I see that I am not alone in loving the mom-intensive stuff! But, I always end up overwhelmed. I am also seeking the all elusive balance between independent work and teacher intensive stuff. We are going to try some CLE math to see if that fits us. I'm not sure I can give up FLL, though. I love it! That's the problem, though...I tend to have a hard time giving up what I consider to be the best...in all areas. I'm not sure it's the best thing for the dc, though...I think *some* independence can be really good for them. At this point, I would love a LA that has it all...

I have wondered this same question. Sometimes I get tired of piecing it all together and feel that there must be an easier way. But, the problem is that I really like everything we are using!!! :001_smile: I've looked into CLE math, though...so maybe I'll check out their LA too. Those of you who have used it, did you feel that it covered everything thoroughly? (not to hijack...I could start another thread...)

Taking into consideration your kind suggestions, I think I will order 500, 501, & 502! How's that for thorough coverage??? I like the idea of 500 because it is a review...it'll only cost around $10 to do it. So, I gather that you think there will be enough coverage of previous level topics so that I don't need to go way back to level 400?

:D

:grouphug: I just wanted to say that I am sorry you are having such a struggle. I had some issues with dictation with my ds and it. was. not. fun! I don't really have advice, though, as I do not feel qualified to do that. It's all new to me, too. I'm sending you (((hugs))), though.

I am getting ready to order some sample CLE light units. My son who tested into level 500 is my main concern. When I looked at the S&S for level 400, I could see several things that my ds has not had. Will they cover any of that stuff in the 5th level? Or should I order the LU's from the 4th level and work through the new stuff before progressing to the 5th level? Also, to try it out properly do you think I need the TM for each level we'll need? I'm concerned about making this an easy transition because he does.not. want to change. He really likes R&S...I do too, but it just takes way too long to teach.

I was missing a page of the test when I graded my son's test. He actually scored 66...so according to their schedule, that means he is ready for level 500. I think I will go with that. I was so relieved when I realized he could start in 500. One level behind doesn't sound as bad as two. :tongue_smilie: I like the idea of getting the first light unit of 4 for him to go through and then the first of 5. I think he'll be fine. He felt good about doing well on *both* tests.

You know, I am concerned about being able to get through the levels before time for Algebra. (9th grade) Which level is necessary to go through to be ready for Algebra? If we did one level per year, my ds would finish level 6 in 8th grade, one dd would finish level 6 in 8th grade, and the other dd would finish level 7 in 8th grade. Is it possible to finish more than one level per year? Maybe just cross off the stuff they know and keep going? Advice, please....now I feel stressed. :confused:

They tested a level behind where they would have been starting in R&S. Is that unusual? The thing is I feel behind in math with some of them anyway. Is this switch a good idea? :tongue_smilie: I really want to use this program because I think it will save me teaching time without sacrificing quality. My ds took the 400 level test today. He did well...just 10 points below the cut off. He is the one who is against making a switch...he does. not. like change! I think 10 points is significant enough to warrant going with the lower level, though, don't you? I agree about starting both girls in the 300 level. What d'ya think? I was thinking I would order one light unit for each level and see how they do. I hate switching programs too. It's just that sometimes it is necessary if it isn't working for one reason or another....

:)

I gave the math placement tests to three of my dc. My dd who was getting ready to go into the 4th R&S math made a '54' on the level 200 test. The instructions say 55 or higher means go into level 300. Do you think that means she should go into 300? She was only one point under the cut off, but I want to make sure she is in the right spot because she frustrates easily...she is dealing with chronic illness. My other dd who was also getting ready to go into R&S math 4th grade, scored a 45 on the level 200. The instructions say that less than 55 means go into level 200. The thing is, this dd acted like she didn't want to take the whole test, but *said* that she did. (it is long) Her sister wanted to and wasn't the least stressed by it. That may have affected what she said about it. Well, I let her go ahead and take it with her sister. Now I am wondering if it was too long for one day and maybe not an accurate score. Should I let her take the test again???? I don't want the fact that she has already seen it to skew her results either. Not sure what to do with that. My ds took the level 300 test...he would be going into R&S Math 5th grade next year. He scored an 84. The instructions say that 75 or higher means level 400. Do you think I should give him the level 400 test or just start him in level 400? He is not excited about switching math programs to start with. I just don't want to frustrate him too much. I hope someone who is familiar with these tests will chime in. I need the voice of experience here! :001_smile: Thanks!

I am glad I posted the question. Sometimes I get locked into a way of thinking and have a hard time getting out of my box to see it differently. I'll have to look at it and try to imagine doing it a different way. I have to say that I am mighty tempted by CLE, though....

I am seriously considering CLE right now. I just want to make sure that I have thought through everything. The 10 min. teaching time, independence, and workbooks are very appealing. I love R&S, but it takes about 30 min. and I am teaching it at three levels...overall I school 6 dc, so my school day is long anyway. I do want them to have a thorough math education, though. So, I am not looking to sacrifice anything by switching or by altering how I teach it, kwim? My questions: *When you teach R&S Math, how long does it take you? *What parts of the TM do you actually teach from? *Would it be possible to teach the quick lesson...maybe even from the student text and do it thoroughly enough that it won't bite us later? I am concerned about not covering everything and then it being a problem later. I tend to want to cover almost everything on the teacher's pages. Let's face it...the TM is wonderful! But, when R&S was recommended to me, the knowledgeable math person said the lessons shouldn't take more than 5-10 mins. I am wondering if I need to alter how I am teaching it. OR...should I just go for CLE?????

Oh my goodness! I just cannot imagine what she and her children must be going through! I will certainly be praying for her...God is faithful...He will carry her through this difficult time. I pray that He would fill her with His peace that passes understanding and an ability to trust Him even when we do. not. understand. The good thing is that we don't have to understand because He does. I am so sad for her! :grouphug::grouphug::grouphug:

I just wanted to say that there is no such thing as a stupid question!!! :grouphug:

Do you recommend doing both placement tests? I'm so glad to hear another good report, btw!

I can't tell you how much I appreciate everyone's input. It is truly invaluable! I have decided to do the placement tests and go with what it says. Did you follow their instructions and do two tests to determine their level? It seems the more accurate thing to do, but loooong for the student. I will definitely need to break it up into several sessions. Then, I think I will try a few light units for each level we end up with and see how we like it. That shouldn't be much of a loss even if it doesn't work out. If CLE works for us, I will be so thankful! 10 minutes of instruction vs. 30 minutes is a big difference! Also, it will save the dc lots of time to have a workbook and not have to copy the problems down! Thanks again! :grouphug:

I just felt so drawn to it when I looked at the samples. What is the best way to decide? Maybe I need to order a couple light units and some teacher's manuals and then decide??? I guess the worst case scenario is if it didn't work and I went back to R&S. But, if it did work, it could make a big difference in our day. The workbook format would be really nice too. Should I have them do placement tests first?

I'm learning about CLE also, but I do know that it *is* in workbook format. That is one thing that appeals to me also! :001_smile:

Mommyfaithe, I wanted to respond to your response. :D I didn't look at it like it would be *completely* independent. I was just hoping for a shorter teacher time in presenting the lessons. Maybe that's not realistic? I'm concerned about trying to switch anyway. If it is not a good fit, then it will be wasted time and math is the area I constantly feel "behind" in. (whatever *that* means!) I may just stick with R&S, but try to get our time down. I don't know what to do. I really like everything I am using. I just tend to pick more teacher intensive programs, so I end up with a long day. I'm not sure how to fix that. I have grouped the children together where possible and that has helped tremendously. But, my day still ends up being long. I guess I should just accept it instead of trying to figure out a way to change it. :tongue_smilie: Any ideas?

:)

Training5, thank you so much for your thoughts. I'll look at McRuffy. So, did you use CLE 100 with them and then change? Or did you start them with McRuffy? I guess I am curious as to why you felt a different program might be a better choice at that level.

Because I am homeschooling 6 dc, I am always on the lookout for things that can help the children learn a little more independently so as to help shorten the length of my teaching day. I know...schooling 6 is not going to ever be a short day! But, several of us have health issues (me too) and I need things as easy as possible. Teaching math takes up a significant part of the day. Right now I am using R&S at 3 different levels. It *is* working. It *is* teacher intensive, though. I looked at some samples of CLE and it looks wonderful and seems to get great reviews from most who use it. So, questions... *Can CLE be done pretty independently, even by my not so mathy dc? (they come by it honestly!) How much teacher time does it require? *Is there enough practice with the concepts for them to stick? I read that it is a spiral program. I've also heard it described as incremental. Do they put the bite size increments together for you eventually? One criticism of Saxon I have read is that they give you a lot of little pieces and expect the student to be able to figure out how to put them together in the problem set without instruction as to how to do that. Most of my dc would probably need it put together for them. *Is their 8th grade the equivalent of Pre-Algebra? (Bless you if you are still reading at this point. I apologize for the long winded post!) I really want to make the right decision about this. I said I would not switch math again after finding R&S. The only reason I am considering it is the fact that it takes me a while to teach it because I am teaching three different levels. If CLE could do the same thing and not require as much of me, I would be interested. The unknown and important factor that concerns me the most is whether my dc would do well with it. Any wisdom you have to offer will be greatly appreciated. I would love to hear from those who have actually used CLE. Thanks a bunch!!!

I am amazed. Thank you! :D

Thanks for the thoughts, everyone. Other ideas? :)