The rest of the church may not share the views of this particular person, and in fact, may not have even known that these were her views until now. Don't jump ship because of one whacko.

I agree that you need to bring this to whoever exercises oversight of the SS teachers in your church. It would be best if you had a screen shot of the initial FB post. Without that, it can just be your word against hers.

I hope you're both feeling better this morning!

In my opinion, it doesn't matter a whole lot where you put it on the transcript as long as it's somewhat sequential. The transcript template that I use only has a certain number of lines and one year, my ds took several classes that were only 1/2 credit and I ran out of room in that year. I just moved some of them into the next year. Also, my kids have done things that spanned a few years -- rewired a few houses working with a certified electrician, worked with a carpenter to frame several structures, learned how to build and program computers. I think those are valuable learning experiences that can translate to high school credit, but they were done over several years. I picked a spot in the transcript and put them in. I try to balance things so that it looks like we have a good mix of academics, arts and what would probably be called vocational training. In reality, sometimes our years lean heavily to one or the other of those. For high school classes that were done in 8th grade, I moved them to 9th grade to make it simpler. Then, if I couldn't fit everything in the 9th grade year, I moved that up as well. Most of my kids have completed all their high school credits before they were seniors. Of course, I make them keep taking classes their senior year, but it's given them more flexibility to fit in college classes, or to devote more hours to their interests or a part-time job.

Better organization and a willingness to learn from their mistakes and improve.

One of my dd taught English in China for a summer. It was a good experience. Another dd taught in South Korea for a year. It was difficult. If you're thinking of South Korea, I can give you more details. A friend of mine has a dd teaching English in China and she'll be there for three years. She's enjoying it.

Some years we have used the Cool Histories. We began with that this year, but have evolved to what we're doing now. We read RTD as a group. The kids take notes and are required to do a written summary. I keep the discussion guide nearby and pull out questions that I want to discuss. We do this twice a week, spending about 45 minutes on reading and discussing. Then they spend about 15 minutes writing their summaries. On the other two days of the week (we do co-op once a week) they read independently. We've used the Famous Men books, Trial and Triumph, some MOH and lots of the lit. suggestions. The Famous Men books do have a student book that we've used with questions and we've also used that for outputs. This has worked well for this group of kids at this point. We may switch it up next year. I've discovered that I can only handle a certain amount of our subjects being teacher-intensive, but history is one of the ones that I like to keep that way. RTD is definitely 'lighter' than the Companion, so I wouldn't necessarily recommend it as a replacement in the high school years, but it's what we needed for this year.

I used it with 5th-12th graders. We'd usually use the Companion for high school reading and other spines for the younger kids. This year, I'm reading Remember the Days with all of them -- 7th, 8th and 10th. RTD is recommended for younger grades, but I feel it gives a good summary. They're reading other books on their own.

I haven't read the other replies, but my first thought after reading your title was, "I'd skip it". Honestly, I just flat out wouldn't try to teach math at those ages. I've been reading more articles lately about the benefits of waiting until kids are older to begin formal math instruction. I wish that I had the opportunity to try that. It seems as if you can spend lots of time trying to teach them something that they can comprehend in about five minutes when they're older. You could still play games that reinforce math principles, but I wouldn't use a curriculum. Peggy Kaye has some great books for that age range with lots of math games. Ten kids, 25 years of homeschooling, my 2 cents. :)

I'm teaching that at co-op next year. The author of Jump-In, Sharon Watson has lots of great ideas for that level. If you follow her on FB, she posts lots of free prompts that you can use.

I agree with hollyhock2. We've used it, liked some of it, skipped some of it. I just cleaned my shelves and came across a LLATL gray student book that we began, but ended up doing LA at co-op that year instead. It has writing on a few pages, but I'd sell it to you for the cost of shipping if you'd like to look it over. PM me if you're interested.

I've used all four years of BP, sometimes with the Companion and sometimes without. The only thing that you couldn't use would be the cool histories if you didn't use the Companion. One option would be to purchase the family guide for the schedule, use one of the other spines that is listed and then also purchase the discussion guide. Pull questions out of the discussion guide to use either for oral or written narrations.

I was just looking over A Reason for Science. They have a level for each grade. I'm not sure if one level deals more with chemistry or not, but it seemed to include lots of hands-on activities. There was a supply kit that could be purchased from Home Science Tools, but in looking over the supply list, i think most things would be pretty easy to gather yourself with less expense. I also came across this: https://www.homeschoolsciencepress.com/shop They have an e-book which is specifically about chemistry experiments. It looks as if it's geared more toward the high school level, but once again, they say that most of the supplies are easy to find and maybe it can be adapted to suit your needs.

Also, the kid going over to the neighbor asking for food? Or talking about being abused? This is, unfortunately, a pretty classic story coming from kids from a difficult past. They will do those things to get attention and it's hard to separate the legitimate from the illegitimate.

If I remember the story correctly, the abuse conviction happened in another state and "oversight" doesn't cross state borders. Two of my adult dds are social workers in areas close to state lines and it's always a concern. If families are investigated, they will often just move and there's not much they can do about it.

Our kids pay their own insurance. We see this as part of the gradual transition into adulthood. They have all had part-time and summer jobs, usually before they even get their driver's license, so they have some income already. We provide them with a car and pay for the repairs for the car. We also pay for the gas that is required to get them to their school-related activities, but they cover the gas for "fun" activities.

No advice, just :grouphug: . It sounds like a really difficult situation.

The quality of instruction and the academic rigor in CC varies widely. My dh is a college professor and he's had kids completely fail his courses and then take the class at CC and ace it. On the other hand, there are areas where our CC is very strong. I think you'd have to ask lots of questions locally to determine the quality of your CC.

Thanks for your replies. He is a sophomore this year. He'll finish Algebra II in the next month and we will be taking the summer off from academics. If he took the college class, he would take it from the same college that he plans to attend for his undergraduate degree. Based on your replies, I'm leaning towards doing pre-calc at home next year and then having him do calculus as an early college credit for his senior year.

My ds, 16, is finishing up Algebra II. Career-wise, I think he's heading into either engineering or accounting. We could do pre-calc at home next year or he could take calculus as an early college credit the next year. Would pre-calc be a good idea before doing a college calculus class or is it a better use of his time to just go right into the college class? This is new territory for me. Any suggestions?

:grouphug:

Praying for you.

I disagree that they lacked moral discernment. Why would God even tell them not to eat from that particular tree if they lacked the capacity to obey?

1. Do you generally have a positive or negative view of Eve? How might you describe her? Sympathetic view. She is all of us. She makes the mistakes that we all make -- not really trusting that what God says is best for us, wanting to make our own rules and then shifting blame when things go south. 2. Do you think she was a historical or mythical figure? Or something else? Historical. 3. If you had to give a really short summary of Eve’s role in your belief system, what would you say? See #1 4. Anything else you want to say about her? Historically, people have placed the "blame" on Eve, but that is not accurate, although she was certainly responsible for her actions. The Bible states that Adam was with her when she was tempted. It also says that Adam "was not deceived". This means that Adam knew what the serpent was doing and was supposed to protect Eve, but he threw her under the bus because he wanted to see what would happen.

My brother is delusional -- certifiably so. When he goes off into one of his conspiracy theory, economy collapsing tirades, my sister goes all Southern belle on him. "Oh dear, that is just too difficult for me to understand. I just can't get any of that through my pretty little head." Works for her and I think it's hilarious.