the local recruiter it is enlistment options only - at least at the one near us. My dh was enlisted USMC and really wanted ds to go for the officer route if he were to enlist. He, like your son, doesn't seem to have any particular bent towards a career. We've asked our ds to spend the next 2 years at the local CC and earn his associates. He can then transfer to an ROTC program. It also allows him time to grow/mature a little more (my boys seem to take a little longer to mature) without a big life commitment. If he hates/doesn't succeed at CC then he still has the option to consider enlistment. My dh looks at the CC experience as a prep school and it will better prepare him for the final 2 (or even grad school) years. We did this with our first 2 and they are now finishing bachelor's and masters with minimal debt, and great GPAs. I think CC is a great middle ground for kiddos that struggle with knowing what their paths are for the future. As for LE - my dh spent 25 years in LE and yes, right now it is hard to be an officer but not impossible. Young men and women are called to protect despite the current culture. You are located near me so I have a pretty good idea of the LE climate in this area. Please be sure to look at department's qualifications because most now require, at a minimum, 2 years of college (or even an Associates). And don't get the degree in criminal justice - pick something more useful. There are many opportunities in LE - especially in the large department in DC. Promotions are based on test scores vs who you know. You might look whether a local department offers the explorers program - for high school and I want to say CC students. This might be a great opportunity for him to learn much more about LE. At the very least, some departments have a citizens academy which might also be an option to explore, too. The explorer program exposes the young people to all the various departments. It is not an easy career by any means but it can be very rewarding.

Thank you all for your responses. I went back and edited my one post as it is personal information and, after reading it again, not quite written to accurately express my thoughts or concerns. Some of what I wrote was from the frustrations I'm working through in helping this ds adjust to college life. He deals with much more than just his obvious disabilities but some other issues, too. Trust me - I don't believe for a minute that he should have access to the formulas - those are now on index cards for memorization. I realize now that the biggest issue here is the disappointment and hurt my ds felt when the professor said - in front of others - that he wasn't trying hard enough. He really is trying hard but the effort hasn't been producing the results he has needed. It can be a fine line between keeping on, trying some new approaches and becoming overwhelmed that you just give up. He did speak with professor but there was no understanding and the higher up professor was supportive of professor. Again, I think it is more about the comments made and where they were made, To answer why he doesn't like online courses - because at the CC level there are no lectures/professor interaction. There are read and write assignments/learn smart assignments but no interaction. He needs the lecture aspect and the interaction with others. it is not healthy for him to retreat to a room, shut off from others. We did ask if there was a lecture component to the online option so perhaps he could do a course over the summer at home but no one could confirm whether the courses were taught this way or not. I'm looking into Livescribe.

We didn't have the push-back at the local CC that my ds is experiencing at his new university. It is not a public one so I guess we don't have a lot of options. Most of the professors have been wonderful but there is always that ONE. This professor has accused him of not being interested or engaged in the class because he doesn't take notes. If he takes notes he gets lost trying to keep up with the processing of the information that is being given because he has issues with processing information quickly (his biggest LD is a severe hearing impairment). He does have the option of a note taker but that is just a very frustrating accommodation because it can be up to the student to find a fellow student willing to help. Thanks so much for sharing your experiences and advice. if you think of anything - please do share.

This is a long shot but this is my go-to board for anything LD related -- does anyone know whether there is a list of accommodations that a college must provide to a student that comes to the university with written medical documentation? I've had great experience with the disability office at the CC level - absolutely wonderful - but boy oh boy, the university level has been less than stellar despite my young adult advocating for their needs to be met. I'm trying to figure out if there are legal requirements of what they should provide and, if so, and they are not, an avenue to get this fixed fast!

Well that all makes sense now... Oh well, on to Plan B.

My dd is dyslexic and has an app that will read documents aloud to her but it doesn't work for PDF documents - anybody have a recommendation of something that would work?

Yes he has had remediation for dyslexia and is pretty much on adult-level reading and understanding at this point. I've not done a whole lot of analyzing literature but I do have BJU Lit 9 which I used with my dd her senior year and that was all she needed to prep her for CC English (she scored 100% on the placement exam) but when I think about it I'm not sure that we even did much past the first 2 units. Hmmm... I've always wondered if something like the Lightning Lit 8 would suffice. His biggest hurdle is writing - physically (still can't get the letters smaller when writing) and fights me on any type of correction. I'd really like to work on some cursive because I think it could make life easier but perhaps that ship has sailed. He has been working on typing but needs to get faster - got any suggestions for that? I know many like IEW and I tried that with my oldest (another dyslexic/APD/severe hearing impairment) and it was a flop. I, personally, couldn't understand it myself. I really thought the program at the Write Foundation would be a good fit but the early levels required rewriting sentences, combining sentences and silly poetry type work and he just shut down on me during lessons. I've considered their last level they offer as an option. I will have to look at Lost Tools of Writing and check that option out. He really fights me tooth and nail when it comes to writing. I also need to work on note taking but he just doesn't even write fast enough. I'd really like another year to help him but that isn't going to happen - he is 18 and I started K a year late, His dream is the Army and dad would prefer he go in as an officer. He doesn't test well but he is very sharp analyzing - my dh says he'd make a good intelligence officer. So hard to know what to do. I'm hoping to get him up to speed in time to attend community college because I can continue to help finish up his skills needed to finish up a degree at university levels (and save money). I've got a pretty good idea of what is needed to succeed at the CC level but his writing skills versus what is needed - an ocean apart.

What would you use with a dyslexic/dysgraphic, I hate to write, student that gets overwhelmed by just picking a topic. You only have 1 final year to get him ready for college and writing (grammar is great0 is the weakest link. This is my final chance to get him ready and not have to pay the CC rates for remedial coursework. Also, not interested in an online program.

I'm watching this thread for ideas myself - especially in the writing department because I just can't seem to help my ds accomplish this goal in any way shape or form. I did want to suggest Friendly Chemistry - even if you only made it through the first half of the book. There is a hands-on component and you can freely skip the games/play, etc. make it work but the reading is lighter, easier to understand and seems to be retained without overwhelming effort. I have the Chem 101 DVD which I had my ds watch alongside, too. There is a schedule you can print out that guides the student/teacher in it being more high school level which is great but, again, make it work for your dd.

Unfortunately the two courses he needs to proceed forward for his degree program are the prerequisites for the next two needed in the senior year. He is an accounting major and each course is the foundation for the next one. Without those courses he is unable to register for the next ones needed. What has been aggravating is the push/suggestion to register for online courses in order to get the courses completed. Why is that aggravating? Because one, he wasn't interested in an online course because of his disabilities, and because he is paying over $10,000 to live at the college so why would you take over half your credits in an online capacity when you have zero cost living at home? I understand all the priorities, DCP, etc. but unfortunately when you finally wade through all the financing, housing, etc and get to register for the courses - it is only then that you see what is actually offered for in-person options. It is then that you see that there is only 1 course offered for those required Accounting courses - 15 or 20 online options but 1 for in-person. It is frustrating to be told to sign up for online courses to keep the financial aid in place, but that violates their stated policy for transfer students - and it won't allow you to register because you have to have filed an appeal and received it. I can pay another $1200 to hold his spaces in the courses he does have but there are no guarantees that by August it will work out and then if doesn't this young person will have to keep working at the dead end job and apply to another school for the following semester or year. And no, he couldn't attend LU in the spring because the courses he needs were only offered in the fall. Just feels like chasing my tail here. He has worked so hard to get where he has - trust me, being hearing impaired in a hearing world is just plain hard. People don't have a lot of patience with those that struggle and some days can be long and challenging at best. I do know that there are people - professors and others that truly care about the students. The head of the Accounting Dept. has been wonderful but policies have changed this year and she is frustrated, too, because she doesn't have the power to help like in past years. Hoping it all works.

Unfortunately, if he does get the one accounting course he needs (he finally got into the other one) then he will be in the same situation in the spring - but worse. The two accounting courses needed in the fall are prerequisites to the spring courses and then play into the prerequisites in the following year for the final courses. This is the biggest issue that those in power don't get. If he can't take those courses then there is no reason to attend this year because those courses effect the ability to sign up for the following semester's courses and the ball just keeps rolling. The head of the Accounting/Business department fully understands the frustrations and used to have the power to get this resolved but policies changed and now the Registrar's office is in charge. The registrar tells us to register for on-line courses - despite their own policies about transfer students and online courses. And they don't see what the problem is in spending $10,000 to live at their school and take online courses (when you could live at home for free). I get it. They are in it to make money but really? Is this what Liberty is really all about?

Yes, we have been in contact with what they call ODAS. I sent in a bunch of paperwork and a week has gone by and not a word. I called and left a message as the person in charge was out of the office until tomorrow. Unfortunately, from earlier information he provided he can do nothing to get my ds in the classes he needs - only provide accommodations once he is enrolled. If they don't have enough spaces for the students to take these classes then why on earth do you admit all these students. Reminds me of the airlines and overbooking flights. Argh! You are right -- they don't gain anything by helping him get that degree completed in two years. The whole online course push is what has become beyond aggravating. My ds has a close friend who is attending LU and his fall semester is two in-person classes and three online courses - why? He's paying $500+ a month to live near the campus. I guess when kids have parents paying these high costs they don't care as long as they have their freedom to do what they wish. My ds is paying for this (we've helped some and will help as we go along) and can't see the logic. If it is just an online experience then why live there? He was hoping to get a fresh start in a new area and make some new friends. We live in an area that you are either "in" or you are out. We fall in the "out" category. We can't nor do we desire to keep up with the Jones. My dh works very hard in LE and I keep the ship running. Well, hoping for some positive changes tomorrow.

And the happy outcome has come to an abrupt halt -- seems that since he can only register for 9 credits they took away all his scholarships and grants. And to hold those monies we have to pay $1200 and hope he gets in to at least one more course for 12 credits and then, they assure me, all the monies they were going to give him will come back. So we've paid everything and the fact that he can't register for the classes he needs has cost us more money - not an easy place to be in with another kiddo headed off to another college, two still living and home and a few of us going through some dental work. Argh! Oh, but the solution was suggested that he sign up for on-line classes - perhaps until he could get off the wait list for what he needs --- gave that a few minutes of thought and said, hmmmm, and went to website to gather more info. So, despite the Registrar, Admissions and his "counselor" advising him to sign up for an online class wouldn't you know that it clearly states that transfer students are NOT allowed to take an online course their first semester? Apparently you can file an appeal but no guarantees. Don't these people know this stuff!? They also added two required courses for 2017 but Juniors and Seniors are exempt but not a Jr/Sr transfer student. Why? Just why? Apparently they can take two tests and if they pass these tests with an 80% they don't have to take the courses but the tests are ready - maybe July but maybe August but maybe September. These are courses that make sure the student has the skills to do well at college - like research. Well, gee, if you are transferring with an AA you had to take some courses that required that skill and you passed them - just like the Jr/Sr of Liberty. I'm two seconds away from one really nicely worded letter to the President/Provost of Liberty. But on the bright side - at least one of my kiddos has made it this far in the transfer process. My dd applied to George Mason (transfer student) and they still haven't completed acceptance letters. She is still waiting. By the time we hear something she'll be lucky to get a few night classes for the semester. (and this is my ds's back up school - and nope, he hasn't heard anything either). Ugh!!!

We have had a positive experience with the school - until it came to the whole course registration process. I'm very familiar with working with the disabilities office as we navigated that avenue when he attended the local CC and had an awesome counselor who supported his needs. My ds does take over that process but not until it can be done in person because he does not hear well (if at all) over telephones. Interesting to note is that starting this year the Registrar's office has taken over the course registration department. The individual Departments are no longer able to override and add students in to these courses. This is where the problem is arising. The head of the Business department also learned, because of my ds' issues, that the disabilities office can not override the Registars office either. We are still working on resolving the issues and getting him into the two courses he needs in order to graduate in two years. They do not allow people with disabilities to register early - it is athletes first and then Seniors/Juniors - which he is so he shouldn't have problems registering in the future. Apparently not many athletes are business students so the courses should be available. Interesting to note that when he attended CC the issues of his disability and filing paperwork to be sure he was accommodated did not occur until after he was registered for the courses. It was the last thing you worked through, not the first, unlike what has happened at Liberty. I'm glad that we ended up speaking with the head of the business Department because we learned that an Econ course my ds needs is only taught by 1 professor - who has a very thick accent and speaks extremely softly - the BIGGEST hurdles my ds has in hearing people and processing the words but they've already come up with solutions so I'm gad to see that they are caring and willing to work to help the student. We live much closer to a very popular large university and he wouldn't have received that kind of support there so it does make a big difference. As for affordable - I, too, think it is affordable because they do give a lot of financial assistance. Well,hoping that we get the whole course registration resolved this week.

Good news! Finally spoke with someone that had all the answers and I just can't figure out why the counselors and registrar were unable to answer our questions clearly. They do, indeed, have at least 1 in-person lecture course for each course required at the Junior/Senior level. My ds does not have to take online classes to complete the degree. Now, why the first line of people you talk to have no clue is beyond me because it could have avoided much of my and my ds' frustration and disappointment but the wheels are turning and all will end on a positive note. The whole story of how my ds ended up even applying to Liberty is purely a God thing (I had no idea that they had a deaf community) and I'm guessing that this latest hurdle was just another step in the right direction but it sure would have been easy to close the door on this path over the past two days. Glad we stuck it out and I pursued until I we got the answers we needed.

Thanks for the information. At this point applying to another school probably isn't the best option as it is too close to start time. I spent over an hour with the "guidance" counselor and got a few answers and did my own research going through each and every course this kid needs to complete the program and it may be okay. I've put a call in to the head of the Business program to get him either waived in to the two accounting courses he needs to stay on track and will ask more about the in-class lecture courses for all of the others. I had to laugh when the counselor talked about the disability services and how they have people who sit next to the student and will read and work through all the course work for an online course and spend hours helping them get through the course. Wouldn't it be more efficient to offer another lecture course? and these aren't specially trained people who help them - it is a fellow student who is working for their grant money and you may or may not get a good student - or at best, one with serious patience (like only a mom has ;-). Hoping tomorrow when the Head of the Business department calls I'll have great news for DS - who desperately wants to get back to school and out of working retail.

My ds, homeschool graduate and CC AA graduate has been working for the past 2 years to save money for school (school doesn't come easy for him so what he really needed was a break from education) and is returning to the lecture halls in the fall at Liberty. Well, we thought lecture halls but after going through all the financial check in and housing process we've finally come to the course registration process and we have found that the Junior/Senior level courses are mostly offered online. There were a few lecture hall ones offered - but if they were offered it was only 1 offering with 50 seats and the rest - all online. We've called the university and can't get a straight answer other than most of their students are online and it is up to the separate departments to decide how many in person courses to offer. They have 5500 students living on campus and they only offer 50 spots for a required 300 level Accounting course - you know the one that you need in order to take all the other courses you need for an Accounting degree? My ds, who is going to take a loan to finish up his schooling suddenly found himself asking - why would I get into debt to live on campus to take all online courses? Sadly, this young person needs in-person courses as he is severely hearing impaired. He needs that interaction with a lecture, peers and the professor. His world is quiet enough and sitting behind a screen is the weakest learning experience for him. Is the Junior/Senior level course experience at Liberty really 90% online? I can't get a straight answer from LU and I've read the website in every nook and cranny and can't find that information anywhere. Anyone have a different experience? Are we missing something? Now scrambling to figure out a Plan B since it is so late for other options.

How would you search for something like this online? My ds (23) is still not driving. He took the written twice (couldn't pass the one given on the computer screen but passed the written one on paper easily). We've done a set of driving lessons but just not enough instruction. I've tried driving practice with him but it is hard because my van doesn't come with equipment on the passenger side to be able to brake or steer away from harm, etc. KWIM? My ds has the adhd but also is hearing impaired which makes it all the more challenging. I've done some searching on trying to find a driving instructor familiar with hearing challenged students but could only find options in England - that would be a bit far, ha ha, but this adaptive option is very intriguing.

HELP! My mind is spinning because I need to find something that will do the following: Teach my severely dyslexic/dysgraphic/low memory fellow who is in 11th grade how to put sentences together in a logical format to form the paragraph and then paragraphs into short and eventually longer essays (I'll fine tune the essay part next year) but really need help with sentences into paragraphs. Any ideas? I've looked at IEW - he doesn't do well with rewriting in his own words readings that he has read. EIW - maybe but not sure about a grade placement. My dd used the 10th for her senior year (also dyslexic but no where near the weaknesses he has) and it was okay. He's certainly not ready for the 10th grade level. I used the Write Foundation last year and he'd place into the sentences to paragraphs level - which I could do but then the Senior year I'd have to skip a level - which perhaps I could do? Ack! I don't know. I looked at Meaningful Composition and read through the sample for the Level 4A book and kind of liked the repetitive nature of the lessons (which is necessary for his memory) but that would really put him far behind. Anyone have any success with something I'd never think of using in a million years? I hate that he struggles so much because when I scribe he's very creative. He'll definitely type lessons which I know will help him but he needs a writing program like Math U See - small increments with practice. He balks at writing but understands he needs to master this skill.

In your first post you said that writing is tough for him - tough in what way? Getting thoughts down on paper in a logical manner or the actual act of holding pencil/pen to paper kind of tough? The answer to that question could hold a lot of insight into why your dc is struggling. Dreamers and distractions are common at this age/stage but you even said the teacher was very aggravated by his "slowness" and that should be considered a red flag that something more is going on than just brain fog. Is this a new thing or did teachers/you notice this all along but never thought much of it? Is he very creative and emotional? Could he be much stronger in his right-brain skills? If there is an issue with his ability to produce the school work because of the actual physical process of writing - he most likely does have an LD - dysgraphia. Since you've taken some of the responsibility of writing and scribe for him and have seen an improvement then you probably need to consider there is something much more going on than meets the eye. Sometimes kids, when they struggle within, will perform negative behaviors to get our attention and we can either discipline the heck out of the behavior or try to help them figure out why they are doing it and then work up from there. I've personally experienced behavior issues with one of my kids and was told and believed it was nothing more than brain fog - it was the cheapest, easiest explanation but it wasn't the answer.

They were at my kids CC - I guess each person has that "mileage may differ" clause. :-)

I just finished reading through this article - especially since my ds went through a developmental English course. His experience resulted in a positive outcome - he graduated. When he took the English placement test he scored so poorly that we had to fight to let him write an essay and grade that for placement options. He scored well enough to place into the 8 credit required developmental course. It was a positive experience. He worked hard to accomplish the goal of only doing that course once; many people have to take it twice before achieving success. The CC is set up in graduated steps - first you take the 8 credit course and if you pass - depending on where you place you either take a 4 credit remedial course with more hand holding because you barely passed, you take English 101 but with that you take a 1 credit remedial course that just helps boost success in writing (basically the professor provides one-on-one tutoring to fine tune the student's writing skills) or you just pass right into 101. My ds passed with the requirement of the extra 1 credit course that just helped him a wee bit more but he achieved success in his English 101 with a good grade. The system worked for him but he was determined. He said in that first developmental class that people didn't put effort in, didn't attend class, and didn't seem to really care about the whole education process. Many were on their second go round with the course. Did I want him in remedial courses - no. But his hearing impairment hindered his English skills greatly and I had two options - delay graduation for a year or allow him to fly on his own. After his experience I asked him what I could have done to better prepare him and he said "nothing." He explained that until it became important to him to learn and do well there was nothing I could have done. I remember spending time that first semester thinking if only I had done x or y or z. Now, on the flip side, my dyslexic dd, who has no accommodations because we had no money for testing because it was all spent on first child's hearing aids, took the English placement test and scored 100%. Go figure! She is convinced that she is just a good guesser. Her college English courses reflect her placement tests scores - three courses - all As. Both scored well on the math placement tests. My oldest worked through precalc and my dd finished Alg 2 in high school- both placed into any high level course they'd have needed for any degree. When my oldest was entering the high school years I remember reading many articles about kids hitting college without strong math skills because they were part of the test and dump group and the take Algebra in 7/8th and by the time they got to college they couldn't remember anything. I decided not to go that route and take it slow and steady and so glad we did. I was impressed with the results my ds made with the set up at his CC but I think there needs to be more said about the student's mindset/determination when factoring success. These kids have got to want to succeed and I'm not sure our society values that type of drive as much any more.

I don't know what else to label this post so that will have to do. I've got a dyslexic/dysgraphic/low memory 11th grader that I'm working with this year and after talking with my two olders (with different struggles) about what is needed at the CC level for English 111/112 they both said that it is important to know how to pick apart literature pieces - setting, characters, climax, etc. With my dd I used BJU's 9th grade lit course, which was part of HOD's World Geography, and that adequately prepared her but she is a quick study but this particular child - I'm lucky I have the hair left on my head. He is doing great with reading skills and is actually reading through a series of Vietnam era soldier books written at a upper senior/adult level level and enjoying them. Slow and steady. He has never enjoyed reading but when you see the kid put the paperback in his pocket to read at the gym between classes - progress has been made! I really need something scripted and lots of guidance on how to teach. I've got Lightening Lit 7 on the shelf - wondering if that might get the ball rolling. I've got two years to prep this kid and he'll need both years. I'm not hung up on grade levels. it is more important to me that he understand, comprehend and put into practice what he is learning. We are also working on writing and he is not at the essay level, just yet, so working through an essay to flesh out a literature selection is not going to be a great fit. There is a part of me that wants to use a Sonlight program to just keep him reading (which was another thing that my dd shared - lots of reading made her stronger and when she doesn't read (like over the summer) it is harder for her to get back up to speed) but I'm not necessarily sure that SL provides the literature elements skills? Short lessons with lots of review. Any suggestions?

You mention she needs help with sentences - I don't think the Write-Shop will necessarily work but maybe. Take a look at the stuff at the Write Foundation. It is a little gem that not many homeschoolers know about but it is really good for kids that struggle with writing. I know the gold standard is IEW but I've not found that to work with my dyslexic/dysgraphic but because the lessons from the WF series encourage the students to type the assignment it is a great fit. There is a lot of repetitive assignments, which can be not so great for the average learner, but dyslexics tend to need a lot of practice and the practice being done in small portions. Another option would be the Writing Skills books from Diana Harbury King. As for doing the basic 3 Rs - most definitely. It makes me aggravated when people think that just because they've finished remediation for the dyslexia that they are magically cured and can just go on about their business as normal. They need, and will need, accommodations throughout their lives. If you do use SOTW would she enjoy coloring because there are coloring sheets to work on while you read? It might be a way to try out the engaging in one thing while listening without a big expense. Another option is to also add in a visual colorful encyclopedia. I'm not sure that I'd worry about mastering these lessons but rather a gentle exposure. You could also find other visual videos/movies as topics come up. I know she is 7th grade but that doesn't mean she has to be taught like she's in a college lecture hall. There are fun, hands-on activities to flesh out lessons. Playmobil used to have some Egyptian stuff that made for fun interactions. I would just focus on exposure and if she retains better when she reads on her own scour the reading lists on HOD, Sonlight, etc. to find books that are on the easier side for her to read independently. Don't make it more of a challenge to read and retain - sometimes starting much lower gains more personal achievement and accomplishments. One thing that worked wonders for grammar around here was the white board and an EPS daily grammar review book. I wrote the sentences on the white board and we worked through each sentence. You could do this with reading comprehension, too Buy a workbook that is lower level to work on a short reading each day. I'm glad the math is working beautifully!! As for science, yeah, I still haven't found that magic program myself.