Yes. Not entirely, but somewhat. We are a large co-op (80 families). We tell people up front that we expect them to make co-op a priority, that it's not a "come when you feel like it" group because we are counting on them to participate. We tell them they have to find a sub from within the co-op when they can't be there, both for their classroom duties and their clean-up duties. We have a larger, general membership from where we pull applications for the co-op, and we rely heavily on personal recommendations, as well as what they might offer in the future (willingness to teach is a big plus). It hasn't been the case for years that we are able to take everyone who applies, and some years we don't have space to take anyone at all (the church where we meet limits us to 200 children). We still get people who are somewhat clueless and flakey, but for the most part they know that it was difficult to get in to co-op and they respect that it is a commitment. I hate turning people away because I think the community we offer is important, but we have limits on our size and we have to draw the line where it most benefits the co-op as a whole. We had years early on where we took all comers, and while we didn't have a huge problem with commitment then, it was definitely easier for people to drop out or just not show up. Some of the people who joined then are still around, and even now their commitment is not the same as those who joined when it was hard to get in. That's pretty much just for attendance and doing what's expected of you (teaching/assisting/cleaning up/supervising your kids). We are an elective co-op, so the homework issue doesn't apply as much. When we do offer academic classes, we make it clear that there will be homework that each student is expected to do, and that students can be dropped from the class if they are just there as a warm body and not to paricipate actively. Our high school academic classes have a student/parent agreement to sign, because teaching a high school class is no small amount of work for the volunteer teacher, and we only want students and families involved who are going to take it seriously.

I've planned these sorts of things for our co-op, and for me, the level of supervision depends on the age and responsibility of the teens involved. For a group that skews young with a number of 13-14 year-old middle school teens involved, it's going to be necessary to have a parent or two around. When it's mostly older, late high school teens, I'm ok with drop offs, provided there is an older teen I can ask to be "in charge" and make sure things are going smoothly. When there is not going to be adult supervision, I've made that clear in the information that goes out, and asked parents to not drop their teens off unless they know they are capable of responsible behavior. IME the group will likely skew younger. The teen designation covers a lot of years, and often 17-year-old high school juniors aren't particularly interested in hanging out with 13-year-old 7th graders.

My 17-year-old is on the spectrum. We have always homeschooled. I do not regret that decision, but it has been a lot of work, definitely more difficult than homeschooling my two NT children. We have always been involved with an active co-op so all of my kids have had an opportunity for classes/social interaction there, plus my spectrum kid has had various interventions and therapies over the years.

I agree with this and wondered these things myself, but my big question is: How did the Wakandans feel about never leaving Wakanda? Because in order to keep it a secret, it would have been necessary to have a country closed not only to immigration but emigration. Obviously those in the royal family could and did leave, as well as the spies that were planted in various countries, but the average, everyday citizen--probably not. But I thought the acting and the costuming, setting, etc. were great. It was not my favorite Marvel movie, but I did like it and will definitely watch it again.

Well if it's anything like the Florida course it will be mind-numbingly boring. But it checks a box and gives a good overview of driving rules, so my youngest will be signed up this summer. As far as the practical part of actually teaching them to drive goes, just think baby steps. My middle child was extremely anxious about driving, so we started with the neighborhood. Just one street in the beginning--5 minutes and he was done. But that became 2 streets, and then 4, and then the whole neighborhood for 15 minutes . . . when he was comfortable with that, we moved on to the next neighborhood. We spent a whole summer just driving the neighborhoods around us, over and over again, with driving practice every day, until doing that was no big deal. From there we moved to bigger streets, traffic lights, etc., until eventually he was driving on the interstate with us. The more he practiced, the more comfortable he got. He had his permit for over a year before he got his license, at almost 17. We're taking the same approach for his driving alone--right now he only drives to places nearby that he's really comfortable with, and he still drives to other places supervised to give him more practice. All that to say--it's nerve-wracking, but it will be ok. And also, it was not as difficult as all that with my oldest, so not every kid is going to need baby steps to that degree. I am not really looking forward to going through it again with my youngest, because he's already overconfident, and that can be more dangerous than overanxious!

Our co-op has always met from 10 - 12 on Fridays. It's worked great for us. I think based on your comments, I'd have a "no parent in the classroom" rule, knowing that there will be those for whom you will need to make exceptions (food allergy issues, young k'er who won't separate from mom, a discipline issue where you might want the mom there, etc). So you might end up with a mom or two who needs to be there, but at least you will avoid the free for all of all of them. And that's important because some kids listen better when mom is not there, and some moms think it's social time for them and won't listen at all.

I've lived in Florida for 20+ years, after growing up in the Midwest. I am in a different part of the state than Lakeland, and the east and west coasts of Florida are very different from each other, as are north and south. So I won't be able to help you much on Lakeland specifically, but here are some answers for Florida in general: Climate: April - October = summer, which means very hot and very humid. Think of a hot summer day in Indiana that lasts for 6 months without a break--that's the difference. I used to think I understood Florida summers because Indiana had hot humid summers, but in Indiana you'll get a hot spell and then a break, but in Florida they go on and on. I like summer so I don't mind this, but for some people it's too much. November/December and March/April are great weather-wise. January/February can get cold by Florida standards, at least where I am in North Florida. Weather in the not-summer months is such that you have to check the forecast every day, because one day it may be in the mid 70s and the next day in the low 50s. It's not unsual to run your heat one day and your A/C the next. I do agree with the above poster that Christmas in Florida takes some getting used to. When you're decorating your tree or hanging lights outside in your shorts and tank top, something just doesn't seem right. But when people in the North are shoveling snow and you're still in your shorts and tank top, somehow it all comes right again! Schools: I've always homeschooled, and the schools are greatly dependent on the area, but in general Florida schools are just ok. Thinking ahead to college, we do have one of the lowest in-state tuition rates in the country, and we have some decent colleges, plus a good state-sponsored scholarship program. Things to do: so many. Florida resident passes to Disney and the other area attractions are generally a great bargain, and in Lakeland you are so close to all of the Orlando attractions. There's also a lot of history in Florida, in St. Augustine in particular (first successful European settlement, pre-dating Jamestown). Plus the beaches and the springs, which are fabulous. Culture: it really depends on where you settle. We pretty much have everything, from redneck southerners to elite transplants from the northeast. Homeschooling: easy, and a large homeschool population state-wide. The FPEA convention in Orlando is one of the largest in the country, as I understand it.

We have used FLVS Flex for some math, foreign language, some electives, and are now enrolled in Chemistry. The format is the same for most classes--2 segments (basically semesters) divided into 4 or 5 modules, each of which has several lessons, most of which have some kind of assessment to complete (quiz, worksheet/activity, collaboration, etc.). Students are expected to complete 3 - 4 lessons per week, and usually there's a dba (discussion based assesment) with the teacher after every module or two. There are tests after each module and a comprehensive test after each segment. The teachers can be really good and helpful, or not. We've had dba's where the teacher was really seeking to make sure the student understood the material and helpful if s/he did not, and we've had dba's where the goal seemed to be to ask 2 questions and finish as quickly as possible. They have A LOT of students to keep track of, and they are pushed by the admin to get the kids through in a certain period of time, plus they have things they are supposed to say. The work is all on the computer, and not exactly exciting--it generally includes interactive online quizzes and activities, so there's a lot of jumping around to different links and clicking. The student definitely has to be self-motivated, unless you want to sit right there and keep them on task, The lessons are fairly well organized and cover an appropriate amount of information IMO. Overall, I think FLVS is a decent option for a class that a parent may not feel comfortable teaching or have an outside resource to teach. I don't know Spanish, so I can't teach it, and FLVS has been a good option for my kids to get foreign language credit, for example. Two advantages are that FLVS is free for Florida residents, and that some of the colleges (UF, for example) like to see FLVS classes on a homeschooler's transcript because it represents an accredited institution. I wouldn't do FLVS for more than a couple of classes at a time, because they really are a time drain, and I'm not a fan of getting so much instruction in front of a screen, personally. But for a class here and there through high school, we've been pleased.

I drive a Lincoln Navigator and love it. You can usually find pretty good deals if you go with one around 10 years old. We usually buy ours (we're on our second) at around year 9 or 10 with around 100K on them and drive them for another 100K. The downfall--they do use premium gas and they get lousy gas mileage. But they are reliable, plus roomy and comfortable for a family. They are a great vehicle for long car trips (other than the gas mileage). If you go with a 2007 or newer, that was the year they changed to regular gas. Our first one was a 7-seater with the captain's chairs in the second row. Our current one seats 8 with the 2nd row bench. I like them both.

Can't help you with price, print is expensive. But my daily subscription to the WSJ is my splurge. I figure I get my $1.60/day's reading enjoyment out of it, and I'm better informed for it. The print sub does get me full online access as well, and dh sometimes reads that. But there's just something about reading an actual newspaper everyday that I love.

Hi Lisa--I have one that was delayed in a lot of things from babyhood. Like your daughter, he just seemed to take longer to get there than my oldest had, but he always got there. Of course homeschooling was perfect for this, since there was no prescribed time for when he "needed" to read, write, tie his shoes, etc. We had some testing/therapies done when he was around 10/11/12, because it was obvious that he had to work so much harder at everything than most kids. What I didn't get at this time was a formal evaluation, and I wish I had. Because a few years later I knew that's what we needed. We were facing high school with a kid who needed double or triple the time to complete average work, and with the onset of puberty, it seemed like everything got even harder. He was formally evaluated at 15 with a neuropsych. One diagnosis surprised me then--he's on the autism spectrum--but looking back, it shouldn't have. Learning-wise, I didn't get answers, but I got explanations. His processing speed and working memory are ridiculously low, and while these are not things that you really "fix," they can be improved and accommodated. I've been able to adjust my expectations and learning strategies to help him in the way he learns best. I'm in your area and can pass along the name of the evaluator we used if you want to PM me.

This is funny because I'm from Indiana, and when I first moved south I remember the confusion when I tried to explain "pitch-in" to friends. I haven't thought about that word in a long time, because of course it's potluck here.

I think it's hilarious. I have a husband and a son who are miracle workers like that, bless their hearts ;-)

When we have visited DC we have stayed outside the city and driven in. Not as far as Baltimore, but the same idea. We found it very doable, and generally avoided traffic by waiting till 10 or 11 to drive in and then staying until the evening hours. Extra bonus--the monuments are beautiful at night, and it definitely gives the city a different feel to view it this way. For parking, we just picked a garage or lot and paid the $20 to park there. Some of them close at 6, and if that was the case we would move our car to street parking at that point if necessary. Another option is to tour DC on the weekend to avoid traffic.

I am in Florida, and am satisfied with my state's requirement of "progress commensurate with ability," demonstrated by a standardized test, portfolio eval by a certifed teacher, or a couple of other options. The above quote is why I am opposed to more regulation, including charting days, curricula, grades, etc. Because whatever regs are in place, people will find a way around them, and in the meantime they lessen the freedom I have to educate my own children. Florida's requirement of a portfolio eval is super easy to get around--I don't think you'd have to look very hard to find someone with teacher certification willing to sign a paper for you for $40 without ever seeing your kid or their work.

I've used Economy Cap and Gown. They are definitely the cheapest out there, and their quality is fine. Dd was in two graduation ceremonies and had two different cap and gown get-ups. The one from economy was perfectly adequate. The other was nicer, but also cost about twice as much. So for something that's going to be worn a couple of hours and never worn again, cheap and adequate is good enough for me! In addition, I've done group orders with Economy several times. Their CS is great.

Yes, tell what you have done in your homeschool to accommodate for extra time. If your student has taken classes with an outside provider, even if it's just a co-op class with another mom as a teacher, and that class has tests that the teacher has given your student extra time for, have the teacher write a brief letter that details how she has accommodated the student in class for tests. If it's extra time you're looking for as an accommodation, you need to show specifically how you have utilized that accommodation in your homeschool and how it has benefited your student. I listed every class my student took in his current grade and how accommodations were applied. Here's what it looked like for one particular class, which was a co-op class I taught so I knew the details and set the time limits: For the History class, time granted for testing was generous. Tests were bi-weekly and consisted of 40 – 50 multiple choice and short answer questions with a total time of 90 minutes granted to complete each test. Most students in the class finished in 30 – 60 minutes. (Student) generally took 60 – 90 minutes, with an adult present to help with attention and focus. With this in mind, the 90-minute time limit was set specifically for him. It is for this reason that he did not need extra time for testing in this class. Hope that helps. If you have the documentation they are looking for and explain why accommodations are needed, that's really all you have to do.

A student with 0 foreign language background is going to be challenged with most any high school level language course, and I don't think FLVS is more difficult than most. My older two have taken Spanish 1 FLVS, and my sister is an FLVS Spanish 1 teacher. I think the course dumps a lot of information on the student, but if you have a good teacher to help you sort it out, it's fine. My son has also taken FLVS Spanish 2, and I like the way that it is organized better--it's just more systematic in its presentation of new material. But if you're a Florida resident, it's a free class, so to me it's a great opportunity to get some foreign language credit on the transcript. My dd took FLVS Spanish 1, then Spanish 1 and 2 DE, then ended up minoring in Spanish at college.

Call them and they will mail you a packet of info to fill out, complete with instructions on what they need. Here's contact info from the CB website for Services for Students with Disabilities: Phone: 212-713-8333 Fax: 866-360-0114 TTY: 609-882-4118 College Board SSD Program P.O. Box 7504 London, KY 40742-7504

These don't meet your selective school parameters, but here are a couple of public Uni suggestions: My dd is at University of Florida studying Linguistics. She'll graduate in May and has found it to be a great program. Indiana University has a great East Asian studies department as well a strong Linguistics program.

Unless you require people to teach, it's going to be inequitable. At our co-op, we have found through experience that even among homeschool moms, not everyone is cut out to be a teacher (of more than their own children). So we require everyone to teach OR assist in one hour of our two hours of programming. We also encourage co-teaching, which might pair someone who is uncomfortable teaching, but has great ideas, with someone who is a GREAT teacher but may not have time to be the idea factory. Then there are those who love to teach and volunteer to teach in both hours, while someone else does the minimum and only assists in the easiest class they can. The only benefit our teachers get from the extra commitment of teaching a class is, as others have mentioned, early registration. This seems like no big deal, but for some of our classes it makes all of the difference in the world, as they are full only minutes after the opening of teacher registration.

Our co-op is considered elective-based, but a couple of years ago we started offering a few high school academic options. These classes meet an additional day each week, have assignments/grades issued by the teacher, and require an additional signed commitment for the families involved. They know ahead of time the expectations are different, and they know if they don't uphold their commitment they will be asked to leave the class. It's not fair to the teachers or the other students otherwise. Perhaps your co-op board would be willing to consider a separate agreement for classes that are more academic, to be fair to all. That said, in relation the original question: our co-op also makes it clear that the parent remains the final authority on grading, and that, as we are not a school in any official capacity, our grades are not certified or official. As a parent, I take the teacher grade as is, but I wouldn't hesitate to adapt the grade as needed if I felt doing so better reflected my child's performance. As a teacher, I have encouraged parents to take this approach as well.

Gold Bond makes an OTC treatment called Rough and Bumpy skin that works pretty well if applied regularly. This should help especially if they are bothering him enough that he is scratching at them. I had KP on my arms and cheeks as a kid and my youngest does as well. I outgrew it and my son has started to, after hitting puberty. His did lessen in severity significantly when we limited his diary intake.

Awesome on all counts! The bird rehab place sounds like a great opportunity. Celebrating the small victories with you!

This is huge, City Mouse! Congrats to your dd and a big sigh of relief for you! Hoping she is successful, and that she really enjoys it.