We started using Sequential Spelling a couple years ago. I am not dyslexic, but I am a terrible speller! I could memorize for the weekly words in school, then promptly forget. I always tested into special ed levels with spelling, but Sequential Spelling changed all that for me. It has worked incredibly with my son as well (though he is naturally better at spelling than I am). You don't have to start with book 1 or 2. I think we started with 4 (?). Since your child is in 8th grade, I would caution you about starting too low. The initial books could be seen as babyish or too young for someone worrying about image in middle school. Cat, Sat, Fat, Bat, Rat, Pat might make your student turn off to the program. I don't know your kid; maybe the initial success is exactly what they need. Book 3 might be a great middle place. We also found that after the first little while, we didn't need to follow the exact formula the program went with. It was absolutely essential for the first half of the year. My son needed the information to presented the same way for it to "click." Now, I say a word and he spells it. If it is a crazy long word, we go through the process, but spelling doesn't take nearly as long as it used to.

I'm just stalking your post. I don't have a ton to add, sorry. We are in a similar predicament with attempting to find suitable Spanish curriculum that doesn't require a native speaker or a massive amount of mom-help.

I think since you have another foreign language listed, it makes sense. It isn't as though the student isn't applying themselves, but more than they have a larger language course load. The courses are in sequence, and the language is continuing through the years. Seems legit to me.

I guess one of the things is instilling in him that nothing is impossible. I try to encourage him in whatever he feels excited to do. Whether it was walking across the country, or starting his non-profit, or writing a novel, my response is usually' "Cool, tell me about it!" And together we try to make it happen We do a lot of general excitement around learning, so he is personally motivated to learn all sorts of subjects people generally consider "academic." I don't have to sell learning or shove him. I let him purchase his own iPad. He was totally right; it was worth it. I didn't' like the idea, but I have faith in him and his decisions. He's normally right if I step back and let him be. I don't exactly know if I can claim those things, though. He's just a great kid. As long as I treat him like a person and give him space to be himself, he is pretty fantastic with or without me.

The Barracuda is going to be 10 in October. He is not amazingly fond of math, but really into the humanities. He wants to be a community organizer when he grows up so we have a pretty large focus on language (English and others), history, and civics. Spelling: Sequential Spelling 7 Grammar: Easy Grammar 9 Vocabulary : MCT Word Within a Word??? This one is still up in the air. We might hold off on vocabulary until next year when we are done with formal instruction in both spelling and grammar. It seems like a lot to me, but the boy can get obsessive sometimes and I try to roll with it. Composition: Classic Rhetoric through Structure and Style, grant writing and speeches for his non-profit Literature: Figurative Language and Literary Analysis through short stories for the first half and either Classics of British Literature or early Transcendentalists and nature writings for the second Math: AoPS Intro to Number Theory and AoPS Intro to Algebra (He wants Geometry, but we'll see) Science: Finish up Apologia Chemistry and Thames & Kosmos Chem 3000, then Earth Sciences Geography: Countries of the world, historic places, and landforms History: British History/ Omnibus II reading list Social Studies/Civics: Running and growing his non-profit Music: Drums, ear training, and any music theory I can manage to sneak in Latin: Jenney's Latin Spanish: Workbook in Everyday Spanish and library books. We are mainly just creeping along with this one. His motivation is mainly just niggling interest in languages and this one is easily accessible. Greek or Japanese: He is trying to talk me into these one of these two. I feel exhausted just thinking about it! He will most likely begin using resources through an online course he finds or the library for the first year. Asynchronous learning: combing his hair and bathing regularly so he doesn't look homeless, taking a breath before answering someone's question so he doesn't panic and start spewing random babble incoherently, and changing his clothes regularly.

If your have a subject like English which could encompass multiple areas, you can weight their grades on each component. This is what most public schools, and many colleges do. Something like participation 5%, Tests 50%, essays 20%, homework 10%, quizzes 15%. We do this only it is with the categories of Grammar 20%, Composition 20%, Analysis 45%, and Discussion/oratory 15%. Grammar are the grades given on the 18 chapter tests in the grammar book. Composition is the organization and conventions of his essays (the direct usage of the grammar book in practice). Analysis is the depth of thought and ability to explain or lay out those thoughts in a clear, concise manner. Discussion is the practical application of the analysis or the delivery of speeches. My husband is an English teacher, so when he grades my son's papers the rubric is broken down into the categories. The one hour consultation about the paper is the discussion component. In this way, each essay is taken into separate parts which encompass the major points we want our son to be able to walk away with from English. It safe guards against one bad paper being the killer of his entire grade by allowing the different functions of the paper to stand alone, as well as providing direct feedback to strengths and weaknesses. Most importantly, it provides a breakdown of why he received the grades he did. I cannot inflate a transcript. The category breakdown can be done for any subject. Math: tests, discussion, analysis of problem, projects/practical application History: essay analysis, discussion, projects/tests, contemporary or personal connections Science: Labs, discussion or presentation, qualitative analysis, tests Foreign Language: discussion/usage, written assignments, tests, projects/cultural knowledge This is a very simple way to make just about any style fit into something directly measurable.. Even if you unschooled your student, they are doing something. You can make the categories anything that works for your life and your student.

Have you checked out Strobaugh? His history books align with his lit books. It is more history intensive than Omnibus, but it is highly similar. It might be worth checking out. We have strongly considered it, but Dad is an English teacher and currently wants to keep creating curriculum. As high school gets even closer, we will see. I honestly don't know mountains about them. Here is Cathy Duffy; she knows far more than I: http://cathyduffyreviews.com/phonics_reading/stobaugh-literature-courses.htm

Your discussion of MCT this way has me so completely intrigued I had to go look it up! I am the math geek in the house and LOVE AoPS. My husband is the English guy. I am going to try and get my hands on a couple MCT books to try them out. Hopefully my brain doesn't completely implode! Thanks!

AoPS does have subjects which are not covered separately by many companies like Number Theory and Counting/Probability. Though those subjects are taught mixed in, they are often not given great depth. You could always do those AoPS books and then you could keep Fred as the primary. My son and I are currently doing one chapter in AoPS PreAlgebra, then one in Counting/Probability. He really likes how it mixes it up, but basically uses the same math skills. It requires him to think about the numbers differently, and he really likes that. It keeps the math lively and not droning on. Just a thought.

It has taken me years to figure out that I have a lot of learned behaviors from my mother and my brother who are both on spectrum. By being surrounded with Autistic people, I didn't see "normal" or learn it. Though I am supposedly not on spectrum, books from the library about executive function (much of what you described in your son as quirks sound like executive function stuff) and specific resources designated for Asperger's teens to learn social situations have so greatly helped me that I would feel badly not mentioning them. It isn't about testing or diagnosis, but it has done leaps and bounds for me. Technically, I suffer from Gifted Child Syndrome. It looked much like what you are describing in your son before I decided to care about social norming. I was merely existing in my own world inside my head too much to care about anything else. No one in the world seemed to get me, and so much of it was just highly illogical, so I retreated and stopped caring. It was a problem for me quite a lot, and without a parent who could work with me, it became an issue. I had MOUNTAINS of testing. What I lacked was a parent who was able to take a diagnosis and turn it into something that mattered to me.

My son is also 9 and chemistry fascinated right noe. He has chosen to memorize the periodic table (atomic number, symbol, material, atomic weight) while watching the Nottingham University elements videos. For content he enjoys Khan chemistry videos and then googling various other facets which he becomes interested in form there. This is an AP high school Chemistry course with video instruction. http://www.doctortang.com/AP%20Chemistry/units.htm It is designed for the students to read the book chapters first, then the instructor lectures about the content and uses a virtual chalkboard to write or various other links to talk through. We don't read a book. My son just watches and we can pause and talk. By no means does my son understand all of it, but about half seems to glimmer into understanding for him. Again, he will take concepts he heard from Dr. Chang and google them to understand better if he is interested. So far it has allowed us to bypass boring text and give him solid ideas of interesting topics to explore. Apologia Chemistry comes out once a week to provide solid math instruction to go along with the scattered concepts and to make sure some major subjects are connecting. It isn't his favorite way to learn the material, but he has commented that it is honestly really helpful to make the connections, and it has provided little bits to fill in a few missing gaps. I read it with him and we talk through it, so it isn't like he is having to read it on his own. In general, we use the videos at this point because it means I don't have to read to him. The Great Courses does a chemistry course we are looking into for next fall. I don't know much about it, but their courses have been a serious hit in our house.

elladarcy - He needs non-profit status to be able to use PayPal with a "Donate" button. Without status it is difficult to accept online donations. It is also not considered a tax write off for businesses without status, unless you provide them with advertising. The status is mainly to ensure he can properly designate himself for their taxes. I'm currently getting the paperwork in order for that. Total INSANITY! It was far too much for him. We have help from a local accountant at the Sierra Club. GrantMom - Universities are a FABULOUS idea. Didn't even think of that one! Thanks everyone!

I have found that listening to the "mom voice" in the back of my head works out the best in the end. The SAT is stressful regardless of your age, even if you don't include the travel/waiting/prep. Sometimes I forget to allow my son the ability to be a kid instead of a gifted kid. He is going to be gifted regardless of what I do, but I can allow him the ability to have silly childhood experiences without the stress and pressure of constantly maximizing every learning opportunity. After all, he is never going to be "normal" but least he can moments when he forgets that.

My son has decided he wants to start a non-profit organization mobilizing youth in our area and on the web to fight climate change. His premise is good and he has done the leg work with multiple adult non profit organization in our area. The issue was always money to get it off the ground. Now he has discovered grants. He is currently writing his first one, and is excited to do more. This one is a micro grant program (funds under 1,000) and directed specifically for youth. It seemed like a good place to start, but I realize now I need to be thinking bigger picture to have resources ready. I am fairly sure within the next year he is going to want to do a KickStarter campaign, but right now we are focusing more on written grants. Does anyone know of good books, online media, programs or organizations out there? He struggles with legitimacy until people are willing to meet with him. Once he starts talking, everyone realizes how serious he is and he is treated as a young adult.

The Intro to Counting and Probability book might be a good one to do with Jacobs. It is not a large book, and my son (age 9) quite enjoys it. We do AoPS PreAlgebra and Counting/Prob together. I did not begin Algebra this year for the exact reasoning you listed above with your son. Though my son could have handled the content in a different style of book, I thought the AoPS style would not lend itself to dense new material. The ease in with PreAlgebra was better since he had a relative handle on the material. After watching my son struggle with the way the book was written, I think it was a good decision. Once he figured out the style, it has been great however. You could use Intro to Counting and Prob. as a supplement so he can give it enough of a try to test the waters. He might shock you!

We did Balance Benders with my son and he loved them because he is so visual. For non-visual kids, having them transfer a word problem into an algebraic expression is always a great start. Example: If Jonny has 18 apples and has to put an the same number of apples in each basket, how many go in each? Often times a student can easily come up with the answer, but has trouble answering the ever important question, why? Writing the algebra explains the why. x + x = 18; then 2x = 18; so 18/2 = x; x=9 It is an easy way to turn already existing curriculum into early algebra. By having the word problems simple enough that the answers aren't mind melting, the student can focus on figuring out which thing they don't know and labeling it x. Once they can find x, they can begin simplifying the equation down. This is much more difficult for visual learners as it is a linear, sequential skill. My son dislikes it very much and wasn't ready to begin algebra this way. I HATED visual mathematics when I began and loved this method. It just depends on how your brain works. In the end, every competent math person can do both. One is just easier than the other in most instances.

Told that homework was inappropriate for a physics class and the mathematics (simple multiplication; F=ma) was far to extensive for high school students. Parents upset when younger children and older children were grouped together, because the older children will feel badly that younger kids can do the work. Secular parents upset when anything religious is mentioned; Religious parents upset when anything secular is mentioned. Complete racial insensitivity (though not intentioned, but still really obnoxious) and an ethnocentric viewpoint. "My God is better than your God, even if we are both Christian" attitudes. The worst for us was being alienated when my son's vocabulary and academics were much higher than the other kids his age. It seemed to make others uncomfortable. We lost quite a few friends. Create a book club instead! Save yourself the agony!

I'm stalking this for future reference. My son is just getting to the point writing quality papers is independent.

This is what we have found as well. If it says "gifted" or "advanced" or "accelerated" that seems to just be a way to tack on a few more zeros to the price tag. I may just be cynical, but we have yet to find an outside program that can really meet our needs that justifies the price.

We dropped our charter this last year because of that issue. Though the funds were great, it became ridiculous. The younger years were quite wonderful, though the little voice in the back of my head would be uncomfortable just like yours. While it worked pretty well until 3rd grade, by 4th he was so far ahead in many subjects that they just couldn't seem to get it. Each year it was like they somehow expected him to top out. When it wasn't happening, they didn't know exactly what to do so it became strained. After another slight rant session to my very patient husband, he suggested we sit down and figure out exactly what we wanted for our son long term and why exactly we were in a charter. It really came down to me not wanting to screw up transcripts, him worrying about not having public school oversight, and the monetary help of curriculum funds. The first two we had to just suck it up. They were valid concerns, but emotional ones. Our child was young. We are both teachers in public education. We know how ridiculous the system can be and modify for our jobs, we can do that for our kid. The curriculum was a stickler though. We didn't have a lot of money, and so I needed to find a way to purchase the curriculum we would use, or deal with the charter. When I really sat down though, it didn't work out to very much using Amazon/eBay. Moreover, if I spaced out the 200 dollars over the whole year, it was less than 20 dollars a month. Was I willing to pick up my end on the paperwork/administrative end and pay about 20 bucks a month or did I want to stay. When it was in print like that, leaving wasn't that hard. It was the best decision we could have made. A friend of ours also left, but she was not planned out and did not keep up the administrative end. Hers was a complete disaster! Just make sure you are honest with yourself.

My son is an app fiend with his iPad. Right now because of his age (9) we cover a lot of the ideas he will need later as foundational concepts. He sees them as games, but in the end he is getting the solid fundamentals to understand conceptually what he hears later. He loves Oresome elements, a free periodic table app that races you to complete the table. Also awesome is K12 Periodic Table which even provides Lewis dot diagrams for some of the elements to show yet another way they are ranked/charted. LeafSnap is awesome for identification of botany, but NatureTap does wildlife as well. Both of those have greatly helped with natural sciences and are free. With NatureTap you can purchase expansions in the different kingdoms, but it provides many birds for free and let's you hear their calls. For biology, iCell is fantastic. It even has a function where you can choose if the language is basic, intermediate, or advanced for every organelle. The images are beautiful as well. Again, that one is free. By using the apps, he can explore and have fun independently for a bit until he knows enough for further info. When I tried the advanced ideas without the fun apps, I was stopping constantly and it was really dragging on. Textbooks were too dry and killed the joy of learning science for him. Once he has a basic understanding (periodic table memorized, basic reaction characteristics, simple bonding) we use The Great Courses audio books. We stop frequently and discuss, so a 30 minute lecture might wind up being a hour, but it still fits in wonderfully with our day and really expands his knowledge of the subject conceptually without a textbook. University of Nottingham has free periodic table elements videos which are very cool. ITunesU has an excellent Biology and Earth Science section on just about anything from astronomy to hydrology. The coloring books were also a great way to expand for not much money. I believe we have biology, anatomy and phys, botany, microbiology, and zoology. They are put out by Harper Publishing and we got them all through Amazon or eBay for under 10 bucks each. They don't skimp on information (they are college level), but you definitely need to follow the process of coloring listed instead of just diving in. If you don't take it step by step it is hard to go back and follow the detailed images. Once you have gone through, you then can see it after the image is colored and read it over and over. YouTube has just about anything you could want but takes a bit of sleuthing. Netflix is also incredible with the selection of documentaries. PBS Nova series is a good winner as well.

Can anyone tell me the difference in the Campbell's texts - Biology, Essential Biology, and Biology Concepts and Connections? They all have AP options and the descriptions from Pearson all seem to just be in fancy educational verbiage that really says very little. Thanks!

I think it also depends on how much this student is going to be excited about sciences. If your student is going to have this be their only biology instruction until a 101 college class, perhaps you might want to reconsider. If the student is a science interested kid, then this isn't the only time they are going to see the information, and it might be just fine as a beginning. As completely panic inducing as high school transcripts are, remember your student is still very young (approximately 14) and a textbook choice will not destroy their lives. Consider your student. At 14 many of us had a slightly fuzzy idea of what might be interesting to do as an adult, either as a career or a hobby. Let that steer your decision.

The Great Courses have some knock out history. It would've require you to necessarily change your spine, but it might be a good side step here and there to fill in something other than the "traditionals" of history. We personally cannot afford To purchase, but our library system has many. InterLibrary loan provides any we don't have locally.

Both my husband and I taught at alternative high schools. The number one issue we had with homeschool kids is not them being prepared (half the freshman and sophomore boys seemed bewildered due to hormones, regardless of their previous schooling). The issue was with record keeping. Parents rarely realize the extensive records necessary for high school credit transfers. If you homeschool straight through it is fine; if you public school straight through it is fine; if you switch midway it can be a disaster. Go to the school counselor or academic advisor NOW and see what they will need from you to show standing. This gives you a few months to get all your ducks in a row. It isn't impossible, or even difficult, in many instances just a major stack of write ups and logged hours. Often times parents have done the work, and we can tell with the students, but if the paperwork isn't there then the school district cannot do a thing and kids lose serious credits.