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cbollin

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About cbollin

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  1. true, not all universities take clep for credit . Around here, it is common to be able to call a class Honors on high school transcript if student takes and passes clep.
  2. Oldest did a regular high school level. She was my STEM student. Used Never Before in History, and Under God (William Hendricks). Those items were schedule in MFW's year 3 high school with study guides and such. middle did the same, but then 2 years later, did a quick refresher course on ModernStates CLEP prep. Took and easily passed the Am. Govt CELP for credit at her college. ah, got to love those vouchers to cover test fees with modernstates.org youngest: on a more special ed kind of track. Using Barron's Painless American Government (even though the book says middle school), and maybe the standard deviants dvd if I can find that in the pile around this room. very basics and essentials not sure any of those are what the original poster was looking for. might help someone.
  3. I've done 2nd edition three times. 2 times with typical learners and then a modified version with my youngest (special ed). On a crazy whim after reading Wile's opinion a few weeks ago, I decided to get 3rd edition and do a general science review with my youngest (and not put it on the transcript). apologia was having a sale and I thought, why not since she is working at about that level due to disabilities. She could use review of material and why not. I'm sure there is something in science content that has been updated from 2nd to 3rd, but the question is whether it is all that big of a deal for the level of the book. 3rd edition has more color. In 2nd edition in the appendix of the text was a section called module summaries. It looked like fill in the blanks from text (but you were supposed to have student write the whole paragraph.) Those summaries seem to now be included in the Student Notebook. Module 1 is still overwhelming in my opinion with amount of material. 3rd edition lesson plan covers it in 10 lesson days that take 2.5 weeks. And it does what I did and says go open book for the first two tests so that the real objective is learning how to take end of module test and the kinds of things to learn to study. I did that in 2nd edition with oldest and middle. and of course youngest it was all about exposure to material. So far in module 1 there are some ways that the 3rd edition author explains stuff that is not flowing as well as it did in Wile's edition. They both say the same thing about a similar experiment (a basic density observation). But I feel like something got copied and pasted in the wrong order. I started to understand what Wile meant with some of the explanations and concepts aren't done at same time. Wile mentions about something with atomic motion and core of earth. I noticed it so far in atoms with density, and atoms in motion in hot/cold water. I do like in 3rd edition how the student notebook is set up to encourage learning how to take notes and all of that. I wouldn't go as far as apologia does and say it is required. I would say it is highly beneficial to use it and for about 1 dollar a school week, it's not bad as a teaching and learning tool. So I do kinda agree and disagree with Wile's review about that. With my oldest, I tried to help her learn how to do notes and lab reports and took the "go figure it out on my own" and just use cheap notebook. With middle, I got a journal/lapbook to help transition to more independently learning style. and I'm glad to use the student notebook journal. I think if I were doing this edition now with my oldest in grade 7, I'd use the student notebook just because the publisher said required. Then in grade 8 and up with that child, I would stop using it and just use regular notebooks. I get it why it is "necessary" or "required" according to apologia. It's about learning how to learn and having that in place so that student doesn't fumble through learning it on own, and having examples to follow for lab reports, etc. It helps with the learning curve of all of that for a grade 7 student. Now of course, there will be some students who don't need it. The audio mp3: (yes I bought the full package with audio and video. ) that's working well because my youngest needs a lot of teaching supports. She has multiple issues. One little weird thing I noticed in module 1 is that the segments of the audio line up with the text breaks but not necessarily the lesson plan day. that is a really minor thing because you can hit pause. kwim? But in week 1 one of the audio segments covered the text from page 5-12 that was split over 2 lesson days. I don't know if that happens often or if this was just one of those things in module 1. really minor. Video: again, not necessary. But it keeps my child's interest enough to know that science class time is starting. So far in module 1 (that's as far as we are right now), we start with video overview and then listen to the text. Definitions are shown. voice over. and then video segments of the labs, and the "explore more" optional demos/labs. No, I don't think one can do the whole course from just the video. It's an extra. and if it hadn't been on sale and if it hadn't been with the youngest who benefits from it... Quality is mostly good. Today I was not sure on a video segment blocking issue when Sheri was holding the pennies. You really couldn't see the result of the experiment. So that's both good and bad, right? It's good because now you need to do the lab to see it. Bad because you might want to understand what she is showing you. Overall, it is a small thing so far. The lab video segments are more about showing set up to explain the written instructions and not really about trying to be a substitute lab. haven't done tests yet. Answers to On Your Own are still at end of module. There's still a study guide. seems like plenty of new ideas on experiments. The robot hand thing with straws looks like fun. I wouldn't be nervous about using this edition so far. I haven't logged in for book extras yet. I am not able to decide if content is off or anything like that. maybe as the year continues, I can update how it is going for us. I'm using it with a grade 12 student who works about 7th grade level on most things and has diagnosed delays in language ability and lower than average IQ.
  4. My experience with Ultimate was easier for my student to use because it didn't ask you to cross out prepositions to find stuff and it gave explanations in each section. Each day (one page) you have a section to practice capitalization, then punctuation, parts of speech, sentence combining. In the caps and punctuation and speech sections, you get a "rule" and example. as you do more rules, you are expecting to do those along the way. So, if you want to make a list as you go along and let them look at it, that's good too. It's not full instruction but not review either. I don't really agree with the idea of not doing Ultimate with a struggling student who has had grammar instruction but struggles with it. But everyone has an opinion. I'm using Ultimate grade 8 with my youngest (who has significant struggles in school) who is grade 12 age wise and knows she's in grade 12. I simply covered up the 2 places I saw it say grade 8. Here's link to a sample of the grade 8 Ultimate book if that would help you know if your student would do ok with it. (purchase where you want to of course) I review as needed and keep a list of rules. https://www.mfwbooks.com/itemFiles/30021_S_012119.pdf ps: with Ultimate it does presume student knows to use cap in first word of sentence. and the lesson samples on that link starts at page 14 after the scope and sequence list.
  5. One of the key teaching features of Easy Grammar Plus is that students find the prepositional phrases and strike them out first. Then find the left over stuff as subject and verbs. If the student would struggle with finding prepositional phrase, I might hesitate to jump into that level as first book. I'm not sure how much of that technique is taught early in the book or if it is just reviewed as prior knowledge. The Ultimate Series in Easy Grammar product has an 8th grade book that I think needs less prior knowledge. I use that one with my struggling learner and work it with her. takes 5 -10 minutes or less each day. nice warm up. another book to consider: All in One English (here's a link to one place that sells it, but you can buy where you want) https://www.rainbowresource.com/proddtl?id=026477&subject=English%2FWriting/7&category=Straight+Forward+English+Series/1789 and an oldie but goodie to think about would be SchoolHouse Rock Grammar Rocks videos. Those were on TV when I was a little kid in the 70s and it made school work easy for us. I'm sure you can find those on youtube. Your 8th grader might enjoy the animation and singing.
  6. Generally speaking, for CLEP prep, my middle daughter after the modern states course was done would take practice tests. She used some from REA. And she used some practice exams from Peterson's. Our library system has state wide access to the Peterson's exams online. We found out about that on the library website. Maybe your library has access to those as well. Free was nice. Middle gal did not take that specific CLEP however. But she's taken and passed 9 other CLEPs and that was her formula. Review and gap fill from modern states, take practice exams. Not sure which brand of brand book his is using. But we clicked with the practice exams of REA and Petersons. hope you get some other advice.
  7. We did it along the lines of option 2. Course description listed each course as "co-requisite" or something fancy like that. Oh wait, there's the file. I said English 1 "concurrently taken with Ancient History". and then Ancient History "concurrently with English 1" (well ok, we listed it as English 9, 10 instead of I , II. I'm sure you'll find variety of answers with pros and cons. The biggest reason I did it as more traditional titles was to have it more tradition in names to make it easy for admissions to go "check box". We did not apply to fancy super selective places so I don't think they cared except to see ACT.
  8. If you are enrolled with North Atlantic Regional High School (NARHS), then NARHS will count it on that transcript. NARHS is a school that is supposed to be regionally accredited, so it would transfer if you are a NARHS student. But if you are not a NARHS student, then it is uhmm. .. how do I be polite about this? I really do not like the way HSA words it on their website. I think it's a little misleading that it is "accredited everywhere throughout the US". You will have to ask the public school if they will accept the transfer or not. Maybe there are others on this forum who want to take that part of HSA's FAQ and explain it. here https://hsa.ladesk.com/049037-Are-you-accredited
  9. I started this answer when you posted a few days ago and just getting time to finish a little of it. Glean what you can. Ignore the rest. My youngest is my sped student with lower than average IQ. She’s going into grade 12. I struggled with this idea of what to teach for long time. Even though I don’t live in Virginia, I like using this tool from the Virginia applied studies diploma. https://ttaconline.org/Applied-Studies-Curriculum It gives domains and skills to work on and I go from there. I don’t have to follow public school stuff, but I like the structure it provided to make up my decisions of what to try to do in a semester or year. For high school academics, I try to work somewhat in the area of another’s states Alternative Academic Diploma standards currently a Word doc on this webpage (look for the click section on AAD standards. or maybe it is called "course requirements") https://www.tn.gov/education/student-support/special-education/special-education-tools-resources.html Both of those tools seem more geared toward high school years. But I guess you can glean some info from the information before then. Over the years, my major guiding insight has been to work on output where skill, ability, and interest make it reasonable, and otherwise work on input. My child and your child do not have the same challenges, so some of this is not what you should do for your child, but is what I did for my kiddo. For example, my child enjoys cooking and baking. So the output expectation is higher. She cooks at home with meal planning, and volunteers in a non profit food ministry on the prep line. It is Science, Health (have to follow those rules in the workplace and she passed a food safety certification), Career Elective all integrated together. It also mixes in some executive function to get the job done on time. Because she likes cooking, a good part of chemistry class was based on food labs. Piano is a subject she loves and wants to pursue. She does that like a typical class. PE, she likes and the output is there (no known physical or medical challenges). Other classes where she’s not as interested, I focus more on input – doing worksheets together instead of independent work, and some time watching videos on topics. Sometimes she has surprised us by remembering a little something and bringing it up. Math was a mix of both interested and struggled, and we gave a lot of accommodations and modifications on that. She has severe impairments with language output, so I don’t worry about full essays and such. She listens to some audio books for high school stuff, and yet still reads picture books because she wants to. She still is in speech therapy. They couldn’t cure her, so I don’t have to either. Wink. By the way, if someone had told me ten years ago that she would be working in the food ministry, I would have struggled to believe it could be possible. All of that to say, if you want your art class to be art appreciation instead of formation, it most likely will be fine. In your state, you are not required to make it exactly like public school according to one of the links you shared in the other thread. It was about evidence of regular, thorough instruction. Even with my learners with fewer challenges, we did not always do art work each year. Some years were art history information and ignore the drawing page. Other years, middle gal just wanted to draw 3D and not worry on art history. But I am not in your state.
  10. My middle daughter did something similar with a major stage musical production each year. First year I called it a class and on the transcript and credit it went and wahoo, got that Fine Arts requirement done. For the other years, it was just part of "portfolio" (extra curricular activity). However, in my local district (same state as you, but probably different county), there are schools with Theater I II III IV. Different aspects apparently get to be the focus each year but it includes a different show too. Some schools offer Band 1, 2, 3, 4 or Vocal Performance, or Instrument each year. You have options and might decide later based on how it goes, and what college goals you'll have.
  11. maybe some ipad apps for use with special needs would be helpful? found this link with a couple of lessons. https://www.brighthubeducation.com/special-ed-inclusion-strategies/128384-artwork-with-ipads/
  12. I didn't see this idea mentioned for Art, religion study. How about he learns about Joni Eareckson Tada and her art? Here is a link on her site with info http://wwww.joniandfriends.org/kids-corner/doing-report/art/ and then on other parts of that site are other art related things she shares. maybe that could be helpful to do "art" and be something he can have a personal connection? I'm not in a portfolio state, but there are probably easy ways to document the learning with print outs of pages , and any photos of his attempts.
  13. Agreeing you might want to to ask WTM company. But when I clicked, the words do say "well trained mind community". I don't know what WTM or HSA intended, but all it means to me is that someone on the internet liked their service and talked about it on this forum. I see one of the other logos on that click point shows MFW. At one point, I heard that MFW was getting referral proceeds with HSA with an affiliated link. If I sound snarky with that reply, I don't intend to.
  14. One other tip I can share is to talk directly with financial aid of specific college. I know we lived in the same area as the college so it was not a burden to us to travel to financial aid night or meetings. We did go to those and asked for more help too. Showing direct interest helped. It wasn't a lot but when our admissions and financial aid sales people (I mean counselors) asked if there was anything else they could do to help with our decision, we said "are there any other school based aid that she might qualify for to offset cost of textbooks, or help swing our decision to be on campus". doesn't hurt to ask. and if the answer is no, then you're in same position you were. and if answer is yes, like it was for us, great. Another tip: find and play around with EFC estimator tools out there and/or Cost estimators on financial aid sites of colleges. Put in some numbers that are close to what you have. go find out this info. also for benefit of any homeschool resident in TN like Scout: if attending a college in TN is part of picture, check out the TN information on hope scholarship, GAMS, and TSAC sites. There are things available that you might want to know about it. for those who homeschool independently or through CAT IV cover school, we had to do a little extra on the GAMS. go learn about it. It's on the TN state gov site.
  15. Ok, seems like a fair point as long as the dates on the information is taken into consideration for those who read this thread years down the road. I did list a a few "real numbers" on some of my example, but not all. When originally posted, I didn't have the actual 5 digit number of our EFC in front of me and was not really interested in finding paperwork from 5 years ago so I didn't say it. But you're right. that's a huge range and could be helpful to understand. My original point is saying 5 digits was that it was not 4 digit number or less. But if it would help to flesh out my example: EFC was around 13000 ish. (based on 2 adults married in same house, only 1 household member in college (child) 2 younger children not college age. tuition at the specific college was about 30,000 ish a year full time undergrad. dorm cost about 9000-10000 ish. our adjusted gross income was in 90k range ish. and another number in EFC calc is the cash on hand. I don't remember that number. sorry. It was a more than the check box number on fafsa. and I don't remember all of that either. But part of that EFC calculation has to do with what is your bank account balance on the day you submit FAFSA. There is some threshold number out there. I don't know what it is and not going to login to fafsa account to see it either. hopefully someone who knows can share that number. oh, by the way. one of the things I was told about that bank balance account number (and don't know how true this is), is that if you need to pay off some bills, do that just before you file fafsa so the balance might go lower than the magic number. as to the rest of the issue where calming tea insists that I'm "low income" by financial aid standards, 8fill nailed it with this quote: " It is directly related to your EFC (expected family contribution) in comparison to institutional costs. " Demonstrating Financial Need is not the same as what calming tea is saying. 8fills has the info that we experienced with amounts of loans and how it is spread with subsidized and un-sub.
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