I've been pouring over old threads and all the options out there for outsourcing writing for my 10th grader. A few options have the student send in a paper, receive feedback/grade, and the student moves on to the next paper. I'm questioning this approach -- doesn't the student need to incorporate the suggested changes and re-submit the paper to be improving in his writing? Or is that not really necessary, as he can extrapolate those suggestions to his next paper? If you have used a course like this, did you feel it helped your DC improve their writing? For those of you who have successfully outsourced writing, what do you feel makes a good program? What are factors you felt were critical in helping your student improve in his writing? (Number of papers, amount of feedback, anything else?) Thanks in advance!

I have a DS who is using the Duke TIP Geometry course with Jurgensen. The program is meant to be used independently by the student, with a mentor who grades exams. He is enjoying the material, and overall its been a great fit for him. He does find the video lectures frustrating, though. They cannot be rewound or fast-forwarded, so if you accidently hit something and the video is switched off, you must start over from the beginning again. He also finds them boring. His words were "Mom, this could kill someone! Death by boredom." However, the program as laid out in the student guide and mentor materials has worked wonderfully. And, like I said, DS is really enjoying the course (which makes me think the lectures are not all that bad). Aside from the slightly lacking videos, it's a great program for a kid who enjoys geometry and is motivated to work independently.

Hurray! This is the kind of inspiring story I was hoping to hear :hurray: . The large-block response booklet is interesting -- I read somewhere else about the option to answer directly in the test booklet - is that what your son did? That would be a huge help -- transferring responses to a small bubble answer sheet would be very time consuming/difficult for my DS. Yes, we are hesitant about AP Bio as well. SAT 2 exams all seem much more doable. Thanks for sharing your experience!!

Hi Tokyomarie!! It is wonderful to hear how College Board was able to work with you! That is good news. I think you are right in that his ability to handle tests will likely change over the next few years. He is only in 7th this year, and I don't anticipate any major exams until 10th grade. We will be getting him evaluated again in 9th so that it will be current for exams.

Yes, this is why we are not strongly considering any of the AP exams that require such essays. I have an older DC taking a WHAP course, and the essays are TOUGH. I can't see dyslexic DS handing that. Even if he were given twice the length of time. And you are right in that I wouldn't want to spend so much of the year focused on something that is his greatest area of weakness. On the other hand, there are APs that do not require essays: Calculus, Physics, Chemistry, Statistics, Computer Science.... These are things we're considering.

Thanks for the search help! :001_smile: I did do a google search for dyslexia and AP and via that search found a few relevant WTM threads -- didn't find those via the WTM search though. :huh: But your tip about google searching is much better than what I have been doing. Yeah, I was thinking about just seeing how he does, closer to the time, via practice tests. I wish I could hear (more) success stories of dyslexics who have performed well on APs (I did find a few online -- very few).

Ok, thanks, that is great to know! Makes sense. I get the impression from other threads that the College Board is not super friendly to dyslexics. :unsure:

I have a 7th grade DS who is dyslexic, and looking ahead to his high school plan I'm wondering about the possibility of AP exams. At this point it's hard to imagine him taking an exam which required any kind of essay. He is dysgraphic, but even if he was given a word processor, I'm not sure he would be able to produce an essay under (any kind of) time constraints. That may change, but for now I'm mostly wondering about the math and science APs. He's very much a STEM guy and is good at math. I've read a bit about people's experience with accommodations for ACT/SAT, but not AP or SAT 2s. Anyone here have experience with dyslexic DC taking APs? (And if there's a former thread you know of I'd love the link. I'm never very good at finding things.) TIA!

What an interesting person! The website doesn't indicate very much about how his classes work. I will email him and get more details. Thanks for the recommendation!

Thanks, kiana! I had not thought of that possibility.

Thanks for the suggestions! I like the independently paced option of JHU - seems like a nice combination of independent learning and interaction with an instructor. I need to explore Coursera and Edx a bit more. He will end up taking Statistics, as he is interested in it, but I'm not sure if he will be content with that replacing math in his schedule. Perhaps he could do some of the AOPS Counting and Probability or Number Theory books that year. Also great to hear that we could plan for a full year credit for each of the MIT OCW courses. At this point I have just accepted that he probably cannot get university credit for these courses. I don't know how we could. (We are doing APs, but more for the outside validation of his work than for a hope of credit.) Thanks everyone!

Thanks! I had forgotten about the AOPS Counting & Probability and Number Theory books. Would these seem odd following Calculus BC? He doesn't want to use them prior to Calculus because he is interested in taking Calc-based Physics sooner rather than later.

DS will be taking Calculus BC next year as a 10th grader. We are US citizens living overseas right now, so taking courses at a local CC or University is not possible. MIT OCW Scholar courses- Multivariable Calculus and Differential Equations- look great. They are semester courses -- not sure if DS would be able to finish each in a semester, though. Would that be strange to give a full year credit for each? Stanford OHS is very pricey, and financial aid is not offered for single courses. Any other options to consider? Any online course would need to be asynchronous because of the time difference (or have many different timing options). This DS is an excellent independent learner, so we don't necessarily have to enroll in a course. On the other hand, he might enjoy some interaction with an instructor and other students. Thanks for your thoughts!

So glad this program was so cheap as it was completely wasted $. Took forever to actually get started. And then it was awful. I did the mouse clicking exercises for DD (2nd grade) because they were ridiculous for a 2nd grader and she begged to skip. Then the actual typing portion was bizarre. There were no instructions, so at first we were literally typing every key trying to get the screen to work. Then we finally figured out that you were to HOLD DOWN one key that was highlighted with your right index finger while you TYPED the keys that were highlighted with your left hand. My main issue (other than why on earth would you have the kid hold down the J key while typing with her left hand?) was that the keys she was supposed to type were BLOCKED OUT so that you couldn't see them - you just figured out which ones they were based on their position on the keyboard pictured. Such a bad idea when you're supposed to be teaching which LETTERS go with which hand movements - the letter should be clearly shown, not blocked out. Didn't bother continuing after that. Back to Mickey Mouse typing, which is actually pretty good.

My girls like The Berenstain Bears and the Trouble with Friends.

WSS We don't associate grade levels with anything but age here. They are all working "ahead" of grade level, but none of their books have a grade level stamped on them, so they are not aware of exactly how far ahead they are - they just do the next thing.

One option is to withdraw from the AP Psych class as that exam is supposedly easy to self-study for. That way she could still learn Psychology and take the exam, but you have control over the workload (DS is doing this now). If you withdraw in Sept. you can still get a 70% refund.

Does she HAVE to have those math facts memorized right now? Can you keep a multiplication chart up for her to look at while she does her math? It is possible that she will learn her facts after she has to use them hundreds of times. This is what we did for dyslexic DS. Eventually he stopped needing to look at that chart. We also used the stories from multiplication.com (love those). So he would either recall the story, or look at the chart to get the answer he needed. We just kept going with math, though, and the more he needed to USE the facts for whatever he was doing, the better they stuck. DS is also dysgraphic, so we found that using graph paper was very helpful for writing out long arithmetic problems. I think it was helpful that learning the steps involved for long division was not hindered by needing the multiplication facts memorized. He cruised through algebra and is loving geometry right now; he often does extra for fun. So allowing him to move forward didn't hurt him in any way, and kept math one of his favorite subjects.

OK, that is great to hear. THANKS ladies!! :)

Thanks, regentrude. I will be very surprised if he does not enter a STEM major, but in the off chance that he does not, would the AP 1 or 2 exam be helpful to have? Or would it be meaningless since he will most likely be taking the C exams?

If you have a child who wants to take AP Physics C, is there any benefit in taking either of these other two exams? I have a child who used the Giancoli book for studying algebra-based physics last year. He didn't take the AP Physics B exam, because I knew they were changing it, and he was only in 8th grade. He took the Physics SAT II and got an 800. Eventually he will take AP Physics C, most likely through PAHomeschoolers. Does he need to show algebra-based physics on his transcript for high school? Should he prepare to take one of the algebra-based AP exams? If there have been other threads about these that I missed, I'd be grateful for the link. Thanks!

Thanks! Looks like you both used the same text and study guide. Glad to hear that this is an ideal test for self-study!

Thank you!!!!!

Would you mind sharing what texts you used? We will be doing this next year and will most likely self-study.

I remember getting the advice to let my dyslexic DS "move on" even though his multiplication facts were not solid (after years of working on them). He has a great head for math, and I am really glad we heeded that advice and let him move on. We kept a chart up that he would refer to when needed, and he also learned the fact stories on multiplication.com (love those!!), but still struggled. Anyway, algebra was/is fun for him, and the more he needed to use those facts, the better he got at remembering them. We kept that chart up, but he eventually stopped needing it. (And there was never shame associated with it -- it was just okay to use it whenever needed). Now he no longer struggles with fact recall - it happened for him naturally as he needed the facts to do higher math. For a child who is good at math, but lousy at fact recall, I think it does make sense to let them move ahead. And for dyslexic/dysgraphic kids, allowing them to move ahead and feel good about how they are doing in math (as opposed to spelling or writing!) is a great thing.