Jump to content

What's with the ads?


  • Content Count

  • Joined

  • Last visited

  • Days Won


8FillTheHeart last won the day on April 14 2014

8FillTheHeart had the most liked content!

Community Reputation

28,526 Excellent

About 8FillTheHeart

  • Rank
    Alice or Mad Hatter or maybe a little of both

Contact Methods

  • Website URL

Profile Information

  • Gender

Recent Profile Visitors

7,287 profile views
  1. No. She does not do the note taking guides. We have zero contact with DO at all. We pay $29/mo for access to the videos. We do it this way b/c the videos line up with the text and he does a good job teaching the concepts. It is easy to grade with the SM. I was wrong about the copyright date, though. I have had the book for a few yrs and didn't purchase a specific edition. But, when I looked, it is the 1996 edition, so it is over 20 yrs old! (but, I like the text and several of my kids have used it.)
  2. We own a new version of the textbook. My dd only does the textbook (odds) after watching the videos. We don't use his text or submit anything for grading. This is our 2nd time through taking this approach.
  3. I just went to the Scottish Rite site. It doesn't look like most sites will test. But, the site's links look like they are full of good information like first steps (how to request the public school do an evaluation), etc.
  4. I know you have a lot on your plate, but I would encourage you to not give up so easily. The Scottish Rite program is free and university evals are typically only a couple of hundred dollars. The only up front cost is your time making some phone calls. They might not be able to offer you anything, but you won't know without calling. The more you post, the more information is being teased out. The fact that you have a brother with ASD adds to your family history's complexity. These are all things that need to be shared up front during an eval. None of my other kids are on the spectrum, but several of my kids do share some of his alphabet soup of comorbid issues (anxiety being the biggest). He is not dyslexic, but I have 3 dyslexics, one with serious auditory issues as well. My dyslexic dd never struggled to read. She is a great reader, but she presents more like your dd. She is very methodical and has problems with working memory and retention. (All 3 of my dyslexics can't spell worth anything.)
  5. 😢I burst out laughing at your $350 comment; not in a funny laughing way, though. 😱 I won't share how many thousands and thousands of dollars we have spent on testing, evals, and therapy for our ds. Getting testing through the school system is not like making a dr appt. It can take months to get to the actual testing. But, it can also take months to get an appt with a psy. A couple of additional options is to contact local Us and see if they offer testing/evaluations. Another is . I think Storygirl wrote multiple helpful posts. I agree that working memory is also likely a concern. I think that getting an evaluation is important b/c otherwise you are just guessing at what you are seeing vs. actually knowing. Testing told us a lot of info about our ds that I already knew, but it also revealed a lot that I didn't. The information gave both him and us a level of understanding about the whys that helped us put things in perspective.
  6. Based on the sum total of your posts, however, I would not rule out LDs just bc of the above. I agree with @katilac that there are a lot of red flags that indicate there might be an underlying issue causing much of what you are describing. For example, after "yrs of multiplication exposure," just repeated exposure should normally lead to knowing them, just like using addition leads to them knowing addition facts without necessarily having to drill them. When they aren't rapidly recalling and you do need to work on drilling multiplication facts at age 10, bc it is a familiar concept, normally drilling would produce fairly rapid memorization of all facts vs. only 2s and 3s over the school yr. (typically an older child should be able to memorize all of their math facts within a couple of weeks.) The bigger picture of slow output across multiple subjects and the resistance in your working directly with her in math might be outward signs of other issues.
  7. Math-It might help, but at 10 if she hasn't mastered her multiplication tables and has been doing multiplication for yrs, I might start to wonder about some sort of LD. This comment sheds way more light on your dd's preference for Saxon. If she is struggling with processing math, it could be that she is maxing out on just thinking about the math she is doing and trying to add in complex math strategies is overwhelming her thought processes. I would watch how she does with something different like Math-it and if you don't see quick improvement, you might want to consider some sort of evaluation.
  8. Her day looks pretty balanced to me, especially with 4 day/34 weeks. I wonder if just letting it go for now and just watching who she is growing into will ease your mind. I guess you could possibly drop the 15 mins of mental Saxon math and use that 15 mins to add in something like 1-2 HOE/CWP math type problems instead. But I wonder if your concerns might not be warranted. fwiw, she might have slow processing speeds which are showing up in her slower output times. I have a child with low processing speeds and he is diligent and methodical, never functions at "rabbit speed," only tortoise.(except for reading....I have never figured that part out, but he can speed read like crazy.)
  9. Yep. They are who they are. 🙂 Fwiw, I find it fascinating to read both of your posts about Russian culture. I have no idea what it is that my Dd finds so interesting about it. If either one of you are looking for an awesome teacher who works with heritage speakers, I can't say enough good things about Julia Denne (her website is By the Onion Sea.) My Dd went to Olympiadas with her heritage speakers (my Dd isn't one, just to be clear!) and her students were always the top students at the events. (She works mostly with middle and high school students, but I think she has worked with 10 yr old in the past.)
  10. In thinking about this some more, I would ask the grandfather what he would like to spend the summer doing. In thinking about my dad, who would have been an older grandfather, he would have appreciated the fact that it was almost summer. Driving the kids to swimming lessons or the local swimming pool, art camp, (or any other local summer camps), gymnastics, library story hour, etc.....those would have helped him maintain his sanity bc he wouldn't have felt trapped in the house. (He wasn't used to being around kids all the time or being at home. Throwing those 2 together in a stressful for the family time would have been hard on him.) My Dh and I, otoh, are young grandparents to older grandkids (my oldest grandchild is getting ready to turn 8 while our youngest daughter is 9). For us, we are used to our grandkids living with us for weeks at a time anyway. So, it wouldn't be a huge transition. So maintaining their routine would be an ok approach. Anyway, if this is an older grandparent, maybe some outlets for the kids to burn some energy outside of the home should be a goal.
  11. Yes! I sit with my older kids (I mean even my high school kids) and grade their math problem by problem as they work through them. It is easier for me bc I know their work has been graded. It also lets me see what they are understanding and what they aren't. I don't even understand 1/2 the math they are doing, but when I am looking at the SM and they are telling me their answers, I can ask questions about they did and help guide them to think about where they might have taken a wrong turn in their approach. it also helps them stay on task and let's me monitor just how long a lesson is taking.
  12. What you are describing sounds wonderful. I think that what you describe her doing should be our goal in education! But, she is also only 10. What you do and expect at 10 is hugely different from 13 or 15 or 17. If they can take that same sort of enthusiasm and design their high school courses, they can go wherever their hearts desire. (Fwiw, I would never ask a 10 yr old to write an essay or interfere with natural enthusiasm. But equally, a 15 yr old who knows they have to complete a lit credit can really get excited about following through on discoveries they have made.) But I still go back to at 10 math isn't just about working the problems in the book. From reading this thread, a simple solution to your math dilemma seems to be to just find a way to insert human contact into her math lessons.
  13. I want to add to this. Appropriate education does not mean anything goes or leaving them to teach themselves independently. I think interaction is vital, but it doesn't have to be "teaching" interaction, just asking questions and discussing. My kids often know (usually) know way more than I do by high school, but our discussions have them explaining/teaching things to me, following up on rabbit trails, leading to more research, etc.
  14. Actually, I think it is more simple than people think. Offer them a solid education--it doesn't have to be "super" anything, and then just encourage them to explore interests. Helping them make little connections gets their minds thinking. I do not think it takes a steady diet of challenging problems to get them there. There a innumerable paths that can end up at the exact same place. Encouraging them to take time to think and wonder about the world outside of any direct teaching means they learn how to learn on their own. I made a 1000 mistakes with my oldest. He also had our autistic ds just 2 yrs younger (and he was a incredibly challenging child), plus constantly adding new siblings with lots of cross country and international moves thrown in. Kids are adaptable. As long as they are being nurtured, encouraged, and given an appropriate education, then they are not limited to just their strict academic exposure. I think that is a "school" mentality---that teaching is responsible for all they learn.
  15. With my kids, outcomes have been far more impacted by their personalities and innate abilities than anything else. My kids with drive push themselves to high levels of achievement. My kids who are more just go with the flow just do whatever.....sometimes pushing themselves, sometimes skating by on minimal exertion. Honestly, getting kids to have ownership over their lives is probably the best gift you can give them. My dh teases our Jr and tells her there is no such thing as a stay at home daughter. She is so introverted and so anxious that it is painful at times. She is incredibly intelligent, but she has no drive to go out and venture far from home. We can't make them who they aren't. Nothing would have turned my severe dyslexic into a language loving kid. My language loving kid is extremely gifted in math, but nothing would have induced her to go in that direction. And all the intelligence in the world will not enable my Aspie to function in a way that he won't shut down under stress. (If only.) They really are who they are.
  • Create New...