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Lori D.

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Everything posted by Lori D.

  1. From past threads, it looks like the quality of your IB program will greatly depend on the way the program is being implemented by your IB instructors, and what their major goal or thrust of the program is. The main impression I got from these past threads is that it was a LOT of busywork, and that it took away from being able to develop other interests / skills / strengths. But again, that is just the impression I got from these past threads. YMMV. Here you go -- these are all linked at the bottom of POST 2 of the big pinned thread, "High School Motherlode #1", at the top of the High School Board: IB (International Baccalaureate) What exactly is the IB program? Do you guys know anything about the IB program in high school? IB vs AP Capstone vs homeschooling with college classes IB and AP question Pros and Cons of an IB program in high school, and is it worth it? What do you think of the International Baccalaureate program for high school students? International Baccalaureate? (sharing of personal experiences with IB) Does anyone have experience with an IB program?
  2. Love your update, @lewelma. And your explanation about EF and asynchronous development. It was not "coddling" for my DS#2, either. He has made his own way very well, having been given the support he needed for as long as he needed to develop the tools to succeed. From early elementary grades, he already had moments of beating himself up that he was on a different timetable for clicking with some school subjects -- I can't imagine how he would have completely shut down if we had sent him to school, where he would have had NO opportunities to be encouraged in the things he really excelled at, or to have the extra time to get the academics at the pace he needed for his brain to click. You can see my signature to see how he's doing. Highlights include leading crews in both his team trail conservation projects back during his AmeriCorps commitment, and now as a wildland firefighter. He went across country to be in an intensive 4-week EMT program and got his national certification. He just got word that he is being hired on for his 6th season as a wildland firefighter, and this year it is with a new crew in a new state, and at a higher level. He has initiated all of his career himself. He has substantial retirement investments already, and is extremely level-headed, a great leader, and very astute at sizing up situations. He is an incredibly responsible, productive, independent, and kind adult. We are so proud of him! Just because someone needs extra support or a longer time of training for specific academics, doesn't mean they are being "coddled". It would be "coddling" if you were preventing them across the board from experiences in learning leadership, responsibility, taking initiative, etc. But providing helps, time, and training to help a student address their EF issues is just as needful as providing corrective measures (therapies, surgeries, glasses, braces, whatever) for physical developmental issues.
  3. That's too bad! I liked that series for the same reason. Perhaps buy up quick all of the Maps Charts & Graphs levels you can still find from used book sellers? Buy one of each level and have older student use a page protector & dry erase marker to do it, so that each workbook is clean for the next student? Or, from the sample pages these seem to be somewhat similar, but only take you up to about grade 5/6, and none are *exactly* like Maps Charts and Graphs: - Spectrum - grade 3, grade 4, grade 5, grade 6 - Map Skills for Today - grade 3, grade 4, grade 5 - Steck Vaughn: Maps Globes, Graphs - level C, level D, level E, level F - Steck Vaughn: Maps: Read, Understand, Apply (and spread each over 2 years) - grades 3-4, grades 5-6 - maybe adapt the Evan Moore Daily Geography -- just do excerpts, and spread each book over 2 years?
  4. When you list courses for DE, you just list the school, not whether or not it was done as online or in-person. So colleges are just going to see that the DE was done through Embry Riddle, which has a great reputation. It looks like the ASU UL program has a special track for high school students to use the program... I'm not seeing on their quick explanation webpage that it is actually called or considered DE?? But apparently it is, if there's a whole FB site set up for families to use the program in that way... To show rigor in additional ways to DE, you might also consider having your student take an AP test or two, such as the Computer Science. Since you are in a rural area, you might be able to hire a facility/proctor to do "off-site testing". You would need to scramble to get set up to do an AP test at the end of this year (which is when it would have most impact on college applications, which are sent out in early autumn of the senior year) -- because AP tests are scheduled for 2 weeks in May -- so at the END of a school year. Or create a semester-long or year-long project that shows advanced skills and thinking, plus leadership, self-discipline, and a high level of interest/passion in the subject area of the project -- that is the sort of thing that makes a student stand out in college applications to elite schools. Good luck with the admissions to his choice of elite college!
  5. lol, I know. But it sounds like you and DS have a good working relationship as far as doing the schooling together, and that will carry you a long ways. And he as different parts of his brain starts to mature, different things will start to click for him. But usually that is on a "later blooming timetable" for students with LDs. So it really does take patience and cheerleading encouragement and support from YOU, because that will really help HIM have patience with HIMSELF. 😉 I just wanted to suggest that you all discuss this idea together. Homeschooling allows you to adjust his schedule as needed. To use the material that is the best fit for him. To slow down/speed up as works for him. And especially, it gives him time to explore his interests and strengths. All that would radically change or just completely go away if he attends a brick & mortar school. You will be on the school's schedule and have to use the school's material. That will make it harder for you to tutor the homework, and DS could also get more frustrated with you ("Mom! That's not the way they do it at school! That's not how they want us doing it!"). Also, SOOO much of his time at home is going to have to go into doing the school homework -- that may mean he has NO time to pursue his interests and strengths. Why are you considering sending him to high school? -- and, you don't have to answer "out loud" on this thread 😉 -- but think through if that will really be the best fit for him overall, or if it will end up causing far more more stress for all of you, and risk him feeling "dumb" or "a failure" because of the special needs, if those needs can't be adequately cared for at a school in the way your family can at home. (My prejudice showing through there... 😉 ) Beyond any therapies/special needs helps that a school might provide... Would you be sending because of... ... a need for social and extra curricular --> research what IS available to homeschoolers in your area ... a need for school special needs helps --> research what they would realistically provide if he goes to school (it may not be enough to matter); also, as far as I understand it, homeschoolers cannot be denied access to those free public school helps when a child has a diagnosis ... fear you can't teach/guide him through high school level materials --> many options, plus helps/tips/advice from people on these boards who have BTDT Just a few things to consider as you research your options, and you and your DH and your DS discuss and think through it all. BEST of luck! Warmly, Lori D.
  6. You might look at a "college bound reading list" for ideas of traditional classics, or books to help prep for the future. - Hoagies' Gifted and Talented website: 101 books for college bound readers - College Board's 101 Books for the college bound reader Otherwise, what about choosing quality lit. to read/discuss all together at home? Choose books that YOU really want to share with them, or want to make sure that they've read before leaving home. Or choose some books that will really open up discussion on some important topics that you want to be able to discuss with them, or that have enduring truths/themes that you want to expose your DC to. A few books that have themes and values that were important to me to share with my DSs: - The Hiding Place (ten Boom) - nonfiction - Cry, The Beloved Country (Paton) - realistic fiction - The Lord of the Rings trilogy (Tolkien) - fantasy - space trilogy by C.S. Lewis (Out of the Silent Planet; Perelandra; That Hideous Strength) - similar/overlapping themes in these: Animal Farm; Lord of the Flies; Brave New World; Nineteen Eighty Four A few works that DSs especially enjoyed reading & discussing in our homeschool high school: - The Odyssey & The Iliad (Homer) - Beowulf (unknown) - Frankenstein (Shelley), in conjunction with The Strange Case of Dr. Jekyll & Mr. Hyde (Stevenson) - A Canticle for Leibowitz (Miller) - Fahrenheit 451 (Bradbury) - Something Wicked This Way Comes (Bradbury) - The Great Gatsby (Fitzgerald) - The Old Man and the Sea (Hemingway)
  7. I doubt those words you listed from the reading would be in a children's dictionary. Perhaps look for a student dictionary. Ideas: Merriam-Webster's Elementary Dictionary Webster's Dictionary for Students The Longman Dictionaries use very simplified language for the definitions.However, I can't seem to find sample pages anywhere, which is very annoying. All I can find two individual sample definitions, one here at their website, and one at this sales blog article. You might also look up words together online with a search, with the words "define: ______" For example, a search of the word "scruples" came up with this fascinating entry, which included some historical info and word origin.
  8. lol -- but only AFTER Lori first answered for a college application LoR, too. 😉 😂
  9. A LOT of what you describe overlaps with our DS#2 with stealth dyslexia -- very bright, very spatial, very intuitive/out-of-the-box thinker and problem-solver, but struggled with spelling, writing, and abstract math. Agreeing with @PeterPan's suggestions. And also agree that you're doing a GREAT job, and implementing all of the things he needs. 😄 Just noting: because he starts high school next year does NOT mean a switch will flip and he suddenly won't need accommodations. Or that it HAS to or he'll somehow fail. 😉 Our DS#2 needed me *right there* for math well into high school. He needed me there to help him with writing -- especially helping with guiding through brainstorming and organizing his thoughts, and then again later at the revision stage -- into COLLEGE, before that switch clicked. So my advice would be to take a deep breath, relax and settle in for a long haul. Keep doing what you're doing. The point is help by running alongside for as long as he needs it. His brain will "click" when it clicks, and you can't rush that. For specific/concrete executive function ideas, check out the book Smart But Scattered Teens. Also, there's a pinned thread at the top of the General Board on "Explicitly Teaching Executive Function Skills". Things we did that helped with reading: - A lot of the reading as audio recordings and he follows along in the print book. A LOT of high school students in my co-op class do this -- they listen at 1.25x or 1.5x speed, and follow along in the book. - We did a lot of out loud together reading ("you read a page, I read a page") -- and I used an index card to make it easier to stay on the line. I used the index under the line currently being read, but I've since heard that you put the index card over the previously-read text, above the line currently being read, as that helps remove the crowded distracting text already read. - For writing, he had great thoughts, but as I described it, it was like it would short-circuit somewhere between his brain and his arm / hand / getting it down on paper. Switching from hand-writing to all typing helped. Also I sat with him during the brainstorming/organizing process -- he would talk, and I'd jot it down on the whiteboard. I would ask guided questions to keep his thinking going; when he seemed to have come to an end of brainstorming, then I'd ask different guided questions about what of his ideas seemed to fit well together, or were connected, or would work together in a paper. Then we'd brainstorm more if he had gaps, and also work on coming up with specific supporting evidence or examples. When it was all done, I'd ask what order did he think made the most sense for his points, to go in, and then for each point, what order should the supporting evidence or examples go in to be most logical or work the strongest. Once he had that all figured out, I jotted down an outline or graphic organizer for him to write his rough draft from -- he was able to stay on track in his rough draft with that tool. Over time, he could take over more of the initiating, and it became more about me just taking down what he was saying. Eventually, in college, he would do the brainstorming through rough drafting, email me his rough draft, I'd help with 1-3 rounds of revision, and he was good. For math -- he CAN'T erase each step for higher maths, and esp. if going to a school -- you HAVE to show the work. Instead, try training him to place a blank half sheet of paper over the previous work so it doesn't distract him. Also, have him use graph paper, so each digit stays lined up in columns, to help prevent errors in place value from wandering writing.
  10. See the 1st example from this Prep Scholar blog article (1st = English teacher; 2nd = Science teacher; 3rd = History teacher; 4th = Math teacher) When I write letters of recommendation (LoR) for students in my high school Lit. & Comp co-op classes, it is usually because the student is applying for a scholarship or a special program, or needs a recommender on the Common App. So those letters need to include information about the student's overall character, work ethic, etc. But I use specifics about their performance with the literature and writing as supporting evidence for the student's overall traits and qualities. For a LoR specifically for English, you could go in the other direction -- they are looking for specifics about how well the student can write, read / discuss / analyze / speak, but you can also expand on those specifics to mention how that reflects her greater qualities as a student and as a person (character). I would also use the LoR as another opportunity to show the scope of her studies -- a sampling of what she has read, did she do any special / in-depth literature studies, or special / stand-out writing assignments or projects, and any speech or public speaking she might have done as part of her English studies. PS: I am just now realizing that you are needing this LoR for a middle schooler who will be entering a brick & mortar school. So really, what they want to know is the student's working level/abilities to know how to place the student in their English classes (advanced, regular, remedial). Also, if this is an advanced school, they are wanting to know if the student's previous studies have prepared the student for the school's advanced studies. So in that case, you'll want to include things like: "Susie has a deep love of literature, and in her homeschool studies has read and discussed a wide range of works, from poetry and short stories, to classic novels and plays, to young adult and contemporary works. A sampling of works that Susie especially enjoyed reading, and discussing or writing about, include __________________." <--- NOTE: If this is a competitive school, I'd go looking online for their suggested summer reading lis, as well as the reading list for the grade your student will be entering + the previous grade, and include lots of titles from those lit. list of lit. that the school uses, plus any extra-advanced works your student has read "Susie is a strong writer, and has regularly been writing multi-paragraph and multi-page essays for the past two years. Susie has written "across the curriculum" and is proficient in all four types of writing (descriptive, narrative, expository, and persuasive). Susie wrote several especially well-argued essay about environmental concerns. In addition she has written several research papers with citations, and has had exposure to news article writing. Her particular love is creative writing, as she has written several short stories of original fantasy as well as "fan fiction. Susie is especially strong in developing her ideas into well-supported essays, and she has a clear and enjoyable writing style." <--- NOTE: again, if you can find it, look for what kinds of writing the school does in the middle school grades and include whatever of those assignments your student has done as part of your letter; I'd also look for one of those 6-Trait Writing Rubrics, and use catch-phrases from that in describing her skills and level of writing In this situation, I'd also include information about her exposure to, and skills in, other LA areas -- especially Grammar, but also Vocabulary, and, if appropriate, Spelling (esp. if she's advanced and completed formal Spelling instruction and practice by the end of 5th/6th grade). Example: "Susie also has a strong foundation in Grammar, having studied the subject in depth each year since third grade. Susie is adept with diagramming, and has a solid understanding of sentence structure; active and passive voice; grammar usage (agreements between subjects, verbs, pronouns; verbs and tenses); and grammar mechanics (punctuation, capitalization, etc.)."
  11. What do your guys say? Any input from them? Do they prefer the consistency of starting with "Gil's" again -- if so "gentlemen" can be your second "G"...
  12. I get what you're saying, but I don't see it really happening that way in real life, at least in my part of the country (yours may be different). How long ago did you do your Public Admin. major? And does your alma mater still include reading/discussing classics as part of the Public Admin. degree? Because college catalogs change requirements pretty regularly -- usually every 2-4 years. So in as little time as just a decade, it's easy for what was once a standard to be completely gone, in favor of the "goal du jour." More typically, what I've been seeing in schools at all levels (elementary / secondary / collegiate) is that once a school system starts cutting and/or shuffling, a subject area drops as a priority or goal. Which then later on is easier to drop entirely when those professors retire, or when there are further budget restraints. Local to me real example: due to financial pressures starting 25 years ago and over a span of about 10 years, Music & Art in the elementary and middle public schools were dropped from a regular in-the-school program... to a once/week exposure class from a teacher who traveled around to multiple schools... to Music & Art just available at a few schools... to dropped entirely. Neither Music nor Art has come back to the elementary/middle school public schools in my area. Once they were out of the budget, they were "out of sight, out of mind." The new goal of "teach to the test" took the place of the old goal of exposure to the Fine Arts. Now if you want your student to have exposure to the arts, it's out of your own time / pocket / ability to set that up. That works for most homeschoolers -- but not so much for the many public school families in my area who are barely scraping by. So, I disagree with you. When a college commits to having a whole degree program devoted to the Humanities or the Classics, it is a statement about what is an important overall goal to the college -- that the college is not just about providing degrees for getting jobs, but that the college is also committed to the importance of including studies about the whole human. Once a college lets go of devoting a department/degree program to that goal, and letting the individual books & discussions get "parted out" into the occasional class, it's easy for that goal to just completely slip away.
  13. In case it is of interest to anyone, here's a recent Washington Post op-ed piece by Cornel West, who defends Western classics as he condemns Howard University’s decision to abolish teaching the Western Canon: “Upon learning to read while enslaved, Frederick Douglass began his great journey of emancipation, as such journeys always begin, in the mind. Defying unjust laws, he read in secret, empowered by the wisdom of contemporaries and classics alike to think as a free man. Douglass risked mockery, abuse, beating and even death to study the likes of Socrates, Cato and Cicero. Long after Douglass’s encounters with these ancient thinkers, the Rev. Martin Luther King Jr. would be similarly galvanized by his reading in the classics as a young seminarian — he mentions Socrates three times in his 1963 “Letter From Birmingham Jail.” Yet today, one of America’s greatest Black institutions, Howard University, is diminishing the light of wisdom and truth that inspired Douglass, King and countless other freedom fighters. Amid a move for educational “prioritization,” Howard University is dissolving its classics department. Tenured faculty will be dispersed to other departments, where their courses can still be taught. But the university has sent a disturbing message by abolishing the department. Academia’s continual campaign to disregard or neglect the classics is a sign of spiritual decay, moral decline and a deep intellectual narrowness running amok in American culture. Those who commit this terrible act treat Western civilization as either irrelevant and not worthy of prioritization or as harmful and worthy only of condemnation. Sadly, in our culture’s conception, the crimes of the West have become so central that it’s hard to keep track of the best of the West. We must be vigilant and draw the distinction between Western civilization and philosophy on the one hand, and Western crimes on the other. The crimes spring from certain philosophies and certain aspects of the civilization, not all of them. The Western canon is, more than anything, a conversation among great thinkers over generations that grows richer the more we add our own voices and the excellence of voices from Africa, Asia, Latin America and everywhere else in the world. We should never cancel voices in this conversation, whether that voice is Homer or students at Howard University. For this is no ordinary discussion. The Western canon is an extended dialogue among the crème de la crème of our civilization about the most fundamental questions. It is about asking “What kind of creatures are we?” no matter what context we find ourselves in. It is about living more intensely, more critically, more compassionately. It is about learning to attend to the things that matter and turning our attention away from what is superficial. Howard University is not removing its classics department in isolation. This is the result of a massive failure across the nation in “schooling,” which is now nothing more than the acquisition of skills, the acquisition of labels and the acquisition of jargon. Schooling is not education. Education draws out the uniqueness of people to be all that they can be in the light of their irreducible singularity. It is the maturation and cultivation of spiritually intact and morally equipped human beings. The removal of the classics is a sign that we, as a culture, have embraced from the youngest age utilitarian schooling at the expense of soul-forming education. To end this spiritual catastrophe, we must restore true education, mobilizing all of the intellectual and moral resources we can to create human beings of courage, vision and civic virtue. Students must be challenged: Can they face texts from the greatest thinkers that force them to radically call into question their presuppositions? Can they come to terms with the antecedent conditions and circumstances they live in but didn’t create? Can they confront the fact that human existence is not easily divided into good and evil, but filled with complexity, nuance and ambiguity? This classical approach is united to the Black experience. It recognizes that the end and aim of education is really the anthem of Black people, which is to lift every voice. That means to find your voice, not an echo or an imitation of others. But you can’t find your voice without being grounded in tradition, grounded in legacies, grounded in heritages. As German philosopher Hans-Georg Gadamer emphasized in the past century, traditions are inescapable and unavoidable. It is a question not of whether you are going to work in a tradition, but which one. Even the choice of no tradition leaves people ignorantly beholden within a language they didn’t create and frameworks they don’t understand. Engaging with the classics and with our civilizational heritage is the means to finding our true voice. It is how we become our full selves, spiritually free and morally great.”
  14. And one last thought -- sort of a side topic -- but 2 other things to consider as you research and consider the long-range college/career plans: 1. Realistically, what does it take to get a job in the landscape architecture / environmental design field? Will a BA be enough, or do firms who are hiring expect a Master's degree? It looks like this is a "flat" field -- no growth, just new graduates replacing retiring workers, so that may make getting a job more competitive. From the US Bureau of Labor's Occupational Outlook Handbook, info about the career of Landscape Architect: - requires a Bachelor or a Master's degree - use an accredited program approved by the Landscape Architectural Accreditation Board - after earning the degree, must by licensed by passing the Landscape Architect Registration Examination Since family finances are a critical component in this process, it's important to understand up front what the long-range financial needs are going to be in order to end up actually eligible for the job he wants -- and if family finances can cover that or not. 2. If you just can't get the finances to work out at this time, perhaps a long-range tactic might work: - after you graduate DS from your homeschool, DS moves to the state that has the accredited degree program he wants - DS works entry level in his field of interest, getting experience, making contacts, and getting state residency - when DS turns 24yo, parent financial information is no longer needed on the FAFSA, and DS applies for school & financial aid - at that point, you could contribute that $20,000/year by directly paying for any expenses DS can't cover BEST of luck! Warm regards, Lori D.
  15. In case there are any confusions about what "need" actually IS, and how "need is met"... Colleges define financial Need a bit differently than families do. And they usually "Meet Need" differently than what families think they will. Here's a quick summary: COA — EFC = Financial Need Cost of Attendance (total cost of attending the school, usually calculated on a per year basis) + tuition & fees + room & board * + books & supplies * + transportation * + miscellaneous expenses * = COA total per year * = NOT typically covered by scholarships; may be partially covered by grants, work-study, loans, etc. EFC - Estimated Family Contribution) portion of the Financial Aid equation - NOT based on how much you have saved, or what YOU think you can afford - gov't and colleges expect that you HAVE been saving, and that you will use current income and assets (including retirement $$) for college, and that parents will take out private loans to cover any shortfall in the ability to meet this EFC Financial Need (difference remaining between the Cost of Attending and the Estimated Family Contribution) - colleges use the EFC amount and subtract it from their COA to come up with your Financial Need amount - colleges meet 60-100% of this Need amount through offering a financial aid package - the financial aid package will be an offer of a combination of: + loans + work-study + grants + scholarships + "self help" (term colleges use to mean "money the student will some how come up with on their own") Any portion of financial need NOT met by the financial aid package must be covered by the family, usually in the form additional loans, but possibly by additional parent income/assets, help from relatives, or additional student income/assets. This is IN ADDITION to the EFC amount that colleges expect families to pay. Sources of $$ in the Financial Aid Package to meet Financial Need Once you apply to a college and are accepted, the college will offer a financial aid package to cover some or all of this amount of NEED. This aid comes in the form of: - federal LOANS (federal student loans, offered to everyone; $5,500-$7,500/year for a maximum loan total of $31,000) - federal WORK STUDY (federal $$ your student WORKS to EARN; offered if your EFC number is low enough; average award = $1850/year) - federal/state GRANTS (free federal $$; offered if your EFC number is low enough; avg. = $4000/year; max. = 6350/year) - scholarships (free $$ from the college; usually just for tuition; awarded on academics (merit-based) and/or Financial Need (need-based)) All that to say -- as posters mentioned above, colleges that more fully "meet need" WILL be offering loans as part of how they "meet need". Note: you are not obligated to accept loans, and you can still receive the "free money" part of the financial aid package. (However, you would now need to cover the part of the financial aid package that was offered as loans, if you decline the loans portion of how the college "meets need".) And again, the GED and having taken community college classes after taking the GED may put your DS in the "transfer student" category, and make him ineligible for scholarships that would normally be a part of the financial aid package. You will have to put in a lot of research and contact each individual school to discuss how they will handle the GED/CC classes and student status, and how that will affect how they can "meet financial need".
  16. University of Delaware - landscape architecture - cost = $31,562/year -- BUT, if living at home, subtract $13,800/year room & board = $17,762 - potentially take online courses for the first 1-2 years to cut out room & board, if not living close enough to commute - meanwhile, student works part time throughout college at a company with a tuition reimbursement program to help further reduce costs (most require that you have worked with the company for 9-12 months before this benefit kicks in) - consider coming in as a transfer student -- here is the process -- after knocking out general ed. courses at the community college this year (esp. since there won't be federal financial aid OR university merit aid handed out until the fall 2022) - to make sure you take credits that DO transfer, see here University Valley University - landscape architecture BS -- not a BA - environmental design BS -- not a BA - cost *might potentially drop as low as $26,000/year --> $47,000/year as a commuter student (live at home) less the $21,000/year scholarship for the 3.5+ GPA; he could probably get a Federal Student Loan to cover the remaining $6,000-6,500/year - overall cost could potentially be lowered if transfer credits are accepted from a community college, which could shave off 1-2 years; also, the potential of working throughout college at a company with a tuition reimbursement program Degree-specific scholarships - Scholarships.com website -- list of landscape architecture scholarships - Landscape Architecture Foundation -- annual scholarship awards info - List of ASLA (American Society of Landscape Architect) Scholarships -- many are to specific schools; many are for students in their last 2 years of study, so your student WOULD be eligible later in his studies to apply for those Tuition Reciprocity Program Some states that are near one another cut a tuition break to students coming from a next-door state. So if either the Environmental Design degree or the Landscape Architect degree is not available through a Delaware university, your student may be eligible for the Regional Student Program through the Northeast Board of Higher Education Tuition Reciprocity program, which cuts Delaware residents a $7000/year tuition break when attending a university in Connecticut, Maine, Massachusettes, New Hampshire, or Vermont, IF the student meets these qualifying requirements: - a full-time student in the Regional Student Program - must enroll in a major that is only approved by and offered in the RSP - must be a major that is not available to the student at the public universities and colleges in their own home-state - degree is NOT in high-demand (and therefore, not offered under the Regional Student Program) - if the student starts off with an approved RSP major and then changes to a major that is not RSP-approved, then the student is charged the full out-of-state tuition rate from then on
  17. - What state you are in - What job/career field your son is interested in - What degree your son wants to earn
  18. You have not really provided enough details for people to be able to help you. There are likely options, but without information to really understand your situation, it is really hard to provide advice or direction that might lead you to some money sources.
  19. In addition, it would help if you could provide details about what job/career your son wants, or what degree program your son is looking for. If it is something general, you will have more options of schools to fit your stated budget. If it a very unique degree program that is offered only at a few schools, then that is going to be a lot harder to fit into your budget.
  20. From your posts in your previous thread, because of having taken the GED and then afterwards having taken courses at the community college, there is a good chance your son is NOT eligible for freshman scholarships, which is the majority of merit aid offered by colleges. Before worrying about how much merit aid your son might get, it is critical to understand what your son's "status" will be -- freshman or transfer student. That will help you understand how much (or how little) merit aid he may be able to receive. Freshman scholarships are larger awards, usually renewable (good for 4 years, as long as the student maintains the requirements), and there are more freshman scholarships awarded. Transfer scholarships are usually for much smaller amounts, are usually 1-time awards (not renewable), and there are usually far fewer transfer scholarships awarded. So very competitive to get that smaller amount of money, even if the student does have a high GPA. Contact the universities that your son is interested in applying to and find out what his status is because of the GED and the community college courses taken after getting his GED. If the universities will be considering him a transfer student, then your merit aid is going to be far less -- limited to transfer scholarships and federal financial aid from Pell Grants and student loans. Second, it is also critical to apply to FAFSA to see how much financial aid your son will be eligible for -- federal financial aid is FREE money in the form of a Pell Grant, and money you have to pay back in the form of a student loan and/or a parent plus loan. Usually, a financial safety with a budget of $20,000/year might look something like: 1. a local university (in your city), and the student lives at home with the parent and commutes to school (so, no dorm & meal plan fees) 2. start at a much less expensive local community college (in your city), and the student lives at home, works part time to help earn towards future tuition, and takes the required general ed. courses that will transfer for the future 4-year degree 3. an out-of-state work-for-tuition school, such as Berea College (the student lives and works year-round at the college and works 15 hours/week on campus to pay for tuition) 4. an all-online degree program while living at home, so you are only paying for the tuition, no room & board or other expenses
  21. Good ideas, @Lanny BTW, re: "books only" ... Yes, the CLE and Lial's that OP mentioned that they used for Algebra 1 are just textbooks. However, the Math-U-See (MUS) that OP is currently using is a video-lesson-based curricula, plus a student workbook and teacher guide. So, it is not text-based. Also, the MUS videos and method of teaching are extremely concrete/visual. That type of presentation is often extremely helpful for students who are weak/struggle with abstract math topics, such as Algebra 1 and 2. The fact that OPer's DS flew through Geometry (a very tangible/concrete math subject) is a strong indicator (along with the mention of the special needs listed in the original post) suggest that this student may have a high level of struggle with abstract math, and with traditional non-concrete (algorithm-based) presentations. Not always, but that is frequently the case. The Khan Academy videos are more traditional/abstract-based in presentation and explanation. Although, you are absolutely right, that seeing it from a different angle can sometimes help a student click with the different explanation. Just adding that in case you find it helpful. 😄Warmest regards, Lori D.
  22. Totally agree! When we were redoing MUS, we were redoing units, the way @Bocky describes, and then we would move forward. However, I will note that we did have to redo several of the units 3 or 4 times.
  23. I will just add that NOT going further than Algebra 2 will very likely NOT close future doors. Community Colleges (CC) will not require any credits for admission. CCs automatically have students take placement tests for Math, Reading, and Writing so that the student can go straight into the level needed, rather than flailing about in a level that is too difficult. And, if going to a 4-year school, some universities (especially small Liberal Arts Colleges) do not require Math above Geometry for admission. And many universities will work with students about required credits and admission, if the student is missing one "required" credit. Also, as noted above by @City Mouse, just about all universities have placement tests, and most do offer the lower maths (below College Algebra level) to get the student up and running first to then later take the College Algebra credit (or whatever Math) that is required for the degree. A final thought: waiting until your student is older (late teens, into the 20s) to take the Math can actually be a benefit, as some students are "very late bloomers" when it comes to math, and by waiting to take those abstract math courses needed in college while IN college as an older student, allows those math portions of the brain to finish developing, and can often make it easier to get through the abstract math at that point. I will say that these boards skew towards advanced students and those for-sure going straight from high school to college for a 4-year degree. NO need to feel you must "keep up" with others on these boards. And please don't feel you MUST somehow do a 4th advanced math if that is NOT in your student's best interests. Pre-Calculus is really NOT required or necessary for every student. Lots of wonderful career paths out there and the majority do not require Pre-Calculus. 😉
  24. PS I just noticed that Timothy Taylor has another Economics series: "Unexpected Economics". While it doesn't look like it is an update of recent events, it looks like this would be an extremely useful addition to his basic Micro- and Macro- Economics series (which I linked above). In this newer series, he talks about some really great stuff -- how different social, political, interpersonal relational, and medical issues impact Economics. All of the topics in the list of lectures sound like they would promote some good discussion. So, maybe watch both and discuss as your credit??
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