I am not sure I answered your question. Completing school paperwork is time consuming 2-3 times per year and in no way deprives my children of me educating them. I hate paperwork, but the process helped me to think through realistically where DS needs to be and what needs to get done or attempted. It is also easy to overlook things when they are not written down. Subjects like health are easy for me to overlook. I mean seriously, my child has studied biology and life sciences for hours and hours. I personally think that you should file records for your students because it will help account for their time to any future employer. I also think at a minimum, you should keep a list of any materials with the author, publisher, and a brief course description as part of their record. Issue a Life Skills or AAS diploma too. Who can say that some sort of apprenticeship won't pop up? And if you are teaching them the correct number of hours and reporting your school days, they are legally homeschooled. Ultimately it is up to you. I know people that have flown entirely under the homeschool radar and never even joined a cover or kept paperwork.

My DS is delayed in math but takes all normal subjects. The State of Al doesn't issue son's diploma. The cover has their own set of requirements, so if we meet them, the cover issues the diploma. Covers in Al are treated like private schools. I could choose to issue the diploma and be done with it, but I pay the cover. The cover keeps a copy of son's transcripts and a 4/5 year education plan. Obviously, your students' plans would look different. When DS graduates, he will not qualify for a state diploma because the state has Bullwinkle course requirements that are an utter waste of our time, and we don't answer to the state that way anyhow. Basically, I don't give a fig what the state wants to see. I only care about what the state u and ccs want to see. It seems in your case, your kiddos are not receiving state services. Since you are receiving no state services in AL, your cover should sit down with you and establish some sort of workable education plan for each of your students. Honestly, you should probably have SOMETHING set out that way no matter where you live. Use the state recs as a guideline and modify to suit your students. My son's high school plan was developed by me and reviewed by the high school coordinator over the summer before 8th grade. The plan is flexible and may be changed. I have adjusted son's twice so far. Basically, if you want your children homeschooled in the state of AL, work within your cover. Some covers are strict while others are quite lenient. ETA: An educational plan is not complicated. We basically list each school year with each course name and number of credits. I see that for the Alternate Achievement Standards diploma, you need one year of PE and up to 3 more life skills classes. You also need 4 years of some sort of math/language/science. There is one health credit, and voc classes may be adjusted at the local district level, which in your case would be you. With a full neuropsychology assessment and medical history, there is a ton of room to demonstrate where to adjust these courses. Now your case is unusual. It is simply not common for covers to deal with moderate to severely disabled students; however, a super lenient one should be able to work with you. If you demonstrate that you are following the law and are reporting your hours teaching, there shouldn't be a problem and you can always issue your own AAS diploma when the time comes. You know it would not hurt to speak with the state's voc rehab office.

I found this PPT on-line that should answer your questions. The final sheet has a phone number and email address to use should you have more questions. ETA: This info explains the Al public school graduation process and there is a life skills type diploma.

Ok, that makes perfect sense.

OP, I pulled my dyslexic/dysgraphic DS from the classroom mid-way through his 5th grade year and taught him to type at home. DS was very upset about leaving his friends behind and returned to the classroom in 6th grade. He came home permanently in 7th grade and has adjusted to a whole new set of friends. He now likes homeschooling quite a bit. DS started working with an OG tutor at the beginning of 2nd grade, and I used her during after school hours to work with DS. DS and I had so much fun doing 5th grade science and history school work. For science and history, we continued to follow the school's scope and sequence, but I supplemented heavily with hands-on learning activities, documentaries, and trade books. We used a book titled Bridges: Amazing Structures to Design, Test, and Build, books by Janice Van Cleave, and history/science pockets from the Evan Moor teacher website. I scribed for DS and he used audio books while learning to type. Here's a link from 5 years ago with my kids performing some cabbage chemistry. MUS and CLE are used a bunch around here. We have used MUS, but as DS is now older, I tend to cherry pick and use problem sets across math curriculums based upon learning strategies taught by Ronit Bird and David Sousa. Good luck! If you haven't done this already, apply for a free BookShare account. We use the Voice Dream app on both our Android phones and iPad to listen to free books on Bookshare and Gutenberg. ETA: I just wanted to add that my DD uses her brother's Snap Circuits set and builds with it for pleasure. She also uses her Brock Magiscope all the time. My DD loves birds and the DH has built a bat house with the kids. The kids have shot rockets and my DD was recently enrolled in a robotics class at the local science museum. You can do a ton of hands-on with your DD in an emotionally safe and secure environment. We have traveled to museums multiple times, grown gardens, and had butterflies.

You are prohibited from using colored pens and pencils during the ACT.

IDK... :zombiechase:

Geodob, I know that you mean well. When I apply for accommodations to SAT, I will remind them that they can use the ACT's code for accommodation if I encounter any push back.

Accommodations with ACT does not guarantee accommodations on SAT. Please stop perpetuating that belief.

This morning I received an email stating that my son received the accommodation for extra test taking time for the ACT. Yeah!! Let's hope that DS finds the extra time helpful. Woohoo! Thank-you to those who have helped and encouraged me. ~h

OP, you are doing terrific. Maybe pop in a SOTW audio while in the car and read a page from a science encyclopedia on a Saturday and call it good. You are doing school and it looks very similar to many women on the boards. I am just now looking at my calendar. We've had 7 appointments over the last 11 days and that doesn't include sports practice or violin. :grouphug: :grouphug: :grouphug:

I don't disagree with you at all. There are tons of things that can be done to alleviate sensory beyond aged 8. When I wrote the above, I was referring to the SIPT evaluation. ETA: I added the words most effectively to my posting.

I was referring to the SIPT Praxis test, where the top age for administration is 8 years, 11 months. I wrote that wrong.. :ohmy:

OP, there is a window of time for when sensory may be addressed eta: most effectively. An SIPT OT can evaluate your DD and determine what helps she needs. There are a whole series of measurable areas that a competent OT can look at and address. If your DD has poor pincer strength, it is not reasonable to expect her to write with a happy attitude because writing with poor pincer strength is painful. Anyhoo.. I have found the OT eval to be the easiest and quickest evaluation that led to substantially positive results for both of my children. Maybe talk to your child's ed therapist about these issues. As to your eldest child and writing, take heart and watch the video webinar that I linked. Take notes and apply the scaffolding to whatever writing program that you use. My DS started writing by himself when he was late 7th grade. Get the 5th grader typing or using speech to text sw now. We have moms on the board with children who use Siri and speak into an email program to dictate their work. Introduce your 5th grader to mindmapping sw like Inspiration or Kidspiration now. DS has used mindmaps to outline science, history, and logic assignments. You will need to sit down with the 5th grader and demonstrate what you want to see in her writing until she internalizes the process. Use Socratic type questioning and scribe for her. Don't be upset about the 5th grader. With supports and direct explicit instruction, the writing will come around. I seriously don't understand why 5th grade is somehow the standard for when kiddos are kicking out incredible essays. Who made up that rule? Whatever the case, if writing remains a problem, you may want her tested too to determine whether an SLD is present. Good luck!

Here is a link to an excellent webinar about dyslexia and writing. My DS tests gifted with the reading/writing/mathematics disorder. DS received the diagnosis 8 years ago on his 8th birthday. At the time, the tester stressed son's verb comp and spatial IQ subtest scores and really drilled home the need to teach to his strengths and accommodate. The NP was very insistent that we not hold DS back and to feed his intelligence using whatever modality worked best for him. For the reading, he received five years of Wilson tutoring followed by a Latin study. Even though DS reads fine, he listens to audio books using Learning Ally, Kindle Immersion, and Voice Dream. All during elementary and logic stage, DS studied vocabulary using a website called freerice.com . He mastered parts of speech late 7th grade. For the math, we use concepts picked up from Ronit Bird, c-rods, MUS, James Tanton, and regular math curricula. I have a strong math background and could never find a math tutor that was even familiar with dyscalculia. DS is currently squeezing by in his Algebra 1B class. You could also use graph paper and a dry erase board. For the handwriting itself, DS types most everything, uses an Echo SmartPen, or I scribe for him. DS also uses a mindmapping SW called Inspiration on the iPad. These kids are late bloomers and require a ton of scaffolding such as scribing and reduced writing assignments. Supports that these kiddos require feel like too much for their age. I taught DS to type in 5th grade. I was very reluctant to do so but looking back, he should have been accommodated much sooner. To this day, his numbers are legible but his handwriting is a hot mess, so much so that he spent the first three weeks of chemistry typing up all of his math calculations in Word. Severity of the dyscalculia will radically affect outcomes. Be gentle and patient with your DD. It is kind of lonely dealing with so many SLDs and not many people understand how hard they try. Remediation is important but don't let it dominate school. Use audio, videos, and hands-on learning materials to help increase comprehension. ETA: I forgot to mention the therapies that DS has received. He worked with an OT for 6 weeks and had Interactive Metronome (IM) therapy for retained reflexes. He also worked with a pediatric PT that helped with his posture, overall strength, balance, and bilateral coordination. Maybe, consider getting a one hour OT eval with a competent therapist that understands prim reflexes because motor issues can negatively affect behavior and attention.

In your shoes, I would likely rule out developmental vision issues with a COVD and use LIPs if your DD failed the Barton pre-test. Use audio books and start getting her used to listening to audio books for language and content, assuming that your DD likes and would happily tolerate them.

Maybe you should just work with him for a week or so before deciding upon a math. With the IQ numbers that you mentioned, Semple would be something to consider, but perhaps it is too early to say at this point.

At son's former school, all assignments were posted online. If DS was unclear about something, he either called a reliable classmate or emailed the teacher directly. I purchased heavy text books through Amazon, so we had a set at home. Presently, my son's phone is loaded with Evernote and I send him checklists that he can see and update from his phone or laptop. He also uses Google plus and is sent email reminders. For long term scheduling, we keep a big blank laminated calendar on the wall. We writes down the dates using a dry erase marker and attaches sticky notes to days when big assignments or testing is due. It is hard to be consistent.

Where DS attended 6th grade, technically any 6-8th grade could use a laptop in class with special permission. I used to remind DS of that fact. Other students had the option to carry a laptop but chose not to. Some private schools in the area make laptops mandatory. Other students benefited from DS typing because he would email them his notes. The Bible teacher forbid DS from giving his notes away because she could see other students becoming over reliant upon my son.

I have been secretly hoping that OhE will find the posters for us. If I find any, I will share them...and she walks away maniacally laughing to teach her children.

Here are my son's paraphrased comments about the pen. He carries it to class twice per week for chem and Spanish. "The device comes in handy when a topic is missed in class. I simply right a side note like "missed point at 30 seconds back" allowing me to later return and re-listen to that particular bit of information. I am also missing fewer assignments by using the pen."

I am trying to get DS to answer questions about classroom accommodations himself, but he thinks I am a nut for even discussing this in the first place. He told me earlier in the car that as a 5-6th grader, the only reason he used the word processor was because I insisted upon it and that the only choice I gave him at the time was whether he wanted a black or white device. He loves his laptop now but would have never used it initially without my insistence. We were also paying a lot of money to place him in a school where he wanted to be. He could not survive in that heavy, traditional educational environment with typing. ETA: I meant to say he couldn't survive without typing...

I have no reading suggestions. High school is totally different for DS because other kiddos carry laptops too. Calculator was his chief issue. Now that he takes an algebra based science course, even the calculator is not a problem. Tell your boy these issues will improve.

DS used tts because it is what we have. I have never once ask him whether he actually enjoyed it. I think kids adjust to the options they have before them. Many texts are only available via tts so it is good that he is flexible enough to enjoy a tts book. The funny thing about both tts and audible reads is that they both sound like chipmunks at an accelerated reading speed. ;)

You know your situation first hand and up close. Maybe experiment with your boy typing lists and just see what happens. Each family is different and your son is very young. My greatest regret with DS is that I did not scribe for him and he was not allowed to type his work. A ton of aggravation would have been avoided if I had done those things.