The Homeschooler Post

Teach a Foreign Language at Home!

Tue, 03 Mar 2026 19:53:03 GMT

Strategies for Teaching a Foreign Language at Home

Teaching a foreign language at home can feel intimidating for many homeschooling parents, especially those who don’t speak another language themselves. Doubting your own ability to actually do it is understandable and very common.

The good news is that research on language acquisition shows that children don’t need perfect instruction to learn a new language successfully. They require consistent exposure, meaningful use, and a supportive learning environment. All of which homeschooling families can easily provide.

In this article, we will outline research-based strategies that homeschool families can use to teach a foreign language at home, regardless of the parent’s language proficiency in said language or the child’s age.

Why Homeschooling Is Well-Suited for Language Learning

Homeschool environments are designed and aligned with how languages are learned. Unlike traditional classrooms, homeschooling allows for flexible pacing, multi-age learning, real-world application, and integration across subjects.

Language learning is not a linear process, and children benefit when learning is woven into daily life rather than confined to isolated lessons.

Research shows that second language acquisition shows better results when children learn languages through repeated, meaningful exposure in low-stress environments. The same way they learned their first language!

Understanding How Children Learn Languages

Before choosing a language, a structure, or even a curriculum, it is important to understand a key principle:

Comprehension always comes before speaking. Language learning typically goes through stages that include:

Listening and observing.
Understanding words and phrases.
Responding with gestures or short answers.
Gradually producing speech
This process is not just normal, but expected.

Effective Strategies for Teaching a Language at Home

1. Listening First

Listening is the foundation of language learning. It doesn’t matter if we are talking about the first, second, or even third language. Before expecting children to speak, we need to provide them with plenty of opportunities to hear the language through:

Songs, stories read aloud, audio recordings, and simple conversations.
Younger children benefit from repeated exposure to the same vocabulary in familiar contexts

2. Use Everyday Routines

One of my favorite things about language learning is that you don’t really require a subject block to learn it. Daily routines offer natural opportunities for exposure, such as:

Naming foods during meals.
Talking about colors while getting dressed.
Using simple commands during clean-up

This approach helps children associate language with real meaning, not memorization. I cannot emphasize how important it is.

3. Movement and Play

There is extensive research indicating that physical movement enhances memory and engagement, particularly for young learners. And language learning is also amplified when we have fun. So think about:

Action songs.
Games that involve following directions.
Acting out stories.

Movement lowers anxiety and increases retention, two critical factors in successful language acquisition.

4. Stories!

One thing I have noticed over the years is that parents will avoid books in another language like the plague because they worry about pronunciation or comprehension. But reading aloud builds familiarity with suns, reinforces vocabulary through pictures, and encourages curiosity and engagement.

Pointing to images, repeating words, and enjoying the story together matter more than perfect accuracy.

5. Accept Mixing Languages as Normal

This is a concern I often get, and I want to put your worries at ease right here and now. This is called code-switching, and it is a normal part of bilingual development.

It does not mean your kid is confused or not learning properly. And it should not be discouraged or corrected. Instead:

Model the sentence correctly.
Respond naturally.
Allow the skills to develop in time.
Research consistently shows that children separate languages naturally as proficiency grows.
Remember that language proficiency or progress is not always immediately visible or obvious. Signs are usually more subtle, such as increased understanding and recognition of words in new contexts, appropriate responses to questions, and greater comfort or excitement around the language.
Another thing to remember is that consistency is key! Regular exposure over time is more effective than occasional intensive study. Short, frequent interactions with the language, even for a few minutes, will yield stronger long-term results than infrequent, longer lessons.

Parents don’t need to be fluent in a second language to support language training. It takes curiosity, consistency, and willingness to learn alongside children. And while homeschooling does offer a rare opportunity to approach language learning, I understand it can often feel like too much.

This is why online lessons with native speakers, filled with songs, stories, and silliness, are also at your fingertips with TruFluency Kids Spanish.

Choosing Between the SAT, ACT, and CLT Exams

Tue, 24 Feb 2026 06:11:49 GMT

How to decide what is best for your homeschooled student

Ever since the COVID-19 pandemic, there have been many shifts in education. With online and at-home learning now more accessible than ever before, the popularity of homeschooling has continued to grow, with an estimated 4 million students now educated at home in the U.S.

Homeschooling and customized testing options give families greater flexibility to personalize learning and track academic progress. As homeschooling expands, access to reliable standardized testing has become increasingly important, particularly for measuring achievement and supporting students applying to college.

When it comes to college admissions, some of the most common questions students and families have revolve around testing: i.e, which college entrance test should they take, and should they submit scores at all? Among standardized exams taken by college-bound students, the Classic Learning Test (CLT) has emerged as a popular alternative to the SAT and ACT , offering families a credible way to assess progress and present comparable scores to colleges. However, before making a decision, it’s important to weigh the potential benefits and drawbacks of each assessment, as well as consider your student’s strengths and school preferences.

SAT vs. ACT vs. CLT: What’s the difference?

The SAT, ACT, and CLT are all standardized assessments used in college admissions that cover mathematics, reading, and other core subjects. While all three assess the critical thinking and quantitative skills needed for undergraduate coursework, they differ in format, structure, and institutional acceptance.

Here are some fast facts about the SAT , the most widely taken college entrance exam in the U.S.:

● It’s accepted by virtually all U.S. colleges and universities

● The SAT is the standard option at public, private, and highly selective schools

● The exam is offered globally, and millions of students test each year

● It’s administered by the College Board

How the test is structured:

● Sections: Reading and Writing, Math

● Time allowed: 2 hours 14 minutes

● Adaptive (questions adjust based on performance)

● Fully digital

The ACT is the second most widely taken college exam in the U.S., with over one million students taking it each year:

● The ACT is accepted by all major U.S. colleges

● The exam is treated equally to the SAT in admissions decisions

● It’s viewed as a longstanding test alternative with broad recognition

● It’s nearly as popular as the SAT, especially in the Midwest and South, though it has less of a global reach

How the test is structured:

● Sections: English, Math, Reading, Science (optional), Writing (optional essay)

● Time allowed: 2 hours 5 minutes (2 hours 45 minutes with Science, over 3 hours with Writing)

● Still primarily paper-based ( digital exams began rolling out last year )

● Optional Writing section

The CLT, established in 2015, is the newest of the three undergraduate exams:

● A smaller but growing exam, especially among homeschoolers and classical schools

● Values a classical education approach by including excerpts from classic texts

● Strong emphasis on the Western canon of literature and philosophy

● Accepted by hundreds of colleges, primarily:

○ Private

○ Religious

○ Classical liberal arts institutions

● Not as widely recognized by large public universities, though the list of states recognizing the CLT now includes Florida, Texas, and about 10 other states.

● Now accepted at military service academies (as of February 2026)

How the test is structured:

● Sections: Verbal Reasoning, Grammar/Writing, Quantitative Reasoning

● Time allowed: 2 hours 20 minutes

● Fully digital

● Emphasizes logic, reasoning, and analytical thinking

The bottom line:

The SAT and ACT are the most widely accepted options, though the CLT is a mission-aligned option for certain colleges and is popular with students from non-traditional educational backgrounds.

Pros and cons of each exam

You might think that each exam is created equal, but in reality, all three assess important skills and highlight certain abilities differently:

SAT: Pros & cons

● Pros

○ Widely accepted by virtually all colleges and universities

○ Shorter, fully digital format with fewer sections

○ Shorter reading passages

○ Math is considered more “straightforward” and algebra-focused than ACT

○ Familiar option for homeschooled students applying broadly or to competitive schools

● Cons

○ The adaptive format can feel unpredictable to some students

○ Less content variety (no standalone science section)

○ Digital-only testing may be a drawback for homeschooled students who prefer paper exams

ACT: Pros & cons

● Pros

○ Clear, predictable structure with separate subject sections

○ Science section rewards data interpretation over memorization

○ Paper-based option can be appealing to homeschooled students used to traditional testing

● Cons

○ The longer testing time can lead to fatigue

○ Faster pacing requires strong time management

○ Less flexible for homeschooled students seeking at-home or alternative testing environments

CLT: Pros & cons

● Pros:

○ Shorter test with emphasis on logic, reasoning, and classic texts

○ Strong alignment with classical education models

○ Natural fit for many homeschooled students, especially in classical or faith-based programs

○ At-home digital testing is permitted

○ Many states accept the CLT10 for year-end homeschool assessments, which means some students may already be familiar with this style of test

● Cons:

○ Limited college acceptance compared to the SAT/ACT

○ Not recognized by most large public universities

○ Homeschooled students may still need an SAT or ACT for broader college options

There’s no perfect or “easy” choice, as each of these rigorous tests requires weeks of preparation. Still, given the importance of standardized benchmarks in college admissions, it’s crucial to choose one that best suits your student’s skills and preferences.

What is the best test option for my student?

The CLT offers a more unique testing experience than the SAT and ACT, and remote proctoring means that you can take the exam right from your home. However, students who thrive on more traditional assessments may find the SAT and ACT better aligned with their talents and priorities.

● Choose the SAT or ACT if:

○ Your student is applying to a wide range of colleges, including public or highly selective universities

○ You want the most universally accepted credential with zero admissions risk

○ Your homeschool curriculum aligns well with traditional high school subjects and pacing

○ Your student benefits from extensive prep resources, practice tests, and score benchmarks

● Choose the CLT if:

○ Your student comes from a classical, faith-based, or literature-heavy homeschool program

○ You’re targeting private, religious, or classical liberal arts colleges that explicitly accept the CLT

○ Your student excels in logic, reading comprehension, and reasoning

If you and your student are still unsure about the next steps, taking a practice test for any of these exams can help you evaluate which one is the best fit. If your student finds their scores are plateauing on one assessment, then experiment with another. Taking practice exams early helps students identify how they learn best and build college lists around schools that align with their values and learning preferences.

Navigating test-optional admissions

Test-optional admissions can feel especially appealing to homeschool families, but for many students, strong test scores are still one of the most powerful tools in the application process. Unlike traditional applicants, homeschooled students may not have a class rank, a standardized GPA scale, or a widely recognized transcript, making test scores a clear, comparable signal of academic readiness.

Submitting competitive SAT, ACT, or CLT scores can help admissions officers quickly contextualize a homeschool education and validate rigor in an applicant’s preparation for college-level work. In a test-optional landscape, strong scores can actively strengthen an application and help a homeschooled student stand out.

Final thoughts

Standardized tests are one of the major keys to unlocking college acceptance. However, the decision about whether to take the SAT, ACT, or CLT as a homeschooled student is not a one-size-fits-all one. When figuring out which exam to take, factor in test length and structure, whether you can take the exam remotely, and where you plan on applying. The right exam is the one that accentuates strengths, fits institutional preferences, and best signals college readiness.

The author, Tyler York, is the Founder and CEO of Acheivable, an EdTech company headquartered in San Francisco, CA.

Teaching Our Kids About Money

Wed, 11 Feb 2026 01:50:25 GMT

A Guide By Age

What’s the Best Age to Teach Kids About Money?

As a homeschool parent, you’ve probably asked yourself, “When should I start teaching my child about money?”

When they learn to count?
When they get their first allowance?
When they hit their teens?

The surprising truth—backed by recent U.S. research - is that money habits form much earlier than most parents expect .

Here’s a breakdown of what the science says and how you can use it to set your child up for lifelong financial confidence.

Kids Start Forming Money Habits Earlier Than You Think

Studies show that kids start developing meaningful opinions about money at young ages.

A 2025 Penn State Extension review found that “children as young as five years old had meaningful opinions about spending and saving money.”

Likewise, West Virginia University research reports that children who receive money lessons by age seven develop stronger lifelong money habits.

Meanwhile, a major 2024 Frontiers in Education review concluded that today’s kids aged 6–18 are navigating “the most financially turbulent and challenging world that we have ever seen.”

Translation: Waiting until high school is much too late.

Ages 3–6: A Good Time to Start

Yes—preschoolers can learn about money.

Research highlighted by Flow Impact explains that key financial behaviors begin forming before age seven and that introducing money concepts as early as age three helps lock in healthy habits during a crucial developmental window.

At this age, keep it simple. Focus on four basics:

Earning (helping with small tasks)
Spending
Saving
Giving

Penn State’s findings show that early feelings about spending and saving can influence financial behaviors well into adulthood.

Ages 6–10: Building Understanding & Independence

Elementary-age children can grasp more sophisticated concepts—and they’re naturally curious.

A 2024 Frontiers in Education review highlights the importance of hands-on learning, parental involvement, and real-life money experiences for this age group.

By now, kids can understand:

That items have different values
That people work to earn money
The difference between needs and wants

These findings align with a 2024 Aflatoun program study showing that structured financial lessons significantly improve children’s saving, spending, and decision-making behaviors.

Around Age 10: Time to Talk About Consequences

Around age 10, kids shift from emotional to more rational decision-making—making this the ideal time to expand their financial education.

This is when they should begin learning about:

Credit and debt
Budgeting
Interest (especially compound interest!)
Protecting personal information and avoiding scams

If you introduce your kids to these concepts at this age, they are more likely to develop long term healthy habits and avoid costly mistakes.

Early Teens: Ready for Investing & Long-Term Thinking

By the teen years, kids can finally grasp abstract concepts like:

Investing
Stocks
Real estate basics
Retirement accounts
Entrepreneurship

Yet U.S. data shows many American teens aren’t prepared for the financial reality they’re entering.

EverFi’s 2025 nationwide survey found:

Only 23–24% of teens feel prepared to follow a budget or manage spending
60% feel underprepared to manage or check their credit
Many lack confidence using mobile banking or peer-to-peer payment apps safely

Kids are engaging with money earlier than ever— but not necessarily learning how to manage it.

Why Ages 11–13 (Middle School) Are The Sweet Spot

By 6th–8th grade, most kids:

�� Begin getting allowances or earning small incomes
�� Make independent spending decisions
�� Use digital wallets or payment apps
⚠️ Face online ads, in-app purchases, and social pressure

According to the Consumer Financial Protection Bureau’s Money as You Grow framework, this age group benefits from real-world skill-building matched to their developmental stage—just as they’re starting to handle money on their own.

At MoneyTime, this matches exactly what we see in U.S. classrooms. Middle school is the prime moment to create healthy habits and build financial confidence before teens face bigger financial decisions.

So… What’s the Best Age?

Start early—and keep building.

Here’s the research-backed roadmap:

Age & What They’re Ready to Learn

3–6

Basics of earning, spending, saving, giving

6–10

Value, trade-offs, needs vs. wants, simple money decisions

10–13

Budgeting, credit, interest, online safety

Teens

Investing, long-term planning, real-world financial tools

Financial education is not a one-time lesson. It’s a progression.
And starting early gives your kids the strongest possible foundation for the future.

The author of this post, Neil Edmond, is the CEO and program author of MoneyTime , an online financial literacy program for children 10 – 14 that works particularly well for homeschoolers. Neil lives in Christchurch, New Zealand and has committed his life to improving financial literacy for children around the world.

5 Common Misconceptions About Homeschool Laws in California

Fri, 02 May 2025 17:28:30 GMT

California is one of the most flexible states when it comes to homeschooling—but that doesn’t stop confusion from spreading. If you’ve ever wondered whether you need a credential to homeschool, or if homeschooling is even legal here, you’re not alone.

Let’s clear up five of the most common myths about California homeschool laws so you can move forward with confidence.

1. “Homeschooling is illegal in California.”

This is completely false. Homeschooling is legal and recognized under multiple provisions in California’s Education Code. While the law doesn’t specifically use the word “homeschool,” families meet the legal requirements by using one of several exemptions from public school enrollment —most commonly the Private School Affidavit (PSA) .

Learn more about how it works on our Understanding California Homeschool Laws page.

2. “You need a teaching credential to homeschool.”

Only if you’re using the private tutor exemption —which very few families do.

Most homeschoolers in California either:

Establish their own private school at home via a PSA , or
Enroll in a Private School Satellite Program (PSP)

Neither option requires a credential. You just need to be “capable of teaching,” which the law leaves open to parental discretion.

3. “You have to use a specific curriculum.”

California doesn’t mandate any specific curriculum for homeschoolers. If you file a PSA, you’re in full control of how and what your child learns—as long as you provide instruction in the general subjects taught in public school, like English, math, science, and social studies.

This means:

You can choose textbooks, websites, games, or real-world experiences.
You don’t need approval or permission.
There’s no reporting required on what curriculum you use.

Read more about how homeschooling works in California .

4. “You must follow the public school calendar.”

Nope. Homeschoolers can set their own daily and yearly schedules. Private schools are expected to operate for a “similar length of time” as public schools (typically interpreted as 175 days per year ), but how you arrange those days is up to you.

You can homeschool:

Year-round
With a four-day school week
Around your travel, work, or family needs

This flexibility is one of the reasons many families choose homeschooling in the first place.

5. “You have to test your child each year.”

There is no statewide testing requirement for students homeschooling under a PSA or PSP in California. You're not required to give your child standardized tests, report scores, or submit assessments to the state.

That said, some families choose to test periodically for their own information—or to prepare for transitions to public school or college. But it’s entirely optional unless you’re enrolled in a public charter or independent study program , which may have testing requirements.

Learn more about records to keep on file to stay compliant without overcomplicating things.

Understanding the law is one of the first (and sometimes most intimidating) steps in homeschooling. But once the myths are cleared up, most families realize just how much freedom and flexibility California homeschoolers truly have.

Want support and resources from real California homeschoolers?

Join HSC to get access to legal tools, ongoing updates, and a statewide community that’s here to help.

How to Start Homeschooling in California: Step-by-Step Guide (2026)

Wed, 30 Apr 2025 19:10:12 GMT

Making the leap to homeschooling can feel like a big decision—but in California, the process is simpler than you might think. Whether you’ve been planning this transition for months or you’re just getting started after a sudden change, this guide will walk you through every step.

Legal Options for Homeschooling in California

There are several legal ways to homeschool in California:

Public Charter Homeschool Programs : These provide funding and oversight but still count as public school enrollment.
Private School Satellite Programs (PSPs) : Private schools that support homeschoolers with administrative help, records, and optional community.
Private School Affidavit (PSA) : You create and operate your own private school in your home and assume full responsibility for your child’s education.

This guide focuses on the PSA option , which offers the most independence and flexibility.

For a full breakdown of these options, visit our Legal Info page.

Step 1: Unenroll from Your Current School

Before you start homeschooling, you need to officially withdraw your child from their current school. This is typically done via email or written letter. It's best to:

Notify the school that you’re transferring your child to a private school.
Request confirmation that they received your withdrawal.

Some schools may push back, especially if you mention homeschooling right away. Learn more about the process in our blog: How to Withdraw Your Child from School .

Need a script? Use our Sample Withdrawal Letters to help craft your message.

Step 2: File a Private School Affidavit (PSA)

Once your child is unenrolled, you're ready to file your PSA with the California Department of Education.

When to File:

October 1–15 each year is the main filing period for continuing private schools.
If you’re starting mid-year , file your PSA the same day you unenroll your child.

Note: The form is unavailable from mid-June through August .

How to File:

Go to the California Department of Education PSA page .
Declare your home as a private school and fill in the required information.
No approval process—just submission.

We offer step-by-step support and a community to walk you through this during our Free Homeschool 101 Sessions .

Step 3: Keep Required Records on File

Homeschooling via the PSA method means you are legally operating a private school. California doesn’t require reporting or testing—but you do need to keep a few specific records on file:

Attendance records
A course of study for each grade level
List of educational materials used (textbooks, websites, games, etc.)
Faculty qualifications (a self-certification that you’re capable of teaching)
Immunization records or a personal beliefs exemption (if applicable)

You do not submit these documents unless specifically requested by an official. Learn more about what to keep and how in Records to Keep on File for Homeschooling .

Step 4: Start Homeschooling

Once you've filed your PSA, you're free to begin homeschooling. There’s no one right way to do it.

Some families dive into structured curriculum, others explore interest-led or unschooling paths. You decide what works for your child and your household.

A few things to keep in mind:

You don’t need to recreate school at home.
Learning can happen through everyday life—cooking, building, reading, gardening, conversations.
Your role isn’t to become a traditional teacher. You’re a facilitator and guide.
It’s okay to take time to find your rhythm.

Not sure what homeschooling looks like in practice? Visit our blog on How Homeschooling Works for examples of different approaches.

What About Hiring a Teacher?

If you hire a credentialed teacher full-time, this falls under a different exemption in the California education code. It can come with legal and financial responsibilities—like employment laws, liability insurance, and tax compliance.

Even if you use a tutor or teacher, we recommend filing a PSA to ensure your child is enrolled in a legal private school and can eventually receive a diploma if needed.

Support Is Just a Click Away

You don’t have to figure this all out on your own. The Homeschool Association of California (HSC) is a nonprofit, volunteer-run organization here to help you thrive.

Join our Free Homeschool 101 Sessions to ask questions live
Browse our Homeschool Resources for curriculum ideas and planning tools
Read our latest blogs to stay informed and inspired
Learn more about how we support families on our Membership Page .

Ready to start homeschooling with confidence?

Whether you're mid-year or planning ahead, you have support. Join HSC, access our free sessions, and connect with a vibrant community of homeschoolers across California.

HSC Legislative Update AB 84 SB 414

Thu, 10 Apr 2025 18:46:14 GMT

HSC LEGISLATIVE UPDATE

AB84 (In Committee) &SB414 (Hearing set for 4/23/25)

HSC would like to inform the homeschool community about two California bills that would affect Public Charter Schools in California, should they pass.

HSC is providing information and links below for you to investigate these bills and take appropriate action depending on your stance after doing your research. Both bills primarily address the financial auditing of charters but each has a different take on vendors and we explain this below.

AB84

Bill Title: School accountability: Office of the Education Inspector General: school financial and performance audits: charter school authorization, oversight, operations, and contracting: data systems.

Link: https://legiscan.com/CA/text/AB84/id/3182274

One portion of the bill that is particularly concerning is in part 7 of the legislative digest at the beginning before the text of the bill. It states:

The bill would prohibit a local educational agency from allocating, or advertising the availability of, funds or credits to be spent at the discretion of a pupil’s parent, guardian, or education rights holder for educational enrichment activities that are (A) not provided by a credentialed employee of the local educational agency for the pupil and (B) are paid for by the local educational agency.

We interpret this to mean that vendors and programs currently used by charter families that are not provided by a credentialed employee of the public charter, will no longer be accessible.

SB414

Bill Title: School accountability: school financial and performance audits: chartering authorities: tort liability: educational enrichment activities: flex-based instruction.

Link: https://legiscan.com/CA/text/SB414/id/3191071

In the legislative digest, part 6 concerns vendors:

(6) Commencing July 1, 2026, this bill would require a school district, county office of education, or charter school to only enter into an agreement for the provision or arrangement of educational enrichment activities with a vendor that is vetted and approved pursuant to the bill. The bill would authorize a local educational agency to expend public funds for the provision or arrangement of educational enrichment activities, provided that all educational enrichment activities, materials, and programs are nonsectarian.

The bill would require the governing board or body of a local educational agency, in approving any contract for vendor services for educational enrichment activities, to establish specified policies and procedures to ensure educational value, pupil safety, and fiscal reasonableness, and would further require that these policies ensure that vendor services for educational enrichment activities meet designated criteria. The bill would require auditing of approval of, and compliance with, policies and procedures established under the bill to be included in designated annual audit reports.

The bill would require a vendor contract that will exceed $100,000 in a fiscal year to be approved by the governing board or body of the local educational agency in an open public meeting. The bill would also require any educational enrichment activity provided by a school to be approved and verified by the pupil’s assigned teacher as relevant to specific educational assignments and educationally appropriate for that pupil.

This language only requires that the vendors be vetted, nonsectarian, approved by the pupil’s teacher, and additional approval is needed if the vendor contract exceeds 100k in a fiscal year. This is similar to current practice.

Contact your representative(s) to let them know your thoughts about these two bills.

Juneteenth Learning Resources for Families

Wed, 19 Jun 2024 21:24:12 GMT

Juneteenth: A Day of Reflection and Education

Juneteenth, celebrated on June 19th, marks the day in 1865 when enslaved African Americans in Galveston, Texas, learned of their freedom, two years after the Emancipation Proclamation was signed. This day is a significant milestone in history that symbolizes the end of chattel slavery in the United States.

As a homeschooling organization committed to inclusion, HSC honors Juneteenth by educating our community about its historical importance. We believe as home educators, that it is our responsibility to teach our children, and ourselves, about the diverse experiences that shape our nation. This day is an opportunity to reflect on our shared history and work towards a society where freedom is truly a reality for all.

We have curated a short list of resources for learning about, and teaching about, the history and significance of Juneteenth. Of course, there are myriad other resources available! Please choose and utilize those resources that work best for your family and for your child(ren).

General Resources (adults and older children)

What is Juneteenth? | National Museum of African American History and Culture

Juneteenth Digital Toolkit | National Museum of African American History and Culture

Juneteenth Resources | Office of the Secretary and Vice President for University Life

Celebrate Juneteenth: Historical and Contemporary Resources

Teaching Juneteenth | Learning for Justice

How to talk to children about Juneteenth | University of Pittsburgh

A Proclamation on Juneteenth Day of Observance, 2024 | The White

House

Teaching Your Kids about Juneteenth: The Reponsibility, the Importance, and the Meaning

Juneteenth

Resources for Younger Children

Juneteenth Resources for Preschoolers

20 Inspiring Activities To Celebrate Juneteenth

NMAAHC Kids

5 Ways to Celebrate Juneteenth With Your… | PBS KIDS for Parents

Celebrating Juneteenth

5 Crafts to Help Kids Celebrate Juneteenth

Juneteenth Books and Crafts for Young Readers – Forest Park Public Library

Video

10 Films and TV Shows to Watch on Juneteenth | Rotten Tomatoes

Juneteenth for Kids | 19 June | History of Juneteenth | How do you celebrate Juneteenth | Twinkl USA

Molly of Denali - A Qyah Juneteenth/The Mystery of the Missing Meat Video | PBS KIDS

Juneteenth for Kids! | History for Kids | Seed of Melanin Kids!

�� Storytime Channel for Kids | Opal Lee and What It Means to Be Free | Juneteenth Read Aloud

Juneteenth for Mazie by Floyd Cooper

5 Reasons NOT To Ask: "What Do You Want To Be When You Grow Up?"

Sat, 08 Jun 2024 18:48:20 GMT

There's a great episode from The Ellen Show in which a three-year-old girl dances on stage with her mom. You can't help but smile when you watch her. She moves with pure abandon, joy, and confidence. During the interview portion of the show, Ellen asks the little girl, "So you think you want to be a dancer when you grow up?" and the little girl replies, "I am a dancer!"

We've probably all innocently asked this question of a child at one time or another. I know I have. It's one of those standard icebreakers we use when meeting a child for the first time or when trying to engage them in conversation. People's intentions are usually good when they ask about a child's future dreams. But the question itself can be problematic. Here's why:

5 Reasons NOT to Ask:

"What do you want to be when you grow up?"

1. It makes the assumption that children have to wait until they are adults in order to "become" something or someone.

That they are not fully formed human beings capable of living, doing, and being in the present. For some children, it is a question loaded with pressure and assumptions and basically serves as a means of labeling and limiting a child at a very young age. And it teaches children to categorize others in this same way.

2. They don't know.

The first time they are asked, many children will shrug their shoulders and say, "I don't know," because it's the truth. Children naturally want to please, so as they get older they often give an expected answer, such as fireman, doctor, scientist, policeman, lawyer, or some other occupation that adults and/or the media have shown them is valued by society and will garner them praise.

3. Because they get asked this question frequently.

Children quickly come to realize that it isn't a sincere invitation to talk about themselves honestly. Over the years, they may conform to societal, educational, or parental pressure and pursue what's expected of them. Their answer may become so rehearsed and ingrained that they begin to believe the script. Worst of all, they may feel shame or even fear if and when they realize that the "thing" they told everyone they wanted to become just isn't who they really are.

4. It sends an early message that we must choose one thing in life.

One path, one goal, and march faithfully and diligently toward it. But what about those of us who may be "multipotentialites" (explained by Emilie Wapnick in her insightful Ted Talk ), or people who don't have one true calling, but are good at and nourished by several talents or passions?Children who are naturally interested in a variety of things should be encouraged to explore and choose without limits, just as those who excel at one thing - be it dancing, singing, gardening, cooking, dinosaurs, constellations or car engines - should be taken seriously in their pursuits.

5. All children deserve to be valued for who they are now.

Not for who we may want them to become. They deserve to be recognized for their contributions and accomplishments in the present, not for what we may expect them to do in the future. They deserve to be listened to and heard. And they deserve to know that whatever they choose to do in life, they will be supported, loved, and respected.

Maybe a better question to ask children is something as simple as "What makes you happy?" Come to think of it, it's a question we should also be asking each other as adults.

Ellen Rowland is an American living in Senegal, West Africa in an off-the-grid earth house she helped build with her husband and two homeschooled children. She writes about culture, family, things that are good for the planet and life without school. A lover of all things edible, she can usually be found in the kitchen when she’s not writing or creatively encouraging her children’s passions. She blogs about parenting and unschooling at A Muddy Life .

California Homeschooling & CPS: Rights & Resources (An HSC Guide)

Fri, 26 Apr 2024 22:00:28 GMT

For many California homeschooling families, the fear of Child Protective Services (CPS) involvement can be a lingering concern. While homeschooling offers a rewarding and enriching educational path for many children, navigating potential interactions with CPS can feel overwhelming.

HSC aims to empower California homeschooling families with knowledge and resources to address these concerns. We'll explore a landmark California case ("In re Janet T., 2001") that provides valuable insights for homeschoolers, discuss your legal rights and protections, and offer strategies to minimize the risk of unnecessary CPS involvement.

Can CPS Investigate Homeschooling Families in California?

The short answer is yes. CPS has a legal responsibility to investigate all reports of child neglect, including educational neglect. However, homeschooling itself cannot be the sole reason for an investigation.

The key takeaway from the 2001 case "In re Janet T." is that California law protects your right to homeschool without fear of CPS intervention based solely on homeschooling . The court in this case ruled that lack of traditional school attendance does not automatically equate to neglect.

Understanding the "In re Janet T." Case (2001)

This landmark case involved a California mother who homeschooled her children. The children's lack of traditional school attendance triggered a CPS investigation and subsequent dependency petition. The court ultimately ruled in favor of the mother, establishing legal precedent for homeschooling families in California.

Key Points from "In re Janet T.":

Homeschooling is a legal educational option in California. Parents have the right to choose homeschooling for their children without fear of CPS intervention solely based on this choice.
The focus is on child well-being, not school attendance. The court emphasized that educational neglect can be a concern, but it must be demonstrably harmful to the child's well-being. Simply not attending a traditional school is not enough to justify CPS intervention.
The burden of proof lies with CPS. The agency must present evidence that the child's educational needs are not being met and that their overall well-being is at risk.

The "In re Janet T." case sets a clear legal precedent . However, it's important to remember that CPS investigations can be stressful and disruptive. Let's explore some additional strategies to minimize the risk of unnecessary involvement.

Minimizing the Risk FOR HOMESCHOOLERS of CPS Involvement

Comply with California Homeschooling Laws: Familiarize yourself with the California Department of Education's homeschooling guidelines . This includes filing the required Private School Affidavit (R-4) and maintaining records of your child's educational progress.
Document Your Homeschooling Journey: Remember, California law requires some specific records , like attendance and a Private School Affidavit. A simple binder or digital folder can be your recordkeeping hub, ensuring you're organized and have everything readily available if needed.
Seek Support from the Homeschooling Community: Connecting with other homeschooling families is invaluable. They can offer guidance, share resources, and provide emotional support.

What to Do if CPS Contacts You?

Remain Calm and Polite: Even if the situation feels stressful, it's crucial to stay calm and respectful.
Know Your Rights: You have the right to ask for identification from someone claiming to be from CPS or law enforcement.
Do Not Consent to a Home Visit Without a Warrant: You have the legal right to refuse entry unless they present a warrant. While CPS workers may try to persuade you otherwise, politely explain your right to refuse and request the conversation take place elsewhere.
Seek Legal Counsel: If a warrant seems likely, or if the situation feels confrontational, immediately contact a lawyer specializing in homeschooling law and child dependency cases.

Equipping yourself with the knowledge of your rights and best practices is key to a smooth and rewarding homeschooling experience. By understanding the legal landscape and taking proactive steps to minimize risk, you can confidently navigate any potential interactions with CPS. Remember, California law protects your right to homeschool, and the "In re Janet T." case offers a strong legal precedent.

The Homeschooling Association of California (HSC) stands firmly behind your homeschooling journey. As a member, you'll gain access to invaluable resources, expert legal guidance, and a supportive community of fellow homeschoolers. Together, we can empower California homeschoolers and build a brighter future for homeschooling families in our state.

How Can Homeschoolers Avoid Truancy Officers or CPS

Fri, 26 Apr 2024 21:49:21 GMT

Most homeschoolers will never meet a truancy officer, child welfare worker or social worker. Thousands of homeschoolers peacefully and openly educate their children at home and in the community. There are, however, certain risk factors that may bring certain homeschooling families to the attention to government authorities or escalate the contact to the point of requiring judicial intervention.

Some of these risk factors are:

Removal from public, private, independent study or charter school
Custody battles
Welfare recipients
Unsupportive families, friends or neighbors or members of the community

Removal from public, private, independent study or charter school

Several things may happen when a child is removed from pubic, private, independent study or charter school, whether the switch is made during the summer or mid-session. Problems can arise when the family (a) Neglects to advise the public school that the child is now attending private school; (b) Is involved in an ongoing dispute with the public school prior to the decision to homeschool; or (c) Is receiving special education services.

You can minimize your risk of contact or referral to a truancy board by following these steps:

Do not tell government officials you are planning to homeschool or ask them how to homeschool, unless you know they are supportive of independent homeschooling.
Tell them you are putting your child in private school or starting a private school. Obtain a Private School Affidavit (R-4) from the County Superintendent of Schools (or State Superintendent if you live in Los Angeles, Alameda or Tehama Counties).
Tell them that you are starting a private school.

Fill out and return the Affidavit by mail or in person as soon as you decide to start your school. After the first year the Education Code requires that it be filed between October 1 and 15.

Send a letter to your child's prior school (public or private) on your new school letterhead advising them that (name of your child) is now enrolled in XYZ School. Request that the cumulative record be sent to XYZ School and sign it as the Principal, Administrator, or other title. You can send this letter prior to sending the R-4 for filing. The R-4 does not establish your school; it merely proves that it has been established. Familiarize yourself with, and follow, the other requirements for starting a home-based private school.

If your child is receiving special education services, the school may be reluctant to let you leave their program for financial reasons as well as out of concern for your child. You are still entitled to special education services, although recent interpretations of the regulations are changing the way that agencies are handling the disbursement of services. If your child is in need of services, make sure that your child will be able to receive the services while enrolled in a private school. If the public school is unwilling to provide the services your child needs, you may wish to consider a public school independent study or charter school alternative. HSC is researching the law in this area, and hopes to have more information about homeschoolers receiving special education services in future issues. If you no longer want to receive special education services, the school cannot force you to continue to receive them. Advise them that you will be obtaining the services privately. Contact HSC immediately if you are questioned or harassed about your decision to start a home-based private school and homeschool your child. Our early intervention often resolves problems quickly and easily.

Custody Battles

Although parents have the absolute right to choose the educational alternative for their children, when parents cannot agree, the court will decide. Homeschooling is generally being awarded in those cases where the parents were homeschooling by agreement prior to the divorce or where the evidence is overwhelming that it is in the best interest of the child to homeschool. Good legal representation is essential.

Child support and custody battles that turn acrimonious can lead to even greater problems for a single homeschooling parent. In some cases, custody battles become so bitter that the parents forget the best interest of the children and start making accusations and counter accusations that end up in referrals to truancy officers or child protection services. The way to avoid or handle these referrals is:

Reach an agreement with the other parent to homeschool your child. Point out that homeschooling can enhance the other parent's relationship with the child because the child will have more time available to be with both parents.

Consider using a private mediator to help you reach an agreement. At all times consider the best interest of the child. It is not in the best interest of any child for his or her parents battling. It may be better to send your child to school outside the home than to fight.

Welfare Recipients

Occasionally welfare benefit workers attempt to reduce aid benefits, claiming the children are truant. The law recently changed requiring that benefits be reduced if children are truant. This is a government attempt to keep children in school by coercing the parents to get them to school or lose their benefits. Some welfare benefit workers do not understand homeschooling law and may refer legal homeschoolers to a truancy board. Such a referral can be avoided by taking the following steps:

Take care of this problem immediately. Let your worker know you have chosen a legal way to homeschool. Contact us if you need help convincing your worker. Your worker will not stop questioning you until he or she is convinced that independent homeschooling is legal. Do not feel that you need to enroll in a public school or another option approved by the social worker. You are legally entitled to choose the best option for your child. Enrolling in an option that does not meet the needs of your child or that has requirements that you cannot fulfill may complicate the issue if the case goes to the District Attorney.

If your worker questions your schooling, provide him or her with a copy of your R-4 and verification on school letterhead that your child is enrolled in and attending your school. Contact HSC immediately. Do not try to handle this problem without guidance.

Family, Friend or Neighborhood Referrals

Occasionally well meaning but misguided, or maybe just nosey, family members, friends or neighbors will refer families to the truancy board or children's protective services. This is extremely rare, but it happens. The following steps may help avoid these kinds of referrals: Involve your family and friends in your decision to homeschool. If they are skeptical, provide them with information, books, and literature about homeschooling and involve them in your educational decisions.

Do not leave your children unattended.
Spend time in the community, even during school hours.
Meet with other homeschooling families to provide support.

In my experience, our children are our best ambassadors, and often can turn even the most vehement anti-homeschooling relative or friend into a homeschooling advocate.

What Should You Do If CPS Worker Contacts You?

Do not allow a worker or police officer into your home without a warrant. Deny permission to enter the house and demand a warrant. Call an attorney experienced in juvenile dependency cases immediately. Read more here.

What Should You Do If a Truancy Officer Contacts You?

In most cases the first contact will be by letter. Do not ignore this letter. If a truancy officer comes to your home, take any information they want to give you, but do not let him or her in your home without a warrant. As soon possible, provide the investigating officer a copy of your R-4 and written verification that the child is enrolled in and attending your school. Read more here.

Homeschooling and CPS: What You Need to Know

Fri, 26 Apr 2024 21:37:18 GMT

Although an investigation by Children Protective Services is extremely unlikely, anyone can be the target. All CPS cases start as a result of a referral to a governmental agency. Educational neglect alone cannot be a basis for an investigation and police officers and CPS workers cannot enter your home without a warrant. If CPS gets a report of neglect, they are required to investigate, and that investigation may include a visit to your home. It can be an unnerving and dispiriting experience.

What to do if you are contacted by CPS As A Homeschooler?

If a social worker or police officer appears at your door, you should first ask to see official identification. Under no circumstances should you let social workers or police officers into your home without a warrant. Moreover, you should never say anything that could be interpreted by the authorities to mean that you gave permission for them to enter your home. If you need to leave their presence, such as to retrieve documents, for example, you should close the door behind you until you return. If they enter your home without your permission and without a warrant, they may be subject to a lawsuit for damages and the evidence they may seize may be excluded from the legal proceedings. Do not give up your constitutional rights.

What happens if a social worker returns with the police?

Make sure they have a warrant! Be polite and non-confrontational, but firm. In order to get a warrant, the social worker needs to contact the police, the police must contact the district attorney, and the DA contacts a judge. They need to present credible evidence before a warrant can be issued. If you think there is a likelihood that a warrant could be issued, contact a criminal or juvenile dependency lawyer immediately. If they are able to get a warrant, contact a friend to come over as a witness, to take notes and videotape everything. Call HSC if homeschooling issues might be involved.

Avoiding referrals is the best way to prevent CPS intervention

Compliance with one of the legal ways to homeschool is crucial. The following factors may result in a referral: Pulling children out of public or private school after a dispute with the school (i.e.: ongoing truancy problems); custody battles; welfare referrals; or neighborhood disputes. What can you do if you are in one of the "high-risk" groups for referral? First, it may be in your family's best interest to consider a public independent study program, a charter school offering homeschooling, or a program offered by a commercial private school. Second, know your legal rights.

If you are involved in a custody situation or are investigated by Children's Protective Services, you will need to consult immediately with a local attorney who is familiar with not only homeschool law but also custody and juvenile dependency law. If you ever have any hostile contacts regarding homeschooling, please inform an HSC board member. HSC maintains a list of attorneys and experts with experience in these areas or can assist your attorney with homeschooling questions.

Together, we can ensure a smooth homeschooling journey for your family. Join HSC today!

When Officials Come Knocking at Your Door

Fri, 26 Apr 2024 21:27:10 GMT

The Visit

This week, a close friend received a surprise visit from her local school district. It was, of course, a crazy (i.e., typical) homeschooling morning-the house was a mess, my friend was in disarray, and the doorbell rang. Expecting another homeschool family who was due to visit, she flung the door open to find a man in a suit!

He introduced himself as the Private School Liaison from her local school district's Department of Pupil Services and Attendance. Quickly coming to her senses, my friend immediately stepped out onto her front porch, and closed her front door firmly behind her.

The school official stated that he was visiting the new private schools in the district, and, in Impressive Official tone, demanded to see “all the administrative documents.” Luckily, my friend knew her legal rights. She responded, “What exactly would you like to see? I understand that there are only certain documents which you are entitled by law to see.” Now, it was the official who was on the defensive! Taken by surprise, he began sputtering, “Uh, you know, your administrative documents.” My friend firmly (albeit nervously) asserted, “Could you show me the code sections on that?” She knew the law, and he clearly didn't.

Mr. Liaison began fumbling through his notes and his department's worksheet for the names of the appropriate documents. She allowed him to search in uncomfortable silence. She did not assist him in any way, nor did she offer any additional information or friendly conversation. Finally, he located some departmental notes and asked for her R-4 (private school affidavit) and attendance records.

My friend simply said, “Oh, those I can show you. Let me get them for you. Please wait here.” She went into her house, closing the door behind her, leaving the official standing alone on the porch. Of course, her heart was racing and it was difficult for her to think straight as she ran through the house! Fortunately, my friend had had the foresight to have prepared a fire-engine red binder last October, just in case this occasion should arise.

In her thin red binder, my friend had filed the following items:

A copy of her Private School Affidavit, printed off of her computer at the time she filed electronically.
A copy of the computer-generated confirmation number issued when she filed electronically.
The white U.S. Postal Service proof of mailing from when she sent her confirmation copy to the California Department of Education.
The date-stamped green U.S. Postal Service Return Receipt which was proof that the California Department of Education had received her confirming copy.
Attendance records for her school. My friend prints forms off her computer: one sheet per child per month. Each day of the month is then manually marked [P]resent, [W]eekend, [H]oliday or [S]ick, and the abbreviations used are explained in a key at the bottom of each page.
A city business license. While most homeschoolers do not obtain a business license, my friend runs a private ISP which includes her child and some of her homeschool friends, so she thought a city business license was an appropriate acquisition. She tells me that it was very easy to obtain, it's free (since she doesn't earn thousands of dollars, she qualifies for Small Business Exemptions), and it looks really official.
Printed copies of selected sections of the Educational Code (the law) that pertain to homeschooling, including California Education Code §48321.5(e).

My friend keeps “clean” copies with no underlines, no notes on them, in her red binder. (Her marked up copies are elsewhere in her home, so that officials cannot see her notes.) My friend told me that if Mr. Liaison had become insistent, she might have shown him the clean copies of the laws to which they must both adhere. She grabbed her red binder off the shelf and dashed back to her front porch, firmly closing the door behind her, again. She assertively (yet politely) opened her binder directly to the private school affidavit and showed him the Postal Service return receipt.

When Mr. Liaison asked, my friend politely verified that the number of students enrolled was still accurate. At his request, she quickly flipped through the stack of attendance records, not really stopping long enough for him to read the details or the students' names on the sheets. Once she presented the Private School Affidavit and attendance records, and it was clear that he was getting nothing further, the school official realized the visit was over. He gave my friend his business card and offered his assistance for locating curriculum before departing. My friend was polite, but firm, in bidding him goodbye.

Know your rights

You have a constitutional right to privacy, guaranteed by the Bill of Rights. School officials have no authority to enter your home without a warrant. But, if you do permit them to enter, anything that they see or that you reveal to them can be used against you later.

Therefore, be polite, but be firm. You should request the school official's business card or other official identification at the outset of the visit. Don't chat; keep conversation to a crisp, businesslike minimum. Don't allow the school official into your house. Leave him outside on the doorstep, and close the door behind you so he cannot peer over your shoulder. Public school officials only have the right to view your private school affidavit (R-4) and attendance records. They may verify the attendance of an individual pupil (i.e., “Does Amy Smith attend this school?”) but they must request this information by pupil name. They are not entitled to a list of all of the students in the school, nor may they ask to talk to the students.

Don't allow your children to answer the doorbell during school hours. Even when school officials “play dumb”-like my friend's experience where the official fumbled for the names of documents-assume that they are like Detective Columbo, who used to bumble in order to get people to let down their guard. The officials will broadly request “all your administrative records” even if they are only entitled to a few of them.

Do not offer additional information. Know what they are entitled to see, and stand up for your rights. Remember in all your dealings that you are a Private School. This is not about "homeschooling." It is about the legal requirements for Private Schools, whether that be the Our Family Academy or the major parochial school in town. Discuss all official issues acting as Director of your Private School.

Be prepared

Make your “inspection file” now, not while the school official is on the doorstep. When he is on the doorstep, you will probably be nervous. If you are nervous, you are far more likely to (1) provide unnecessary information which opens you to scrutiny, or (2) be unable to locate necessary information, which will also jeopardize your position.

Some people proudly keep all their homeschooling records in one single file folder. But how well does this work when the school official is at the door? School officials are not entitled to see most of the records which established private schools must maintain, including tuberculosis vaccination records, courses of study, and teacher qualifications. And you certainly do not wish to display other information you might maintain, such as journals, reading lists, curriculum, or copies of student work. If you keep all these in one folder, will you be able to extract your private school affidavit and attendance records from this thick mass when the official asks for them? What is the likelihood that you will accidentally display one of the other unrequired documents in your hurry? If you keep your attendance record in your personal calendar, would you want that school official scrutinizing your planned events as he views the attendance record?

It's quite calming, our friend says, to know that your “ducks are in a row” when you run to pick up that waiting red binder with an official at your door! If you are prepared, you will be confident. Keep your private school affidavit (and the proof that the California Department of Education received it) in the same place as your attendance record. Maintain an attendance record which does not have extraneous information on it. Keep your record easily accessible; my friend keeps hers in a bright colored binder so that she will be able to locate it quickly, no matter how messy her house is, (because you know that the day a school official shows up will be the day when your house is in the depths of disorder!).

My friend's encounter shows that you can meet your local school official and live to tell about it! You can successfully defend your Private School. All that is required is a little planning, preparation, confidence, and knowledge of your legal rights. For more information about your legal rights, see the legal section of our website.

lizabeth Van Bryant is one of several members of HSC who are licensed attorneys in the State of California. These members volunteer their time answering general legal questions that are sent to them through the HSC website or e-list. This advice is not intended to create a lawyer- client relationship or to constitute legal advice. No two factual situations are exactly alike. Therefore, people who ask questions should always do their own research and/or consult their own counsel.

by Elizabeth Vana Bryant, HSC legal volunteer

When Officials come knocking at your door . . . But I'm in an PSP!

Know your rights

Enrollment in a private (“homeschooling”) PSP is exactly the same, legally, as enrollment in the local parochial school in your neighborhood. You're the Parent, your child is the Student, and your PSP contact person is like the “School Principal.” The major difference is that you, not any agent of the PSP, are the teacher.

If school district officials come knocking, simply inform them that your child is enrolled in such-and-such Private School. Beyond proof of enrollment, you as Parent have no further obligations. Politely and firmly instruct officials to direct all further questions to the PSP contact person. It is not up to you to produce attendance records, R4s, or any items proving the existence or validity of the PSP. Again, be polite and businesslike. Don't allow the school official into your house, or get chatty, or display unrequired documents, or permit him to speak with your children. You are not required to do any of these things and the official has no authority to insist upon them. Recall the Columbo example from this article: anything extraneous could potentially be used against you. Be cautious and wise.

Be prepared

Your PSP should give you documents that are proof of enrollment. The exact format of these documents varies by PSP. You might have a Student Identification Card, a letter certifying enrollment, or another document that proves your student is enrolled at the PSP. Additionally, have available the name, title, and phone number (business card, perhaps?) of your PSP contact person.

In the main article we mentioned preparing a separate “inspection file.” You should do this for an PSP enrollment as well. By placing your student's proof of enrollment document, together with the contact information for the PSP, in a separate file (for each child) ahead of time, you won't be fumbling around with an official standing at the door.

Joanne Poyourow directs Ballona Neighborhood Learning Center, a private PSP for homeschoolers.

Contact by Truancy Officers

Fri, 26 Apr 2024 21:18:19 GMT

The compulsory attendance laws are enforced by attendance officers, usually at the district level (and never by the California Department of Education). While most attendance officers work on very serious truancy cases and leave homeschooling families alone, there may be one or two who dislike homeschooling and who may try to investigate families for truancy.

It is extremely rare for truancy officers to come to the door, and the vast majority of homeschooling families never have any contact with these officials. Most (but not all) investigations of truancy cases involving homeschoolers start because the children were removed from a public or private school without first complying with one of the legal ways to homeschool, because they were involved in truancy issues prior to leaving school, or because they had come to the attention of Children's Protective Services for abuse or neglect.

If someone comes to your door, the first thing you should do is ask to see official identification. Do not allow the person in your home unless s/he has a warrant entitling him or her to enter. If you leave that person's presence, such as to retrieve documents, you should shut the door behind you until you return.

The legal team has prepared a letter (see " Open Letter on Legality of Homeschooling ") that you can give to any truancy officer or other government official who wants to know why your children are not in public school. The letter explains what statutory authority there is for parents forming their own home-based private schools and covers which documents the state has the authority to see and which it does not. We recommend that you print out a copy of this letter and put it in the binder you keep with your copy of your affidavit, and give it to any such person at the time you show them your affidavit.

Truancy investigations can only be started if officials have the name of a child. If anyone comes asking questions, but does not know your child's name, that person has no authority. Do not tell them your child's name and politely insist that they leave. If s/he does have the child's name, the attendance supervisor (truant officer) is only authorized to verify that the student is enrolled in and attending a legal school. If your child is in a public program, give the truancy officer the administrator's name. If your child is in a private school operated by someone else, you should have a copy of the letter confirming the child's attendance. The attendance officer needs to contact the school administrator for other information. If you operate your own school, then the officer is entitled to verify that your child is attending the private school (which is why you need the letter) and that the "private school has complied with the provisions of §33190 requiring the annual filing by the owner or other head of a private school of an affidavit or statement of prescribed information with the Superintendent of Public Instruction" (§§48321.5 and 48415). Therefore, in the extremely unlikely event that the local attendance officer comes to your door, you should get the binder, referenced earlier in Section II, that has a copy of the filed private school affidavit, attendance records, and the letter on school letterhead confirming that the child is enrolled in and attending that school. (if the school was formed after October 15 in that year, you should have considered whether to file the affidavit or not for that year. See the discussion of the private school option. Neither a truancy officer nor a social worker has the authority to obtain additional information or records. If s/he believes that s/he does, ask her/him to show you the legal authority for the request. You may want to keep a copy of the relevant code sections in your binder.

While providing these documents usually resolves the issues, in rare cases the attendance officer may, on being shown proof of the school's compliance and the child's enrollment, then claim that the private school that the children attend is not legal, and that the children are, therefore, truant. District attorneys have attempted prosecution in a few such cases, although we are not aware of a case where they have been successful. If an attendance officer attempts to escalate a claim, an attorney's help may be needed. Please contact the HSC Legal Team at info@hsc.org for possible referral to experienced attorneys.

Homeschooling & Custody Battles in CA: Protecting Your Choice

Fri, 26 Apr 2024 21:11:38 GMT

Navigating homeschooling during a custody battle can be stressful. Here, we offer California-specific advice to help you advocate for your child's educational needs.

Why Can Homeschooling Become a Custody Issue?

In California, homeschooling requires both parents' agreement. If you disagree, the judge will decide based on the child's "best interests." Courts often favor maintaining the educational status quo, meaning children in public school likely stay there, and homeschooled children may continue homeschooling.

The Challenge: Judges may not fully understand homeschooling, making it crucial to educate them.

How to Protect Your Homeschooling Rights:

Maintain a Positive Relationship:

Co-parenting: Work towards a cordial relationship with your ex-partner for your children's well-being and joint decision-making.
Open Communication: Discuss their concerns and address them directly. Perhaps they worry about missing out on the child's education or social interaction.

Educate Your Ex-Partner and the Court:

Share Resources: Provide information about homeschooling benefits and address their specific concerns.
Offer Experiences: Invite them to a homeschooling conference that aligns with your philosophy.

Legal Representation:

Attorney Selection: Choose a lawyer experienced in homeschooling cases and willing to learn more.
Expert Witnesses: Consider involving experts who can speak to the benefits of homeschooling in your child's specific case.

Courtroom Advocacy:

Focus on the Child's Needs: Emphasize how homeschooling benefits your child educationally, socially, and fosters a stronger parent-child bond.
Flexibility for the Other Parent: Show how homeschooling allows for more flexible co-parenting time.

Financial Considerations:

Be aware that courts may consider financial stability. If you choose to homeschool, this may impact child or spousal support decisions.

Supporting Homeschooling Advocacy:

HSC encourages collaboration to educate professionals about homeschooling:

Develop Educational Programs: Partner with legal and educational associations to offer workshops for judges, lawyers, and experts.
Spread Awareness: Encourage homeschooling advocates to contribute articles about homeschooling to professional publications.

Remember: Judges base decisions on limited information. Your role is to educate them about the benefits of homeschooling for your child. HSC stands with California homeschooling families. Let's work together to ensure informed decision-making in custody cases.

Don't navigate homeschooling during a custody battle alone!

HSC is here to empower California homeschooling families. Join our supportive community and gain access to:

Legal Resources: Get guidance on homeschooling rights and navigating custody situations.
Expert Network: Connect with homeschooling experts and advocates.
Community Support: Find encouragement and share experiences with other California homeschooling families.

Become a member today! Together, we can ensure a smooth and successful homeschooling journey for your children, even amidst challenging circumstances.

This post is an adaption of an article writen for HSC by Linda J. Conrad Jansen, Esq. Read the whole article here .

Homeschooling After Divorce in CA: Rights & Options

Fri, 26 Apr 2024 20:52:24 GMT

Going through a divorce can be a challenging time for everyone involved, especially when it comes to decisions about your children's education. Homeschooling can be a fantastic option for many families, but navigating this path after a separation can add complexities.

Can I Homeschool After Divorce?

Although it is legal to homeschool after a divorce or in a situation where the other parent does not agree with homeschooling, the ultimate decision as to whether you can homeschool your children may be up to the Family Law Court. The judge will make a decision based upon the evidence presented at the court hearing regarding what is in the child's best interest. Generally, courts tend to order that the children remain in the status quo. Children who are enrolled in public school stay in public school, children who are in private school stay in private school, and children who are homeschooled continue homeschooling. If you cannot reach an agreement with your child's other parent, you will need to consult with a local attorney for guidance. HSC can assist your attorney with information about the legality of homeschooling in California and experts favorable to homeschooling.

What if We Disagree?

Before you commence an expensive battle, which invariably hurts the children, it is helpful if you consider other alternatives. It may be helpful if you educate the other parent about the benefits of homeschooling and how that parent can have both more and flexible time with the children because they are not tied to the public school schedule. Involve the parent in the educational process. If finances are the underlying issue, consider whether and how you can work and homeschool your children. It may be that the other parent is concerned about accountability. You can meet this concern by involving the other parent in the educational process, choosing a charter school or public school independent study program (ISP), enrolling in a private school satellite program (PSP), or involving a third party in the process, such as a tutor or evaluator.

Keep in mind that your goal is to do what is in the best interest of your children. Each custody situation is unique, and your attorney can guide you to choose the best option for your family. If you have the ability to shape the language of the custody agreement, ask that you be given "sole educational custody," which gives you the ability to control your children's education without the other spouse's input.

Special Needs Children: Obtaining Special Education Services

Fri, 26 Apr 2024 18:33:08 GMT

Many parents choose homeschooling because they feel the traditional school setting doesn't meet their child's needs, especially those with special needs. This can lead to questions about accessing special education services while homeschooling.

This guide explores the legalities surrounding special needs services for homeschooled children in California.

Who Qualifies for Special Education Services?

The federal government mandates special education services for qualified students with disabilities regardless of their learning environment. This includes homeschooled children.

How Can I Access Services as a Homeschooler?

There are two main options for accessing special education services as a homeschooler:

Public Independent Study Programs or Charter Schools: Enrolling your child in a public independent study program or charter school allows them to receive the same special education services as traditional public school students. This is typically the easiest path as it adheres to established regulations.
Private Homeschool: You can homeschool your child privately while still receiving special needs services. However, this option involves more legal complexities.

Important Considerations for Private Homeschooling with Services:

Legal Requirements: California law requires private homeschools to meet specific guidelines to qualify for services. Resources like the California Department of Education ( https://www.cde.ca.gov/sp/se/ ) can help you understand these requirements.
Services Offered: The extent of services available may differ compared to public schools. Federal law outlines the minimum services provided ( https://sites.ed.gov/idea/about-us-department-of-education/ ).
Legal Advocacy: Several organizations like the Disability Rights Education and Defense Fund ( https://dredf.org/about-us/ ) can provide legal guidance and support.

Additional Resources:

Protection and Advocacy, Inc.: https://www.pandasc.org/about/
Council of Parent Attorneys and Advocates: https://www.copaa.org/
Wrightslaw: https://www.wrightslaw.com/
Homeschooling Legal Resources: https://www.hsc.org/ (Contact: legal@hsc.org)
Association of Home School Attorneys: referrals@ahsa-usa.org
California State Bar: https://www.calbar.ca.gov/

Remember: Consult with these organizations to determine the best course of action for your child's specific needs.

Important Note: While the law seems to support denying services if a "free appropriate public education" exists, it's a constantly evolving area. If the public school services don't meet your child's needs, seeking legal help to enforce their right to a proper education might be necessary.

Disclaimer: Public and charter schools can deny enrollment in independent study programs. Funding and administrative ease often influence these decisions. Unfortunately, there's currently no legal basis to challenge these denials.

*This page is adapted from an article written fro HSC by Linda J. Conrad Jansen, Esq. Read the entire article here .

How to Withdraw Your Child From School Mid-Year and start Homeschooling

Fri, 26 Apr 2024 18:23:28 GMT

You can withdraw your child from school mid-year and start homeschooling. Many schools are supportive of homeschooling and can provide you with help and resources. However, withdrawing a child mid-year may be a little more complicated than starting homeschooling at the beginning of the school year, because the school has a record of your child and may be unwilling to lose a student. The school loses funding attributable to your child. We do recommend that you not tell the school that you are going to homeschool (see the discussion following) but rather tell them that you are transferring your child to another school, as they may try to convince you that you are not capable of teaching your child or that you cannot legally homeschool, especially if you are setting up your own home-based private school. They may even threaten you with a report to the truancy officer. As long as you follow the legal requirements set forth above, you can withdraw your child from public or private school and legally homeschool.

If you decide to start your own school, prepare the documentation noted above and remove your child from school. You also need to consider whether to file the private school affidavit immediately.

When you take your child out of school, tell the school that your child will be attending another school and give it the name. Because the CDE's old memos stating that homeschooling is illegal are still floating around in the minds and files of many public school officials, we recommend that you not mention the word "homeschooling." You can tell school officials whether you intend to use a public or private school, but you are not obligated to give them any more information than that. If your child will be enrolled in a school run by someone else, that person will write the former school and ask for the child's cumulative file (§49068). If you are starting your own private school, then promptly write a professional letter to the former school on your school letterhead advising the administrators there that your child has been enrolled in (your school name) and request his or her cumulative file (see Letters for Withdrawing a Child from School). Sending this letter should close the school's file on your child so that s/he can't be considered truant. The school is required to give you your child's cumulative file (it can be a copy rather than an original), although many schools don't seem to be able to do this. You are also entitled, as a parent, to have a copy of the cumulative file. If you really want to have a copy, we recommend going to the office in your role as a parent, not a school official, and offering to make the copies yourself, or giving them a stamped envelope, or any other help that makes it easier for them to comply. As long as you properly sent the request for the file, failure to receive the copy does not have any legal importance.

If you pull your child out as a result of truancy or other unresolved problems with the school, the school may fight your efforts by continuing with a truancy hearing or denying the validity of your new school. Although you are still entitled to educate your children at home using any of the options described above, you will need to weigh the practical and financial alternatives of continued controversy or litigation against other alternatives the truancy board might accept. In some cases, they may look more favorably on a program offered by a public or charter school or commercial private school rather than a home-based private school. Please contact the HSC legal team for more information if you are in this situation.

Should DEI Values be Embedded in Homeschooling?

Wed, 24 Apr 2024 22:42:45 GMT

When I was actively parenting my two grown children, I must have said “everybody’s different” at least 300 times. I remember a lot of eye rolling after I said it, but I kept saying it anyway. It must have sunk in eventually because both kids grew into adults who passionately believe in and advocate for Diversity, Equity and Inclusion (DEI) values. I didn’t homeschool them, but I’m confident I would have been a homeschool mom if the times had been different. The recognition of and need to provide an inclusive environment where all children’s voices are heard wasn’t nearly as recognized and dire as it is today.

I do remember there was a boy in my young son’s class named Sam who always wore a clown nose to school, rarely spoke, sat alone, and could recite the capital of every state without blinking. My son routinely announced at the dinner table that Sam wore a different colored clown nose to school that day. Or that his classmates made Sam cry that day because Sam didn’t know how to play kickball.

After my son made his announcement, my ex would inevitably say something insensitive like:

“I wouldn’t play with Sam anymore. He sounds like an oddball.”

I always countered with my worn-out mantra:

“Everybody’s different.”

Cue the eye rolls and cries of “moooooommmm” – happened every time. This routine played out night after night after night until it grew into an ongoing family rift.

Fast forward 20 years.

I saw Sam on Facebook recently. He’s now a chess grandmaster and a confident, handsome young man. His parents must have recognized his gifts and supported and encouraged him into a successful adulthood. I have no doubt if homeschooling had been more mainstream at the time, they would have homeschooled Sam. They must have been so heartbroken when Sam came home from school every day and confided in them about what he endured.

I’m guessing it was my memory of Sam (and every kid like him) that motivated me to start my company. Maybe I wanted to help parents teach their kids that “everybody’s different” without having to say it 300 times and tolerate 300 eye rolls. Or maybe I wanted to help all the “Sams” of the world get through their day without getting emotionally pummeled by classmates. Who knows? Whatever the reason, it was situations like these that pushed me into my current career. I know I can’t help every parent in the world teach their child how to be compassionate to people who are different. But if I can help some of them raise inclusive, kind-hearted humans who embrace DEI values, that’s enough for me.

Trish Allison is a career writer, mom of two grown children, and the founder of DEI for Parents . The goal of DEI for Parents is to help parents raise equality-minded kids by incorporating diversity and inclusion values into daily home life.

What is Community?

Wed, 24 Apr 2024 22:25:48 GMT

What is community? How do you present yourself to your community? What do you offer and what do you expect in return? As humans, one of our superpowers is the ability to create connections and communication – building communities.

One definition of community is “a feeling of fellowship with others as a result of common goals.” Your group, your circle, your band, your people who you resonate with. In the past our communities were comprised of whoever we lived by. The common circumstances of place and time were what banded us together, but in this day and age we get to choose our communities to a larger degree than ever before. This, sometimes worrying, amount of choices allow us to take our communities for granted. We could so easily find a new one that we may be half hearted in our attempts to build up and sustain the communities we are in. We may hesitate to invest because we are wondering if we have chosen the right group. Perhaps we simply are unsure of how to support our communities.

Our family has been thinking and talking about community recently. Building and encouraging community is something that we are all constantly practicing, and it has been nice to talk about what each of us see and do, and to learn from one another. We are trying to bring intention into our community building.

We thought that sharing some of what we have noticed with the Homeschooler Post community might be of interest and use, and might help continue the constant process of building the communities we all want to live in. We look forward to ongoing feedback and thoughts on this subject from this new community!

Building and engaging with a community is a very important aspect of homeschooling. Once established, our community can offer friendship, different perspectives, support, and much more. But how can we go about encouraging a community to form? How can we help to nurture it? And what actions might undermine our attempts?

One action that we can all take to foster that fellowship is to engage. When members of a community actively look for opportunities for connections and ways to support each other, rather than passively hoping and waiting for these opportunities to arise, they lift the whole group beyond idol acquaintance and help to move it toward a network of friends who support each other. This can be hard and takes practice. We may need to remind ourselves often to look for ways that we can help those in our community. This means not simply asking how they are and expecting the standard responses that we all tend to give, but instead for each of us to delve a bit deeper and ask ourselves, is there something I can do? Can I offer to watch someone’s kids while they go to a meeting (or get a shower alone)? Can I bring food over when someone is sick? These gestures are not empty, and can be really meaningful even when they are declined. It also helps to reassure others that if they find themselves in a tough spot, there are people around who care and who they can go to ask for help.

Think for a moment and make a mental list of how many people in your community you feel genuinely comfortable going to and asking for help. Be realistic in who you would ask, and who you are really confident would step up. How many people are on that list? What can we do to make each of our lists longer? One step may be to make sure that our own names appear on the list of the other members of our communities.

Another quality that fosters community and that stems from actively looking for ways to help is be reliable. If one of us offers to help, and that offer is accepted, make sure we are dependable and will actually do the thing we offered or that was requested. In a busy life, look for ways to say “yes”.

These are the two main strongholds of community that we have come up with time and again in discussions. Engage your friends in community to create fellowship. Know what they are doing in their lives and when they are struggling, check in, offer help, host play dates or share ideas. Be reliable, be the shoulder that is there to cry on, be the person who showed up with coffee on a rough morning, be present in your community with your time, your energy, your heart. Engage and be reliable.

-Grace and Aaron Haiman are The Homeschooler Post's newest team of writers. Aaron brings his perspective to homeschooling as a life long unschooler. Together the Haiman Family is continuing their journey while homeschooling their daughter.

John Holt And Real Learning

Wed, 24 Apr 2024 22:23:20 GMT

John Holt was a school teacher and author who became an advocate for school reform in the 1960, and when he no longer felt schools could be reformed, an advocate for homeschooling. He wrote 10 books on education and established Growing Without Schooling magazine in 1977, which was published until 2001. His clear and analytical ideas inspired a few bold parents to reject schools in favor of a life full of learning for their children.

“Real learning is a process of discovery, and if we want it to happen, we must create the kinds of conditions in which discoveries are made. We know what these are. They include time, leisure, freedom, and lack of pressure.” ~ John Holt

Though he had no children of his own, he worked and spent time with children and found them inspiring and interesting. He believed children had a passionate need to understand the world around them, which he called a biological drive to acquire information and knowledge and to make sense of the world. He had strong ideas, supported by research and observation, about what helped and what harmed learning.

In all of his work, Holt meticulously demonstrated how school pressure, coercion, and assessment got in the way of learning. Children failed in school, he said, because stress and fear, fear of being wrong or of disappointing adults, stunted learning, No one can really learn well when being forced to learn things that aren’t personally important. The system and the teachers worked against what children really needed in order to learn, and harmed children in the process. He felt that teachers often disliked children and contributed to their insecurity and fear.

Holt also pointed out the benefits to learning if children have choices, peace, safety, when their self-esteem is intact and they have projects and interests of their own to pursue with the help of a loving adult. Relationship, Holt said, was crucial to learning.

As Holt came to believe keeping children out of school was a good option, he encouraged parents not to make the same mistakes schools made. Holt knew the same damage from school could happen at home if parents were more interested in being teacher-like and playing school than they were in understanding and facilitating learning.

In Learning All the Time, Holt wrote,

“Learning, is not the product of teaching. Teaching does not make learning. As I mentioned before, organized education operates on the assumption that children learn only when and only what and only because we teach them. This is not true. It is very close to one hundred percent false.”

Holt pointed out the benefits to learning if children have choices, peace, safety, when their self-esteem is intact and they have projects and interests of their own to pursue with the help of a loving adult.

“Relationship,” Holt said, “was crucial to learning.”

And he urged homeschooling parents not to replicate school at home and cautioned against the teacherly approach: “Not only is it the case that uninvited teaching does not make learning, but – and this was even harder for me to learn – for the most part such teaching prevents learning. Now that’s the real shocker. Ninety-nine percent of the time, teaching that has not been asked for will not result in learning, but will impede learning.” Holt’s writing is moving and provocative, but his work wasn’t just an appeal to emotion. He cared about good judgment and reason. He cared about clear thinking. He tried to help teachers and parents really understand learning, what would harm it, and what could make it grow and blossom.

Holt knew that learning requires trust. Anything that hurts a relationship between a parent and child hurts learning, too. Judgment, criticism, and correction can inhibit a child and stifle learning. Again, in Learning All the Time, Holt describes learning to read as it must feel to a child, as a “dangerous adventure.” The potential for a child to fail, make mistakes, to

become embarrassed or feel bad about himself means there must be sufficient comfort, security, and support in order for him to be successful. No one wants to start out on a potentially dangerous adventure with an impatient grump or critic.

Though Holt started writing 50 years ago, his work is still relevant today. It has been the foundation of many happy and peaceful homeschools and the evolution of the modern unschooling philosophy. Parents who read and consider John Holt’s work may be able to side-step the problems of schooling and teaching and avoid school at home. And they may be better able to see their children as Holt saw children, eager explorers and thinkers, philosophers building a model of the universe.

“Children learn from anything and everything they see. They learn wherever they are, not just in special learning places. They learn much more from things, natural or made, that are real and significant in the world in their own right and not just made in order to help children learn; in other words, they are more interested in the objects and tools that we use in our regular lives than in almost any special learning materials made for them. We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them, paying serious attention to what they do, answering their questions – if they have any – and helping them explore the things they are most interested in.”

I have quoted here from Learning All the Time, Holt’s last book, published after his death. It was pieced together by his publisher from notes, letters, and articles Holt wrote and is a short 162 pages. It’s an easy introduction to the ideas of Holt for anyone looking for a place to start.

Deb Lewis is the mom of grown up, always unschooled Dylan, and wife to David. She lives, works, plays and learns in Montana.

Learned Helplessness And Homeschooling

Wed, 24 Apr 2024 22:20:24 GMT

In the 1960s, Martin Seligman tested conditioned responses in dogs, giving them mild but inescapable electric shocks. Later, the dogs were moved to new enclosures in which they could escape shocks by simply stepping over low dividers onto non-electrified flooring. Seligman found, however, that many dogs did not step over. They just laid down on the electrified floor and continued to take the shocks. They had learned that nothing they did could prevent those shocks. They had learned to not even try to escape the shocks. In other words, they had learned helplessness.

Seligman’s discovery of learned helplessness has been utilized in understanding children’s behavior in classrooms. Many school children are presented with lessons or tasks that they are not ready for and when these kids meet with repeated failure in the form of criticisms or low grades, they often give up. They learn that no matter how hard they try, they fail. Many kids decide that they will continue to fail in that context, and some kids generalize failing expectations to other subjects or activities.

What does all this classroom stuff have to do with homeschooling?

Many parents take their kids out of school and begin to homeschool them precisely because their kids’ readiness, energy levels, or interests just didn’t align with the demands of the classroom. Unfortunately, learned helplessness may continue to affect kids’ academic progress at home.

Learned Helplessness: How to Spot It

In studies of the phenomenon, kids who performed equally well at a particular task were challenged with an impossible problem. Of course, none of the kids could solve the problem. It was impossible! The kids were then given a task, one that was almost identical to the first. Some kids did as well or better than they had with the first problem; the unsolvable problem seemed to make them work harder.

They displayed mastery orientation. They assume that they can indeed solve difficult problems or learn material, and they roll up their metaphorical sleeves and try harder. Other kids fared far worse with this task than they had with the original, almost identical, task. Their failure with the impossible task had apparently eroded their confidence and ability.

If your child has little motivation to learn, if she displays sadness, anxiety, frustration, or anger when faced with a difficult lesson or task, she may have learned helplessness.

Learned Helplessness: How to Overcome It

Remember, learned helplessness is something a child has learned. Children develop their attitudes toward challenges by watching their parents, through criticism (especially criticism from parents and teachers), and from events (especially crises) in their lives.

It’s not easy to change kids’ attitudes, but research suggests the following:

Allow your child to control at least some aspects of education;

especially, and as much as possible, the pacing of her work or learning.

Be sure to watch your child for signs of readiness

to do particular chores and academic tasks, allowing him to try all sorts of things, including things he may not be ready for. However, don’t push him if things don’t click.

Don’t be too quick to step in and solve all of your child’s problems,

fix every mistake, right every wrong. Consider allowing her to suffer the natural consequences of her mistakes. Of course, you will want to rescue your child from dire consequences – but watch for the no-biggies that your child can fix on her own.

Reaffirm your belief that he can do it

If your child has met with failure and seems to be giving up, reaffirm your belief that he can do it and then help him refocus on the task. Instead of repeating, “Try again! Work harder!” say something like, “I know you can do it if you keep trying. I wonder if you can figure out a pattern...”

Create stepping stones

Search for problems that are just a bit harder than the problems your child can already do. Studies of “flow” indicate that people get most excited, and learn best, when they face relatively small, doable challenges – rather than when they feel bored by already-mastered tasks or overwhelmed by seemingly impossible tasks.

Teach kids to be “thought detectives”

who can spot their own negative self-talk. Encourage them to look for thoughts like, “Why bother, anyway?” or “I’m too stupid to learn this.” Once kids recognize these sorts of downer thoughts, they can replace them with positive self-talk such as “I’m good at ___, so I can probably do this, too,” or “This is a really hard problem, but if I try again, maybe I can solve it.”

Encourage your child to take breaks.

When we give our brains a rest, they continue to work on unsolved problems. Outdoor, physical activity can promote learning and problem solving. Tell your child these brain-facts, and then have her go for a walk or play an active game before returning to the problem.

Be authentic and sincere.

Encouragement to try again, harder, only helps when the child perceives the message (and the messenger) as credible. If he doesn’t believe your exhortations, he may feel more demoralized than encouraged. If you can see that your child is close to success, tell him so; however, if the task is obviously far above his capacities, praise the attempt but encourage him to turn his efforts elsewhere – and be sure to add “for now”!

Cathy Earle is an education writer who homeschooled her three daughters up to college. You can read what one of her daughters now writes about those experiences at The No-School Kids: A Homeschool Retrospective, and you can find Cathy's free resource for kids at Every Day is Special.

Hiking with Henry

Wed, 24 Apr 2024 04:30:51 GMT

Henry David Thoreau was an author, poet, philosopher, abolitionist, naturalist, tax resister, environmentalist, surveyor, historian, gardener, and flautist – and he could paddle a canoe. In fact, he’s a great homeschool role model – one of the prime advantages of homeschooling, after all, is giving kids the freedom to pursue their own multifaceted interests, to think independently, and to follow their own different drummers. And he was born in the summertime - which makes this a perfect time for all things Thoreau.

In D.B. Johnson’s Henry Hikes to Fitchburg (Houghton Mifflin Harcourt, 2006), a picture book for ages 4-8, Henry and a friend (both bears) decide to travel to Fitchburg, 30 miles away. The friend opts to take the train; Henry, however, chooses to walk, enjoying nature along the way. There are several sequels, among them is Henry Builds a Cabin, in which Thoreau (as bear) settles in at Walden Pond.

Check out the Take a Hike with Henry Activity, a project to accompany Henry Hikes to Fitchburg in which kids choose how they want to travel (hike or train) and keep short journals showing what they’ve learned along the way. Helpful links provide info.

Robert Burleigh’s If You Spent a Day with Thoreau at Walden Pond (Henry Holt, 2002), for ages 5-10, begins as a little boy in blue jeans knocks on the door of a cabin in the woods - and then spends a wonderful day with the owner, Henry David Thoreau. It’s written in the second person, which gives the book a feel of immediacy and participation. (“If you spent a day with Henry David Thoreau, you would need to get up early because Henry wakes with the sun.”)

Stephen Schnur’s Henry David’s House (Charlesbridge, 2007) is a picture-book adaptation of Walden for younger readers, illustrated with watercolor paintings. The text consists of short excerpts from the original book. (“My furniture, part of which I made myself, consisted of a bed, a table, a desk, three chairs (one for solitude, two for friendship, three for society).”) Try pairing this one with your own build-a-chair project. There are a lot of kid-sized chair plans online, but it’s often more fun to hand out supplies, supervise, and let the kids experiment.

Middle-grade books featuring Thoreau include Robin Vaupel’s My Contract with Henry (Holiday House, 2003) in which four eighth-graders build a cabin in the woods and set out to emulate Henry David Thoreau. They learn about themselves and their values in the process, and eventually make a difference by putting their beliefs into practice, when the woods are sold to developers.

In Rebecca Rupp’s (yes, me; I can’t help myself) Octavia Boone’s Big Questions About Life, the Universe, and Everything (Candlewick, 2010), Octavia is struggling with questions about belief after her mother leaves the family to join a fundamentalist religious group called the Redeemers. With the help of her best friend Andrew (whose big questions are about everything from time travel to alien jellyfish) and some philosophy from Thoreau, Octavia finally comes to terms with her parents’ choices, learns some lessons, and begins to figure out what she believes herself. All her big questions aren’t answered yet – but then, as Henry says, “The universe is bigger than our views of it.”

Cal Armistead’s Being Henry David (Albert Whitman, 2013) is a page-turner for ages 13 and up: a 17-year-old boy wakes up in Penn Station with no memory, ten dollars, and – his only clue - a copy of Thoreau’s Walden. He names himself Henry David and sets off for Concord, Massachusetts, to search for his past at Walden Pond – though his fragmented recollections tell him that his past may contain something terrible.

Thoreau’s Walden and Civil Disobedience – available in many editions – are both standards on recommended reading lists for teenagers. The Thoreau Reader, sponsored by The Thoreau Society , is a terrific resource here: included at the site are online versions of all of Thoreau’s major (and some minor) works, with annotations, links, and photos, as well as dozens of informative articles, among them an essay on Winnie-the-Pooh as a Transcendentalist. (Pooh lives a simple life in the woods.) The related Teaching Thoreau page has background info, discussion questions, philosophical debates, and even a downloadable four-character, two-act play called “Walden: The Ballad of Thoreau.” (Free script with music.)

Civil disobedience is the theme of Jerome Lawrence and Robert E. Lee’s play The Night Thoreau Spent in Jail (Hill and Wang, 2001), a brilliant and witty account of Thoreau’s life and philosophy, set during the night Thoreau spent in jail for refusing to pay taxes to support the Mexican-American War – a war fought without Congressional approval and a blatant example of imperialism. It’s a fun and thought-provoking read: be prepared for discussion.

For teenagers, The Great Courses – which offers high-school- and college-level courses on CD, DVD, or as audio downloads – carries a 24-lecture course, “Emerson, Thoreau, and the Transcendentalist Movement,” taught by Ashton Nichols, an English professor at Dickinson College. (Full price is daunting, but all of the Great Courses periodically go on sale at huge reductions.)

And finally check out Richard Louv’s Last Child in the Woods (Algonquin Books, 2

008) which discusses the benefits ofunstructured outdoor play – that is, the chance to go outside and run around in the woods – and argues that our present-day alienation from nature is bringing on a damaging condition that the author calls “nature-deficit disorder.” Thoreau would have agreed.

So put a book in your backpack and go for a hike.

Pretend that you’re Henry, walking to Fitchburg.

Parent Roadblocks To Natural Curiosity And Creativity

Wed, 24 Apr 2024 04:25:41 GMT

As parent of two unschooled teens, creative director, and author, my most valued creative advice is: Don’t be a parent roadblock to natural curiosity! Curiosity fuels imaginative ideas, solves problems, and stimulates creative thinking. Understanding this idea can make the journey of homeschooling rewarding, help you identify when your child is thinking creatively, and open the road. Parents can become roadblocks to creative thinking without even knowing it. My expertise is in teaching creative visual arts, but my advice can be applied to almost any creative homeschool activity like cooking, building, crafting, homesteading, gardening, entrepreneur skills, pet care, and even basic life skills. Homeschooling and teaching has taught me valuable lessons about how curiosity is the link to creativity.

How do parents roadblock creativity?

For a number of reasons, parents often roadblock curiosity without truly understanding the value it has for stimulating creativity. Some parents may think exploring curiosity results in a messy house. Curiosity driven exploring may seem like a disorganized task to certain parents. Parents may feel problem-solving may not be as efficient as memorization. Or the child’s solution to a problem is different than what the parent had in mind or expected. Parents lacking the patience for curious exploring can create roadblocks to future creative thinking and independent problem solving. Having an open mind and understanding how parental roadblocks happen can help your child’s creative process. I’m not saying let your children run free and ransack your home by turning it into a science lab of daily experiment messes, just be aware of parent roadblocks to natural curiosity and creativity. Allow your children age appropriate challenges for problem-solving you are comfortable with managing. Or have the patience for your child to be challenged or curious and come up with their conclusions. Life can get very messy and misplaced when allowing children to explore and make mistakes, but over time these types of experiences are good.

Natural curiosity fuels creativity.

Children can come up with original solutions by developing their own, even erroneous, understanding of how things work. Children allowed to make mistakes and learn from them benefit from this experience of independent thinking. Creative thinking provides innovative solutions. Without curious exploration, creative thinking can’t happen.

Cultivating the principles of curiosity, creativity, and child-led – the 3 C’s – can help a child hold on to their inward creativity and supply imagination. Many ask me why my own children and students are so creative and how to make their children more creative. I get very nice compliments that I’m a very gifted teacher. Well, I’m here to tell you the secret of my talent. I simply nurture the natural structuralism of the child, and provide the environment and opportunities to keep curiosity flourishing. The 3 C’s are my answer to what stimulates visual art creativity. These are the elements that mold creativity, imagination, and artistic skills within a child.

Childhood curiosity shouldn’t be taken for granted.

Yes, children are curious by nature, but parents need to value their children’s creative pursuits and do what we can to protect their imagination and encourage their creativity. This idea aligns perfectly with the child’s holistic nature. Our curiosity about what lies beyond the stars and galaxy has driven innovation and technology beyond our wildest imagination. Curiosity fuels today’s amazing three-dimensional structures, scientific innovations, digital animations, and computer technology. All visual art communication is fueled by imagination and curiosity.

In Of Children, Guy R. Lefrancois writes, “One of the few variables that successfully predicts later creativity is the presence of imaginary play, which tends to be more creativity than those who are not allowed play in this fashion.”

Learning to identify when naturally occurring curiosity is leading a child to real learning is essential to nurturing. Playful curiosity can lead a child into deep levels of understanding. The action of art-making can be a playful and curious experience. I have observed thousands of young children painting with curiosity driving most of the imagery and playing. I’ve witnessed deep thoughts and curious actions leading to more painting exploration by the same children. Open the road to your child’s natural curiosity and creativity!

Spramani Elaun has home educated her daughter (15) and son (13) since birth. All live in San Diego, CA. She is a designer + mommy + homeschooler + art teacher + art supplier turned author, and founder or Nature of Art For Kids Earth-friendly art supplies and art school. Learn all about her new books, products and art events at her website, EcoKidsArt .

Treasure Creativity

Wed, 24 Apr 2024 04:22:20 GMT

Since we began unschooling, my appreciation for creativity has grown immeasurably. Starting out, I thought creativity was great for artists, yet not particularly useful beyond that. Over the years I came to see how valuable it is to have a creative approach to life, and that unschooling is a wonderful way to help children retain their creativity. I think children are naturally creative, but that many of our conventional parenting and teaching practices discourage its use.

Let’s look at creativity from some different perspectives.

Creative Arts

We’ll start with the obvious visual and performance arts. With the conventional focus in childhood on right and wrong, judgment often funnels young artists into the “box.” The adult reactions to blue trees, dissonant chords, and new dance moves often send the message to young artists that their imagination should stay firmly within the bounds of reality and convention.

One of my daughter’s favorite quotes is from Walt Disney,

“Every child is born blessed with a vivid imagination. But just as a muscle grows flabby with disuse, the bright imagination of a child pales in later years if he ceases to exercise it.”

With unschooling, a child is free, and encouraged, to follow their own path of engagement with the creative arts. That can be a very individual dance. At times they may be exploring the techniques, experiences, and ideas of other artists, both directly in their field of interest and beyond. And at other times, they may be pulling inward, connecting those thoughts to their own understanding, letting their imagination percolate and play. Unschooling parents are partners in this dance, sharing their thoughts and perspectives, while being careful not to fall into judgment, artificially restricting their child’s playground – their imagination.

Analyzing Situations and Creative Solutions

A “yes/no answer,” followed up with “because I said so,” is often the quickest way to move on in the moment, but there isn’t much learning or creative thinking happening there. One of the things that makes unschooling more time consuming is that rather than perpetuating the black and white distinction of right/wrong, we spend time looking at situations from various angles. In many everyday moments, there are other possible paths to take beyond “yes” to one person, “no” to the other. It’s possible that the needs of everyone involved be accommodated – it just takes some creative thinking to figure out how.

Analyzing situations is about finding the real parameters and exploring the needs of those involved. From there, our minds can dance through the possibilities. Paths don’t need to be as the crow flies—sometimes efficiency isn’t the most important goal. That’s where original thinking shines!

Sometimes I’m a bit stunned by how little creativity many adults put into their thinking. When a question or issue arises, they think of the typical answer and stop there. Anything outside the conventional has too much risk associated — they crave the comfort of the box. They can’t see the possibilities a bit further down the path, the tangible opportunities that may grow out of an unconventional experience.

Imagine how useful these skills will be in adulthood! Being able to analyze situations and think creatively will help them in many ways, from discovering obscure yet rewarding paths to meet their own goals, to working with team members and finding unique ways to meet their company’s business goals, to exploring the possibilities of life with their own children. Are you finding your journey to unschooling is flexing your creative thinking muscles?

Creative Learning

I am still amazed at how rich and fulfilling learning is, off the conventional path. When I started my unschooling journey, I was just beginning to glimpse the learning that can happen outside the school system. Over the years, that glimpse has shown me the rich and diverse landscape that learning can be. Unschoolers explore the world through their interests and passions, reaching out and connecting, learning, and growing. This real learning is understood and remembered, appreciated and enjoyed, and most often it’s fun! And it’s all around us.

That doesn’t mean it’s easy. Life is full of challenges. Yet unschooling helps young people discover the things they are so interested in that setbacks, even though disappointing, aren’t major deterrents. Instead, they are pieces of information that can be used to tweak their course. With unschoolers, their internal motivation is often extraordinary.

Over the years, I’ve seen unschoolers take so many different paths to learning things, to finding a place in the adult world. As unschooling teens dig into their interests and passions, they find communities and make connections, whether face-to-face or online. Even when they dip into more conventional learning tools, like college, they come at it from an entirely different perspective because they are there by choice. They want to learn, not just get a degree. Not only do their unique learning experiences and passion for their field come across in their resume, but their excitement for their field of interest often means they are sought after by others as passionate as they are. Watching unschoolers move into the adult world is so interesting!

I have come to treasure the creativity that unschooling nurtures. Giving the priority, space, and time to cultivate the perspective of being open-minded, seeing possibilities, thinking for themselves and seeing what happens, allows life to play out in marvelous ways time and again.

Excerpt from Life through the Lens of Unschooling: A Living Joyfully Companion

Pam Laricchia left her career as an engineer and happily began unschooling her three children in 2002. Watching them explore their interests and passions not only brings her joy, it has also been an incredible learning experience. Pam has written about unschooling for years including her books, Free to Learn , Free to Live and Life through the Lens of Unschooling.

Cultivating Creativity

Wed, 24 Apr 2024 04:19:11 GMT

If we begin at the very beginning, we’d start with definition, I suppose. We’d say that creativity means transcending the traditional or ordinary ways, and creating new ones. It is originality. For many home educators, creativity utilizes and engages that most dazzling mind-power of all – imagination.

We can define it by breaking it up into familiar words that feel less ambiguous, but we’re still speaking of something that by its nature breaks all of its bonds.

I look at creativity as a current, as energy that flows more easily the more we practice it. The first time we pause and step outside of the ordinary way of doing things, it begins.

Our tools are libraries and their books. Building blocks. Websites dedicated to crafts. Pots of paint and sidewalk chalk, laptops and toy boxes.

Since we often have the same resources inside our home, as well as in the world around us, nature and its seasons play a large part in inspiring my family’s creativity. Summertime is filled with beaches, sand, swimming, water balloons, painting en plein air, flowers, and butterflies. Autumn inspires play with clay, fantastically colored leaves, various weavings, dipping things in beeswax. Winter has its snowballs, sledding, and suncatchers made of ice. Spring! Spring makes us tingle after a long winter’s nap, with its greenly things poking through, inviting us to dig in the mud, as well as inspiring us to live in gorgeous color again. Since my children may not always feel as inspired by the seasons or our surroundings as I do, I recognize and acknowledge that, and use these things as my own inspiration in fostering their creativity.

As an unschooling mama, there are a number of things that I do to make sure that we’re living creatively. I look through the community education papers that arrive in the mail. “Interested in diving lessons? Or dance?” I check in with my children through (funny and often insightful) interviews. We regularly go downstairs to the rumpus room and bring up stacks of games and books for inspiring play.

Creativity is the very life force of home education.

As soon as we stop accepting that things should be done “because it has always been,” we start to grow. Creativity begins. We begin by opening our mind and heart, and then forever thereafter ask “what are the choices?” We start practicing creativity by coming up with alternatives and more elevating options. We ask, seek, ponder, get inspired, and play. And there it goes!

Cultivating creativity has many different facets. We – as families, parents, and individuals - have hundreds of different preferences, environments, and loves. Sometimes we can become utterly consumed by our interests – we want to spend all of our time drawing dragons or writing fan-fiction, inventing new tricks on bmx bikes, or writing game code.

Some things are engulfing, and they seem to take us along for the ride. It seems that the act of creating isn’t even a practice, but rather something that is carrying us along.

Alternatively, while living with passion is a grand thing, creativity isn’t always the serious matter of being wholly immersed or inflamed. It’s often seeing, hearing, tasting, or feeling something and getting a brilliant idea. A spark of magic that flashes in your head and makes you grin.

That’s where the oh-so-wise parent comes in, ready with tickets to the museum or a play, the address of an intriguing website, a new stack of brilliant white paper, or a smile and an attitude of “let’s see what we can see...” Practically, we can present a project to our children and say, “Hey, maybe this?” and then smile with pleasure when they come up with something entirely different. Creative. Imaginative. The whole point of creativity, to me, is expressing our beautiful selves. We want our children to have a marvelous sense of being. We want them to be engaged in their lives. We want them to know themselves – and love themselves – so thoroughly that they do not have the slightest understanding of what it means to live or be educated on the mass production line. We want them to live their whole lives knowing what they are about and liking what they see.

Creativity is a fine tool for that. Creativity insists upon joy. By its essence, it is reflective of the individual and her clever mind. It allows him a chance to feel, and then see, the shining light that is him and his. We only need to make way for it. We can make space in our home, leave lots of free time for it in our days, and be open to the (sometimes subtle) suggestions of inspiration.

The most important component in tending creativity, I believe, is allowing it to be. Letting it flow. Allow it, recognize it, admire it, and be taken by it. Acknowledging that we have such a lovely thing in our lives and in our selves makes way for our ability to appreciate it – raising it in value, as well as increasing its flow.

Much of the time, the creative process only begs laying out a couple of things on the proverbial table. A big one! One that asks all of its visitors “what if…”.

Stephanie Sims believes that if she celebrates and cherishes as many moments as humanly possible with her two children, then they won’t grow up while she’s not looking. She follows them around with her camera, plays math and chemistry games with them, and tells their daily stories at her blog Ordinary Life Magic.

Artist Trading Cards As Metaphor For Homeschooling

Wed, 24 Apr 2024 04:16:40 GMT

I first heard about artist trading cards (ATCs) a few years ago at a homeschooling conference. I sat in an open, sunny art room with a few parents and painted small pieces of paper. I gave some away, and did not think about them again until recently. Another homeschooling friend of mine came to visit and brought her travel-ATC kit. As we sat at my kitchen table, I made about fifteen ATCs. Over the next three days, I made 70 more.

Artist Trading Cards are small pieces of art made out of almost any medium. Some people paint, draw, collage or even quilt them. Some are visual only, some have text, some have photographs, some are simple, some are elaborate. There is really only one rule - that they are 2.5 by 3.5 inches.

Because they are so small, and the medium is varied, the whole idea is flexible. The end product can be different from person to person or even card to card. I have seen cards where the maker has spent hours focused on minute details on one small piece of paper the size of a playing card. I have seen others that are clearly part of a larger collection, where the maker creates dozens or even hundreds along the same theme. So far, I have tended to move from medium to medium, doing six to eight cards and then moving on.

ATCs remind me of the flexibility that homeschooling offers: the ability to focus on one interest for hours or days or weeks or month or years yet also offering the chance to dabble in one thing and then another, quickly in succession.

This flexibility is a huge benefit to being outside of the compulsory school system. I remember when I first began homeschooling, at the age of ten, that was one of the first benefits that I was able to fully articulate. I was so grateful for the uninterrupted hours to get to follow my interests, to have many resources at my disposal, to be able to jump from project to project on my own time, and to not have to pursue anything any longer than I wanted.

Despite my personal gratitude and opinion, I have had many parents talk to me about their deep concerns regarding their children’s level of attention to one particular interest or activity. Some parents have children who flit from interest to interest. Parents worry that they will never be successful, develop expertise, get a job, be committed, pay rent, and so on. On the other hand, there are parents who have children that are truly content spending a great number of hours every day for years doing - what looks like on the outside - the exact same thing. Parents in this case use insulting language like “obsessed” and catastrophic language like “if I let them, that’s all they would EVER do.”

Maybe if fearful parents looked at ATCs, they would ease a few of their worries. ATCs are the perfect metaphor. You can spend time on a piece of cardstock as big as a playing card, or you can make hundreds in fifteen minutes. People learn in both ways, and benefit from both methods. If you have used the word “obsessed” about your children’s activities, try to reframe it. Use the word “passionate” instead. Think gratefully about your child’s ability to focus and pursue something so wholeheartedly. If your child dabbles and has their fingers in a lot of different pies, ease your fears by thinking about the exposure they are getting, the patterns they are seeing and creating.

Your goal when creating ATCs is one of pure intrinsic satisfaction. As a parent, I hope that you are watching your children with the same goal for them in mind. Watch them with wonder, and explore curiously what benefits they are getting from whatever they are doing no matter how many hours or seconds they spend doing it – because, guaranteed, they are getting something from it.

Roya Dedeaux , LMFT is a Marriage and Family Therapist Intern in private practice in southern California. She was homeschooled most of her life. She has a Master’s degree in counseling and specializes in art and experiential therapies, especially with teens and families, both in person and online.

The Importance of Music in Homeschool

Wed, 24 Apr 2024 04:13:26 GMT

Are your children being taught music as part of their homeschooling? There’s a good chance that they aren’t, as many parents don’t include it in their home teaching curriculum. And that’s not because they don’t value music or understand its benefits. They simply do not feel equipped to teach it and are rather daunted by the prospect. But learning music has so many benefits and not just for your child, but it can be a great experience for you too. Music lessons open the door to a world of learning.

Learning about music and playing an instrument can have a huge impact on a child’s overall learning, whatever their age. It offers increased math abilities, language and reading skills, social skills, helps them to work better with others, encourages critical thinking skills, improves coordination and can even contribute to better academic test scores. Music lessons can be one of the greatest gifts you can give your children. A number of studies have shown that playing a musical instrument can improve memory and even just plucking the strings of a guitar can teach children all about basic physics, and sympathetic and harmonic vibrations.

Learning to play an instrument is a gift for life

If you want to encourage your child to learn to play an instrument, or they have asked to, then you need to decide which one. There are a few things to consider, like what will the child really enjoy playing? Do you and your child like the sound the instrument makes? Can you afford to purchase it and maintain it? The guitar is often a popular first instrument for young people to start with, especially as it makes such a wonderful sound. It offers a rewarding and fun experience and can open the door to many opportunities later on.

But to get started, you need to choose the right guitar that suits your child. Consider the size that’s appropriate for them. The important thing to remember is that your child needs to be comfortable. Because if they aren’t, they won’t be able to concentrate and play properly. The type of guitar is also important. Acoustic guitars can be a good instrument to start playing with. The classical guitar is ideal for small hands and its nylon strings make it easier to play. The steel-string guitar might be a little harder for young children to play, but worth trying out before you decide.

Teaching music is easier than you think

As a homeschooler, it can be difficult to decide how to work music into home learning. If you want to, you can purchase a music curriculum, encourage your child to learn an instrument or join a music group. The important thing is to find something that works for you and your child. The point of unschooling is to make learning flexible and focused on the individual child. It doesn’t even matter if you don't yourself have any musical abilities at all. You can still appreciate music without being able to play. And remember, teaching music is just like teaching any other subject, you don’t have to be an expert. You just have to have the desire and enthusiasm to teach it.

Discovering music at home

There's no perfect unschooling handbook that everyone must follow. But what is important is giving children as big of a world as possible to learn and grow from. One way we can do this is by surrounding children with a variety of music and musical instruments.

Music appreciation

It shouldn't be difficult to weave music appreciation sessions into each day. Play many different musical styles for your children and help them recognize which one they're listening to. Include classical, jazz, musical theater, and popular music. Encourage them to sing along if there are words to the music. Just by listening to different music each day, you can discuss what you hear and your interpretation.Get them familiar with composers and allow them to ask questions about what they hear. Even listening to some basic children songs can help your child think of how they would compose their own song. Encourage them to write their own version of the song with their own words.Look at the links between music and other areas of your child’s education and learning. Can you link a particular type of music or composer to a specific period of history they are learning about? It’s easy to make music a big part of every day. Even just by listening to music in the car or have it on in the background during the day.A lot of areas host symphonies and summer band concerts and many do free children's concerts each year. Find one near you and take your children along. Any live music you can take your children to is fantastic for their learning. Encourage them to write down how they felt about the music. They could even draw their interpretation of what they heard.

Exploring musical instruments

Listen to a wide selection of artists and encourage your child to explore the sounds of the instruments they hear. Can they copy the sound?You can pick up cheap second-hand instruments if you'd rather not buy new. Or, invest in some rhythm sticks, handbells, drums and small xylophones. Encourage your children to use them to make up little tunes, play songs together and create their own rhythms.You don't even need traditional musical instruments. Get a set of tennis balls and encourage the children to bounce them in a steady beat. Wooden spoons work well too as rhythm sticks. Children can play follow the leader with rhythm games. They just need to try to match the leader's beat and can eve walk, clap or jump to the beat. They can even create their own instruments based on art and household supplies. Try decorating empty containers and fill with rice or beans and shake along to music.

Home education is about children exploring and discovering the world at their pace. And that's just how they should discover music. You don’t have to make it a complicated process and you don’t even need to know lots about music yourself. You can enjoy exploring and learning about music together.

Screentime

Wed, 24 Apr 2024 04:11:26 GMT

Inevitably we all run into articles with dire warnings against the usage of "screen time". They will all cite experts that say that screens are addictive, that children need to interact with the "real" world, that kids will become violent or angry or lazy or become mindless zombies, or they aren't communicating with people in the same room (generally the parents), or they will just become bad, bad, bad. The advice given in such articles is to be a good parent and control all those screens by putting limits on usage.

The most obvious part of such articles - something most people totally miss - is that kids who are using technology aren't being mindless automatons staring blankly at a screen. Savvy parents have known for a long time that research articles like this are doing studies on kids in school. Their studies are not being done with homeschooled or unschooled kids who have, presumably, a very different relationship with technology.

How many kids do you know stare blankly at a screen - even schooled children who are using technology to decompress?

I'd wager the number is VERY low.

Looking at the graphic here to the right, many kids, most kids can do ALL of that, while also watching a movie, or YouTube videos, or playing a PC game at the same time. That's some hardcore multi-tasking. Kids aren't sitting passively with technology and their accompanying screens. It's the most ludicrous idea to suggest that that's what is going on. I've never seen it happen. Not even with toddlers who are actively using apps and exploring tablets and the like. I've know toddlers who figure out how to take selfies and do so intentionally. Think about how you learned how to do those things with phones and apps, over years, over time. Kids just do it, and then move on to the good stuff, the creative stuff, the interesting stuff. Adults tend to have a pretty steep learning curve.

Kids will sometimes even use their phones to chat while sitting in the same room. It's not better, just different. It certainly doesn't mean kids are not having real conversations or real social interactions because they ARE. The kids that are often used in the articles supporting the idea that screen usage is bad, are probably doing that also - they just are not having conversations with the people who aren't using their phones. And maybe, just maybe all those kids who prefer to communicate via their phones, are finding the adults in their lives boring and not very stimulating.

If parents want to be front and center in conversations - or life in general - with their kids, then they better be interesting. Because what's on your child's phone IS interesting! It's the whole world at their fingertips. If kids find you interesting enough to set their phone down, then they will do just that. Parents probably shouldn't be complaining about how much screen time their kids are using. There is almost nothing worse than a Debbie Downer who wants to find fault in something you love and enjoy doing.

When Socializing Looks Unsocial

Wed, 24 Apr 2024 04:10:01 GMT

Michelle Conaway shows us how technology may be changing how we view socialization. Parents may not be aware of all the skills kids are learning while they're playing games and interacting with friends online.

It is hard to believe, but one of the most asked questions of homeschoolers is still about socialization. How will they learn to move around in social situations if they are stuck at home all day long?

It is a tired-out question for homeschoolers and one that most of us have learned to laugh about. Homeschoolers have always tended to gravitate toward activities that build social skills.

With the recent technology explosion, however, the subject of socialization has been up for debate in the world at large. Even among homeschooling parents, how and when to “socialize” our homeschooled youth has become an ongoing conversation. Does socializing our kids mean dragging them to park days, even if they don't want to go?

Does it mean we force them to participate in outside events, when they would rather be sitting at their computer?

Has the way we socialize in the world changed?

What does socialize mean anyway?

The Merriam-Webster dictionary defines socialize as: : to talk to and do things with other people in a friendly way; : to teach (someone) to behave in a way that is acceptable in society.

Years ago, the only way to socialize outside of the family was to physically go out into local surroundings. Parkdays, homeschool-events, teen jobs and volunteer efforts all occurred outside of the home.

Today, the Internet is the new playground, with gaming events, volunteer options and even careers opportunities for kids to explore. Our kids have the entire world at their fingertips and no longer have to rely on demographics as a means of meeting like-minded friends and learning how to “behave in a way that is acceptable” on a global scale.

And yet, many people still believe that phones, tablets and computer screens are turning our children into social drifters. Many of us want our kids to get out into the community and not spend so much time in front of screens. We may feel that that are being unsocial by spending so much time at their computers. It may seem logical to us that they should get out with local kids and do other things with much of their time.

But maybe we need to rethink this.

The world is changing and social media and online communication is where society is focused these days. Our kids instinctively know this and gravitate towards online interaction, which many times turns into real life gatherings organically. Both of my sons have enjoyed meeting people online, first to discover common interests and then for in-person gaming activities.

Perhaps many parents don't understand the socialization skills their kids are gleaning from their time on social media such as Skype, gaming platforms and Facebook. The array of options that are available to our kids today demands a certain respect. Kids are learning through chats, live Skype conversations and collaborating on games to get along with others and create and maintain relationships. They're learning to create and share their work, assist others with skills they know a lot about and monitor their tone of voice and choice of words. They are learning to brainstorm possible responses to potentially adversarial situations and effectively handle online conflict.

Let's put our focus on connecting with our kids and looking for the value in what they are interested in instead of fighting this new way of socializing. We can find out more about it.

Why do they love that game they spend so much time on?Have they met friends from around the world that they play with?What are they learning on Facebook?Have they read any great articles posted there?Who are they following and why?What skills have they learned through collaborating on games?We may be pleasantly surprised with what we discover. Perhaps they've learned some coding or graphic design. Maybe they’ve found writing tips on Facebook. These are the jobs of the future and learning to work with others online is key to mastery of these skills.

Gaining our kids' trust is so valuable. When they feel that their interests are valued, they are much more likely to open up and share with us what they are doing and learning. It's fascinating to see the connections they make. Through gaming, my boys socialize with friends from around the world. They're learning what it's like to live in a global society - a concept foreign to many parents.

When we connect with our kids and genuinely appreciate what they are discovering through their use of phones, computers and tablets, we begin to see that they are learning valuable skills that will usher them into the future, shaping them into productive adults who are ready for our changing world. A relationship free of distrust and criticism goes a long way towards helping our kids open up about the what, when and why of their online activity. Being a willing partner to your child around screen time helps them develop the skills needed to communicate effectively and solve problems in the information age. As a trusted partner, our opinions and suggestions matter to our kids and we become a valuable influence to their online life. We are in a position to help them navigate the social ups and downs as well as help propel them forward into an unknown world.

Our society as a whole would have us believe that it's unsocial for our kids to sit at a computer for extended amounts of time. But socialization today means something different than it did just a few short years ago. What was true then is no longer true today. Keeping an open mind and strong connection with our children will help them navigate the new social norms and make way for the future of communication in the technology age.

Michelle Conaway lives at the beach with her husband and sons. She coordinates the wildly popular Texas Unschoolers Conference every spring and hosts two Facebook groups: Texas Unschoolers ' and Creative Unschooling Kids .

Playing Video Games Could Lead To A Lucrative Career Choice

Wed, 24 Apr 2024 04:07:20 GMT

Jackie Edwards shares how kids can turn their passion for videogames into a lucrative career!

Finally, some good news for those who like nothing better than to slip on headgear, get connected and strategize about the latest online tactical mission of World of Warcraft. Those who love playing their games will find they have inroads into an interesting career choice. Game designing might not be a get-rich-quick solution but it does pay well . Junior developers enjoy a starting salary similar to that of a flight attendant, and lead game designers earn around the same as nurse practitioners.

Steps For Students To Follow To Become A Game Designer

In order to become a game designer that stands out in a very competitive environment, it’s important to have the basics in place, but also go the extra mile to get noticed. Some of these include:

The ability to work well in a team

Game designers often have to work closely with game developers in order to get the product out. The game designer takes care of the concept and characters, while the game developer develops the software to bring the story to life.

A solid foundation in education

Some of the fields of study that are advantageous to this career include computer science, game design, practical programming, mathematics, and logic.

A clear head during the interview process

This can be a relentless process as recruiters work through the applications. There is an initial screening of the resumes and cover letters, telephonic interviews, technical interviews, and final interviews to consider. This means that your cover letter and resumes need to be drawn up professionally.

A clear career direction

There are quite a few roads to follow for a junior game designer as they work their way up the ladder. Some of the prospects include senior designer, lead designer on a project, starting their own consultancy, or starting a studio.

The Connection Between Gaming and Education

Apart from providing children and teenagers with hours of entertainment and fun, new developments in the gaming industry also inspire further learning in children. This allows the circle of fun and education to go full circle, as those gamers will one day have the opportunity to create products of their own, thanks to their homeschooling education. STEM education has never been more fun and provides children with a broader scope of reference. All four STEM branches make a significant contribution to the education of a game designer.

Before Enrolling Into College

There are a number of courses that homeschoolers can follow before they get to college and many of them are available online. Some of them are available to students from a young age. There are also countless resources available to students that will take them through the various stages of game design. These are styled in fun and creative ways and tend to feel more like games than actual training. They will also have exposure to programming and the chance to learn how to create 3D animation. Many of the options are free, however, some require payment in order to progress to higher levels or for the full course.

Unschooling, YouTube And Drive-Throughs

Wed, 24 Apr 2024 04:04:26 GMT

Unschooling parent, Natasha Allan, overcomes her anxieties about YouTube and finds herself embracing her daughter's technological curiosity.

My daughter loves her YouTubers, she has an array of favorites. She loves watching them create things, open things, explore things... she loves YouTube. I love it. But I didn’t always love YouTube when it came to my daughter watching it.

It can be difficult to jump in and find the YouTube joy when generally-shared conventional beliefs try to reinforce:

"No child should have access to YouTube"

"No child should be watching YouTube when they can be doing..."

"You should limit your child’s access to YouTube because they'll become..."

“Children shouldn’t have access to ‘screens’ until they’re X years old”…

We've all heard it. The fear. I get it. This is new territory, unchartered waters for parents. This is the first generation of kids born into a world where Saturday morning cartoons peppered with commercials have transformed into constant video access where the commercials are the video. Toy challenges, toy unboxing, toy reviews, toy companies creating shows specifically to showcase new product. This generation is not growing up with product placement they're growing up with product and a lot of it.

Our process to get to where we are today was a shaky one. Oh my geez it's been a challenge. I've convinced myself that my daughter will grow up to be a consumer surrounded by nothing but shelves upon shelves of excess. I've convinced myself that the only way to avoid this fate was to STOP ALL BLIND BAG VIDEOS!

Well... thankfully we didn't.

But we did stop looking to the future of what may be and instead focused on what is.

How could we think we had the ability to come up with what her future would look like?

We were basing our assumptions and predictions on what was before but our before didn’t include unschoolers watching YouTube without limits. It included us as schooled children controlled at every turn. Children who had limits set upon them, kids who grew up in environments where we weren’t trusted or supported to choose wisely but told at every turn what we were to do and not do. We come from a world where “if you give them an inch…” was uttered daily.

Instead we set those fears aside and dove into supporting our daughter in having unlimited access. We installed Kids Youtube on her iPad and on an old iPhone of mine. We didn’t throw caution to the wind and wish her luck. We are always available to help her in searching for videos; we are always available to watch along with her when she wants company. We stay close by to be supportive and help her navigate this world. We learn about what she’s watching and chat about it with her. We develop our own relationship with the YouTubers she likes which allows for discussions that aren’t “Which one was that again?” but more “Oh man, I love how Cookie is making that dress out of Play-Doh, it’s similar to how she made dresses for pregnant Barbie’s in her last video!”

My Calm is Her Calm

The tension that existed from my inner conflict regarding YouTube and certain TV shows was way more powerful and way more damaging than any blind bag video. My resistance to where my daughter was and where she finds joy created horrible tension and even if I tried to mask my contempt for these videos she was internalizing my feelings. That's not ok. This is the opposite of support. This will damage our relationship and this could damage her ability to love and accept herself.

Instead I choose to look for the good in the videos, TV shows and movies she enjoys. I could pick apart any Disney movie like a champ and my instinct used to be to do so but now I enjoy them with her and watch through her eyes.

It’s important to remember and I find myself thinking about this often, living this path as an Unshcooling Family is foreign to me. I didn’t grow up this way. I didn’t even know unschooling was a thing until after my daughter was born. I had hoped we would homeschool but unschooling was absolutely new to me, it has been an amazing choice for us. It is hard to let go of the thoughts and beliefs that are deeply engrained. It is challenging to break out of the old mold and blossom into something completely different. It takes a constant willingness to change and evolve. It takes a willingness to let go of the idea that you are the teacher, you know better and you are the authority. Rather you are the partner. You are the facilitator. You are the supporter, nurturer, and helper.

I'm deep in deschooling mode. I have beliefs, words and sayings integrated in who I have become. Just when I feel the ground under me has settled, it shifts and sometimes erupts throwing me up in the air. I watch as these beliefs and words that belong to someone else fly and swirl out of my mind leaving room for new thoughts and beliefs. New thoughts where I am my children’s partner, supporting, walking along side them on their journey not in front not behind.

Evolution to YouTuber

My daughter has started making her own videos, all the time. She records herself doing things like opening toys, running around the yard, playing with things, making things, chatting about things. She really wants a YouTube channel. She greets her fans when she begins filming and signs off reminding her fans to subscribe. She talks to them saying “Hi guys!” taking them on adventures. She has called her channel “Lemon’s Magic Yummy World”. She decided what her banner would look like and has begun to think of ways to integrate live motion into her opening credits. It’s incredible to watch her have fun, learn, expand and grow. And in this case it’s a whirlwind of ideas and growth surrounding her love of YouTube.

Recently she watched one of her favorite YouTubers go through a drive-thru in her mini car, ordering her own food and paying herself. Lemon was overjoyed when she watched this episode. She asked if we could do that with her mini tractor.

I hesitated then said, “Yes, of course we can, it’s a bit too late to go tonight so we’ll do it tomorrow”.

“Huh? We can?” I thought.

Tomorrow rolled around; we all spent the day playing, doing this and that around the house then in the afternoon my husband and Lem went down the street to say hello to our friends. When they came home Lemon asked “So are we going to the drive-thru now?” (The drive-thru idea made me feel anxious, I secretly had hoped it would fade). We sat in the kitchen and figured out our next move. Is it possible for a 5 year old to drive a mini tractor through a drive-thru?

We were going to find out.

This is an interesting part for me. Going through a drive-thru in a mini vehicle at 5 years of age is something I would never have done. Nor is it something I think my parents would have helped me do. So while I love my daughter’s fearless nature, her unbridled curiosity and sense of adventure the idea of going through with this made me feel very nervous. I know without a doubt this feeling exists from when I was young. It was a response I had many times growing up wishing to stay inconspicuous. Stay out of the aim of any authority figure; slide by unnoticed. It’s ironic that I became an actor in my 20’s but that’s for another post.

So off we went, piling in the van with the mini tractor loaded in the back, charged and ready to go.

After a failed attempt at driving through without speaking with the restaurant first (I didn’t know this but the drive-thru microphones and speakers are triggered by weight, her little tractor wasn’t heavy enough to trigger their system) Lemon and I walked into the restaurant and asked to speak with the manager.

Again… this made me feel uncomfortable.

I don’t like calling attention to myself yet here I am, walking in the restaurant asking if my 5-year-old daughter can drive her mini tractor through their drive-thru. What?

Me: “Hello, my daughter has a YouTube channel and would like to film herself driving through the drive-thru in her mini tractor. Is that possible?”

(Oh my god. They think I’m nuts, this woman is going to laugh us right out of Dodge.)

Manager: “YES! Of course that’s possible!”

Me: “AMAZING! Lemon, it's going to happen! IT’S REALLY GOING TO HAPPEN!”

Manager: “Just go to the outside lane and we’ll turn on the microphone for you to order.”

Lemon was beaming. Floating on air. Outside we went. Lemon hopped back in her tractor and off she went. We filmed her driving through, ordering, paying, having her photo taken at the second window while *all* the employees tried to catch a glimpse of her. It was hilarious and crazy and all things fun.

I’ve finally edited Lemon’s first YouTube video, it’s uploading as I write. I took time after the kids fell asleep or while they were busy playing with Papa here and there. We watched it together today, all four of us. Oli’s little hands clapping along with the music, big smiles on everyone’s faces.

I don’t know what will come of this, a few months of video making, maybe a few years… a better camera, learning how to film better? I don’t know. And that is ok. All I know is right now my daughter loves making videos and loves that she has her own YouTube channel. She thinks that is the coolest thing on the planet. We’ll roll with it and have fun along the way, following her joy.

I’ve come to learn a lot about myself as a parent. I’ve come to learn even more as an unschooling parent deeply immersed in deschooling. If I can just get myself out of the way a little bit, focus on my children’s interests and partner with them to help them succeed, life will be magical.

Not always easy but I don’t think that’s the point.

Magical. Full of opportunities to look deeper, deeper within myself at how I was raised in this world and deeper into how to be a better supportive partner to my children.

Natasha Allan

Before becoming a mother Natasha was an actor. She also owned and ran a dog walking/boarding company in Toronto, Ontario Canada. She and her family now live outside the city where she is focusing her energy on becoming a better parent everyday through radically unschooling her two glorious children and is learning different techniques to help abused and neglected horses recover from trauma. Natasha writes about her radical unschooling journey at her blog, Follow the Joy and is a moderator at the Unschooling Mom2Mom Facebook groups.

The Homeschool STEM Advantage

Wed, 24 Apr 2024 04:01:46 GMT

We often hear bad news about Americans and science. The litany may include such things as:Americans are woefully ignorant about science;Americans do not trust scientists;American kids don’t want to get into “hard” subjects, and not nearly enough of them train in the sciences;The thing is... none of it is particularly true!

The National Science Foundation’s (NSF) recent study revealed that a whopping 90% of the American public claim that they do respect scientists, and the same percentage say that they are interested in hearing the latest scientific findings. Most see scientists as people who are “helping to solve challenging problems,” who are working for “the good of humanity.” About one third of respondents think that science and technology should get more funding.

Studies also show that, although, of course, there is room for improvement, American adults lead the world in scientific literacy. Lead the world! Also, Americans’ scientific literacy scores are improving; one source says that they have tripled since the mid- 1980s. And studies show that this “more knowledgeable” thing starts young; there is evidence that American kids—the same kids that so many hand-wringing articles have been written about—know more than they have at any point in the past.

Also apparently inaccurate is the oft- repeated claim that America has a shortage of science and engineering college students and graduates. The government tells us that only 16% of high school seniors are “proficient in math” and interested in Science/Technology/Engineering/Math (STEM) careers, but other statistics tell us that only 5% to 9% (depending on what you include) of Americans work in STEM fields. According to “risk ecologist” Robert N. Charette, a number of studies show that there is a surplus, not a deficit, of trained STEM workers—so much that most people with STEM diplomas end up going into non-STEM careers because there aren’t job openings in their fields of choice. He also says that leaders in other nations—England, India, Brazil, just to name a few—beat the same “we’re behind the world” drum.

I was very intrigued by the tail end of several articles about the NSF study; they mentioned that America tends to be relatively good at “informal” science education. Most of us get to visit the occasional zoo, aquarium or science museum, and we learn cool stuff about science and technology on the internet and on television.

When I read that, I thought, “Yes! We’re deschooling science!”

Again, don’t get me wrong – there’s room for improvement in the general public’s knowledge of science. Lots of room for improvement! But finding that those societies that are more knowledgeable about science are also those that more often partake in informal learning environments is confirmation that unschooling works and that learning is lifelong.

There have never been so many ways to learn so much about science, math, engineering and technology; and there have never been so many ways to participate in, and even contribute to, STEM fields.

Homeschooling families, with their ability to be flexible and cater to individuals’ interests, are especially well positioned to grasp these opportunities. We often hear bad news about Americans and science. The litany may include such things as:Americans are woefully ignorant about science;Americans do not trust scientists;American kids don’t want to get into “hard” subjects, and not nearly enough of them train in the sciences;The thing is... none of it is particularly true!

When I read that, I thought, “Yes! We’re deschooling science!”

There have never been so many ways to learn so much about science, math, engineering and technology; and there have never been so many ways to participate in, and even contribute to, STEM fields.

Homeschooling families, with their ability to be flexible and cater to individuals’ interests, are especially well positioned to grasp these opportunities.

Learning Science

Wed, 24 Apr 2024 03:58:46 GMT

Of all the subjects we study in school, science is one of the most useful and one of the most neglected. It is one of the most useful because it explains how the natural and physical world, including our own bodies, works. It determines many of the practical decisions we make each day, and is indeed as integral as language in our daily lives. It is neglected by habit, perhaps, because it is often taught in a way that makes it feel inaccessible without a college degree. Even though we give lip service to the importance of learning science, it is still sometimes viewed as an ancillary subject.

If you do not understand the basic fundamentals of science, you are relying on someone else’s interpretation of what the data means - something no good scientist would be happy about. It is alarming how many people do not understand the science behind basic issues, even the ones that directly relate to their health. Because of this, many scientific issues have become politicized. The process with these every- day issues would work differently if the dialogue went more like this: “These were the experiments conducted, this was what we observed, and based on our observations these are our conclusions. What do you conclude from this data?”

Science is best taught with an emphasis on foundational fundamentals, allowing students to understand the underlying principles that form the basics of scientific knowledge. Without a firm foundation and grasp of the fundamentals, we cannot come to a deep and nuanced understanding of the topics that science deserves. Teach- ing theory, paired closely with experiments that investigate and give insight into theory, provides a more comprehensive approach. When that is done, students will be competent at implementing science practices, interpreting data and forming their own conclusions.

Recommendations for learning science:

Start early.

Can you imagine starting to learn math or language in high school? There are so many parts to these subjects, and science is no different in depth or complexity. A high school student may learn the subjects faster and retain more, but coming to a deep and nuanced understanding of the material isn’t as likely. Take foreign language as an example. If you overhear a conversation in a language that you don’t speak, you will most likely notice it and tune it out. If you know a few words in that language, the experience is different. You will recognize the language, listen to the conversation, try to figure out what they are saying and you might even engage in the conversation. It is similar with science. If you have no knowledge of it, you may tune it out. If you have some knowledge, you have hooks into that subject, and you will engage and interact with it.

Focus on the fundamentals.

An important aspect of learning science is learning how to use the scientific method. Using the scientific method depends on knowing the basic facts of science.

Learn each discipline as a single subject. When children learn science by a grab-bag approach to random facts, they are unable to make connections between disciplines. A better approach is to expose the child to a cohesive body of fundamental knowledge, approaching each subject or discipline thoroughly and separately

Rely on one or more good textbooks.

Every area of science has a lot of information to it. It helps to have a guide to help you figure out the scope and sequence of the material to cover. Choose texts that are comprehensive and do not skip over the basics, introducing advanced topics with a focus on the fundamentals. I do not think it matters which area of science you start with.

Carefully pair theory with labs and activities.

This enhances an understanding of the scientific method and science learning. It demonstrates through use and practice how hypotheses are formed and conclusions determined based on facts already known and the data from lab work.

Try the accompanying experiment.

This experiment shows a pairing of theory with an activity, leading to a better under- standing of the topic than either learning strategy alone would give. Then take this knowledge gained and see if it applies to issues people may be facing today.

Let's Write

Wed, 24 Apr 2024 03:54:38 GMT

Resources for writers include everything from how-tos and technical helps to story starters and imagination triggers, graphic novel templates, book crafts, writing contests and challenges, advice on getting published, and fiction and non-fiction books featuring characters who write. And we’ve all got our scribbling favorites among these last. Think of the trouble-prone Harriet of Harriet the Spy ; tomboy Jo of Little Women; imaginative Anne of Anne of Green Gables ; struggling Francie of A Tree Grows in Brooklyn . There’s also a great little red chicken.

In David Ezra Stein’s picture book Interrupting Chicken (Candlewick, 2010), a patient father rooster (in spectacles and carpet slippers) tucks his offspring, a little red chicken, into bed and attempts to read a bedtime story. He’s continually interrupted in the process by his daughter, who simply can’t bear either the plot line or the suspense. “Out jumped a little red chicken,” she cries, as her father reaches a crucial point in Hansel and Gretel, “and she said ‘DON’T GO IN! SHE’S A WITCH!’ So Hansel and Gretel didn’t. THE END!” Finally the little red chicken decides to write a better story of her own, only to be interrupted by her tired father’s snores.

Kate Duke’s Aunt Isabel Tells a Good One (Puffin, 1994) is a nice introduction to the storytelling process for beginners. Penelope, a little mouse, wants a story from her Aunt Isabel – but a story, Aunt Isabel explains, needs just the right ingredients, such as “a When and a Where.” With a lot of imaginative help from Penelope, Aunt Isabel comes up with a perfect plot, complete with setting, characters (valiant Lady Nell, a captive prince, and a villainous Odious Mole), conflict, suspense, and a happy ending.

Storytelling is the theme of Dr. Seuss’s And To Think That I Saw It on Mulberry Street (Random House, 1989). Marco hasn’t seen anything on the way home from school but a horse and a wagon (“That can’t be my story. That’s only a start.”) – so he proceeds to add imaginative embellishments, each more fabulous than the last. Marco is a born writer and somebody should have handed him a pencil. (Find out more about And To Think That I Saw It on Mulberry Street at NPR’s How Dr. Seuss Got His Start .)

Now a classic for creative storytellers is Chris Van Allsburg’s The Mysteries of Harris Burdick (Houghton Mifflin, 1984), an evocative and story-provoking collection of fourteen black-and-white pictures, each with a title and a line or two of text. “Mr. Linden’s Library,” for example, shows a girl asleep with an open book beside her from which a leafy vine is sprouting. “He had warned her about the book,” the caption reads, “Now it was too late.”

A seven-session lesson plan from ReadWriteThink encourages kids to write stories based on The Mysteries of Harris Burdick, using an interactive Mystery Cube that generates planning sheets for inventing characters and devising plots.

Author Gail Carson Levine’s Writing Magic (HarperCollins, 2006) for ages 9 and up is a chatty and helpful guide for young writers, filled with stories about Levine’s own experiences as a writer, information about the writing process, and writing exercises. It starts off with a bang, with a list of proposed first sentences that are bound to get kids reaching for pen or keyboard:

I have one green eye and one brown eye. The green eye sees truth, but the brown eye sees much, much more.

The ghost was eating a peanut butter and jelly sandwich.

The first time I saw Stephen, he painted a hex sign on my right arm, and I couldn’t move my fingers for three hours.

You might also try Mark Twain’s Mantelpiece , an exercise that we’ve had fun with in writing workshops I’ve done with kids. Twain, when his daughters were young, used to let the girls choose three objects from around the house and line them up on the mantelpiece; then he’d incorporate their choices into a story. Try making your own: you’ll need a cardboard mantelpiece and an envelope filled with words on slips of paper or cardstock (emerald, witch, elephant, sword, slipper, bottle, cat, rocket…). Choose three at random and you’re off and writing.

By A.S. Newman and P.C. Trauth, 365 Things to Write About (TNA Publishing, 2011) consists of 365 lined pages with a short writing prompt at the top of each. Examples include airplane, Alaska, aliens, the color red, a galaxy, a potion, quicksand, the Taj Mahal, a trap door. Hank Kellner’s Write What You See (Prufrock Press, 2009) is a collection of 99 photos intended to inspire writing, each with an accompanying quotation and list of questions. Also by Kellner, see Reflect and Write (Prufrock Press, 2013), a collection of 300 poems and photographs, with suggestions for using these as creative writing prompts.

More fun, though, is to make a pictorial writing prompt collection of your own. Ours – collected from the Internet and our own photo collection and glued onto cardstock – is an eclectic pack of everything from a flock of crows to a pair of robots, a knight on horseback, an abandoned Victorian house, a steam locomotive, and an erupting volcano. Pick a card and write a story.

From The Teachers Corner, Daily Writing Prompts has a writing challenge or two for every day of the year, variously based on holidays, anniversaries, famous birthdays, and historical events. The writing suggestions aren’t always the snappiest, but the daily event list is useful for inventing writing projects of your own. Also check out Daily Writing Prompt , another teacher-created site, which features daily writing suggestions, story starters, story-prompt-generating games, and “Today in History” prompts.

The Storymatic , according to their website, is “a writing prompt, a teaching tool, a parlor game, and a toy” – all in a single box. The original version, recommended for ages 12 and up, is a collection of 540 cards in two colors. Players draw two gold cards to create a main character – say “royalty” and “pig” – and two copper-colored cards as story starters, such as “invitation from a stranger” and “talking doll.” The challenge is to write, tell, or co-invent a story based on your cards. For ages 5 and up, there’s a Storymatic Kids version, with 360 cards in yellow and blue; and for history buffs, there’s a Storymatic Colonial History Edition. Each set costs $29.95.

Think-ets – “the tiny trinket game of imaginative play,” recommended for ages 8 and up – also function as story starters but have the added attraction of entrancing teeny little objects. Think-ets come in a pouch or box; trinket collections may include, for example, a miniature compass, a gold ring, a shell, a pig, an airplane, a bird’s egg, a bottle, and a thimble. Combinations of objects are used to invent stories. (And they’re fun to play with.) Each collection costs about $10.

Barbara Slate’s You Can Do a Graphic Novel (Richard Minsky, 2014) is a catchy guide to writing graphic novels - in the form of a graphic novel. It covers all the basics: drawing, creating characters, designing plots, and choosing layouts. (Among the helpful advice: don’t count on your mother for reliable feedback. “Pick someone who doesn’t adore you so much.”) See Donna Young’s Printable Comic Strip Templates for a large selection of blank strips, squares, and panels for making your own comics or graphic stories.

Want to make your own books? Gwen Diehn’s Making Books That Fly, Fold, Wrap, Hide, Pop Up, Twist, & Turn (Lark Books, 2006) has photo-illustrated, step-by-step instructions for making dozens of gorgeous books, among them an accordion-fold book with pockets, a ring-bound journal, and a tetraflexagon book.

Make Peek-a-Boo Books is a project for preschoolers, in which kids – with a little help – make simple word-and-picture books. (See the word, lift the flap, and see the picture.)

Bookmaking with Children: Accordion Books has instructions for making a particularly nice accordion book, using cardstock and colored paper.

From Artists Helping Children, Bookmaking Crafts has dozens of book projects for kids and teens.

Envelope Book has detailed instructions for making a bound book from twelve envelopes (which you can then fill with cool stuff). Not for the very young – this one is a little tricky – but definitely worth the effort.

And finally – where to get published?

The Writer’s Slate publishes original poetry and prose by writers in grades K-12. Three issues are published each year.

Stone Soup publishes stories, poems, and artwork by kids ages 8-13. Six issues are published each year; an annual print subscription costs $37.

New Moon Girls is written primarily by girls ages 8 and up.

Merlyn’s Pen is a magazine of short stories, essays, and poems by teens. Check the website for submission guidelines.

And if you’re up for a real challenge, check out the Nanowrimo Young Writers Program . Nanowrimo stands for National Novel Writing Month, a literary marathon event held each year in November, during with participating writers share the goal of writing a novel in a month. The Young Writers Program is designed for kids, either working in groups or writing solo. Reach your goal and you can publish your work via CreateSpace.

For more resources for writers of all ages, see Writing: Facts, Fiction, Fantasy, and Beyond.

Rebecca Rupp lives in Vermont and has written nearly two dozen books - fiction and non-fiction - for both children and adults, as well as several books and many articles on homeschooling. She has been an educational consultant for the American Library Association and the Vermont Center for the Book; she blogs on food science and history for National Geographic and at her own blog, Let’s Learn All About It

The Trickiest "R" Of All

Wed, 24 Apr 2024 03:45:14 GMT

research-based strategies for helping children become better writers

In the Big 3 of education – readin', writin', and 'rithmetic – writing is seen by many as the most difficult to teach. In some ways, this is surprising. Writing, after all, is a lot like talking – and almost all children learn to talk easily and early, with little or no formal instruction.

Also, isn't writing just the inverse of reading? Shouldn't they be about equal in difficulty?

Actually, the relationships between writing and talking, and between writing and reading, are complex. It's actually quite painful to read exact transcriptions of what people say – with all the “um's” and “okay's” – and when we talk, our facial expressions, gestures, and physical context often provide a lot of information to the listener that needs to otherwise be provided in written communications. As to comparing writing and reading, consider how much easier it is to read a great novel than to write a great novel. Even for professional writers, it's just not all that easy to write well!

There are at least four major types of writing challenges: Having something to say Writing clearly, Holding a reader's attention, and Mechanics of writing.

According to Amy Gillespie and Steve Graham, in Evidence-Based Practices for Teaching Writing , research has shown that some practices are effective in helping children, ages 9 or so and up, become better writers. I have grouped some of their research-based recommendations by the writing challenges they address.

Having Something to Say...

In a classroom or formal homeschool setting, this is the biggest of the biggies – kids are asked to write _____ (a poem, an essay, etc.), but they actually don't have anything they really want to say!

In unschooling and real-world situations, writing doesn't happen until someone DOES have something to say; there is a purpose for the writing, and an audience. Classroom and formal homeschoolers should look for opportunities for this sort of writing as much as possible, too. Remember to be flexible; “writing” isn't just one schoolish kind of thing. People write to build relationships with others (ranging from thank you notes to Grandma to text messages to friends), to help others get things done (from recipes to DIY articles), to express personal thoughts and remember personal experiences (from diaries to trip journals), to engage with the larger society (from posts and tweets on social media to letters to politicians), to communicate with other workers or students and teachers (from memos to reports), and to participate in the arts (from poetry and song lyrics to short stories and essays and novels).

Whenever opportunities come up for writing, offer to help your child express himself well. Even more important, acknowledge the importance of these writing experiences; a child writing for her own purpose, no matter how small a writing project, no matter how informal the product, can be worth way more than a child writing for an arbitrary assignment.

If you want your child to learn how to write on assigned topics, or to write specific kinds of things, here are some research-backed ways to help inspire him to have something to say:

Encourage your child to read good quality examples

of the type of writing that will be attempted. For example, if your son is going to write haiku, urge him to read several great haiku. If your daughter is about to write directions for a game, have her study several sets of game directions.

Show your child brainstorming techniques.

Remember that one idea can lead to another, and another – and tell your child not to allow negative talk (“I couldn't do that” - “that won't work”) in a brainstorming session.

Demonstrate free-writing,

in which you just dive in: start writing and don't stop for five minutes (or so), even if you run out of things to say. If you can't get started or peter out, write “I'm not sure what to say – I'm not sure what to say” until you think of something else to write. Free-writing can spur some good ideas!

Creative writing prompts can help inspire kids; however, in general, events and experiences tend to inspire more passionate writing than pictures do, and pictures tend to inspire writing better than words.

Writing Clearly...

Writing clear sentences, paragraphs, and essays seems like the challenging part – but, in actual fact, writing is itself a tool for thinking, and it is thinking clearly that is the most challenging part of writing clearly.

Most people think of writing as getting an idea and then writing it down. Of course, this can happen! However, during most writing projects of any length, writers think of things that they didn't have in mind when they first set fingers to keyboard (or pen to paper). Because of this, writing non-fiction can be a process of discovering what one thinks about a topic, and writing fiction can be as exciting for the author – I wonder what happens! – as it hopefully is for the reader.

Furthermore, writing is a process that almost always includes (or at least almost always should include) reading what has been written, rewriting, rereading, and further rewriting, tweaking, and polishing. Good writers read their pieces aloud, if possible, so that they can hear mistakes and ambiguities that they did not see. Good writers also have others read their pieces, if possible, so that they can get feedback on which parts work and which don't. As she reworks the confusing bits, a writer's thinking about a topic actually becomes more and more clear.

Great ways to support thinking and writing clearly:

Rewrites.

Teach your child to reread what he has written, and to rewrite, rewrite, rewrite. Obviously, this is a lot easier if you urge your child to use a computer and word processing software. As a matter of fact, word processing software may be the Number 1 tool to helping people write better, because it makes editing, reorganizing, and rewriting so much easier.

Editing/Feedback.

Offer, not just your proofing services to spot typos, but also feedback several times during the writing process. Point out where a piece gets unclear, or repetitive, or meandering.

Critique Groups.

Many professional writers use critique groups to hone their writing, and kids often respond very well to their work being read aloud within a small group, with everyone giving suggestions and feedback. This works best if an adult participates in the “crit group” by also writing, reading aloud, and getting feedback on his or her own writing. Remind kids that EVERY writer can improve – and the idea behind a crit group is not to compare writers to others in the group (let alone to published authors), but rather to help each member improve the piece being critiqued.

A homeschool support group might be a perfect group in which to run a kids' crit group, since kids of different ages are less likely to compare themselves to others.

Hint: When I run a kids' crit group, I read aloud all the pieces, rather than having each writer read his own piece, and I don't mention the writers' names. Although the writer of each piece is usually glad to claim his writing during the feedback discussion, this allows for anonymity if the writer wishes it.

A Change of Scenery.

When a kid cannot express an idea clearly in writing, have her try to express it orally. Taking a break from writing can help the writing process, and doing something physical often helps to clear the cobwebs. Doing all three at once (a chance to clarify a point orally, a break from writing, AND physical exercise) might be best accomplished by taking a walk with the stymied writer and asking her to explain the idea orally. Be ready to ask clarifying questions, point out weak arguments, and identify confusing statements. There may come a point five or ten minutes into the walk when your kid fully realizes what she was trying to say.

Holding a Reader's Attention...

School kids often do not even consider the need to attract and hold a reader's attention when writing essays, reports, stories, or poems for a teacher; ditto formally homeschooled kids writing for their parents. I suppose that the assumption is that the teacher or parent is a sort of captive audience who HAS to read whatever is written (just as much as the child “has” to write it).

However, even for the most formulaic or academic writing tasks – and certainly for real-world writing – capturing and holding the reader's attention should be a huge goal for every writer.

For example, even many unschoolers will eventually take standardized tests such as the SAT. And we know that the readers who grade SAT essays spend very little time on each one. Ask your child to imagine reading dozens of essays that start in one of these two ways:

(1) “I think that listening is more important, even, than speaking when you are trying to persuade others, because...” or

(2) “I think that speaking is more important than listening when you are trying to persuade others, because...”

If you'd read, say, 32 essays that started almost exactly one of these two ways and then come across a more interesting essay opening – something, perhaps, like “My family's dinner table is a bit like a Fight Club of the Mental Kind. We debate important issues almost every night, and we can be pretty hard-hitting...” Well, I think you would wake up, take notice, and feel much more positive about the rest of the essay in sheer gratitude for a more original beginning!

Research shows that teaching kids explicit steps to catching and holding a reader's attention can pay off, big-time.The beginning of an essay or story needs a “hook” – a statement or question that will grab a reader's attention and make him wonder about the topic or story. To find the hook, sometimes it's necessary to write a paragraph or two – or even a page or two – before discovering the anecdote, statement, or question that should begin the piece.

Good writers consider “voice” – their own personality coming through the writing. Even textbooks are better when an author's voice can be “heard” in the writing!

Tell your child that “voice” comes from revealing his viewpoint. Of course, he will have to tailor his vocabulary and writing style to the needs of the piece he is writing, but he should still try to be true to his own authentic self.

Point out examples of effective writers breaking “rules” in order to produce a strong voice or to evoke emotions. For example, beginning writers are often told to avoid repetition, but Martin Luther King, Jr., used repetition in a powerful way in his I Have a Dream speech.

Students are told over and over again that sentences should be complete, having at the very least a subject (featuring one or more nouns or pronouns) and a predicate (featuring one or more verbs). However, sentence fragments can be effective in both creative and informal writing. Here is an example of sentence fragments (AND repetition) from A Wrinkle in Time, by Madeline L'Engle:“IT was a brain. A disembodied brain. An oversized brain, just enough larger than normal to be completely revolting and terrifying. A living brain. A brain that pulsed and quivered, that seized and commanded. No wonder the brain was called IT.”

Mechanics of Writing...

All the stuff that people usually concentrate on when teaching writing is really just the bottom level of challenges for a reader. How do I spell the word _____? Should there be a comma here? Which words of the title ________ should be capitalized?

The reason that most teachers and parents concentrate on this part of writing is that it is easier to explain, check, test, and evaluate spelling and simple grammar than it is to explain how to write a funny essay, a suspenseful story, or a clearly organized paper. The research Gillespie and Graham describe did not deal with this particular writing challenge, but of course it is important to help kids learn these conventions – they are very helpful to the reader and therefore also to the writer!

In conclusion, writing is challenging. For everybody!

Even for “good” writers, even for professional writers, writing well is difficult. Teaching writing is therefore challenging as well. But we can help our kids climb onto the ever-spiraling staircase of more and more effective writing.

Cathy Earle is an education writer who homeschooled her three daughters up to college. You can read what one of her daughters now writes about those experiences at The No-School Kids: A Homeschool Retrospective , and you can find Cathy's free resource for kids at Every Day is Special.

Creative Thinking In Math

Wed, 24 Apr 2024 03:38:16 GMT

Pam Sorooshian talks about the place of creative thinking in math and why so many people hate math so much.

I loved math classes because there was right and wrong and no in between.

The teacher told us how to do a certain math technique, we practiced a few (zillion) times, and reproduced it on a test. Happy face! 100 percent. I figured out something many of my fellow students didn’t seem to understand. Oh no, not the math - what I mean is I figured out that it didn’t matter if I understood it. All I had to do was replicate the procedure and I’d end up with a page full of correctly solved problems. Right, right, right, right, right... A great feeling (for a moment) for a kid who found life bewildering and who constantly worried about doing the right thing. It was mechanical and tedious, but I got great satisfaction from the certainty of a right answer.

I wasn’t alone. Math teacher and author of The Case for Creativity in Math Education, Mark Lenergan, says, “As a teen, I could not figure out my life, but in this abstract world of math, I could resolve all my problems.”

But, still, math is the most hated school subject.

An AP-AOL News poll of 1,000 adults in the United States revealed that 37 percent recalled that they "hated" it. In the poll, more than twice as many people said they hated math as said they hated any other subject.

Turns out that what I, Mark Lenergan, and probably most other math teachers found comforting about math class is exactly what many children find distressing, oppressive, and just plain awful - instructional methods that require students refrain from thinking for themselves and focus on following directions. Mindlessly. There is no room for creative thinking in math. Right?

Even a mathematics curriculum that is touted as utilizing creative problem solving will nearly always offer problem solving opportunities only within narrow constraints and the students are expected to utilize the techniques they have been previously taught. But creativity requires open-endedness and the opportunity to come up with new ideas. It is, by nature, individualistic. It is misleading to call it creative problem solving if every student is expected to, in the end, come up with the same answer.

Does it matter? Yes!

It does matter unless you believe that the many children who can’t (or won’t) stifle their creative thinking brains in order to mechanically work through math problems just aren’t meant to do well in math.

As homeschooling parents, we can duplicate the mistakes that schools make by using conventional teach, practice, and test instructional methods, or we can learn from their mistakes and do better. We can avoid the drill and kill approach in favor of encouraging open-ended exploration of mathematical ideas. If you are looking for math curriculum that will engage your child so that real learning takes place, consider creative problem-solving or project-based approaches described below. Unschoolers may also be interested in taking a look at the following as possible sources of fun things to do together as a family.

Cambridge University has developed a website called NRICH which offers thought-provoking activities designed to encourage creative thinking. Another source of math exploration activities is the book Family Math by Jean Kerr Stenmark and Virginia Thompson. This book is aimed at kids ages 6 to 12 or so and there are also related books for young children and middle school levels. Last, but not least, are two great books by Marilyn Burns, Math for Smarty Pants and The I Hate Mathematics Book. All of these materials support creative thinking.

Another approach is to engage with your child in projects in which mathematics is integrated into the process of designing, building, and creating something. Projects might be related to carpentry, technology, performance arts, visual arts, sports, social activities, or anything else that is of interest. For example, there are project-based math lesson plans available online which offers over 30 technology-based projects using Google Earth.

Lack of creative thinking in mathematics can result in students who have memorized all the techniques, but cannot imagine where, how, or why to use them in real life. Creative thinking requires being willing to make mistakes. When mistakes are considered “wrong,” creativity is shut down. Remember, the point of this approach is to encourage exploration, not for children to march through a series of pre-determined steps. Enjoy the process together and let the learning happen along the way.

Pam Sorooshian, mom of three grown-up homeschooled daughters is an economics and statistics college professor and runs a college theater box office in Southern California. She is active in unschooling discussions online, speaks at conferences, and previously served on the HSC Board of Directors.

Are Boys Really Better Than Girls At Math?

Wed, 24 Apr 2024 03:34:21 GMT

Math Myth Number 1: Males are naturally better at math than females

It is very easy to find evidence that seems to support this. For example, over the past 40 years, boys have consistently earned significantly higher math SAT scores and almost twice as many boys as girls continue to land in the 700 to 800 SAT score range (800 is perfect). And, in practical terms, females continue to hold only around 25% of science, technology, engineering, and math jobs in the United States, a rate that persists in spite of quite successful efforts in education to encourage girls to pursue math - more than half of students enrolled in AP/honors and advanced mathematics courses are females. It is no surprise that many conclude that the gender gap in math is natural and inevitable. Referring to University of Wisconsin professor Janet Hyde, Mark J. Perry of the American Enterprise Institute concludes:

“Given the significant and persistent gender differences in SAT math test scores that have persisted over many generations, the scientific data about gender differences in math performance would seem to present a serious challenge to Professor Hyde’s claims that there are no gender differences in math performance.”

That boys consistently outdistance girls on objective standardized math tests is true, but it is an extreme oversimplification to conclude that boys are naturally better at math than girls. First, there are no differences in math ability between young boys and girls; the differences appear and grow throughout adolescence. Also, based on those same standardized tests, boys are also worse at math than girls since a greater proportion of boys also earn the lowest scores. In addition, girls consistently score higher than boys on some of the subcategories of the math tests. Outside of the United States, girls often do as well or better than the boys of that country and girls in other countries do better than boys in the United States.

In fact, a closer look at the international data supports the conclusion that math ability is not connected to the Y chromosome. Of course, any conclusions based entirely on standardized tests also ignore the fact that girls tend to outperform boys in classroom settings which may involve more practical and conceptual math than a standardized test.

If the math gender gap is not natural and inevitable, the question is what causes it and, for homeschoolers, can we help our daughters avoid it. Some researchers have suggested that it is early childhood play that kickstarts the gender gap. Boys are encouraged to play with building materials such as Lego, which develops their spatial awareness. They are also more supported in large-muscle physical play which involves running, jumping, and climbing and, again, develops their senses of space, shape, angle, distance, speed, acceleration, and other concepts that later connect directly to mathematics. Others have pointed out that nearly all elementary school teachers are females who, themselves, suffer from a high degree of math anxiety and a belief that boys are better at math than girls. One study found that even though there was no relationship between teachers’ math anxiety and girls’ math ability or beliefs at the beginning of the year, by the end of the year,

“...the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the common stereo- type that ‘boys are good at math,”

and

"girls are good at reading’ and the lower these girls’ math achievement.”

As a homeschooling parent, what does the evidence mean to you? Whether you have boys or girls, try not to reinforce the stereottype. Homeschooling moms can avoid telling their kids to “ask your dad” whenever a math question comes up and, instead, try to help the child investigate the answer. Use Google, ask a friend (especially a female friend), and tackle it as you would other questions. You can also purposely avoid self-deprecating comments about being bad at math, not having a math brain, etc. Try to be aware that you might be avoiding math. Look for math-related picture books, for example, to enjoy with your young children. Show enthusiasm if your daughter is interested in building materials such as Lego and other typical boy activities. Get involved and support the interest. Allow your daughter to do physical activities and take some risks. When your daughter wants to climb a tree or skateboard on a ramp, ask yourself if you’re being over-cautious because she’s female. One of the best ways to encourage future mathematical success is playing games, so encourage lots of game playing of all kinds and especially board games, dice games, card games, and paper and pencil games.

Most of all, be aware of your own attitude toward math and make efforts to show confidence in your child’s ability. Math myths are pervasive in our society but you can choose not to invite them into your home.

Pam Sorooshian, mom of three grown-up homeschooled daughters, is an economics and statistics college professor in Southern California. She is active in homeschooling discussions online, speaks at conferences and previously served on the HSC Board of Directors.

The Emotional Connection To Math

Wed, 24 Apr 2024 03:28:51 GMT

The most important thing for homeschooling parents to know about math is not how to divide fractions or use the quadratic formula - it is that

math difficulties have emotional roots.

In his research, Dr. Joseph Warren, author of the book Mind Over Math, found that people learn math more quickly if they also discuss their feelings about it. But what do feelings have to do with math? If you regularly talk about math (like I do), you’ll hear a whole lot of feelings expressed - mostly moans and groans. People frequently say they hate it, it stresses them out or it makes them feel stupid. Homeschooling parents often report worrying about teaching math to their children. In fact, there is so much math anxiety out there that long-time math educator Marilyn Burns calls it “national phobia.”

What is a homeschooling parent to do?

Remembering that math difficulties have emotional roots, the question is how to avoid planting the seeds that eventually grow into negative math experiences and emotional blockages. Homeschooling parents often engage in an endless search for the perfect math curriculum, hoping to stumble upon the perfect program for their child. In the meantime, children grow up in a math-phobic society, and many a child throws down his or her pencil in frustration and groans (or yells), “I hate math!" But why? Why is such a seemingly non-emotional subject actually so fraught with emotions? What IS it about math? And is there a solution?

Unfortunately, there is no single solution. Yes, there are better and worse math programs, but that perfect curriculum not only does not exist, it will never be developed. That is because, no matter what math program you use (if any), there are beliefs and practices common in our society that work against you being able to instill “math comfort” in your child instead of math anxiety. Fortunately, awareness of these damaging beliefs and practices will allow you to avoid them as much as possible.

I will be addressing solutions to many of these practices and beliefs in future columns, but the most damaging belief is the one that says, “math is harder than other subjects, and only a few people can be good at it.” This is exactly what most students learn and what most parents believe. In fact, if there was a truth-in-advertising law for schools, one of their ads would read, “We offer a no-cost guarantee that your children will end up feeling inadequate and stupid and convinced that they don’t have a math brain!” Don’t take your kids out of school to avoid school damage and then do the same damage at home. But does your child really have a math brain? There are mathematical prodigies - children whose brains are wired such that parents find themselves more concerned with how to feed their mathematical interest than with it being crushed. Those are the young Mozarts of math. But the existence of a Mozart doesn’t mean the rest of us are musically (or mathematically) stupid and shouldn’t enjoy or develop competency in it. The math we’re talking about is not harder than speaking a language, reading, writing, or even playing soccer or piano, painting or most of the other things our children learn.

We make it difficult!

We teach abstract material too soon to children still operating in concrete developmental stages. We break that material down into too-small pieces that offer no sense of context or usefulness. Math classes or programs move too quickly and do not allow time for full understanding. We use methods that promote memorization of algorithms over problem solving and emphasize right answers over investigation. We teach that there is just one right way to solve any problem, assign primarily out-of-context drills and assess knowledge of mechanics but not understanding.

Children are naturally curious

about numbers, measurements and patterns, and they happily enjoy exploring them outside of formal education. Frank Smith, author of The Book of Learning and Forgetting, points out the important role both positive and negative emotions play in learning when he says: “Children are not empty vessels into which teachers pour selected skills and nuggets of knowledge. Rather, it is in the child’s nature to express and develop innate intellectual capacities, integrating all experiences...that includes hopes and fears, loves and hates, beliefs and, and attitudes towards other people and towards himself.”

What are your feelings toward math?

Reading Math

Wed, 24 Apr 2024 03:24:41 GMT

It is the end of a long day of fun and learning. Dinnertime has come and gone. Baths have been taken. This is one of the sweetest times of your homeschooling day. You pick some of your favorite read-aloud books and call the kids to come and cuddle up. Time to do some math.

Wait, what? Math? Now? At bedtime? Did you just cringe?

Enjoying literature together is a wonderful way to introduce children to all kinds of mathematical concepts from counting to Cartesian coordinates. Starting with beautifully illustrated and interesting counting books, you can move on to some really fun books that involve adding, subtracting, multiplying, dividing, remainders, fractions, very large numbers, geometry, money, measurement, probability, graphing, and more. And not only can children pick up actual mathematical knowledge through exposure to it in a natural way and in a context that makes sense, but literature can also set the stage for children to engage with math in the future with the kind of positive and confident attitude which is key to successful learning while avoiding math anxiety or phobia. Young children love to count, and many people enjoy counting books with their toddlers. There are too many great counting books to list them all. Many introduce sorting, grouping, categorizing, and matching.

Some of my favorites are:

1, 2, 3 to the Zoo by Eric Carle

Seven Blind Mice by Ed Young

Ten in the Bed by Anne Geddes

12 Ways to Get to 11 by Eve Merriam

Fish Eyes: A Book You Can Count On by Lois Ehlert

Ten Hungry Rabbits by Anita Lobel

If you browse your local library or bookstore shelves or search for “counting books” on Amazon, you’ll discover many fabulous counting books about almost any topic you can imagine from construction machinery to dinosaurs to hugs from daddy.

You can also introduce and explore many arithmetic concepts through children’s literature. For example, one of the best simple addition books for young children is One More Bunny: Adding from One to Ten by Rick Walton. Ten Sly Piranhas by William Wise and Victoria Chess will have you giggling while doing subtraction. The King’s Commissioners by Aileen Friedman is great fun and all about grouping and multiplication while One Hundred Angry Ants by Elinor Pinczes offers a clear visual look at division.

Another great division book is A Remainder of One which is also by Elinor Pinczes. A couple of great fraction books are Eating Fractions by Bruce McMillan and Lion’s Share A Tale of Halving Cake and Eating It Too by Matthew McElliogott.

Money and economics are the topics of the hilarious Pigs Will Be Pigs by Amy Axelrod and Alexander, Who Used to be Rich Last Sunday by the wonderful writer Judith Viorst. And last but not least there is a wonderful little book that tells how Rene Descartes invented the Cartesian coordinates graphing system: A Fly on the Ceiling by Julie Glass.

Some other books that offer lots of math along with being great read-alouds for younger and older kids are: The Cat in Numberland by Ivar Ekeland and John O’Brien; The Adventures of Penrose the Mathematical Cat by Theoni Pappas; and The Number Devil: A Mathematical Adventure by Hans Magnus Enzensberger and Susanne Rotraut.

There are many more great reads for older kids, too. Some of the best are the wonderful Murderous Math series of books by Kjartan Poskitt. Other kids might enjoy biographies of mathematicians in Mathematicians are People, Too by Luetta Reimer and Wilbert Reimer, or even Mathematical Scandals .

Archimedes and the Door of Science by Jeanne Bendeck describes Archimedes’ mathematical and scientific accomplishments in a captivating story format.

There are many more books that contain math. If you keep an eye out, you’ll find enough of them at your local library or bookstore to give you lots and lots of opportunities to “read math.”

-Pam Sorooshian, mom of three grown-up homeschooled daughters, is an economics and statistics college professor in Southern California. She is active in homeschooling discussions online, speaks at conferences and previously served on the Homeschool Association of California Board of Directors.

Do You Have Math Anxiety? A Test for Homeschool Parents

Wed, 24 Apr 2024 03:18:27 GMT

Pam Sorooshian shares a test to help parents assess their own math anxiety.

This is clearly not intended to be scientific or diagnostic – but will, I hope, help you think about your own reactions to math.

Rate your answers from 1 to 5, add them up, and check your score below.

1 = strongly disagree and 5 = strongly agree

1. 1 2 3 4 5 It makes me cringe to think I might have to ever take another math class.

2. 1 2 3 4 5 I am uneasy about doing math in front of other people.

3. 1 2 3 4 5 I am afraid I won’t be able to answer my child’s math questions.

4. 1 2 3 4 5 I try to avoid situations where I might have to do math.

5. 1 2 3 4 5 I understand the math now, but worry that I won’t when my child gets older.

6. 1 2 3 4 5 I tend to zone out when the subject of math comes up.

7. 1 2 3 4 5 I fear math tests more than any other kind.

8. 1 2 3 4 5 I don’t like to have to think about math.

9. 1 2 3 4 5 Sometimes I think I understand it, but later I don’t.

10. 1 2 3 4 5 Maybe I shouldn't be homeschooling because I’m not good in math.

CHECK YOUR SCORE:

40-50 Sure thing, you have math anxiety. You don’t have to live with it forever, though.

30-39 No doubt! You’re fearful about math. You CAN get over it.

20-29 On the fence!.

10-19 Wow!

Math anxiety is a negative emotional reaction to mathematics which causes resistance, avoidance, stress, and even panic. It is possible to avoid passing math anxiety on to your kids and even to get over it yourself.

Getting Over Math Anxiety

Wed, 24 Apr 2024 03:16:17 GMT

If parents can examine and work through their own anxiety related to math and recognize it’s source, they can get over it at least enough to not pass it on to their children. It very likely can be traced back to a particular incident that happened to you in school.

Did you miss school because of chicken pox and come back to discover the class had moved on without you?

Did you feel lost and confused and just never could catch up?

Was there a subject that confused you and you always felt “dumb in math” after that?

The culprit is most often either fractions or algebra. Very possibly you really do not want to even think about your own feelings about math. Avoidance is the most common result of math anxiety. You may think you aren’t even math-anxious, but math just never really comes up in your life. Those are the thoughts of a math-anxious person, though.

Math is everywhere and there is no chance at all that you’re not living a life immersed in mathematics.

You may not want to see it, because you associate it with shame, fear, and misery, but you are living in a mathematical world.

An example of mathematical thinking that you almost certainly engage in on a regular basis:

You’re at the grocery store, cart loaded, and you’re ready to check out. What do you do? You eyeball the lines at each check stand, noting how many people are in each of the lines. You also note how full each of their carts is. You notice that some check stands have baggers helping out while others don’t. You might even notice the rate of speed the checkers seem to be working. You quickly take in all that (mathematical) information, estimate the effects of all those variables in your head, and choose the line you think will move the fastest. This is not just mathematics; this is sophisticated and complex mathematics that includes solving systems of simultaneous equations and incorporating probability-of-error estimates. Yet you do it almost effortlessly.

So, I hope you realize by now that you’re clearly a math genius. (As long as we don’t put it all down on paper, right?) Seriously, you HAVE a “math brain.” I could give you many other examples of how you do higher-order mathematical thinking all the time in your daily life. The fact that you doubt your own math ability, that you think of yourself as “not good in math,” is a result of what was done to you in the name of teaching. You should be royally pissed off that it was done to you, but what’s the point of stewing in those juices now? You’re a parent and your children need you to move on! You can do it.

How to Get over Math Anxiety as a parent

Share your experiences.

Start with thinking hard and maybe writing/blogging/talking to someone else about your own school-math experiences. Sharing these experiences with others very very often releases us from the old emotions, the fears, the shame, the self-doubts, that we’ve buried for years. Turns out you were NOT the only one feeling this way and turns out it wasn’t your fault at all, it was the teaching methods! They messed with you! So – share and express and that’ll help you recover.

You’ll still have a lot of negativity associated with math, it might not turn you into a math-lover, but letting go of the old baggage will free you for the next step.

Enjoy math with, for, and through your children.

Yes, you get a second chance. Don’t let on to them that you’re anxious about it. Act like anything involving numbers, measurement, patterns, or anything else “math-like,” is just about the most fun and interesting thing you can imagine.

Relax into math.

Many parents with a bit (or a lot) of math anxiety don’t even realize how they stiffen up and withdraw when their children innocently draw their attention to something math-related. Make a conscious effort to do the opposite. Smile warmly when your child asks a question that just might involve some math. Touch, hug, cuddle! Read math-related stories for fun, just like you read any other stories. There are lots of them, but you just might be avoiding them (maybe not even noticing as your eyes skim past any book that looks like it might contain some math).

Play a lot of games.

Don’t say, “I don’t like games,” because that is very likely your math anxiety talking. There are lots of different kinds of games and saying, “I don’t like games” is a bit like saying, “I don’t like music.” Seriously? You don’t like any of it? Games are, by nature, fun. The point is to have a good time. So they are very conducive to experiencing some math in a friendly, warm, happy atmosphere. This is good for YOU (well, for your kids, too, but they aren’t the ones with the problem).

Use a little self-discipline.

Recognize your own urge to avoid math and replace it with a conscious decision to have some fun with it, instead. You might need to work on being aware of the math that is everywhere, for a while (don’t point it out to the kids). This is part of your recovery and eventually you won’t need to think of math as a separate thing, it will just be part of the world, interconnected with everything else.

Again, I want to repeat that it seems to REALLY help people to share the stories of their own negative math experiences. If you’d like to share yours in the comments to this post, you’re welcome to do so.

The Whens And Hows Of Reading

Wed, 24 Apr 2024 03:08:07 GMT

When delving into research on how kids learn to read, of course I wanted to discover what research has actually found, rather than choosing research findings that confirm my fondest notions while ignoring anything I don’t want to believe. However, that proved to be tricky.

Early Intervention vs. Readiness: Two Sides of the Reading Coin

For one thing, study after study has found that kids who are “behind” in reading in Kindergarten and Grade 1 fall farther and farther behind their fellow students as they get older. The authors of these studies urge early identification of reading problems and learning disabilities as well as early intervention to solve problems, accommodate disabilities, and catch them up.

However, psychologist and author Peter Gray points out that it is only important that kids learn to read “on schedule” if those kids attend traditional school. As we know, most assignments in and assessments for every subject – not just “Reading” – depend on reading.

Peter Gray goes on to explain, in his article Children Teach Themselves to Read, that kids who do not attend traditional schools – kids who attend Sudbury-style schools, unschool, or homeschool with flexible and individualized curriculum – can learn to read much later without any ill effects. These non-traditional students often learn science and math and history through DOING things – doing science experiments, exploring nature, playing games, programming robots, participating in living history events, touring everything from old forts to modern courthouses, and much more. Many un-/homeschooling families enjoy read-aloud sessions even when kids are older. Assessments are often minimized or delayed, and bubble-in tests are often replaced by portfolios or oral assessments.

Gray points out that, without the pressure of text-heavy school instruction from an early age, children are free to learn to read when they themselves are actually ready, and when they see a need for it. The age at which this happens varies widely from child to child, ranging from ages 3 to 13; yet assessment of these kids at age 15 shows almost no difference between kids who learned to read “early” and those who learned “late.”

I DON’T want to believe the “three pivotal longitudinal studies” that the American Federation of Teachers used to show that waiting for kids’ readiness “rarely works: late bloomers usually just wilt.” I DO want to believe Peter Gray’s much smaller study of unschooled students. And even while admitting this bias, I would argue that Gray is right: it is the structure of school itself that makes problems for kids who are out of synch with the curriculum, and it is the traditional educational practices that create reading problems and learning “disabilities” where, in many cases, there is just variance in readiness.

The take-away:

➢ Make sure there are many and varied sources of print in our kids’ environments.

➢ Read aloud to your kids.

➢ Look for signs of readiness and respond to interest in independent reading.

➢ Support kids’ efforts once they embark on learning to read.

What else does research tell us about reading instruction?

According to Cambridge researcher David Whitebread, all children benefit from more play and exploration time before their formal education begins. He suggests not starting formal education and literacy lessons until age 7.

The take-away:

➢ Let kids play and explore while they are young.

➢ Don’t begin curricula and textbooks until age 7 or older.

➢ If children spontaneously read before age 7, allow them to read as much as they like, but don’t launch into formal lessons.

One-Size-Fits-All Reading Instruction Doesn't Exist

According to multiple articles and research studies, there is no one reading instruction program or technique that “works” for every child. Some children respond better to phonics instruction, and others to “whole word” instruction; most kids do well with a mixed approach. Gray points out that many children teach themselves to read without any instruction at all, and that they often go very quickly from (seemingly) non-readers to fluent readers. This rapid transition can seem mysterious, but a lot of learning has been going on “behind the scenes.” It’s worth noting that some kids don’t “magically” learn to read on their own and do need help and support.

The take-away:

➢ Don’t splurge hundreds of dollars on a particular program that promises results with every child.

➢ Don’t hold so firmly onto any preconceived notion that you cannot respond to the particular needs of your child.

➢ Once your child demonstrates readiness for and excitement about reading, be ready to use a variety of materials and methods to help them learn.

The Working Memory Connection

According to Susan Gathercole and Tracy Alloway, about 70% of kids who experience difficulty learning to read have working memory problems. With a smaller mental workspace in which they can hold information while processing it, they have difficulty remembering the gist of what they are reading while they are sounding out the next word.

The take-away:

➢ If your child seems to lose track of the sense of a story, check out Gathercole and Alloway’s Understanding Working Memory.

Character Development Matters in Fiction

Character-driven fiction helps people learn social skills and empathy, whereas plot-driven fiction and nonfiction don’t have similar results.

The take-away:

➢ Be sure to include some literature with rich, complex characters as you read aloud to your children.

➢ Encourage informal discussions on what the characters are thinking and feeling, their motivations and goals.

➢ Include literary fiction and nonfiction on your shelves and library orders.

Pushing Kids to Read Can Be Counterproductive

Attempts to push reading with kids who are not ready can backfire. The school system has been providing generations of proof that pushing can have disastrous results, but Gray’s study confirms that similar negative results can occur with parental pushing.

The take-away:

➢ Look for signs of readiness: knowing the alphabet, enjoyment of looking at books and magazines, pretending to read, and the ability to repeat sentences of seven or eight words.

➢ Once you detect readiness, offer to help your child learn to read independently, but be ready to back off and try again later if your child seems unwilling or confused.

Teaching Kids to Find, Analyze, and Use Information

Penelope Trunk points out that today’s kids don’t need to memorize as much as students in the past did, but they do need to become great at searching for information and handling high volumes of information. She suggests teaching older kids to scan material so that they know what is available and where to find info if and when they need it. (I would add that kids also need critical reading skills, including analyzing and checking multiple sources.)

The take-away:

➢ Think about the very different reading skills that are required by our hyper-connected world.

Learning to Read by Backing Off

Wed, 24 Apr 2024 02:58:34 GMT

Both of my daughters crossed that magical line into reading “fluency” at around the same time – each in the second half of their 2nd grade year. I know there were YEARS of build up, but still, it seemed to happen overnight. Like magic. Their individual journeys to get there were vastly different, but after partnering, guiding, facilitating, and then just plain old staying out of the way, I felt pretty confident that my youngest, a boy, would find his own way, too, in his own time.

And yet...

He didn’t seem to be as interested in the whole reading thing. Being read to, yes! But not reading for himself.

Being six and not interested didn’t bother me. Not a bit.

Being seven and not interested didn’t bother me. Not really.

Being eight and not interested didn’t...wait, that started to bother me.

So I tried a little bit of extra “nudging”. Nudging that was not well received by my son. I’m a big fan of a well-placed, gentle nudge, but it should be noted that continuing to offer unwelcome nudging is nudging no longer. It becomes pushing. I knew better, and yet here I was – pushing. So I backed off.

Well, let’s be honest here. I backed off after I went ahead and made a mess of things. But I backed off. I took a deep breath and continued on – continued to read to him, answer his questions about what things said in his video games and on television, birthday cards, signs, and books he would look through. When I read aloud to him before bed I would still offer to read with him if he wanted. And then were times when I didn’t offer, that he asked. A book that seemed to click for him, that prompted him to ask more nights than not to read to me, was The Children’s Story Bible.

It was at this point in the whole process that this eight-year-old of mine informed me that he reads all the time during the day. All the time.

Really? The schoolish part of me (a very teeny tiny part, but still there to rear her disdainful head from time to time) clucked her tongue and said, “I don’t see any of that going on, and if I don’t see it and hear it and measure it, then it didn’t happen. And besides, whatever it is he’s doing is NOT the same thing as sitting down with me and practicing reading.”

I promptly slapped the schoolish part of me. Hard. She didn’t even see it coming.

And then I listened to my young son as he matter-of-factly told me how he reads everywhere we go. How when nobody is watching him or asking him questions, he reads signs. Street signs, signs in restaurants, at the library, businesses we drive by and stop in...signs EVERYWHERE, ALL THE TIME.

I smiled and told him how awesome that was, and that one day soon he’d be able to read anything and everything without even having to try. He just would, like his older sisters. He was still a tad doubtful.

After that conversation, I began to pay a bit more attention. I discreetly watched him at moments throughout the day. Watched how observant he was, noticed the times where he stood looking at a sign or a cereal box, sometimes mouthing the words to himself. The unschooler in me went ahead and called forth that schoolish part (the part I’d slapped with relish into a dark, isolated corner). “See? Do you see that? That’s how it happens. Shame on you for making me doubt, for making me not see the full value and beauty in that.”

My son is nine now and will be a 4th grader. He enjoys reading shorter books with lots of pictures or illustrations thrown in here and there. As his skills grow, so does his confidence in himself. The lure of food coupons and cheap toys through our local library’s summer reading program has prompted yet another burst in his reading fluency. So now at night before I read to him, he’ll lie there reading a Mr. Putter and Tabby book.

I just sit there with him, keeping him company, waiting for my turn to read to him. Sometimes he reads out loud to me. Other times he reads silently to himself, occasionally turning the book around and pointing to a word he can’t figure out.

The schoolish part of me would have made him sound it out or figure it out for himself. But now I simply answer my son’s questions.

Building a Love of Reading: Tips for Homeschooling Parents

Wed, 24 Apr 2024 02:57:17 GMT

Learning to read is like opening a door into a magic land filled with exciting and marvelous things, stories and characters, answers and questions, mysteries and adventures. Once children learn to read, this magic land becomes theirs to explore. Some children learn to read spontaneously before age five.

Some learn by the time they are eight and others learn to read fluently by the time they are 10-12 years old. One of the great things about homeschooling is that children can develop at their own pace following their own unique developmental timeline to understand how language is translated into writing. Here are some things that you can do to share the joy of words and language, and to support your children as they learn about reading.

Read to your children

It’s the best thing you can do to promote their ability to learn to read. Reading out loud expands vocabulary - yours and your child’s. It gives children concepts to help them understand events in their lives. Books about sibling relationships like Shirley Hughes’ books about Alfie and Annie Rose describe the daily events in a family’s life. Books can help children see how the world works. Richard Scarry’s What Do People Do All Day not only describes jobs that people do, but also how roads are built – something I am aware of every time I go for a walk around the block and see how the street is lower at the edge than in the middle.

Picture books – not just for young children.

Many picture books offer a new perspective on everyday situations. Our Animal Friends At Maple Hill Farm by Alice and Martin Provensen is one that can be enjoyed by a wide range of ages. In How Tom Beat Captain Najork And His Hired Sportsmen, Russel Hoban, the author, demonstrates how messing around is much more effective than training for a specific event. My children enjoyed the humor in Owl At Home, and, now that there is a second generation in my family, the Max and Ruby series by Rosemary Wells.

Wordless books.

Picture books without words like the I Spy books or Where’s Waldo are also great to enjoy with a child. Being able to find and distinguish various objects in pictures is a helpful skill to develop. One of my grandson’s favorite books like this is In the Town All Year Round by Rotraut Susanne Berner. In this book, like in Anno’s Journey by Mitsumasa Anno, there are various people who appear in each picture and a story is told with only illustrations. Wordless books offer both you and your child an opportunity to be creative and tell a story using the illustrations as a base.

Reading Aloud Benefits.

Early readers also offer good stories for reading out loud. This can be an advantage when a child starts to read on his or her own, as these readers are familiar, making it easier to decode what’s written. Then longer chapter books of all kinds can be added to your repertoire. Reading out loud to my children was one of my favorite things about homeschooling. We’d be together, sitting on the couch, all piled into a chair, or at bedtime. We became familiar with other people, their stories, their troubles, their joys, their solutions to problems. Their stories became our stories, and the characters became our friends. If you need some guidance for choosing read aloud chapter books, try Jim Trelease’s Read Aloud Handbook and/or ask your librarian for suggestions. Speaking of which, a library card for your child is a wonderful thing. Libraries are such marvelous resources for homeschooling families! And librarians love to help people find books. Just ask!

Many Ways to Listen to Stories.

Reciting poems, fingerplays, and singing songs are also fun ways to build language awareness while you play with your children. A. A. Milne has two books of rhythmic poetry I especially liked: When We Were Very Young and Now We Are Six. Aileen Fisher is another poet whose work is rhythmic and child friendly. As children grow older, tongue twisters are fun, too.

Fingerplays are a simple way to entertain children and help their manual dexterity – simple ones like Johnny Whoops for babies and toddlers. (Say Johnny or your child’s name as you touch the top of each finger starting from the pinky. Then say “whoops” when you slide from pointer finger down and back up to the top of the thumb and back again to the pinky.)

Johnny, Johnny, Johnny, Johnny,

Whoops, Johnny, Whoops, Johnny,

Johnny, Johnny, Johnny.

Here are some other fingerplays:

The Bee Hive

(make a fist, bend thumb and fingers into palm of fist)

Here is the bee hive,

Where are the bees?

Hiding where nobody sees.

Here they come creeping,

Out of their hive

One, two, three, four, five. (count one finger for each number)

BUZZZZZ! (flutter fingers)

Tea Time

Here’s a cup, (Cup one hand)

And here’s a cup, (Cup other hand)

And here’s a pot of tea. (Hold hand up for teapot—three middle fingers bent over, thumb stuck out for the spout and the little finger curled for the handle)

Pour a cup (Motion of pouring)

And pour a cup (Repeat motion)

And have a drink with me.

There are many books of fingerplays available at the library as well as online. I found it helpful to have a memorized repertoire to use when we were waiting somewhere and had no resources other than our hands.

Singing with your children, like reciting poetry, helps them to feel and hear the rhythm in words and can be a fun way to find rhyming words such as in the song Down by the Bay. The children’s singer Raffi has books for many of his songs, so a child can look at the words while listening to the song. Great Big Words and I’m Going Down to the Library are two examples of the fun way Tom Chapin plays with language in his songs and music.

Tumbler Books now offers various levels of children’s books where you can see the words and hear them, too. Many libraries have access to these online stories.

Conversations and discussions matter.

It is also very important to engage your child in conversation – real live interchanges in the present. Talk to your child, listen to your child, engage in discussions and tell each other stories. Write down your child’s stories, helping them make books. This helps them see that books are other people’s stories written down so that many people can enjoy them.

Helping your child develop reading skills consists of continuing to do what you’ve done – have fun together with books, songs, poems, rhymes, tongue twisters and jokes! Enjoy!

Confessions Of A Former Literary Snob

Wed, 24 Apr 2024 02:55:07 GMT

Archie Andrews taught my kids to read. And now he’s gonna die! Not because he taught my kids to read, but because in the series Life With Archie, the red headed teenage comic book icon takes a bullet for a friend. But all is not lost, I’d quickly relayed to the girls, the regular teenage Archie is still very much alive and kicking.

I hadn’t wanted a comic book series to be the vehicle through which my homeschooled girls were compelled to read. Books were all over the house, but there were certain favorites, and they demanded that they be read over and over. Eventually I instituted a rule: if I don’t like reading a book, I’m not going to read it aloud. My thought was that I could avoid the mind-numbing monotony of some books and direct the girls to literature of high quality. This rule worked, for a time. Then the period arrived when our girls seemed to struggle to read on their own, and I was forced to drop all pretense of my former snobby ways.

Our older daughter, the more visual learner, found an old, dog-eared, French language Archie comic while we were on holiday in Quebec. The colorful pictures attracted her attention, and she was keenly interested to find out what these characters were saying in those bubbles over their heads. She studied that comic for so long that I gave in and bought an English one I found at a second-hand store for a dime.

Around this time, at age 7, she was resisting my attempts to encourage her to read on her own. We had followed a reading program I liked, and she had completed it successfully. However, she didn’t transfer what she had learned in the program to a book of her own choosing. Although she could read up to two large print pages from the resource, she struggled to open any random book and read it.

One day she asked me, “Mom, what does 'bats in the belfry' mean?”

“Where did you hear that expression?” I asked her.

“I read it in the Archie comic,” she replied.

I was stunned. Despite my delivery of resource-based reading instruction and all those years of quality-only literature in the house, my daughter was learning to read from Archie comics. I lost any sense of pride right then and there, and prowled the second-hand stores for old copies of Archie and Jughead comics.

The stack resided beside her bed for months, and she went through them until she pleaded for newer ones. The old ones were passed on to her younger sister who learned to read from them as well. And, from the Archie comics, the transition to other reading material occurred.

At first, I reluctantly accepted the Archie comics method of reading instruction as a necessary evil to encourage them to read on their own. However, my daughter opened my mind to the quality lurking in the Archie comics. First, as Canadians, we were impressed to find that the Archie comics, as American publications, once devoted an entire issue to Canadian geography, culture, language, and politics. This same daughter also pointed out to me, “Look, they use 100% post-consumer waste recycled paper.”

I began to change my mind about the whole deal. The clincher for me occurred on another vacation in Quebec. We’d spent two summers there so that the girls could learn some French. Naturally, a stack of Archie comics came on vacation with us, including the original French-language issue, now taped together in several places.

Their language skills were really coming along after spending a few weeks at a francophone day camp. One night, I lay between the girls on the large bed to read bedtime stories, a habit we continued even while on vacation. I insisted we read at least one French book before defaulting to their favorites in English, and out came the French Archie comic.

I went through the stories reading bubble after bubble aloud in French, but came upon a phrase with some vocabulary I was struggling with. “Hmmm, I’m not sure what is happening here,” I admitted.

“Archie must have a squirrel living in the engine of his car because look,” my daughter said, pointing to the pictures of acorns in the air filter. The visual clues cleared it up for us, and we continued with the story.

That night in Quebec, I realized that Archie was becoming the vehicle by which our daughters were also learning to read in French. I bet there are parents out there, whose children devour comics, who agree that reading is reading. No point in looking down our noses at the material. Archie had accomplished in two languages what all of my reading instruction resources could not do in one.

- Janet LoSole and her husband of 20 years, Lloyd Stringer, use the communities of the world to homeschool their two girls, who, when they are not traveling, read books and sing show tunes.

Driving To Get There: Cars And The Common Core

Wed, 24 Apr 2024 02:53:45 GMT

One of the countless surprises of our homeschooling journey has been that with a 23-year-old and an 18-year-old, I am still driving them around.

At first, I imagined it was a side effect of homeschooling that might be holding them back, somehow limiting their possibilities. I worried about how to get them “going” and stay on schedule with their peers, and how they would “keep up” and not literally get “left behind.”

They still haven’t shown much interest in driving themselves, in taking the class and passing the test that will get them where they want to go. But apparently, times have changed - it turns out that getting a license isn’t so standard for today’s teens, homeschooled or not:

The majority of American teens today delay getting a driver’s license, according to new study by the AAA Foundation for Traffic Safety. Less than half (44 percent) of teens obtain a driver’s license within 12 months of the minimum age for licensing in their state. . . a significant drop from two decades ago when data showed more than two-thirds of teens were licensed by the time they turned 18.

So almost six in ten teens shrug and say they can get around without it. Is that change a good thing, for them and for society? Or is it reason for parental and societal concern when this generation begins to learn it doesn’t really need our old rules, standards and credentials to get where they want to go?

And isn’t that question much bigger than we imagined when we started driving ourselves, much less driving kids? My parent worries were born right along with my babies and have grown with them, from sleeping, eating and toileting on schedule to school grades, graduating and standards in every possible area and skill level.

It isn’t always easy to hear complaints and misunderstandings about the Common Core, new standards meant to increase criti- cal thinking and problem-solving skills in the nation’s 100,000 public elementary and secondary schools... It should come as no surprise for a major sea change in education to meet both criticism and cheers. (Liz Wil- len, The Hechinger Report, Nov 2013)

If the Common Core standards and Race to the Top are the latest models for driving our kids around the road-of-life training course, “on schedule” and “by-the-rulebook,” homeschoolers are free to go round and round.

It really IS our choice. So what if we increased our critical thinking and problem-solving skills about whether testing, standards and racing to the top get our own families where we want to go, and if so, how? Like today’s not-so-driven-to-drive teens, more and more families are finding different learning destinations and other ways to get there apart from drive or be driven.

No one had to bribe or coerce me to learn to drive. I earned my learner’s permit the day I turned 15 -- same at 16 for the much- coveted license. I couldn’t wait to sit in the driver’s seat and take the wheel of my own life. It was, at that age, even more important than SATs or graduation. It was the road to freedom, autonomy and mobility, both a “rite” and “right” of passage.

Whether we aced the test or squeaked by after trying and failing, with a driver’s license we could get where we wanted to go. (There was a time when a high school diploma was similarly valued.) Driving wasn’t a competition for a limited number of elite spots on the road; rather, it was a mastery standard many of us wanted to meet, and did so with modest effort and no special aptitude. We helped each other study the handbook and practice parallel parking. Once licensed, we drove our younger friends so no one was left behind. squo;s seat a little longer before we returned to our regular back seats.

Remember, homeschooling is much big- ger than driving, so let’s take the metaphor further and see where it goes. Can you race to the top if you’re not all headed up the same mountain to the same finish line? You can’t win if you don’t enter, but can you LOSE a race you never entered?

Suppose everyone starts out on the same mountain, wanting to race to the top, to get there faster than everyone else on the journey. Does it matter if some are on foot, bicycles or using public transportation? Does it matter if some are sponsored while others preserve their amateur status?

But suppose everyone does start out and stay behind the wheel. Doesn’t it still matter what shape each vehicle is in, how full the tank is and whether every racer has a talented pit crew to keep them rolling? What if race organizers set traps along the route or added unaffordable tollbooths so that most racers were forces out before "getting there?"

Is the point just to “get there” somehow, and eventually all wind up there together at the same place? Or is the point to get there FIRST and leave others behind?

How do you win the race to get there when where you want to go isn’t really a race, or a place, at all?

Perhaps getting where you want to go depends on wanting to go there in the first place.

-The News & You

JJ Ross, Ed.D. , connect everything to everything else. She spent half of her six decades in public schooling, the other at home with kids, and the main thing she has learned in all that time is that the ones who need to be learning new stuff every day aren’t so much the kids in school – it’s the rest of us!

Play Well!

Wed, 24 Apr 2024 02:51:07 GMT

What naturalist John Muir noted more than a century ago, today’s homeschoolers can see for themselves and come to trust as immutable truth. Parenting connects to play... and play connects to learning... and learning connects to life..amen

It was easy and natural for us to play with our firstborn as a baby and toddler without wanting to “teach” her. In my mind that precious time was “pre-school” so it was guilt-free playtime for us all! But because my mind was full of formal education about formal education, I had a harder time later in coming to trust play for connecting kids to just about anything at any age.

One thing that helped was that both kids became musical theatre geeks, literally playing with plays. The learning connections were so strong and clear that the formal schooling voice inside my own head sang and danced and happily played along.

But as my firstborn approached high school age, my inner teacher started scolding me for playing when there was serious business at hand. It meant that I really had to work at it, filling my bookshelves and poring over journal articles before I could keep trusting play as directly connected to learning.

I found a scholarly review of Real Kids: Creating Meaning in Everyday Life, a Harvard University Press book in which (teacher and parent turned psychologist) Susan L. Engel “argues that children’s play and storytelling provide clear evidence that children’s thinking is not a simplified version of adult thinking, but rather reflects a qualitatively different way of interacting with the world — a way of interacting in which the boundaries between fantasy and reality are highly permeable.”

I found Psychology Today articles, including Peter Gray’s work on play connections: “Play makes children nimble—neurobiologically, mentally, behaviorally—capable of adapting to rapidly evolving world. That makes it just about the best preparation for life in the 21st century... Think of play as the future with sneakers on.”

Mac co-inventor Paul Graham isn’t a psychologist but his connections helped me learn about serious play, too:

“By the time they reach an age to think about what they’d like to do, most kids have been thoroughly misled about the idea of loving one’s work. School has trained them to regard work as an unpleasant duty.”

Did you know the word “Lego” is a creative fusion of the Danish words leg and godt, which literally means “play well” but can also be interpreted to mean“I gather together” in Latin, and “I connect” in Italian? Translation: playing well and connecting share meaning in any language!

I personally love Legos and we’ve got whole bins full. (If your kids are old enough not to swallow them, you probably do, too, or will have before you know it.) They literally embody play that creates and sustains connections. Legos help transform the factual into the imaginary, can make the imaginary downright fantastical, and in the best play, can create whole new worlds.

When Lego turned 50 and was rewarded with its very own Google Doodle for the day, the logo’s letters built entirely of these bright little play connections, the New York Times business section did a long feature that I read aloud with my teenage son. He naturally connected the somewhat ponderous business writing back this own play:

“The video games they’ve made so far — the two Star Wars, Indiana Jones and Batman— have been just ingenious at skewering the movies! All the cut scenes and even some of the gameplay do a great job of mimicking and yet mocking the movie. . .The thing I’ve always enjoyed is to see how they build the figures because face it, who wouldn’t find the Lego Sean Connery hilarious??”

[He shows me the figure — he’s right. It’s adorable.]

Then he adds he’d like to see a Lego Lone Ranger tie-in. Which would be great because there’s no gun violence problem as discussed in the article, since the Lone Ranger never shoots to kill. He begins strolling around, performing the Lone Ranger theme instrumentation at the top of his lungs.

Ten minutes later he comes out of his room with an incredibly credible Lone Ranger, gloves and black mask, mounted on a silver white horse . . .

Days like that made it easy to see the power of play connecting to everything.

The New York Times shared more formally in "Can the Right Kinds of Play Teach Self-Control?"

“. . .a simple but surprising idea: that the key to developing self-regulation is play, and lots of it.

But not just any play. The necessary ingredient is what Leong and Bodrova call ‘mature dramatic play’: complex, extended make-believe scenarios, involving multiple children and lasting for hours,even days.

If you want to succeed in school and in life, they say, you first need to . . .spend hour after hour dressing up in firefighter hats and wedding gowns, cooking make-believe hamburgers and pouring nonexistent tea, doing the hard, serious work of playing pretend...maybe what we all need to do is to blur the line a bit between what is work and what is play.”

Our parenting play with the kids was almost always story play of some sort – movies, books, television, musical theatre characters and video games all connecting to the same or similar characters and themes. Thus our humor and fun as a family was centered on knowing and following myriad story scripts, staying in character with whatever roles we were playing out, from the time Dad would be Eeyore or a Wild Thing and the child would be Christopher Robin or Pooh or Max, to throwing Les Miz and Sondheim dialogue and songs back and forth as we do now with two teens.

So looking back at how I made my own connections between play and learning, teaching myself to not teach my children wasn’t work and it wasn’t school. More by happy accident than design I had kept myself busy long enough working through scholarly stuff on play, that it (mostly) kept me from inflicting scholarly stuff on the kids.

In the process, I collected bins full of colorful connections to play well with, just like Legos themselves. Could we say that in the end, I taught myself to let go and Lego?

The Fun Factor

Wed, 24 Apr 2024 02:47:59 GMT

I find that when children are happy and having fun, they are in a prime position to learn. Emotion is the gatekeeper to learning. Making learning fun ensures increased interest in a topic and the information becomes more memorable.

Let me share an experience with you. There was a time when I needed to put my older children in school. They were placed in the same classroom. When I picked them up after their first day, I was excited to hear from them how the day went. They told me that the teacher said she would be nice and she would not give them homework on the first day. This was an unfortunate take-away from their first day of school: schoolwork is bad, avoid it if you can. I was so disappointed. This was opposite of the fun learning we’d been having at home!

Yet how often do we get stuck in the “I hate schoolwork” trap? Do our children enjoy their day-to-day learning? I believe that it is not only possible to have fun learning experiences every day, but that they SHOULD have fun learning experiences every day.

When children are having fun, they are in a relaxed and alert state and their brains are wide open, ready to learn.

Here are some fun ways to introduce great topics to your child.

Use themes

What are your children interested in? Most if not all of your learning experiences can be influenced by the theme. When new information is juxtaposed with things they already love - such as a favorite topic, a theme park or popular computer game - their interest is heightened. I like to start by decorating our learning environment to match the theme. It’s so fun!

Get out!

Children love adventures and to see new things. Each new thing they en- counter is something they can learn from. Some great places to go:

• libraries

• a variety of field trips • hiking

• theme parks

• park day with friends • road trips

Start a co-op

Some children love to go to “class” with friends. This class time should not be spent sitting at desks, listening to lectures or completing worksheets. These classes can be dynamic activities that en- courage collaboration among peers. Invite your friends over for some fun learning activities such as cooking, building, challenges and hunts!

Once curiosity is sparked, who knows where it’ll lead? You will hear your child say things like, “Let me try! Can I do it? Show me! Tell me! Let me do it!” This is when you know they are ready to move on to the second part of the process, which is playing with the topic. Let them choose how they will play with the information. They may explore the topic on their own and within their own intelligences and learning styles. Will they spend a couple hours Googling it? Will they make posters? Write plays? Can you think of some ways your child would enjoy playing? Allow them to delve into the topic.

REC Time!

This is when you can provide REC time for your children. This means you can allow them to:

Read.

What books are they drawn to?

Exercise.

The brain works better when the body is fit. Children like to move, and a moving child learns faster than one who sits still.

Create.

Keep a variety of materials and resources available for your child to create. Aside from the collaborative projects with others, it is also important for a child to have time to create on their own. Be sure to allow for lots of time for your child to do these projects. Your child may appreciate suggestions for projects.

Children love exploring and learning like this. When learning and fun are synonymous, students come to really love learning – even the hard stuff!

When the artist Michelangelo was 15 and working on a sculpture, he was invited by a friend to go on a hunt. Michelangelo turned down the opportunity. After being chided by his friend, he said, “For me, marble has the excitement of the hunt.” Because of his deep interest in sculpture, Michelangelo would rather work than play. The same thing can happen with learning. With true interest in a topic, a child may have the opportunity to enjoy the excitement of the hunt themselves. What can they discover, uncover, create and find?

Don’t worry about making sure that all recommended topics are “covered.” Information shared with a bored student is time wasted. But when a child is properly engaged, and the learning is fun, they will remember these experiences, along with the accompanying information.

When your child is moving, touching and breathing their learning experiences, don’t be too surprised to find your child jumping up and down about their schoolwork (I’ve seen this happen)! Don’t be surprised when these interests expand into other interests. Don’t be surprised when they become insatiable learners.

As Frederick Nietzsche said,

“Dancing in all its forms cannot be excluded from the curriculum of a noble education. Dancing with the feet, the mind and ideas.”

Enjoy the adventures you will have, and don’t forget the fun!

-Heather Martinson was introduced to homeschooling by her mother in the 1980s. Heather's four children, ages 25, 23, 16 and 12 were almost exclusively homeschooled. In 2006 Heather started Celebration with the premise that learning should be fun. Celebration Education now offers fun learner-centered classes in a variety of locations including parks, rented facilities, homes, theme parks (including Disneyland), and now Minecraft!

How Learning Happens

Wed, 24 Apr 2024 02:44:19 GMT

One of the most frequent question I hear is, “What does a typical day look like in your house?” It’s hard to know how to answer since what we are doing is what we have always done. We live our life, have fun, try new things, talk about them. Mostly, the learning happens almost “under the radar” – people talking, laughing, doing stuff, watching things, tasting things, and making connections that make sense to them. Occasionally, like spotting an insect in the grass, I “catch it” while it’s happening and I try to document it on Facebook. It pays to keep your eyes open.

Recently, we were at our local Farmer’s Market where they have, among all the stands for different farms, an Amish butcher shop. While we were there, Gabriella, 10, and Harry, 8, both found pennies on the ground. On the car ride home the kids took a very close look at their finds. Gabriella asked if Abraham Lincoln was always on the penny, and I was able to share that I have some pennies from the 1860s with an American Indian on the coins.

Then we talked about the phrase “In God We Trust,” and how with money there has to be a kind of “leap of faith” about its worth as it is made of only bits of metal and pieces of paper. This led to a discussion of the gold standard, and why some people think we should return to that. The kids wondered what would happen if we “changed the rules of money in the middle of the game?” Would there be enough gold to go around?

We then talked about how some countries use US dollars as their currency since US currency is considered more stable than their own money. We also talked about where money is made, and I wondered aloud if it’s still possible to tour a mint. I remember taking a tour of the Philadelphia Mint in the early 1980s.

Then Harry noticed that the two pennies were exactly 40 years apart...All of this for two cents. We got way more than two cents worth out of that discussion! Now THAT’s value!!!

After I got home, I wrote up what happened and posted it on FB, receiving a lot of “likes” and comments. One from a non-homeschooling friend jumped out at me:

Wow! That was certainly worth more than two cents. I probably would have said, “see a penny, pick it up, and all the day you will have good luck”, and left it at that. Ha ha ha.

The reason that jumped out at me is that I have also said that exact rhyme to my kids when they find pennies on the floor. I must have said it 50 times in the past. But this time I didn’t. Recently, I had been thinking that I don’t want my kids to feel like they’ve already heard everything I’ve ever had to say before. I want to be and continue to be an interesting resource for them.

Not long ago, the kids were playing Minecraft together, and Gabriella said to Harry, with regard to something in the game, “Are you thinking what I’m thinking?” To which Harry replied, “Probably not, since you are completely unpredictable!” I don’t want to be so unpredictable that they feel unsafe, but not so predictable that they tune me out, either. So when the kids found money, all I said was, “Hey cool!” and “That’s great!” From there, I let the conversation develop naturally.

Another example of natural learning happened around the dinner table. My husband was opening a bottle of red wine. The label on the bottle read: Seven Deadly Zins, which quickly led to a discussion of the seven deadly sins. About half way through the meal, Harry whispered in my ear, “Hey Mama! I think the characters in Spongebob Squarepantsare based on the seven deadly sins. Mr Krabbs is greed, Patrick is sloth, Squidward is wrath, and Sandy is pride.” I was totally shocked, and at the same time I thought this was pretty great! I don’t think I would have made a connection like that until I was well into my university studies! Despite the fact that Harry at age 8 is only a beginning reader, he is capable of rather advanced literary analysis of the shows he watches. We then spent more time that evening trying to figure out if the rest of the sins were represented in the show. That was a fun conversation that reminded me again that there is so much going on beneath the surface when it might appear that someone is “just” zoning out in front of a “screen.”

The mind is always working – absorbing information and connecting it to things already known. Doing things for pleasure are the most educational activities of all. Now, if you’ll excuse me, I have to arrange a trip to tour the Mint.

-Sylvia Woodman has been thinking and writing about unschooling for more than five years. She spends time on Facebook helping out on several unschooling groups including Radical Unschooling Info and Unschooling Mom2Mom. She is a leader with her local La Leche League group. Sylvia has been married to her husband Jim for 14 years and they have two children, Gabriella and Harry, who have never been to school.

Chunks, Palaces, And Hooks

Wed, 24 Apr 2024 02:42:40 GMT

When I learned to square dance we started off with the simple steps. The teacher showed us what to do when the caller said, “Swing your partner,” “Do-si-do,” or “Promenade.” Eventually we learned tougher calls, such as the “Teacup chain.” Two simple words – “Teacup chain” – would cause each of us to make a series of moves over 32 counts. It wasn't so very difficult because many of those moves were just the simple steps that we'd already learned so well.

Learning square dance calls consisted of learning labels for larger and larger “chunks” of dance moves. It's not all that different from learning other dance choreography, although the movement vocabulary changes. Actually, it is not so different from learning any other skills, concepts or subject matter. We humans learn and memorize all sorts of different things because of our ability to “chunk.”

Psychologists have been talking about “chunking” since 1956, when George A. Miller wrote a paper about “The Magical Number Seven.” He pointed out that one of the tools we humans use to get around our terribly limited short-term memory, which can only hold around seven bits of information at a time, is to associate multiple bits of information into a chunk and slap a label on it. Then, when we are working in our short-term memory, we can use the chunk labels to access many more bits of information from our long-term memory.

Melissa M. Kibbea and Lisa Feigensonb have recently shown that even toddlers as young as two years old use chunking as they learn things. Obviously, we do not need anyone to teach us how to “chunk.” However, it can be useful to explain to kids that learning skills and subject matter is, to some extent, as simple as learning the labels for more and larger chunks of information they already know.

For example, kids learn in their early years that the sun provides us with light, that most plant leaves are green, that plants need sunlight and water to live, and that, while animals need to eat, most plants do not. When they are older, they can learn larger chunks of information that utilize, in part, these simple facts, and label these larger chunks chlorophyll and photosynthesis and food chains and so forth. Like moving almost automatically through 32 counts when I heard “Teacup chain,” a child who has learned about photosynthesis can access all the smaller chunks of information he or she has coded under that label.It can also be useful to kids to learn about other aspects of memory. For example, robust music tends to be easier to remember than verbal information, and so the rhythms and rhymes of music can be used to help kids memorize facts, especially facts that are presented in a particular order, such as the planets in our solar system. Visual images tend to be easier to remember than verbal information, so making diagrams, maps, or “memory cartoons” can help kids recall geological processes and geographical information. Memory systems such as Memory Palace can help kids remember lists of things such as vocabulary words or the names of the elements.

Overlearning (repetition, repetition, repetition), active recall (rather than passive rereading), and spaced repetition (spacing out your active recall sessions minutes, hours, and days apart) are all useful for memorizing things such as lines in a play.

Much of education does not rely on memorization techniques and what might be termed “study skills.” Instead, it is deep learning achieved by going places, doing things and playing. This sort of experiential learning gets in deep because it often comes at us while we are feeling relaxed and happy, and because it comes at us through our eyes as well as our ears, and through our hands and bodies and sometimes even tongues and noses!

Experiential learning helps us build “hooks” on which later learning can be hung. Often, the later learning can be obtained through reading a book, watching a YouTube video or TV show, or listening to a lecture—the kids with hooks built through experiences, especially travel and play, are able to better absorb and store in long-term memory the concepts and vocabulary seen or heard in the more passive learning situation.

For example, kids with a lot of experience throwing, catching, hitting and chasing balls, are able to grasp physics concepts about flight trajectories, bouncing or falling bodies more easily than kids with little experience playing with balls. Kids who have scrambled up ladders, peeked into kivas, and surveyed the land around the ruins of ancient Puebloan settlements are more likely to absorb names like Anasazi, words like kiva, and the concepts surrounding life in cliff dwellings.

Thinking and learning about memory can help us homeschool our kids, and I would advise that we also pass on what we have discovered about memory to our kids. Kids are born already knowing how to learn, but we can help them learn how to learn whatever they need or want to know more effectively.

Cathy Earle is an education writer who homeschooled her three daughters up to college. You can read what one of her daughters now writes about those experiences at The No-School Kids: A Homeschool Retrospective , and you can find Cathy's free resource for kids at Every Day is Special.

Sources:

“Developmental origins of recoding and decoding in memory,” by Melissa M. Kibbea and Lisa Feigensonb, Science Direct, 2014.

“Music and Movement – Instrumental in Language Development,” by Maryann Harman, M.A., Early Childhood News.”

“Memory Systems: Image-Based Techniques for Memorizing Almost Anything,”

www.Memory-Improvement-Tips.com

Reclaiming Time- The Family Read Aloud

Wed, 24 Apr 2024 02:36:19 GMT

The colors of fall have moved on, or rather moved indoors to dance in fireplaces and wood stoves. White blankets, frosty ice, and foggy breath greet us, as wool hats and gloves are donned, so that we can go about our days or just get out to where things are wide and open. These are the days for moving slowly.These are the days that welcome extra snuggles, warm meals, and shared stories. What better time for a family read around or read aloud, not only to connect us in story and in conversation, but also to help the wee ones (or old) learn to love to read.

One of the many lessons my middle and high school students taught me, as their reading and writing teacher, is that you are never too old to hear a story read aloud. If given the choice, they were thrilled to stretch out on beanbag chairs and the floor and allow the story we were witnessing to live behind their eyelids.

Along our journey into story, we'd stop periodically to discuss our favorite parts, our questions, words or topics we weren't familiar with. We'd bridge back to related history or the events of today, to themes and symbols. Regardless of age, conversations about story help readers connect to story. Connecting to the story helps readers live in the story, which makes them want to read more, and in doing so, they become stronger readers.

Many books, short stories, poems, or essays can become a family read aloud. Taking turns choosing a text allows all members to feel invested and to experience new genres or stories one might not choose. Old favorites like the Little House series, Charlotte's Web, Harry Potter, and To Kill a Mockingbird, and new reads like The Hunger Games and The City of Ember, or poetry anthologies like This Same Sky, can create interesting conversations and, if wanted, help families discuss big topics in a safe, communal way.

In order to prompt discussion, one thing that can help everyone be involved is for the reader to pause after an important part or the end of a large section or chapter and simply open the room for discussion. To help prompt discussion, questions can be written on index cards and chosen randomly, be handed out, and used as inspiration. Questions might look like: What do you like or dislike about the story or characters? What do you wonder? What do you question? What do you see in your mind's eye while we're reading? What are you connecting to? What does this section remind you of? What do you think is going to happen?

These simple response questions lead readers deeper into a story, help them connect with each other, and possibly even help a reluctant reader want to read or be read to. So often students of mine who were reluctant or struggling readers had difficulty seeing the book’s images in their heads. We’d talk about the importance of seeing “the movie” that was being painted by the words. Once students realized this was something readers do and began to do so, they often found reading a lot more enjoyable and were able to connect and understand the text in a new way.

Another way to stimulate discussion is for the reader to pause and simply say, “Say something,” or “What do you picture?” or “What is on your mind?”.

Of course, reading together as a family helps foster a love and appreciation of reading too! The more we read to and with our children, the more they will love to read.

Reclaiming time together, in story and imagination, means giving our children and ourselves the gift of a love of reading that can carry us through the dark days of winter into the beauty of spring and maybe to a new read on picnic blankets or with toes sunk in sand. The possibilities are truly endless.

Kelly Sage writes about simple living and the joy of doing so on her blog Sagetribe . After nine years of teaching middle and high school English, Kelly has recently begun to homeschool and put more energy into her love of writing. She facilitates writing circles at Writing for (a) Change in Bloomington, IN., loves to take family hikes, and put whole foods on the family table.

My Top 10 Advantages (And Some Common Criticisms) Of Unschooling

Wed, 24 Apr 2024 02:33:55 GMT

There are advantages, profound and beautiful, silly and fun, to letting your child skip school, every day, for thirteen years. As you'll see, some of the advantages were my child's and some were mine as the parent. I won’t be able to name them all, but I can tell you my top ten favorites.

Top 10 Advantages

1. You will have the pleasure of really getting to know your child

The wild delight of being able to see and understand what lights her up. And in addition, you’ll get to be the one to help fuel those fires. From one day to the next you’ll know what inspires and excites her, when to help her get more and when she’s had her fill.

2. You’ll learn a lot about how your child learns

You’ll learn a lot about learning in general, new stuff you never thought of before. You will be surprised and amazed daily.

3. You will be happier when your child is happy and learning

Free from the pressure and burden of the busy work of school.

4. You will never fight with your child over homework

Not one shout. Not one tear.

5. Your child will have the gift of learning in peace, safety and comfort.

He’ll have time to linger and explore as much as he likes. He’ll have the freedom to move on quickly if an initial interest doesn’t take off. He’ll have the flexibility to pursue many interests at once.

6. Your child will be safe from the harm school can do

From being made to feel stupid or slow, or, just as harmful, from being convinced she’s “gifted.” She’ll avoid being stifled by the death march pace of a droning teacher. In unschooling, there’s no such thing as ahead or behind. There’s only learning, and all of it is meaningful.

7. If your child is an introvert, or a little quirky, unschooling will remove the pressure to conform.

Unschooling will let him be at ease with himself, away from the crowd and noise of school. He won't have to overcome the suffocating discomfort of compulsory socialization, and can instead choose for himself when and with whom he keeps company. Emotional well being contributes to a richer learning experience.

8. If your child is very physically active, unschooling will help you meet their needs.

No maddening time in a desk. No getting in trouble for being wiggly.

9. Unschooling will give your kids the chance to have friends of many different ages

Including adult friends and not just adults who want them to recite facts or pass tests, not patronizing grownups, but adults who do interesting work and enjoy talking about it and who don’t feel any pressure to be teacherly.

10. Unschooling will allow your child the time to become an expert

Several times over, at Legos or Minecraft, ballet or karate, dinosaurs or spiders. In 1974 John Holt wrote Escape from Childhood, The Needs and Rights of Children. It’s a radical book, as almost all social reform books of the seventies were. It still looks radical to parents and educators today. But his points, in that book, that children are overly controlled, and grossly underestimated, are just as valid today. If you’re bravely wading into the mysterious pool of unschooling and haven’t read that book, it might get you thinking about children and what they can do and what they ought to be able to try, with your experienced help and guidance.

Common Criticisms of Unschooling

Any time you give children choices that make other parents uncomfortable, anytime you do things very differently, you will face criticism. If you’re lucky it will be mild and easy to overlook. If it’s not, the most helpful thing I know in dealing with criticism is to stay informed about what the critics are saying and to be able to answer criticism with reason and confidence.

Children Can't Be Trusted

Some people will say children can’t be trusted to make choices, or maybe they can make very inconsequential choices, like what color shirt to wear today, but certainly not choices about what they’d like to do with their time. But adult life is all about making choices, every day, choices that get you closer to your goals. The best way to learn to make good choices is have lots of experience making choices, experience with mistakes and learning how to bounce back, having many chances to test how well you can predict outcomes.

You're Cheating the World Out of Specialists

Some people will say that you could be irresponsibly cheating the future of much needed scientists, and mathematicians, by letting a potentially talented child play in mud, and paint all day, instead of studying. But this presupposes that any random child might have a world changing talent for science or math, when in reality most children won’t. And if you happen to have a child with a talent and interest in mathematics or science, the place for specializing those skills and talents is not fifth grade, or even middle school. There will be time for your future Nobel prize winner to get the education and training she needs when she wants it, when her interest drives her there. That might be at age fifteen, or age thirty-five.

You're Not QUALIFIED!

Some people will say you may not have the skills to help your child learn everything he’ll need in the future. They’re right! The world changes fast. It might be that the job your child will be doing in twenty-five years hasn’t even been imagined yet. If it doesn’t exist, the skills for it are as yet unknown to parents *and* to teachers. But a child with access to the world and lots of interesting people and the time to explore, has a much better chance at learning emerging skills and technology than a child in school plodding through a curriculum with outdated science books.

In Escape from Childhood, Holt writes: “Young people have to be trained, in part by what we tell them, mostly by how we treat them, to think of themselves as irresponsible, incompetent, ignorant, foolish, no-account.”

One of the greatest advantages of unschooling is that you get to see and know your child as a competent, serious, smart, responsible human being, full of hope and wonder. It will change you forever. It will change the world.

-Deb Lewis

Enhance Your Learning with Travel

Wed, 24 Apr 2024 02:23:11 GMT

One of the most exciting and convenient things about homeschooling is the option to travel during off-season. Not only do you get a bargain on travel costs, the experience is always sure to be rich and full of intense learning opportunities. Our family tends to take trips just before big travel seasons like Spring, Summer and Winter school breaks. This always guarantees us lots of space and quiet locations where we can immerse ourselves in the local happenings.

Typically, when people take holiday they try to schedule relaxing and entertaining events for their stay. But when planning a homeschooling vacation it’s important to decide what type of experience you want your family to have and what types of things you will want them to learn. Although resorts and all inclusive stays are fun and ensure you have access to things most families need, they are not always conducive to teaching your children about the actual life that is lived in that area. So it is important for our family to decide what type of trip we will be having as this will impact where we stay and how we spend our time.

When we are taking homeschooling heavy trips we tend to stay with another family so that way we can really take our time to navigate new culture, food and languages. We have found that these trips work well especially on a budget- if you can visit distant family and friends. Because we have pretty large and diverse families that can be found across North America and into the South Pacific, this is a lot easier for us to do. However, if that is not the case for you- there are a multitude of homeschool families and blogs about World and Road Schooling that can help you make contact with homeschool friendly locations just about anywhere in the world.

Oh Canada!

Our first family homeschooling trip was to Niagara Falls. As a novice homeschool traveler, I booked us at the Great Wolf Lodge Resort which had amazing spring rates as it was 40 degrees during the time we went. But the wonderfully warm indoor water park allowed us to escape the misty May to see a spectacular museum or tourist location in the area. My kids were seven and two at the time and still needed lots of kid friendly activities which Great Wolf Lodge certainly provided. At that time in our regular homeschool life, we were usually at parks or museums so I made sure to book us a couple of those events. It was simple and easy and seemingly uneventful overall, but it was our first time trying out airports, long flights, and the processes of getting through customs, rental car transactions and navigating new land to find food. The most memorable parts of the trip were the things that didn’t work so well and those silly and awkward family photos they take of you in line at touristy places. Still, we learned a LOT and it prepared our family for future travel.

Life in the South Pacific

Last year, my family went to the South Pacific and spent some time in Fiji and New Zealand. We were fortunate to spend most of our time in local homes and sprinkle in some touristy resort fun. But it was in the local homes where my children learned about basic life differences that came with things like bathing and sleeping that interested them most. They enjoyed home-cooked meals and shared time with children their age. The laughter they shared lit up the days as they played together in the yard sharing words and comparing their accents with each other. For hours on end they quizzed each other on the alternate names and pronunciations for things around the house. They explored each other’s currency, games and entertainment. Even things like containers for basic grocery products became exciting to examine. Everything around them was new and full of ideas they had never considered. And though we did, spend a pampered day or two at a resort, the most memorable times we had were at the Fijian Farmhouse with the livestock and the wildlife roaming freely around us. Often when we think of learning here in California, we imagine a classroom full of manipulatives and books. But the experience my children had during our time in the South Pacific has had a profound effect on their life and the way they see the world. These experiences have forever changed the way we live and most importantly the way we homeschool. And though I don’t think we will ever be World or Road Schoolers, travel has become an amazing way for our family to connect and enhance our learning.

Laurie Gracia-Alikhan- Editor The Homeschooler Post

Preparing Homeschooled Kids for College

Wed, 24 Apr 2024 02:21:31 GMT

Students from a homeschool environment have a higher graduation rate than their traditionally schooled peers. "Exploring Academic Outcomes of Homeschooled Students" by Michael Cogan presented this fact. He emphasized that homeschooled students graduate at 66.7% while traditional students graduate at a rate of 57.5%. These numbers do not imply that homeschooled kids will have a breezy college experience or that they should not keep an eye on the horizon. Today, more than ever, students need to hunker down and prepare well to get the most out of their upcoming college life.

Tackling Academics

Suitable preparation is key to gain entry to a college as many require good SAT scores.College prep classes and courses similar to those in a high school setting can help the homeschooler to get those core requirements. Large universities around California like UC offers helpful academic outreach programs for pre-collegiate students.

Online classes are a new age boon for homeschoolers; they can make use of both free and paid for resources to supplement the learning requirements. It also helps promote self-reliance--a trait that they will need not just in college but in adult life as well. Homeschooling has the benefit of letting the student map out their interests so they can pursue their chosen field of academics efficiently.

Option Exploration

Beyond academics, it is important to find out what the homeschooler's options are for college choices. The beauty of the technology that we have now is that online applications and early correspondence with colleges are a reality. Factoring in the preference of the student, there are a lot of colleges to choose from in the state, the country, and even abroad. Determining the particular course or major that the student wants will help to narrow down the options you both need to look at.

Technological Knowledge

Homeschoolers need necessary tech skills to help them with projects and assignments in college. Knowing how to handle and troubleshoot issues with their personal computers and other gadgets are crucial. College students benefit greatly from having the tech to help them take notes, create presentations, and even stay in touch. It would be important for parents familiarize their learners with technology by intertwining lessons and appropriate gadgets and programs.

Essential Life Skills

The most important prep that homeschoolers need is understanding basic survival or life skills and the tools that can help access them. College students should be fully aware of how to do their own laundry, keep a clean space around them, and even cook good meals for sustenance. Starting them early with chores around the home can help significantly.

College students are expected to be fully functioning adults and finances will factor into this. With student loans and eventually having to handle jobs, it is critical for a homeschooler to be financially literate. Learning how to handle money should be part of the lessons that parents prioritize especially in the home environment. This helps to raise self-reliant and responsible college students and eventually, productive members of our society.

College is a great time for learners to know more about themselves and who they want to be in the future. Parents can help their homeschooled kids be better prepared by being proactive in arming them for the college experience. Take this time to see what else you can do as a parent to help your homeschooler tackle college with confidence and gusto.

Kylee Ryers was an academic counselor for over ten years. She now uses her writing to advocate for students.

Making Your Home a Happy One

Wed, 24 Apr 2024 02:17:40 GMT

One of my biggest challenges as a homeschooling mom is keeping up with all of the available book clubs. As an avid reader, it is rare for me to turn down a book. It is even more difficult for me not to have multiple books going at a time. All of these groups have helped me add to my collection, refer friends and family to the right book for them and explore genres I have never read before. The last book club I was in read Connection Parenting by Pam Leo.

This was somewhat of a typical parenting book. If you have taken any positive parenting or positive discipline courses, this book will lead you through a process of self-evaluation connected to those basic principles. Leo takes the time to reframe everyday struggles with our children so that we are reminded to honor their needs. Leo teaches that we should model behavior that will lead to solutions rather than solve the problems our children experience with our innate power as parents. She writes that all behaviors are need-driven and that the best way to work with our children is to take the time to learn what they need and how to ease the pain or ache when it is not met.

This book was a great reminder to practice and use the tools I have gained from other positive parenting and teaching courses. I share it with you today because Leo also lists MANY other books, websites and organizations for reference in her "Connection Parenting Links” pages. I hope that you can find the resources your family needs to make you homeschooling home a happy one!

If you have a life-changing book or a book that could be of reference for homeschooling families share with us today! I would love to hear your thoughts on books, their teachings and share references with our families. If you would just like to send me titles: I would love that too!

Happy Reading!

Laurie Gracia-Alikhan - Editor The Homeschooler Post

From Harry Potter to Living the Dream

Wed, 24 Apr 2024 00:06:42 GMT

Lissy jumped at the chance to leave school during spring break of second grade. Growing up in the Toronto area with her two brothers, once they left school, listening to mom read the published Harry Potter books (books one to four at that point) soon became a favourite activity.

For the first year or so at home, Lissy professed to hate reading. But without the pressure to learn to read and with the pull of a great story, Lissy’s road to reading began in earnest.

She started listening to the Harry Potter books on CD in her room while sewing costumes for her stuffed animals and creating wire jewelry. A new book release in the series was a cause for family celebration. She marked all her favorite places in the books and wrote out many of the signs, letters, and songs found in the storyline. Sometimes she wrote them by hand, sometimes she typed them. Sometimes she followed along in the books. Then one day she decided to try reading on her own and it wasn’t long until she announced herself able to read! She could often be found curling up with a book in any cozy spot she could find, and she’s still an avid reader.

Her love for Harry Potter eventually branched into a love of music, interestingly by way of fan fiction, in a great example of those wonderful yet unpredictable connections. When she was thirteen she began going to shows, seeing many alternative bands at small clubs around the US and Canada over the years. She was also in the Girl Guides program from the age of eight, volunteering with the younger girls, and culminating in being awarded the Canada Cord at seventeen. From the age of sixteen she volunteered weekly at the local SPCA thrift store. There weren’t any local support groups back then, so Lissy and her family met up with other homeschoolers/unschoolers at conferences in the United States, and her mom hosted the annual Toronto Unschooling Conference for several years.

Lissy became interested in photography around the age of 14. She took photos and explored pictures in magazines, books, and online. She started her first self-portrait 365 project on Flickr when she was 15, spending hours each day working until she had a photo she was happy with. It was an incredible learning experience, and she received lots of encouraging feedback.

At 16 she was approached by a photographer’s agent in Toronto and signed with her for commercial work. When asked on her blog if she planned on being a photographer for living, and, if she hadn’t discovered photography what would she have done, she replied:

A month after turning 18, she went to New York City on her own to explore the photography and art community there and see if she’d enjoy city life. She had plans for two months, and ended up staying six. She loved it, and at the end of 2013 she came home just long enough to complete a US O-1 Extraordinary Ability Visa application, a 700-odd page tome. Still 18, her application was approved for the full three-year term, and the afternoon her paperwork arrived by courier, her mom drove her back to NYC for a client meeting the next afternoon.

Lissy draws inspiration for her enchanting photos from childish things—tutus and tea parties and battling imaginary dragons—and she enjoys turning those adventures into her art. She likes to take things that are big and scary and put them into a fantasy context so they don’t seem so real. She hopes her photos help people maintain a childlike spirit and persevere in the face of a challenge.

Lissy’s images can be seen on several book and album covers, in magazines, in stores, and have even inspired a music video. Her work has been exhibited internationally. One image was the face of the UK National Theatre’s production of Antigone. She has shot ads, editorials, and fashion campaigns and currently has an online presence of over 80,000 followers.

-Lissy (Elle) Laricchia is a 20-year-old photographer from Ontario, Canada, living in New York City. She was recently selected as one of Flickr’s 20under20.

Homeschooler Participation in High School Sports

Sun, 21 Apr 2024 01:59:48 GMT

Participation in high school sports was the least of my concerns when I started homeschooling ten years ago. Some form of physical activity for my children was an important part of their curriculum and they started swim team, tennis lessons, soccer, softball and baseball. All of these sports were available through the community and the availability of school sports was irrelevant. However, when Kristina reached high school age she was interested in the high school tennis team experience and we explored her alternatives. The Redding school district required enrollment in the school or the district independent study program, which was set up for high school dropouts and mandated several hours of busy-work weekly. So we were faced with choices: The prison of school vs. ISP busy work vs. freedom. Kristina really wanted to play high school tennis and was willing to make the sacrifice. Even as the school added more and more onerous enrollment requirements she was willing to comply. She changed her mind when the high school tennis coach stated she could no longer train with her private coach in Sacramento during the season. The reality of the inflexibility of the program and the hostility to homeschoolers finally sunk in, and she decided that the negligible benefits of school sports were outweighed by the infringement on her freedoms.

Two years later, after we moved to Davis, Kristina reached the opposite conclusion. After encouragement from a local tennis coach and other homeschoolers who had participated in high school sports, we contacted the high school tennis coach and school counselor, Paul Oaks. He was very supportive of Kristina's choice to homeschool and her desire to play high school sports, and put her in touch with the Davis School for Independent Study (DSIS). She submitted a homeschool high school transcript to DSIS, explained her reasons for joining the program, and Kristina's high school tennis team experience began.

DSIS understood homeschooling and unschooling, gave Kristina the flexibility to follow her own educational course within minimal guidelines, allowed her to continue to be in control of her education by taking DSIS, homeschool and community college courses, introduced her to a wonderful mentor, gave her the social experience of a team, and gave her the opportunity to play her last two years before college on a top-level high school tennis team. She ultimately graduated from our home-based private school and now attends the University of California, San Diego, where she plays college tennis. Derek is in his third year of swimming and Monika started her first year of water polo and swimming for Davis High School while attending DSIS during the sports season. They both take the minimum courses required, continue with their homeschool and community college classes, and will graduate from our home-based private school.

California Interscholastic Federation

Although we got radically different treatment from the Redding and Davis school districts, they were following the same rules. In order to compete in high school sports at a public or private high school, the student must fit into the eligibility requirements of the California Interscholastic Federation (CIF). High school sports programs are governed by CIF, a private nonprofit, voluntary association of public and private high schools organized under the direction of local school boards of education with the sanction of the California Education Code. Although each public school district governing board has general control over interscholastic athletic programs, California Education Code section 35179 provides that the governing boards may "enter into a voluntary association with other schools for the purpose of enacting and enforcing rules relating to eligibility for, and participation in, interscholastic athletic programs among and between schools."

This provision gives schools the authority to join CIF, and conversely, gives CIF the authority over interscholastic athletic programs. California Education Code section 33353 describes the CIF as "a voluntary organization consisting of school and school related personnel with responsibility for administering interscholastic athletic activities in secondary schools." The CIF Bylaws, which are the rules that the schools must follow to remain eligible to compete in high school sports, specifically state: "Only students regularly enrolled in public and private CIF member schools, grades 9-12, shall be permitted to participate in the California Interscholastic Federation..." Since 1,265 California High Schools are members of CIF, the result is that homeschoolers must follow those rules in order to compete at the high school level.

CIF rules, called bylaws, can be found online at www.cifstate.org. These rules include several pages of eligibility requirements ranging from when boys can compete on girl's teams and vice-versa, to competing under an assumed name, to academic requirements, to discipline, to independent study, home study and home schooling. Section 227, which was added in February, 2000, states that: "Students who are not enrolled in programs under the jurisdiction of a member school's governing body are not eligible to participate in CIF competition. Such programs would include, but not be limited to, home schooling or home study wherein parents, or other persons, are responsible for instruction and evaluation. Home study, home schooling students may become eligible to participate in CIF competition provided they meet all requirements of bylaw 226." This section also applies to homeschool students using the private school option and private school programs that do not have CIF athletic programs. Bylaw 226 provides that an independent study student can be eligible for sports teams as long as: "A. The student's registration is accepted by the local school board AND; B. The courses taken by the student meet the standards adopted by the local school board and Education Code Sections 51745, et. Seq. AND; C. The administrative responsibility for the student involved in athletics shall rest with the principal of the school for which the student is competing, AND; D. The student meets all other eligibility requirements of the CIF and its member sections."

Therefore under CIF rules homeschoolers participating in interscholastic sports must enroll in a public or private high school, independent study program, or charter school. Not only are California homeschoolers required to follow these provisions, but also homeschooling is now defined in a quasi-legislative forum: "home schooling or home study wherein parents, or other persons, are responsible for instruction and evaluation." This requirement raises three significant questions: 1) Do our children have the fundamental constitutional right to participate in high school sports? 2) Can these bylaws/rules be challenged? 3) What is the legal significance of the definition of homeschooling found in the CIF bylaws?

Is Participation in High School Interscholastic Athletics a Fundamental Constitutional Right?

Apparently not, according to a 1986 appellate court decision. In Steffes v. California Interscholastic Federation, the court addressed the issue of "whether, under the California Constitution, the right to participate in interscholastic athletics is a 'fundamental right'." (Steffes v. California Interscholastic Federation (1986) 176 Cal.App.3d 739.) For a comprehensive discussion of the significance of "fundamental rights" see Stephen Greenberg's essay: The Legality of Private-School Homeschooling in California. Basically, when examining the constitutionality of a law infringing on a fundamental constitutional right, the higher standard of "strict scrutiny" is used. If the right infringed upon is not fundamental, the court uses the "rational basis" test to evaluate its constitutionality. In Steffes, a Los Angeles area student, Kent Steffes, appealed CIF Rule 214 that made him ineligible to participate in varsity high school sports because he transferred from a CIF member private school to a CIF member public school.

Kent Steffes' contention that participation in high school athletics is a fundamental right is relevant to homeschoolers interested in challenging Rule 227. He argued that the fundamental right to a public school education included the right to participate in interscholastic athletics and the imposition of Rule 214 deprived him of his fundamental right to participate in extracurricular activities offered by a public school. He further contended that this deprivation of a fundamental right required the court to apply a "strict scrutiny" test, rather than a "rational basis" test in considering the constitutionality of Rule 214. The Second District Court of Appeals did not agree with this argument.

The court noted that, "inasmuch as CIF is an organization with responsibility for administering interscholastic athletics in all California secondary schools (see Ed. Code, section 33353), the enforcement of its rules constitutes 'state action' for purposes of constitutional analysis." (Id. at 746. See also Jones v. California Interscholastic Federation (1980) 197 Cal.App.3d 751, 757.) Although acknowledging that under the California Constitution, public education is a fundamental right (Hartzell v. Connell (1984) 35 Cal.3d 899; Serrano v. Priest (1971) 5 Cal.3d 584) and that the Supreme Court in Serrano stated that extracurricular activities are a fundamental part of public education, the Steffes court refused to extend that same fundamental right status to the right to participate in interscholastic athletics. They pointed out that since Serrano had not specifically stated that interscholastic athletics were a fundamental right, they were not compelled to make such a finding. "[T]he fact that public education is a fundamental right under the California Constitution does not compel a finding that in California the right to participate in interscholastic athletics is also a fundamental right entitled to the highest degree of constitutional protection. Therefore, we hold that an equal protection challenge involving that right is properly tested by the rational basis standard, rather than by the strict scrutiny standard of judicial review." (Steffes, supra, at748.) Thus, the court based its decision that interscholastic athletics is not a fundamental right on the thin grounds that the Supreme Court in Serrano did not take the next step and specifically state that extracurricular activities are fundamental rights subject to constitutional protection.

The court applied the "rational bases" test to determine if the rule was constitutional, and determined that Rule 214 is rationally related to the State's "valid and legitimate interest in eliminating or minimizing athletic recruitment problems in secondary schools." (Id.) This finding is significant to a homeschooler challenging Rules 227 because the school only needs to show that the rules are rationally related to some perceived legitimate interest, such as overseeing the student's education or prevention of recruitment. The Steffes court stated (quoting In re U.S. ex rel. Missouri State High Sch. Etc. 8th Cir. 1982) 682 R.2d 147): "If the classification has some 'reasonable' basis, it does not offend the Constitution simply because the classification 'is not made with mathematical nicety or because in practice it results in some inequality. Once a rational relationship exists, and it exists here, judicial scrutiny must cease. Whether the rule is wise or creates undue individual hardship are policy decisions better left to legislative and administrative bodies. Schools themselves are by far the better agencies to devise rules and restrictions governing extracurricular activities. Judicial intervention in school policy should always be reduced to a minimum." (Steffes, supra, at 749.) In Jones the same appellate court applied the same principles and upheld the school's interpretation of another eligibility rule, which denied a fifth year high school student the right to play varsity football. It reiterated the Steffes findings, and added that: "Education Code section 35179 authorizes voluntary associations such as the CIF to enact and enforce rules relating to eligibility for, and participation in, interscholastic athletics." The court noted: "The rationale behind the CIF's interpretation is the rule's promotion of a high school education over high school athletics."

Challenging the CIF Bylaws/Rules

Kent Steffes also argued that Rule 214 violates state law because the making and enforcing of rules governing interscholastic athletics is limited to the Department of Education and the Superintendent of Public Instruction.. Again, the Steffes court disagreed and held that "although Education Code section 33352 gives the Department of Education 'general supervision over the courses of physical education,' sections 35179 and 33353 give voluntary associations, such as CIF, authority to enact and enforce rules relating to eligibility for, and participation in, interscholastic athletics." This decision means that any court following the Steffes decision will enforce the CIF bylaws against students wishing to participate in interscholastic athletics.

As an appellate court decision, Steffes does not carry the same weight as a California Supreme Court decision, although courts not following it can be expected to discuss and distinguish it from their facts. Trial court judges in the same district are likely to follow the decision because they realize that a contrary decision will be appealed to the same court that made the decision. Even though it will be given serious consideration by any trial court judge or appellate judges in other districts, they are not compelled to follow it if they disagree with the basis of the decision. The California Supreme Court, given the right facts, might overrule Steffes. However, the expense, time constraints and burdens of litigation would have to be balanced against the likelihood of success and the risk of setting a bad precedent.

The biggest risk is what happens if a student obtains a court order compelling the school to allow him or her to compete, and then loses the underlying lawsuit. According to CIF rule 228, CIF or one of its sections can, among other things, require that individual and team records be stricken, require that individual and team awards be returned, require that team victories be forfeited, make the team ineligible for future championships or invitationals, and require the school return its share of net receipts from any competition. Because of the length of time for a lawsuit to get heard, a student challenging CIF rules needs to obtain a restraining order requiring the school to allow sports participation while the lawsuit is pending. However, the punishment is so onerous against the school if the student loses, the attitudes of the school, coach and teammates are likely to be less than cordial.

Thus, homeschoolers wishing to participate in high school athletics without enrolling in the school or an acceptable independent study program will not be able to do so. They will need to decide if giving up their homeschooling freedom is outweighed by the benefits of high school sports.

How Significant is the Definition of Homeschool Found in the CIF Bylaws?

The Steffes and Jones decisions elevated the CIF bylaws to legislative status for evaluation purposes. The recognition of homeschooling is a double-edged sword. On the one hand, it acknowledges the existence of independent homeschooling. On the other hand, it denies eligibility to independent homeschoolers and is possibly the first step towards a definition of homeschooling in California. The next step could be homeschooling regulations.

Participation in College Sports

Homeschoolers are participating in and getting scholarships for college sports. Kristina is playing tennis at the University of California, San Diego, a National Collegiate Athletic Association (NCAA) Division II school. As a homeschooler, she did not go through the NCAA Clearinghouse, as is required of public and private school students, until after she was accepted at UCSD and on the team. However, the rules regarding homeschoolers changed recently, and homeschool athletes planning to participate in college sports need to register with the NCAA Clearinghouse to get an initial eligibility report. They are required to meet certain academic requirements, as are all team members. For further information, go to the NCAA website and review the requirements for homeschoolers.

Weighing the Alternatives

Participation in high school and college sports programs can be a rewarding for homeschool athletes. However, homeschoolers need to carefully consider the alternatives. Sometimes the high school athletic opportunities do not override the joy of homeschooling independently, following your own schedule, and planning your own course in life. One of many reasons for homeschooling through high school is to promote education over the distractions offered in public and private high schools. Often, athletic opportunities available in our communities, particularly in individual sports such as swimming, tennis and gymnastics, are superior to the high school programs. Some sports may only be available through high school programs, such as football and basketball, and high school participation may be required in order to qualify for college team positions and scholarships. Each homeschooler will need to make an informed decision based on his or her particular situation and goals, and the available options.

College or Not

Sun, 21 Apr 2024 01:25:40 GMT

Keep in mind that many people live productive and fulfilling lives without formal college education. Job experience, internships, apprenticeships, travel, and independent learning of all kinds can lead to satisfying situations.

If your kid does want to go to college, she can go as far as she wants, regardless of what she has done as a teenager. With any kind of diploma or high school equivalency certificate, or without any document at all if they're 18 or older, people can enter a community college and prepare to enter a four-year college or university. Admission at the University of California (UC) or the California State University (CSU) can be based entirely on a community college record. Other colleges and universities will pay minimal attention, if any, to an applicant's high school record if a solid community college record is submitted. Any level of higher education can be reached this way; people with no high school experience at all have earned PhD's.

If a young person wants to enter a four-year school without first attending a community college, the college's freshman entrance requirements must be met (transfer admission requirements are different); sometimes admission on a special basis without having met all the regular requirements is possible. Regular requirements will most likely include specific coursework and test scores. If a student has been part of a public school program, the coursework is documented there. It's essential that the work be considered college preparatory. In the case of UC, the school or program must have filed a list of UC-approved courses with the UC system-wide office; some public school programs have not done this.

Documentation is essential for independent homeschoolers. Increasingly, four-year colleges and universities are accepting non-traditional documentation of accomplishments outside of traditional schools for admission consideration. However, with some colleges, and with UC in particular, admission directly from an independent homeschooling situation is not easy (transfer admission is very straightforward - see above). It is possible to enter UC on the basis of testing alone; also, UC subject requirements can be met through SAT II testing. In every case, check carefully with admissions counselors at schools of interest.

RESOURCES FOR HOMESCHOOLING TEENS

Sun, 21 Apr 2024 01:15:05 GMT

Better Than College: How to Build a Successful Life without a College Degree

A book by Blake Boles (check out all of his books regarding self-directed learning)

Homeschooling the Teen Years, by Cafi Cohen

Stories, advice, and suggestions from a variety of families.

Self-Directed Learning: Documentation and Life Stories

by Wes Beach Expected

Parent/Teen Breakthrough , by Mira Kirshenbaum and Charles Foster, PhD

A respectful, loving, effective approach that ensures that parent and teen will be friends as the stormy seas of adolescence subside.

Real Lives: Eleven Teenagers Who Don't Go to School, by Grace Llewellyn

An exploration of the daily lives of unschooling teens.

The Teenage Liberation Handbook, by Grace Llewellyn

Questions predominant notions of education, and gives advice on designing one's own education, including ideas about learning, resources, and anecdotes.

The Teenagers' Guide to School Outside the Box, by Rebecca Greene

Guide to non-traditional learning opportunities: foreign study, internships, apprenticeships, service learning, university coursework, independent study, and more

In a Class by Themselves, by Christina Foster

An article published by Stanford Magazine about Stanford and Homeschoolers.

Teens and Beyond: An Introduction

Sun, 21 Apr 2024 01:15:03 GMT

It's natural, because it's a cultural habit, to think that kids who are high school age will study algebra, English, history, science, foreign language, art, music, and other subjects, and to expect that these studies will lead to a high school diploma and the next step in life. It's natural to think this way, but it isn't necessary. There is a lot of evidence that young people who have experiences during their teenage years that are different - sometimes radically different - from those in traditional high school take very successful next steps in their lives, and these steps include being admitted to good colleges and universities. Many kids who have skipped a big chunk or all of high school succeed wonderfully in all kinds of endeavors, including academic work at the highest level. There are no apparent gaps in what they know or can do.

A substantial part of our knowledge doesn't come from formal school lessons. Kids don't absorb calculus out of the air, but when they follow their interests and learn about the world under their own steam, they do make gains in reading, writing and math, and they do acquire general knowledge of science and history and other subjects, sometimes very esoteric subjects.

A traditional curriculum can be useful and fulfilling, but it isn't essential. Teenagers can devote their time to anything from working through a traditional curriculum to setting up and immersing themselves in completely individualized and idiosyncratic endeavors without closing off any future life path.

There are a variety of existing programs that may provide what you want. If a local program isn't available, you may find what you want offered through the U.S. mail, over the Internet, and/or by phone by a school at some distance from you. A wide variety of homeschooling and independent study programs are offered by the public schools; these schools may be the same ones that offer very traditional programs, or separate alternative programs within a school district, or in charter schools. Such programs are also offered by some private schools.

Programs vary in these ways:

the amount of supervision and the number of contact hours offered and required.
the number and type of structured classes and activities offered.
the flexibility and imagination used in interpreting and implementing state requirements in curriculum and assessment (private schools are not bound by most such requirements).
the extent to which classes at other institutions correspondence schools, schools offering coursework online, community colleges, etc. - are included in the program.
the extent to which students and their parents can plan their own studies.
the resources, including funds, offered to families. at the high school level, the degree to which the academic work offered meets standard college admission requirements.

If you prefer to be on your own or cannot find a suitable program, you can start your own school. You can easily file a private school affidavit with the California Department of Education and take charge of your kids' education (By filing a PSA) This does not necessarily mean that you have to do everything. You can utilize any resources you want, including mentors, tutors, anyone else willing to offer something of value to your kids, and structured classes offered by a variety of institutions and community organizations. Some parents do essentially everything, some take on certain responsibilities and delegate others, and some contract almost everything out.

Understanding Homeschooling: A Guide for Professionals Working with Homeschoolers

Sun, 21 Apr 2024 00:45:17 GMT

Homeschooling is a growing educational choice for families across the United States. While it's a legal right, there can sometimes be a gap in understanding between homeschooling families and professionals who interact with them. This can lead to unnecessary anxieties or confusion.

The HomeSchool Association of California (HSC) aims to bridge this gap with their comprehensive resource, "A Professional's Guide to Working with Homeschooling Families." This resource dives into the key aspects of the guide, offering valuable insights for professionals like doctors, lawyers, social workers, therapists, and school officials.

Why a Guide for Professionals?

Imagine a family who has chosen to homeschool their children. They are passionate about providing a unique and tailored education, but during a routine doctor's visit, concerns are raised about the children's socialization. Perhaps a social worker checking on well-being isn't familiar with homeschooling regulations. These situations highlight the need for better understanding between homeschooling families and professionals.

The HSC's guide addresses this need by providing professionals with a reliable source of information on homeschooling. This can help dispel misconceptions, fostering a more informed and collaborative approach when interacting with homeschooling families.

What's in the Guide?

Authored by a team of homeschooling experts, the guide covers a wide range of topics relevant to professionals. Here's what is included in the guide:

Introduction
History and Philosophy of Homeschooling
Socialization and the Homeschooled Student
The Whole Child and Homeschooling
Programs and Options in Homeschooling
Am I Qualified to Teach my Own Children?
The Legality of Homeschooling
Transitions to and From Homeschooling
High School
Homeschooling the Special Needs Child

Key Takeaways for Professionals:

Homeschooling families take a very active role in their children's education. They act as teachers, mentors, and advocates, deeply invested in their children's academic and personal growth.
Homeschooling families are diverse. Each family approaches education from a unique perspective, shaped by their values, goals, and children's individual needs.
Building trust and open communication is essential. The guide encourages professionals to approach homeschooling families with respect and a genuine desire to understand their situation. This can foster positive collaboration and ensure the well-being of homeschooled children.

The Importance of Ongoing Communication

The HSC's guide is a valuable starting point for professionals seeking to understand homeschooling. However, building strong relationships is equally important. The guide emphasizes the importance of getting to know homeschooling families on a personal level. This allows for open communication and a collaborative approach to ensure the best interests of the children are always prioritized.

File Statement-in-Lieu (Alternative to PSA)

Sat, 20 Apr 2024 22:06:54 GMT

Instead of filing the Private School Affidavit online, it is also possible to write a "Statement-in-Lieu" and sign and mail it to the California Department of Education. To write a statement-in-lieu, provide all information listed as required by the education code in sections 33190 and 33191. Be sure to provide ALL the information required.

Include at the end of your letter, "I hereby certify under penalty of perjury that the information I have provided for Section 33190(a) through (f) is true and correct and that I am in compliance with the provisions of Section 44237."

Sign your letter.

Keep a copy of the letter.

Send it by registered mail or in some form that gives you confirmation that it was received. Send it to:

California Department of Education
Title II Leadership Office, Room 4309
Private School Affidavit
1430 N Street
Sacramento, CA 95814

California Homeschool Law: Frequently Asked Questions

Wed, 10 Apr 2024 17:21:24 GMT

Navigating the legal landscape of homeschooling in California can feel daunting. Fear not! The Homeschool Association of California (HSC) is here to guide you. This FAQ page tackles common legal questions about homeschooling in the Golden State, from filing requirements to recordkeeping and exemptions. Whether you're a seasoned homeschooler or just starting out, this resource will equip you with the knowledge you need to feel confident and compliant on your homeschooling journey.

Taking College Classes

Wed, 10 Apr 2024 00:12:29 GMT

by Wes Beach

The line between high school and college need not be a sharp one. It is possible for teenagers to enroll in classes at community colleges and at four-year colleges and universities. The process at community colleges is called concurrent enrollment, dual enrollment, special enrollment, or something similar. I'll call it concurrent enrollment. The procedures vary from college to college. Typically a form is provided for applying for concurrent enrollment. This form will require the signatures of several people, including the student, a parent, one or two high school officials, and one or more college officials. You are an official if you have an R-4 school, and you can, if necessary, take on two (or more) roles, such as principal and counselor. Some colleges have balked at accepting a signature from a parent with an R-4 school. There may be a legal remedy for this problem; contact the HSC Legal Team.

Colleges often place restrictions on concurrent enrollment, such as a limit on the number of classes to be taken; a prohibition against taking certain classes, often the most elementary classes in math and English; allowing registration only during certain times (usually later than "regular" students); and so on. Sometimes only some of the rules are published, and careful questioning will reveal additional possibilities. For example, one college has published a rule that says a concurrently enrolled student may take no more than 6 units, yet another unpublished rule allows for enrollment in more units with an additional signature from a college official.

Find out exactly how the college awards credit for classes taken by concurrently enrolled students to make sure the credit earned is what's desired. In some instances colleges waive the per-unit enrollment fee (sometimes called tuition) for concurrently enrolled students.

At four-year schools there is often a process for enrolling students who have not been formally admitted. At UC Santa Cruz this happens through concurrent enrollment with University Extension, at San Jose State through Open University. Other state campuses will have similar procedures, and private colleges and universities may also provide such enrollment opportunities. Contact admissions offices for specific information.

College students are independent adults pursuing studies more rigorous than high school coursework; college work is at a faster pace and a higher level and requires independent thought and action. Some kids at 14 or 15 or 16, occasionally even earlier, thrive in this environment, while many others are not ready for it. Possibly the best indicator of readiness for college is a kid's own personal desire and informed choice to study at this level.

Rarely, a very young and academically gifted young person may need special guidance in taking college courses. In these instances, it is a good idea to contact potential instructors and make sure they are willing to include young kids in their classes.

California Graduation Requirements

Thu, 04 Apr 2024 00:47:30 GMT

There are five ways to homeschool legally in California and how a homeschooler is graduated depends on which homeschooling legal option they are using.

Private School in Your Own Home

If you establish your own private school, then you are responsible for determining your school’s graduation requirements. You can graduate your child on any basis you choose, at any age, considering your own child’s interests and needs. You issue the diploma and create transcripts . Your 16-18 year old child may leave school early with your permission. Students under 16 must continue to be enrolled even though they have graduated.

Public School and Charter School Independent Study Programs

Public high school graduation requirements apply to homeschooling students enrolled in independent study programs (ISP). Districts can determine their own graduation requirements as long as they include a minimum set of required courses set by the state. The program will give you a list of the required courses and how many credits are required. They make the decision about when a student has met all requirements. They may or may not give credit for work done prior to enrollment in that school so it is important to clarify this with the program upon enrollment if a student is entering during their high school years.

The California High School Exit Exam

(CAHSEE - don’t confuse this with a different test referred to as the CHSPE) has been suspended as a graduation requirement for the 2015/16, 2016/17, and 2017/18 school years. The state government will decide if a revised version of the CAHSEE or another test will be required for graduation after that.

Transcripts and a diploma will be provided by the school.

Note: If your child goes to a public school or charter program and does not meet their requirements for graduation, it is possible for you to remove him or her from the public school and establish your own private school in order to graduate him or her.

Private School Satellite Programs

There are no state requirements for graduation from private schools and each private school determines their own specific requirements. If your child is enrolled in a private school satellite program (PSP), that program will give you the information about graduation requirements and will explain to you how to provide required documentation. You should discuss this with the school and be very clear from the beginning about exactly what they expect from you and what you can expect from them. It is important to have this information in writing. There are no staterequired testing or reporting requirements.

The school should provide you with transcripts and a diploma.

HiSET (General High School Equivalency Exam)

Eligibility in California

For Adults (18 and Over)

If you are 18 years old or older , you can take the HiSET high school equivalency test in California without special permission as long as you:
Are not currently enrolled in high school, and
Meet residency and ID requirements. ( The HiSET Exam )

Simple path: Age ≥ 18 ➝ Eligible to register and take the full HiSET exam to earn a High School Equivalency Certificate.

For Minors (Under 18)

California has specific rules for those under 18 — and they depend on age and circumstances:

A 17-year-old may be eligible if they meet special conditions, such as:

They have been out of school for at least 60 consecutive school days and
They provide a letter of request from one of:
The military,
A post-secondary educational institution, or
A prospective employer. ( California Department of Education )

Some local test centers also list rules like being absent from school for a long period and possible approval by district officials, depending on policies. ( Prepsaret )

Important Legal Background

In California the Department of Education allows HiSET and GED tests primarily for people 18+, but 17-year-olds can qualify under defined exceptions (outlined above). ( California Department of Education )

California HiSET Proficiency Program

(NEW State Option, Different)

Aside from the full high school equivalency exam , California now also has a Proficiency Program (CPP) using the HiSET tests. This is distinct from the full HiSET equivalency exam and has its own, lower age requirement:

California HiSET Proficiency (CPP)

Students who are 16 years old or older may be eligible for the proficiency exam version. ( The HiSET Exam )
To take the HiSET Proficiency, a student must also meet California compulsory education criteria (e.g., enrolled in grade 10, or enrolled in schooling that counts under state law). ( The HiSET Exam )

Note: The Proficiency certificate is different from the full HiSET equivalency certificate — it proves proficiency at a certain academic level but is not the same as earning a full high school equivalency diploma.

Summary:

HiSET High School Equivalency Certificate — typically for adults 18+ (with limited 17-year-old exceptions).
HiSET Proficiency Certificate (CPP) — available for those 16+ meeting additional state education criteria. ( The HiSET Exam )

The General Education Development Test (GED)

In California, students who are 18 (and some 17-year olds that meet specific criteria) may take the GED test. The GED test covers reading, writing, math, science, and social studies. See the CDE GED website for more information about this test.

Bringing Your Special Education Child "Home"

Thu, 04 Apr 2024 00:10:32 GMT

By Lenore Colacion Hayes

School is getting ready to start again and as you reminisce about your child's relatively relaxing summer, you wonder if you should give serious consideration to not returning him to school. Homeschooling is something that has always appealed to you, but your child has been diagnosed with a learning disability (or other special needs) and the notion of educating him without his usual cadre of special education specialists has been a major roadblock for you to overcome.

Still, you think back to days throughout the summer when your son awoke on his own at 10 each morning, fixed his own breakfast, picked out his clothes, dressed himself and filled the remainder of the day with playing Legos, reading magazines, and running with the dogs in the yard. Those summer days have been in stark contrast to his usual routine. The angst-ridden morning ritual of dragging him out of bed at daybreak, so that there is sufficient time to tussle with him over what clothes he'll wear to school. While you prepare breakfast (and a sack lunch to go), you will undoubtedly encounter 30-to-45-minutes of deliberations over the virtues of peanut butter versus cheese sandwiches and whether or not he can digest a bowl of cold cereal without regurgitating it. The search for his book bag and an overdue science report will account for at least another 30 minutes, which will get him to the school bus stop with 0.02 seconds to spare.

You find yourself at the crossroads of trying to decide whether keeping your son out of a classroom to enhance his emotional growth will somehow mar his academic progress. Reframe your outlook to one that is less negative; as your child's emotional development matures, so will his ability to better comprehend the academic realm. At home, your son will follow a daily schedule that fits his temperament and internal clock, rather than the one imposed by the school that disrupts his natural rhythms. He will have the extra time that he needs to comprehend multiplication and he won't develop antsy boredom rereading the same chapter of a book waiting for the rest of his classmates to complete the task. The benefits of homeschooling a special education (SPED) child can be innumerable.

Now that you have decided to proceed with homeschooling, your next step will be to determine which legal option best suits your family's needs. While there are a number of ways to legally homeschool in California, parents of SPED students may opt for one option over another based on a number of considerations. Do you want to try to retain your child's school-provided SPED services? Or, do you prefer to get as far away from public services as possible with the least amount of hassle? Do you want to develop your own learning plan? Or would you prefer a curriculum that more resembles traditional school?

Probably the most popular method by which to legally homeschool is to file the R-4 Private School Affidavit (PSA) with the state office of education. This option requires a simple online filing, maintenance of minimal paperwork, and a basic understanding of a handful of California Education Codes. Families filing the R-4 are free to use whatever materials and resources they deem appropriate for their children. (See our page on the Private School Option).

Families whose children already have an Individualized Educational Plan (IEP) may not feel comfortable going it alone with the R-4. If a family wishes to try to keep the child's SPED services through the public schools, the best option is to enroll with a charter school program designed for homeschoolers. Many of the public school district operated independent study programs (ISP), as well as some charters, may not provide special services to IEP students. But, many of the charters do provide speech, occupational and other services. Ask before enrolling! The charter programs are also popular in some homeschooling circles because they provide curriculum materials, along with classes and access to field trips, computer labs and other perks.

Private ISPs are another option that are especially appealing to many new families because they offer something of a safety net by providing the new homeschooler with a certain amount of anonymity from the state (the private ISP, not the individual family, files the R-4), as well as interacting with previous school officials to obtain the child's cumulative records. Families who have developed adverse relationships with school staff by demanding services due their children may prefer to enlist the assistance of a private ISP administrator to "officially" remove the child's files, while also offering guidance to the new family. Smaller private ISPs tend to allow a lot of flexibility to families wanting to choose their own learning materials. The larger (and more expensive) programs generally offer a prepackaged curriculum to enrolled families.

The downside to enrolling in a private program or filing your own R-4 is that your child will be considered a private school student and no longer eligible for special education services. However, nonpublic school students are still entitled to assessments and periodic consultations with the public schools. Therefore, your child's IEP can be reevaluated when the current one expires or your child can benefit from occasional meetings with the school's SPED teachers.

Countless families decide to opt out of these services, either because they are substandard in quality or the families simply tire of jumping through bureaucratic hoops. However, because they decide to forego school services doesn't mean that they eliminate them altogether. There are a variety of low-to-no cost therapeutic (speech, occupational, etc.) services available within most communities. Other families create partnerships with their medical and mental health professionals. Learning to work with your own children and checking-in with the specialists on a regular or as-needed basis is a more cost-effective approach and helps the child apply the therapeutic interventions within their own environments (as opposed to an unfamiliar office setting). Many other families realize that a child previously diagnosed with a mild-to-moderate learning disorder no longer suffers from such, leading many to believe that children are misdiagnosed simply because they learn on their own timetables while utilizing their own styles.

Regardless of the legal approach or educational style you chose, homeschooling is a very do-able proposition for families of children with learning differences. And, should you start to fall back into the notion that your special child's education must be provided by a credentialed or licensed individual, just think back to those summer afternoons when your son filled his time with lots of water-based experiments and tending to a small garden. How does that child compare to the sulky one returning home, laden down with hours of homework ahead of him?

Finding Help for Homeschooling Special Needs Children

Thu, 04 Apr 2024 00:05:44 GMT

by Carol Edson

Homeschooling a child with disabilities, special circumstances, unique characteristics, different learning styles, or whatever one wishes to call an unusual challenge, can be done. Many families find that no one 'recipe' stays successful, and that midcourse corrections are the order of the day. Finding resources can be exciting, yet frustrating, because what is true today may NOT be true tomorrow, or in a different part of the state!

The situation regarding special education in California is in a constant state of change. Most districts are interpreting the law to mean that if the local school district is offering an 'appropriate special education program' for your child in the public school, but you choose to send your child to a private school or to homeschool outside the public system, the district is relieved of any further responsibility to serve the child's special education needs. This could mean some families might wish to continue in an established relationship with a district speech therapist, for example, but be denied that service. However, in some cases personal appeals to the district for an exception have been successful. Establishing a cordial relationship with a Special Ed representative as early as possible may facilitate future goals. Keeping a record of all contacts will be very important. It is as yet unclear how homeschoolers will be impacted, if at all, by changes in Special Ed policies, but some districts seem more amenable to performing special ed services on what they call a 'consulting basis' for homeschooling families.

The Internet provides many chances to compare notes, find families with similar problems, and generally get support outside the school district. Wellness sites like Healthcentral.com have pages with basic information on many conditions, and ideas for further research. A fine magazine is eparent.com, which addresses many rare conditions and has discussed homeschooling as one of the answers for many families.

If a child is permanently blind, one can make plans based on that. But when a child's situation never stays the same for any period of time, planning becomes more complex. Along with that comes the evolution inherent in different developmental stages. Adjusting to the constant change can be exhausting.

RESOURCES FOR HOMESCHOOLING GIFTED KIDS

Wed, 03 Apr 2024 22:03:31 GMT

Educating any child is a big responsibility, especially if you’re doing it at home with no public support. Educating a child who is exceptionally bright can seem intimidating, especially if his or her skills seem greater than your own. For parents thinking of homeschooling a gifted child, many questions arise. What if your child wants to know things that you don't know? What if you can't find the right resources? Where will you look for mentors, peers, even classes that will accept your child at a level that is appropriate for them? How will you know when you are doing something “wrong,” or when your child is having difficulty? What can you expect from your child, your community, yourself? This section will help you find answers to some of your questions, and point you to more extensive resources for further information.

Hoagies' Gifted Education Page

The all-things-gifted resource that you've been searching for. Hoagies' Gifted Education Page offers resources, articles, books, and links.

A to Z Home's Cool Homeschooling

Ann Zeise is "your guide to the best and most interesting and useful sites and articles about home education on the web."

The Hollingworth Center for Highly Gifted Children

A National Volunteer Resource and Support Network for Highly Gifted Children, their Families, Schools and Communities

Gifted Homeschoolers Forum

The goals of GHF are:

to link interested families with information and resources regarding educating a gifted child outside the traditional school system

to provide gifted homeschoolers with the opportunity to network and exchange ideas and resources

to increase awareness of homeschooling as a viable educational alternative for gifted children

to advocate for gifted homeschoolers as needed

to network with other education-related entities in support of these goals

Gifted Development Center

Since 1979, The Gifted Development Center (GDC), a service of the Institute for the Study of Advanced Development, has served as a resource center for developmentally advanced children and their parents, and for gifted individuals of all ages.

California Association for the Gifted

Gifted Education Communicator is a quarterly journal on topics of interest and benefit to parents and educators. The CAG Newsletter, Intercom, is now an electronic quarterly newsletter sent to all CAG members in a downloadable format. Thus it is most important that we have current email addresses for all of our members. CAG members will also receive periodic notification of educational opportunities and matters of legislative urgency. Darleen Saunders, CAG Capitol Region Parent Representative, darleensun@aol.com

Davidson's Young Scholars

The Davidson Young Scholars program provides FREE services designed to nurture the intellectual, social, emotional, and academic development of profoundly intelligent young people between the ages of 5 and 18 (students must be between the ages of 5 and 16 when applying).

Please contact HSC's Gifted Adviser at info@hsc.org for ideas and support, or if you have suggestions for additional resources.

HOW DOES HOMESCHOOLING WORK?

Wed, 03 Apr 2024 22:02:25 GMT

What is Homeschooling?

Homeschooling is an increasingly popular educational alternative in which children learn outside of conventional schools under the general supervision of their parents.

Some homeschooling families operate like small-scale versions of conventional schools, with textbooks and tests and traditional grades. Other families freely adapt ideas from other alternative educational philosophies such as Waldorf, Montessori, Reggio Emilia, or the Sudbury model, while still more give their children considerable control over what is learned and how learning takes place.

Occasionally, some parents choose to supplement their children’s school experience, calling such enrichment "homeschooling." While such an approach can be useful, it is qualitatively different from what we call homeschooling, which is a substitute for, rather than an adjunct to, the conventional school experience.

WHO HOMESCHOOLS?

Homeschoolers are a microcosm of the larger society. We live in large cities and small towns, on remote homesteads and in suburbia. We are families both large and small, with two parents and with one, households with two incomes, with one full-time income or with several part-time incomes. We are religious and agnostic and atheist, conservative and liberal and libertarian and progressive. We are your neighbors.

WHAT ABOUT SOCIALIZATION?

Most homeschooling families consider socialization to be one of homeschooling’s great advantages. Instead of spending the better part of their days in close contact only with others of their own age, homeschooled students have the time and freedom and energy to get to know people of many ages and backgrounds. With more say in the direction of their education, they become more self-reliant and self-confident, and less dependent upon peer approval than most school children.

Few, if any, homeschoolers are isolated to the point where they don’t interact with other people. Most are heavily involved in their communities. They belong to Scouts, take swimming and dance lessons, play on soccer and softball teams, etc. Many do volunteer work, such as visiting convalescent hospitals, shelving books at the library, even helping at public schools.

Homeschoolers also get together in support groups, to take field trips, hold park days, and participate in other group activities.

They build deep and meaningful friendships, with more time and space to talk and learn from each other than would be possible in school.

Most parents who withdraw their children from conventional schools report that as homeschoolers, their children quickly learn to get along better with a wider variety of people - siblings, older and younger children, and adults of all ages - more so than they ever did as school students.

WHAT ABOUT OUTCOMES?

There are no controlled studies of the effectiveness of homeschooling as an educational option, nor, because of the complexity of the problem (exactly which variables can or should be controlled for?), are there likely to be.

There are, however, numerous studies comparing the achievement of homeschoolers and schoolchildren on a variety of standardized tests. Generally, homeschoolers tend to score as well or better than those conventionally schooled.

Perhaps more useful are the performances of homeschooled students as they enter college. Homeschooled students are eagerly sought by many selective and highly selective colleges; they are reported to be more focused and more self-reliant than schooled students and to adapt better to living on their own.

ARE PARENTS QUALIFIED TO TEACH THEIR CHILDREN?

Any teacher can tell you that the children who do well are the ones whose parents are involved in their education. Parental involvement in homeschooling is very deep. The best teachers for all children are people who love and care about them and who respect their particular way of learning--people who have the time and the patience to provide one-on-one attention. Homeschooling parents do what teachers wish they could do in the classroom but cannot for lack of time and help and an excess of students.

Parents do not lightly make the decision to homeschool their children. They realize that it is a big undertaking and responsibility. But for homeschooling parents, the task of helping their children learn is seldom a burden. Children who are given the opportunity to follow their own interests, to dig deeply into topics that interest them, to have some say in how they learn, become eager and effective learners.

It is a myth that homeschooling parents do all of the teaching. Most parents know when they are not the best to handle certain subjects, and they get help, either from other family members, from friends, or from the extensive resources available, such as online instruction or community college classes for older children. The job of the parent is to help find the tools and resources that will help their children succeed.

It is also a myth that having a credential is necessary for homeschooling parents. The bulk of coursework for a credential prepares the teacher to teach a large group of children, and to prepare formal lesson plans meeting state standards far in advance. Parents working with their own children don't need to learn classroom management. They also find that the freedom to change the lessons to meet their children's needs or interests is one of the most wonderful things about homeschooling.

WHAT TYPES OF RESOURCES DO HOMESCHOOLERS USE?

If you're wondering what types of resources are available for homeschooling, you'll be pleased to know that there are countless options:

Online Communities: Websites and forums offer a wealth of advice and support from seasoned homeschoolers who can answer questions and share experiences.
Local Homeschool Groups: These groups are great for finding social opportunities, field trips, and curriculum recommendations. Many communities hold regular meetups or organize events like curriculum swaps, where parents can exchange educational materials.
Homeschool Conventions and Conferences: These large events bring together homeschooling families and vendors, offering workshops, presentations, and an opportunity to connect with others.
Public Libraries: Many libraries offer resources tailored to homeschool families, including lesson plans, book lists, and subject-specific guides.

Tips for Homeschooling Success

Do Your Research: Explore different homeschooling methods such as Traditional, Montessori, Charlotte Mason, or Unschooling to find what works best for your child.
Get Organized: Set up a flexible yet structured homeschooling routine so both you and your child know what to expect each day.
Join a Community: Connecting with other homeschooling families can provide valuable support and help you stay motivated.
Make Learning Fun: Incorporate hands-on activities, projects, and field trips that align with your child’s interests.
Be Patient: Allow time for you and your child to adjust. Homeschooling is a learning process for everyone.

We're Here for You!

If you’re still wondering how homeschooling works or have questions about starting your homeschooling journey, the Homeschool Association of California (HSC) is here to help. We provide valuable resources, support, and a community to help families succeed in their homeschooling endeavors.

Feel free to contact us for more information, or explore other blog posts to learn more about homeschooling options, laws, and best practices.

SAMPLE WITHDRAWAL LETTERS

Wed, 03 Apr 2024 21:39:41 GMT

If you're withdrawing your child from school, it's essential to provide written notification. Below are two sample letters—one from a parent to the old school and another from the new school requesting student records.

Sample Withdrawal Letter (Parent to Old School)

You should notify the old school in writing that you are withdrawing your child and indicate the exact date of last attendance. You can mail this or hand deliver it, but you should keep a copy and note the date and to whom it was mailed/delivered. The school may ask you to fill out a withdrawal form and you should ask for a copy of that form, as well.

This written notification to the school is from you as the parent, not from your newly- established school, so it should NOT be sent on school letterhead and you should not sign as "administrator."

Example Parent Withdrawal Letter:

[Principal's Name] Principal

[old school's name] [old school's address]

RE: Withdrawal of [child's name] from [old school's name]

Dear [principal's name]:

This letter is to inform you that [child's name], birthdate [child's birthdate], student ID number [child's school ID number if known}, has been withdrawn from [old school's name] as of [last date of attendance] and is transferring to [new school's name].

[New school's name] will contact you directly for [child's name]'s cumulative file. Pursuant to California Education §49068, please provide [new school's name] with attendance records, transcripts for all grades attended, report cards and reports of classes currently in progress, disciplinary information and records, standardized testing participation and results, health records, and any other school records regarding [child's name].

Thank you for your assistance.

Sincerely, [your name]

[If you know the school registrar's name, you can cc that person, too.]

Enrollment Confirmation & Request for Records (From New to Old School)

You may want to mail this by certified mail or, if hand delivered, note the date and the person to whom it was delivered on your own copy.

This written notification to the school is from you as the administrator of your newly- established school, so it should be sent on school letterhead and you should sign as "administrator."

Create letterhead for your new school by using a large font and put your new school name, your address, and email address.

Example Records Request Letter:

[Principal's Name] Principal

[old school's name] [old school's address]

RE: Withdrawal of [child's name] from [old school's name]

Dear [principal's name]:

This letter is to inform you that [child's name], birthdate [child's birthdate], student ID number [child's school ID number if known], has been enrolled at [your new private school name] as of [date of enrollment in new school].

Please send this student's cumulative file to this school at the above noted address, pursuant to California Education section 49068. Please include attendance records, transcripts for all grades attended, report cards and progress reports, disciplinary information and records, standardized testing participation and results, Individual Education Plan (IEP) if any, health records, psychological evaluations, speech and/or language evaluations, any other special education evaluations, and any other school records regarding the above-named student.

Thank you for your assistance.

Sincerely,

[your name as new school administrator- be sure to sign it] Administrator

[If you know the school registrar's name, you can cc that person, too.]

Need Support with Homeschooling? Join HSC!

Navigating school withdrawal and homeschooling laws can feel overwhelming, but you’re not alone! The Homeschool Association of California (HSC) is here to support you with resources, events, and expert guidance.

WITHDRAWING YOUR CHILD FROM SCHOOL

Wed, 03 Apr 2024 21:37:47 GMT

This guide will walk you through the process of withdrawing your child from school and starting your own homeschool. We will also provide insights on the legal requirements and steps involved, including the notification process and how to handle your child's cumulative school records.

Why Schools May Resist Withdrawal

When you withdraw your child from a public or private school, the school loses funding tied to that student, which may make them resistant to your decision. For this reason, we recommend not telling the school that you intend to homeschool right away. Instead, tell them you are transferring your child to another school. This can help you avoid unnecessary pushback, such as being told that you aren't capable of homeschooling or that homeschooling isn't legal.

Some schools may even threaten to report you to the truancy officer . However, as long as you follow the legal requirements for homeschooling, you are within your rights to withdraw your child from school and legally homeschool. If you decide to start your own private school at home, ensure that you prepare the necessary documentation to do so.

Notifying the School

If your child is enrolled in a public school at the start of the school year, and you later decide to withdraw them and start your own private school, you must notify the school properly. This involves sending two letters:

Withdrawal Letter – This letter, written by you as the parent, notifies the school of your intent to withdraw your child.
Private School Enrollment Letter – The second letter should be written by your newly-established private school (not you as the parent). This letter informs the school that your child is now enrolled in your school and requests school records.

You may also request your child's school records, or you can choose not to request them. It’s entirely up to you. Sample letters for both types of correspondence are available here .

If your child was never enrolled in public school, you do not need to notify anyone. However, if they attended public school the previous year, consider notifying the school at the beginning of the new school year to avoid any issues with truancy. This is especially important in smaller districts, where the absence of a child may be more noticeable. Larger, urban districts are less likely to notice such absences due to their high turnover rates.

Once you notify the school and request your child's cumulative file, the school should close their file on your child. This will prevent them from being considered truant.

What is the Cumulative File?

The cumulative file is an important collection of records kept by the school. It includes transcripts, report cards, progress reports, disciplinary records, standardized test scores, any special education records (such as IEPs), health records, and any other relevant documentation regarding your child.

If your child will be enrolling in another school (private or public), that school will request the cumulative file from the previous school. If you are starting your own private school, you must send a professional letter to the school requesting your child's cumulative file. This helps close the school's file on your child, ensuring they are not marked as truant.

Schools are legally required to provide you with your child's cumulative file, but many schools are slow to comply. If you do not receive the records within six weeks, it’s a good idea to send a follow-up request. If the records are still not provided after another six weeks, you may wish to consider whether obtaining the file is essential. Although you have a legal right to the file, it’s sometimes easier to let the matter go to avoid drawing unnecessary attention to your family.

FERPA and Your Rights

Under the Family Educational Rights and Privacy Act (FERPA) , parents have specific rights regarding their child's educational records. FERPA protects the privacy of these records and ensures that parents can access and request corrections to them.

As a parent, you have the right to:

Inspect and review your child’s education records.
Request a correction if you believe any of the records are inaccurate or misleading.
Receive a copy of your child's education records, though schools may charge a fee for this service in some cases.

FERPA also allows schools to disclose educational records without consent in certain situations, including to school officials with legitimate educational interest or when transferring the records to another school the student will be attending. However, the school cannot release information without your written permission, unless one of these exceptions applies.

Addressing Truancy or Disputes

If you withdraw your child due to truancy or other unresolved issues with the school, the school may continue to pursue legal action, such as a truancy hearing, or dispute the validity of your new private school. While you have the right to homeschool, you may need to weigh the practical and financial consequences of engaging in legal disputes.

In some cases, schools may look more favorably on homeschooling programs offered by public or charter schools or even private institutions, rather than home-based private schools. If you find yourself in a conflict with the school, consider consulting with an attorney to help navigate the situation. A well-crafted letter from an attorney can often resolve these issues more quickly.

Understanding Your Legal Rights and the Process

Education Code §49068 mandates that when a student transfers from one school district to another or to a private school, their records must be transferred upon request. Schools are required to notify parents of their rights to review and contest the contents of their child's records.

While you are entitled to these records, remember that your child’s legal status as a student and your right to educate them at home are protected. If you encounter difficulties obtaining the records or if the school refuses to cooperate, you may need to consider legal options, including working with an attorney to ensure your rights are upheld.

Join the Homeschool Association of California (HSC)

As you embark on your homeschooling journey, joining a supportive community can make all the difference. The Homeschool Association of California (HSC) is a valuable resource for homeschool families. By joining HSC, you'll gain access to information, events, and a network of like-minded individuals who can offer advice and encouragement.

Start your homeschooling journey today by becoming a member of HSC. Together, we can ensure that every child has the opportunity to thrive in a personalized learning environment.

IMMUNIZATION REQUIREMENTS AND EXEMPTIONS

Wed, 03 Apr 2024 21:36:35 GMT

The California Health and Safety Code says that no student may be admitted to any public or private school for the first time, or admitted or advanced to 7th grade, unless that student is fully immunized for his or her age.

HOMESCHOOLERS EXEMPTION

Pupils enrolled in home-based private schools and students enrolled in independent study programs who are not receiving classroom-based instruction are not subject to the mandatory vaccinations.

This means that most homeschoolers should be exempt from the immunization requirements.

If you establish your own home-based private school and file a private school affidavit, your children are not subject to the immunization law.
If your child is enrolled in a private school satellite program (PSP) which is home based, your child is not subject to the immunization law.
If your child is enrolled in a public or charter independent study program, your child may or may not be subject to the immunization law, depending on whether or not enrollment includes classroom-based instruction. The definition of classroom- based instruction is not clear in the law and may therefore be interpreted differently by various entities such as health departments, public and charter school administrators, and state and county education departments. You may or may not find that your child's independent study program requires immunizations as a condition of enrollment.

Medical Reasons for Exemption

Although homeschoolers are, in general, exempt from all immunizations, we include this information as it may be useful in case your child is enrolled in a hybrid program (home and classroom) or in case a previously homeschooled child goes to school.

Under current California law, a doctor can issue a medical exemption for children whose medical circumstances are such that immunization is not considered safe under the standard of medical care.

Presently, CDPH does not review medical exemptions. This change in the law will allow these medical exemptions to be examined under certain circumstances listed below.

By January 1, 2021, the state will be collecting medical exemptions electronically. However, CDPH will not review every medical exemption. Under SB 276 and SB 714, medical exemptions will be reviewed when:

A school’s immunization rate falls below 95% or
A doctor writes more than 5 medical exemptions per year beginning January 1, 2020 or
A school fails to provide reports of vaccination rates to CDPH.

In addition, a medical exemption that does not meet the above criteria may be reviewed, on case by case basis, if CDPH determines it is necessary to protect public health.

Until January 1, 2021, parents will continue to submit medical exemptions to a school or daycare using a form or letter prepared by their medical provider. Beginning in January 2021 all medical exemptions will be submitted electronically directly into the California Immunization Registry (CAIR) utilizing a standard form.

All existing medical exemptions continue to be valid except as explained below.

Parents of students with existing medical exemptions will need to submit a new exemption when the student begins a new ”grade span.” Grade spans are: birth to preschool, kindergarten (including transitional kindergarten) and grades 1-6, and grades 7-12.
The only existing medical exemptions that could be revoked are those that were written by a doctor subject to disciplinary action by the Medical Board.

SB 276 and SB 714 do not limit the types of medical conditions that would qualify for a medical exemption. Medical exemptions can be granted for reasons outside of the Centers for Disease Control (CDC), Advisory Committee on Immunization Practices (ACIP), and American Academy of Pediatrics (AAP) guidelines including family medical history, if they are consistent with the standard of medical care for that condition. Doctors issuing a medical exemption will provide a description of the medical basis

for the exemption.

Personal Beliefs or Religious Exemption

California no longer offers personal or religious exemptions to immunization requirements. However, some students may have their previous exemptions "grandfathered in." If a student received a personal beliefs exemption prior to January 1, 2016, that exemption is valid until the student enters the next grade span. An exemption obtained for day care, for example, is no longer valid when the student enters kindergarten (or first grade if the student did not attend kindergarten). An exemption obtained prior to 7th grade is no longer valid when the student enters 7th grade. An exemption obtained in 7th grade or thereafter is valid through 12th grade.

(Remember, personal beliefs exemptions are no longer available and these exemptions only apply if a student had a personal belief exemption prior to 1/1/2016).

Privacy: Who is entitled to examine immunization records?

We recommend you maintain documentation of any vaccinations received, even if your children are exempt from the requirements. It is unlikely that anyone will ever want or be able to look at them, but it is possible that your local health department could ask to see them. See the link below for reporting requirements for those families filing the PSA with 6 or more children, or, you may choose to create two schools for your family; one school for the younger students and one for the older students to avoid this reporting requirement.

https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/Immunization/School/reporting.aspx

Do I need a TB test?

One could read the H&S §121525 and §121545 to say that parents are required to have updated TB tests, because all employees and volunteers in private schools must have them. Since there is an argument that parents are neither "employees" nor "volunteers" in the strict meaning of the words, it is unknown whether a court would apply this requirement to parents. If you have taken the test, by all means include the results in your records, but if you have not, you should make your own decision as to whether you wish to do so. People whom you hire as employees or volunteers in your private school having regular and prolonged contact with children would need to have an updated TB certificate.

Documentation of Immunizations

Most families are given a yellow booklet by their doctors showing the immunizations administered to their child and the dates of administration. These yellow booklets are important and should be kept with a family's important papers. If you don't have such a booklet or think it might not be up to date, contact your doctor.

PM286 Form

The yellow immunization booklets are not given to schools to keep. Rather, schools are required by law to keep immunization records on a particular form, called the PM286; schools copy over the immunization records from the original yellow booklet to the form and return the original to the family. If your child is enrolled in a public or private school that is subject to the mandatory vaccinations, the school will use your records to fill out a California School Immunization Record .

Immunization Resources

Shots 4 Schools - California Department of Public Health, Immunization Branch. This website contains information about immunizations required for school entry in California

Senate bill 277 - This bill was signed into law by the governor. It amends Health and Safety Code §§120325, §§120335, §§120370, and §§12375; adds §§120338; repeals §§120365.

California Department of Education's requirements for Immunization

California Health and Safety Codes §§120325 - §§120480 - describe the immunization requirements for public and private schools in California.

RECORDS TO BE KEPT ON FILE BY PRIVATE SCHOOLS

Wed, 03 Apr 2024 21:30:17 GMT

The following records are required to be kept by all California private schools:

Private School Affidavit (EC §33190)
Attendance Records (EC §48222)
Courses of Study Offered (EC §33190)
Faculty Qualifications (EC §33190)
Criminal Record Summaries (EC §33190 and EC §44237) (Not required when the teacher is the parent.)
Immunization Records or Waivers (Health and Safety Code §120335)
Health Exam Form or Waiver for Children Entering 1st Grade (Health and Safety Code §124085)

We recommend that you keep these records in two separate binders or folders. The first should hold the records that a government official, such as an attendance or truancy officer, is legally entitled to see without a warrant or a subpoena: a copy of the filed private school affidavit, your attendance records, and a one time letter verifying that the children are enrolled in and attending the school. The second should hold all of the other required records identified in the list above: courses of study offered, faculty qualifications, criminal record summaries (not required if the only students in your school are your own children), and immunizations records or waivers. Although you are required to keep these, no public official is entitled to see them without a subpoena. In fact, we believe that many of these records cannot even be seen with a subpoena. However, the law requires you to have them, and you are signing, under penalty of perjury, that you do have them.

Letter for Your Binder

The legal team has prepared a letter that you can give to anyone who challenges your authority to homeschool or who demands to see any papers other than your affidavit and attendance records. The letter explains what statutory authority there is for parents forming their own home-based private schools and covers which documents the state has the authority to see and which it does not. We recommend that you print out a copy of this letter and put it in the binder you keep with your copy of your affidavit.

Attendance Records

Attendance records can be as simple as a one-page calendar containing boxes for each day of the school year, with a notation at the bottom stating that days absent are indicated with a mark. You are free to decide the length of each school day and school year and when it is in session. Only mark when your child is absent. If they are learning, they are in school.

Courses of Study

Generally, instruction must be in English and "in the several branches of study required to be taught in the public schools" (§48222), but how or what you teach within those branches is up to you. To meet this requirement your school could keep a printed copy of the code sections that set forth the branches of study the state requires schools to offer. The "adopted course of study for grades 1 to 6" is set forth in §51210, and the "adopted course of study for grades 7 to 12" is set forth in §§51220, 51220.5, and 51221 (these lists are fairly general and far less specific than the state standards that public schools must teach).

Another alternative is to obtain a copy of the courses of study offered by a local public school. Although instruction must be offered in those areas by the school, it is not necessary to teach each and every subject. You are free to decide which courses would most benefit your students and how to teach them. However, a court may decide that your school is illegal if certain subjects are not offered. (See In re Shinn (1961) 195 Cal.App.2d 683.)

Faculty and Employees

Teachers in private schools do not need to hold state teaching credentials, even though many state officials seem to think they do. The statute is very clear on this point. §48222 requires that the teachers be "capable of teaching," but this phrase is not explained or defined. We believe most people who can speak and read competently in English generally could be capable.

Most home-based private schools do not have any employees because the parents are the primary teachers. Parents teaching their children are the faculty. Keep updated résumés of the “faculty” in your school records, including their names, addresses and qualifications. If the teacher (you) does not have a credential, list other qualifications that make him or her capable of teaching. These qualifications could include experience teaching in your school, other work or volunteer experience, undergraduate and advanced degrees, educational conferences attended, including homeschool conferences, or training sessions.

Some homeschooling families hire others to help with certain aspects of their children's education, such as piano teachers or athletic coaches. Weekly piano lessons or even daily sports lessons do not qualify these teachers as your employees. However, if you are interested in hiring full- or part-time teachers, you can do so. Any employee hired to work with your children must provide you with sufficient information to determine that he or she is capable of teaching. Additionally, you must obtain the criminal record summary and TB certificate described above.

"'Employment' means the act of engaging the services of a person, who will have contact with pupils, to work in a position at a private school at the elementary or high school level . . . on a regular, paid full-time basis, regular, paid part-time basis or paid full- or part-time seasonal basis." (EC §44237(b)(2).) Thus, the piano teacher or gymnastics instructor with his or her own studio, and a grandmother teaching her grandchildren without being paid, are not employees. However, anyone you hire and pay to teach within your home under your direction on a regular full- or part-time basis may be considered an employee. You may wish to consult with an attorney to clarify the difference between an independent contractor and an employee. Each situation is unique and can have important tax and record-keeping consequences.

Criminal Record Summary

§44237 explicitly states that the criminal record summary is not required for parents teaching only their children. Since most homeschooling families do not hire employees, the exact procedure will not be discussed in depth in this article. However, if you do hire others to teach your children full time in your home, you may need to obtain criminal record summary information on them. Each employee must submit two sets of fingerprints that the school then submits to the Department of Justice and Federal Bureau of Investigation. Further information can be obtained from your local county office of education.

First Graders Health Form or Waiver

For first graders only, there is a “Health Exam for School Entry” form. However, it is not mandatory and parents can opt out of this exam with a waiver.

PRIVATE SCHOOL COOPERATIVES

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Homeschoolers may wish to consider setting up cooperative private schools in order to homeschool. Essentially, this option means that a group of parents join together to start a school. The requirements are essentially the same as starting a home-based private school, however, be aware that day care rules may also apply depending on how it’s set up, so be sure to check with your local county social services department to ensure you’re complying with all applicable laws. If you can agree on a school name, where it will be located, who will be the administrators, directors and principal officers, and where the records will be located, you can start a cooperative school. One person will need to request, complete, sign and file the private school affidavit. The custodian of records must keep the same records that are required for a home- based private school for a single family. These records include the private school affidavit, attendance records, courses of study offered, faculty and qualifications (including the TB test certificate), criminal record summaries (except for parents teaching exclusively their own children), and immunization records or waivers. The school should provide each family with letters confirming the attendance of their children at the school.

Unless your cooperative school holds formal and regular classes with one of the parent-teachers teaching a group of children who are not their own, the criminal record summary required by §44237 is not required. However, if your school has traditional classes where a parent is working with other children, then your school must obtain a criminal record summary for all teachers.

If your school has over 50 students and your school has a private school building, there are various building requirements that your school will need to follow. We assume here that each family will be teaching their children or a small group of children in their own home. Private schools that are conducted in private homes with fewer than a specified number of students are not subject to certain building, earthquake, and air contaminant requirements.

SELECTED PRIVATE SCHOOL STATUTES

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A number of California statutes apply to private schools. These include the requirements for establishing a private school, as well as miscellaneous safety and health requirements. For statutes applicable to homeschooling see below for selected private school statutes, and below that, information about 1st grade health screenings.

The entire California Education Code is on the State of California website at leginfo.legislature.ca.gov/ . We encourage anyone planning on operating a private school to be familiar with these statutes.

These statutes are a selection of the most often used California Statutes affecting homeschoolers. We omitted Independent Study and Charter School Statutes, but will be happy to provide you with that information if you contact us. Please be aware that statutes can be amended yearly, and you should look up the current version of any statute to be sure you are using the most up-to-date version.

33190

Every person, firm, association, partnership, or corporation offering or conducting private school instruction on the elementary or high school level shall between the first and 15th day of October of each year, commencing on October 1, 1967, file with the Superintendent of Public Instruction an affidavit or statement, under penalty of perjury, by the owner or other head setting forth the following information for the current year:

(a) All names, whether real or fictitious, of the person, firm, association, partnership, or corporation under which it has done and is doing business.
(b) The address, including city and street, of every place of doing business of the person, firm, association, partnership, or corporation within the State of California.

(c) The address, including city and street, of the location of the records of the person, firm, association, partnership, or corporation, and the name and address, including city and street, of the custodian of such records.
(d) The names and addresses, including city and street, of the directors, if any, and principal officers of the person, firm, association, partnership, or corporation.

(e) The school enrollment, by grades, number of teachers, coeducational or enrollment

limited to boys or girls and boarding facilities.
(f) That the following records are maintained at the address stated, and are true and accurate: (1) The records required to be kept by Section 48222.
(2) The courses of study offered by the institution.
(3) The names and addresses, including city and street, of its faculty, together with a record of the educational qualifications of each.
(g) Criminal record summary information has been obtained pursuant to 44237. Whenever two or more private schools are under the effective control or supervision of a single administrative unit, such administrative unit may comply with the provisions of this section on behalf of each of the schools under its control or supervision by submitting one report. Filing pursuant to this section shall not be interpreted to mean, and it shall be unlawful for any school to expressly or impliedly represent by any means whatsoever, that the State of California, the Superintendent of Public Instruction, the State Board of Education, the State Department of Education, or any division or bureau of the department, or any accrediting agency has made any evaluation, recognition, approval, or endorsement of the school or course unless this is an actual fact. The Superintendent of Public Instruction shall prepare and publish a list of private elementary and high schools to include the name and address of the school and the name of the school owner or administrator.

33191

(a) Commencing October 1, 1985, the affidavit or statement filed with the Superintendent of Public Instruction pursuant to Section 33190 shall, under penalty of perjury, include a statement manifesting compliance with the provisions of Section 44237.
(b) In the case of any private school where the instructor also serves as the administrator of the school, the affidavit or statement shall be made available upon request to the parents or guardians of all pupils currently enrolled in the school and to any parent or guardian considering whether to enroll his or her child in the school.

44237

(a) Every person, firm, association, partnership, or corporation offering or conducting private school instruction on the elementary or high school level shall require each applicant for employment in a position requiring contact with minor pupils who does not possess a valid credential issued by the Commission on Teacher Credentialing or is not currently licensed by another state agency that requires a criminal record summary that directly relates to services provided in a facility described in this section and has background clearance criteria that meets or exceeds the requirements of this section, to submit two sets of fingerprints prepared for submittal by the employer to the Department of Justice for the purpose of obtaining criminal record summary information from the Department of Justice and the Federal Bureau of Investigation.
(b) (1) As used in this section, "employer" means every person, firm, association, partnership, or corporation offering or conducting private school instruction on the elementary or high school level.
(2) As use in this section, "employment" means the act of engaging the services of a person,

who will have contact with pupils, to work in a position at a private school at the elementary or high school level on or after September 30, 1997, on a regular, paid full-time basis, regular, paid part-time basis or paid full- or part-time seasonal basis.
(3) As used in this section, "applicant" means any person who is seriously being considered for employment by an employer.

(4) This section does not apply to a secondary school pupil working at the school he or she attends or a parent or legal guardian working exclusively with his or her children.

48010

A child shall be admitted to the first grade of an elementary school during the first month of a school year if the child will have his or her sixth birthday on or before December 2nd of that school year. For good cause, the governing board of a school district may permit a child of proper age to be admitted to a class after the first school month of the school term.

48200

Each person between the ages of 6 and 18 years not exempted under the provisions of this chapter or Chapter 3 (commencing with Section 48400) is subject to compulsory full-time education. Each person subject to compulsory full-time education and each person subject to compulsory continuation education not exempted under the provisions of Chapter 3 (commencing with Section 48400) shall attend the public full-time day school or continuation school or classes and for the full time designated as the length of the schoolday by the governing board of the school district in which the residency of either the parent or legal guardian is located and each parent, guardian, or other person having control or charge of the pupil shall send the pupil to the public full-time day school or continuation school or classes and for the full time designated as the length of the school day by the governing board of the school district in which the residence of either the parent or legal guardian is located. Unless otherwise provided for in this code, a pupil shall not be enrolled for less than the minimum school day established by law.

48220

The classes of children described in this article, shall be exempted by the proper school authorities from the requirements of attendance upon a public full-time day school.

48222

Children who are being instructed in a private full-time day school by persons capable of teaching shall be exempted. Such school shall, except under the circumstances described in Section 30, be taught in the English language and shall offer instruction in the several branches of study required to be taught in the public schools of the state. The attendance of the pupils shall be kept by private school authorities in a register, and the record of attendance shall indicate clearly every absence of the pupil from school for a half day or more during each day that school is maintained during the year. Exemptions under this section shall be valid only after verification by the attendance supervisor of the district, or other person designated by the board of education, that the private school has complied with the provisions of Section 33190 requiring the annual filing by the owner or other head of a private school of an affidavit or statement of prescribed information with the Superintendent of Public Instruction. The verification required by this section shall not be construed as an evaluation, recognition, approval, or endorsement of any private school or course.

48224

Children not attending a private, full-time, day school and who are being instructed in study and recitation for at least three hours a day for 175 days each calendar year by a private tutor or other person in the several branches of study required to be taught in the public schools of this state and in the English language shall be exempted. The tutor or other person shall hold a valid state credential for the grade taught. The instruction shall be offered between the hours of 8 o'clock a.m. and 4 o'clock p.m.

48321.5

(e) Nothing in this section shall be construed to authorize a county or local school attendance review board to issue a subpoena or request a subpoena to be issued for the production of written materials or the attendance of any person if it is verified that the minor pupil is enrolled and in regular attendance in a private school maintaining kindergarten or any of grades 1 to 12, inclusive, that has filed an affidavit pursuant to Sections 33190 and 48222 of the Education Code.

48415

In the case of attendance upon private school, exemption from the requirements of attendance upon compulsory continuation education shall be valid only after verification by the attendance supervisor of the district, or other person designated by the board of education, that the private school has complied with the provisions of Section 33190 requiring the annual filing by the owner or other head of a private school of an affidavit or statement of prescribed information with the Superintendent of Public Instruction. The verification required by this section shall not be construed as an evaluation, recognition, approval, or endorsement of any private school or course.

49068

Whenever a pupil transfers from one school district to another or to a private school, or transfers from a private school to a school district within the state, the pupil's permanent record or a copy thereof shall be transferred by the former district or private school upon a request from the district or private school where the pupil intends to enroll. Any school district requesting such a transfer of a record shall notify the parent of his right to receive a copy of the record and a right to a hearing to challenge the content of the record. The State Board of Education is hereby authorized to adopt rules and regulations concerning the transfer of records.

51210

The adopted course of study for grades 1 to 6, inclusive, shall include instruction, beginning

in grade 1 and continuing through grade 6, in the following areas of study:
(a) English, including knowledge of, and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.
(b) Mathematics, including concepts, operational skills, and problem solving.
(c) Social sciences, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the maturity of the pupils. Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; the development of the American economic system including the role of the entrepreneur and labor; the relations of persons to their human and natural environment; eastern and western cultures and civilizations; contemporary issues; and the wise use of natural resources.
(d) Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and on the place of humans in ecological systems.
(e) Visual and performing arts, including instruction in the subjects of dance, music, theater and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.
(f) Health, including instruction in the principles and practices of individual, family, and community health.
(g) Physical education, with emphasis upon the physical activities for the pupils that may be conducive to health and vigor of body and mind, for a total period of time of not less than 200 minutes each 10 schooldays, exclusive of recesses and the lunch period.
(h) Other studies that may be prescribed by the governing board.

51220

The adopted course of study for grades 7 to 12, inclusive, shall offer courses in the following areas of study:
(a) English, including knowledge of and appreciation for literature, language, and composition, and the skills of reading, listening, and speaking.
(b) Social sciences, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the maturity of the pupils. Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; instruction in our American legal system, the operation of the juvenile and adult criminal justice systems, and the rights and duties of citizens under the criminal and civil law and the State and Federal Constitutions; the development of the American economic system, including the role of the entrepreneur and labor; the relations of persons to their human and natural environment; eastern and western cultures and civilizations; human rights issues, with particular attention to the study of the inhumanity of genocide, slavery, and the Holocaust, and contemporary issues.
(c) Foreign language or languages, beginning not later than grade 7, designed to develop a facility for understanding, speaking, reading, and writing the particular language.
(d) Physical education, with emphasis given to physical activities that are conducive to health and to vigor of body and mind, as required by Section 51222.

(e) Science, including the physical and biological aspects, with emphasis on basic concepts, theories, and processes of scientific investigation and on the place of humans in ecological systems, and with appropriate applications of the interrelation and interdependence of the sciences.

(f) Mathematics, including instruction designed to develop mathematical understandings, operational skills, and insight into problem-solving procedures.
(g) Visual and performing arts, including dance, music, theater and visual arts, with emphasis upon development of aesthetic appreciation and the skills of creative expression.
(h) Applied arts, including instruction in the areas of consumer and homemaking education, industrial arts, general business education, or general agriculture.
(i) Career technical education designed and conducted for the purpose of preparing youth for gainful employment in the occupations and in the numbers that are appropriate to the personnel needs of the state and the community served and relevant to the career desires and needs of the pupils.
(j) Automobile driver education, designed to develop a knowledge of the provisions of the Vehicle Code and other laws of this state relating to the operation of motor vehicles, a proper acceptance of personal responsibility in traffic, a true appreciation of the causes, seriousness and consequences of traffic accidents, and to develop the knowledge and attitudes necessary for the safe operation of motor vehicles. A course in automobile driver education shall include education in the safe operation of motorcycles.
(k) Other studies as may be prescribed by the governing board.

51220.5

(a) The Legislature finds and declares the following:
(1) The family is our most fundamental social institution and the means by which we care for, prepare, and train our children to be productive members of society.
(2) Social research shows increasingly that the disintegration of the family is a major cause of increased welfare enrollment, child abuse and neglect, juvenile delinquency, and criminal activity.
(3) The lack of knowledge of parenting skills and the lack of adequate preparation to assume parental responsibilities are not only major causes of family disintegration, but also contribute substantially to the disastrous consequences of teen pregnancy.
(4) Because the state government bears much of the economic and social burden associated with the disintegration of the family in California, the state has a legitimate and vital interest in adequately preparing its residents for parenthood.
(b) The Legislature recognizes that the public education system is the most efficient and effective means to educate the populace on a large-scale basis, and intends, therefore, to use the public education system to ensure that each California resident has an opportunity to acquire knowledge of parenting skills prior to becoming a parent. That knowledge should include, at a bare minimum, all of the following:

Child development and growth.
Effective parenting.
Prevention of child abuse.
Nutrition.
Household finances and budgeting.
Personal and family interaction and relations.
Methods to promote self-esteem.
Effective decision making skills.
Family and individual health.

(c) Commencing with the 1995-96 fiscal year, the adopted course of study for grade 7 or 8 shall include the equivalent content of a one-semester course in parenting skills and education. All pupils entering grade 7 on or after July 1, 1995, shall be offered that course or its equivalent content during grade 7 or 8, or both. On or before January 1, 1995, the State Department of Education shall supply, to each school district that includes a grade 7 or 8, a sample curriculum suitable either for implementation as a stand-alone one-semester course or for incorporation within identified existing required or optional courses, with content designed to develop a knowledge of topics including, but not limited to, all of the following:

1. Child growth and development

2. Parental responsibilities

3. Household budgeting

4. Child abuse and neglect issues

5. Personal hygiene

6. Maintaining healthy relationships

7. Teen parenting issues

8. Self-esteem.

A district that implements the curriculum set forth in this subdivision a standalone required course may exempt a pupil from the course if the pupil requests the exemption and satisfactorily demonstrates mastery of the course content. The district shall determine the method by which a pupil may demonstrate this mastery.
(d) Commencing with the 1993-94 fiscal year, community college districts may offer, to interested individuals, noncredit fee-supported courses in parenting skills and education as described in subdivision (c).
(e) This section is not intended to replace existing courses that accomplish the intent of this section. School districts may meet the requirements of this section with existing courses of study offered in any of grades 6 to 9, inclusive, that includes the course contents identified in subdivision (c). When the parenting skills and education curriculum is incorporated within courses other than consumer and home economics courses, these courses are not subject to the curricular standards specified in Section 2 of Chapter 775 of the Statutes of 1989 or in the consumer and home economics education model performance standards and framework. Teachers of courses other than consumer and home economics that incorporate parenting

implements the curriculum set forth in this subdivision in a stand-alone

skills and education are not required to meet the qualifications specified for teachers of consumer and home economics.
(f) This section shall become operative only if a funding source is identified by the Superintendent of Public Instruction for the purposes of this section on or before January 1, 1995.

(g) The Superintendent of Public Instruction shall identify the funding source for this section from existing resources or private resources, or both, that may be available for the purposes of this section. The superintendent shall notify school districts when sufficient funds have been identified and are allocated to cover all costs relating to the operation of this section. 51221

Instruction required by subdivision (b) of Section 51220 in the area of study of social sciences shall also provide a foundation for understanding the wise use of natural resources.

51221.3

(a) Instruction in the area of social sciences, as required pursuant to subdivision (b) of Section 51220, may include instruction on World War II and the American role in that war. The Legislature encourages that this instruction include, but not be limited to, a component drawn from personal testimony, especially in the form of oral or video history, if available, of American soldiers who were involved in World War II and those men and women who contributed to the war effort on the homefront. The oral histories used as part of the instruction regarding World War II shall exemplify the personal sacrifice and courage of the wide range of ordinary citizens who were called upon to participate. The oral histories shall contain the views and comments of their subjects regarding the reasons for American participation in the war and the actions taken to end the war in the Pacific. These oral histories shall also solicit comments from their subjects regarding the aftermath of the war in Eastern Europe and the former Soviet Union.
(b) The Legislature finds and declares that the current state-adopted academic content standards already include instruction on the Korean War and the Vietnam War in the appropriate grade level consistent with those standards. The Legislature encourages that this instruction include a component drawn from personal testimony, especially in the form of oral or video history, if available, of American soldiers who were involved in those wars.

51221.4

(a) The Legislature encourages instruction in the area of social sciences, as required pursuant to subdivision (b) of Section 51220, which may include instruction on the Vietnam war including the "Secret War" in Laos and the role of Southeast Asians in that war. The Legislature encourages that this instruction include, but not be limited to, a component drawn from personal testimony, especially in the form of oral or video history of Southeast Asians who were involved in the Vietnam war and those men and women who contributed to the war effort on the homefront. The oral histories used as a part of the instruction regarding the role of Southeast Asians in the Vietnam war and the "Secret War" in Laos shall exemplify the personal sacrifice and courage of the wide range of ordinary citizens who were called upon to participate and provide intelligence for the United States. The oral histories shall contain the views and comments of their subjects regarding the reasons for their participation

in the war. These oral histories shall also solicit comments from their subjects regarding the aftermath of the war and the immigration of Southeast Asians to the United States.
(b) This section shall be carried out in a manner that does not result in any new duties or programs being imposed on the school district. In that regard, the Legislature finds and declares that this section does not mandate costs to local agencies or school districts and materials used to comply with this section shall be part of normal curriculum materials purchased by school districts in their normal course of business and purchasing cycles.

51222

(a) All pupils, except pupils excused or exempted pursuant to Section 51241, shall be required to attend upon the courses of physical education for a total period of time of not less than 400 minutes each 10 schooldays. Any pupil may be excused from physical education classes during one of grades 10, 11, or 12 for not to exceed 24 clock hours in order to participate in automobile driver training. Such pupil who is excused from physical education classes to enroll in driver training shall attend upon a minimum of 7,000 minutes of physical education instruction during such school year.
(b) The governing board of each school district that maintains a high school and that elects to exempt pupils from required attendance in physical education courses pursuant to paragraph (1) or (2) or both of subdivision (b) of Section 51241 shall offer those pupils so exempted a variety of elective physical education courses of not less than 400 minutes each 10 schooldays.

51223

Notwithstanding the provisions of Sections 51210 and 51222, instruction in physical education in an elementary school maintaining any of grades 1 to 8 shall be for a total period of time of not less than 200 minutes each 10 schooldays, exclusive of recesses and the lunch period.

51224.5

(a) The adopted course of study for grades 7 to 12, inclusive, shall include algebra as part of the mathematics area of study pursuant to subdivision (f) of Section 51220.
(b) Commencing with the 2003-04 school year and each year thereafter, at least one course, or a combination of the two courses, in mathematics required to be completed pursuant to subparagraph (B) of paragraph (1) of subdivision (a) of Section 51225.3 by pupils while in grades 9 to 12, inclusive, prior to receiving a diploma of graduation from high school, shall meet or exceed the rigor of the content standards for Algebra I, as adopted by the State Board of Education pursuant to Section 60605.
(c) A pupil who, prior to enrollment in grade 9, completes coursework in algebra that meets or exceeds the rigor of the content standards for Algebra I, as adopted by the State Board of Education, is exempt from subdivision (b), but is not exempt from the requirement that the pupil complete two courses in mathematics while enrolled in grades 9 to 12, inclusive, as specified in subparagraph (B) of paragraph (1) of subdivision (a) of Section 51225.3.

51225.3

(a) Commencing with the 1988-89 school year, no pupil shall receive a diploma of graduation from high school who, while in grades 9 to 12, inclusive, has not completed all of the following:
(1) At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified.

(A) Three courses in English.
(B) Two courses in mathematics.
(C) Two courses in science, including biological and physical sciences.
(D) Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics.
(E) One course in visual or performing arts or foreign language. For the purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in foreign language.
(F) Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of this code.
(2) Other coursework as the governing board of the school district may by rule specify.
(b) The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study which may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

51852

{In relevant part}. . . .
(h) Nothing in this section shall be construed to direct or restrict courses of instruction in the classroom phase or the laboratory phase of driver education offered by private elementary and secondary schools or to require the use of credentialed or certified instructors in the laboratory phase of driver education offered by private elementary and secondary schools, except that each student enrolled in a course shall satisfactorily complete a minimum of six hours of on-street behind-the-wheel driving instruction.
This section shall not be construed to limit eligibility for a provisional driver's license for pupils who have completed driver education or driver training courses offered in private elementary or secondary schools.
(i) For the purposes of this section, private elementary or secondary schools are those subject to the provisions of Sections 33190 and 48222.

Health and Safety Code 120335

(a) As used in this chapter, but excluding Section 120380 and as used in Sections 120400, 120405, 120410, and 120415, the term "governing authority" means the governing board of

each school district or the authority of each other private or public institution responsible for the operation and control of the institution or the principal or administrator of each school or institution.
(b) The governing authority shall not unconditionally admit any person as a pupil of any private or public elementary or secondary school, child care center, day nursery, nursery school, family day care home, or development center, unless prior to his or her first admission to that institution he or she has been fully immunized. The following are the diseases for which immunizations shall be documented:

Diphtheria.
Haemophilus influenzae type b.
Measles.
Mumps.
Pertussis (whooping cough)
Poliomyelitis.
Rubella.
Tetanus.
Hepatitis B
Varicella (chickenpox)
Any other disease deemed appropriate by the department, taking into
consideration the recommendations of the Advisory Committee on Immunization Practices of the United States Department of Health and Human Services, the American Academy of Pediatrics, and the American Academy of Family Physicians.

(c) Notwithstanding subdivison (b), full immunization against hepatitis B shall not be a condition by which the governing authority shall admit or advance any pupil to the 7th grade level of any private or public elementary or secondary school.
(d) The governing authority shall not unconditionally admit or advance any pupil to the 7th grade level of any private or public elementary or secondary school unless the pupil has been fully immunized against pertussis, including all pertussis boosters appropriate for the pupil's age.
(e) The department may specify the immunizing agents which may be utilized and the manner in which immunizations are administered.

Health and Safety Code 120365

Immunization of a person shall not be required for admission to a school or other institution listed in Section 120335 if the parent or guardian or adult who has assumed responsibility for his or her care and custody in the case of a minor, or the person seeking admission if an emancipated minor, files with the governing authority a letter or affidavit stating that the immunization is contrary to his or her beliefs. However, whenever there is good cause to believe that the person has been exposed to one of the communicable diseases listed in

subdivision (a) of Section 120325, that person may be temporarily excluded from the school or institution until the local health officer is satisfied that the person is no longer at risk of developing the disease.

Health and Safety Code 120370

If the parent or guardian files with the governing authority a written statement by a licensed physician to the effect that the physical condition of the child is such, or medical circumstances relating to the child are such, that immunization is not considered safe, indicating the specific nature and probable duration of the medical condition or circumstances that contraindicate immunization, that person shall be exempt from the requirements of Chapter 1 (commencing with Section 120325, but excluding Section 120380) and Sections 120400, 120405, 120410, and 120415 to the extent indicated by the physician's statement.

Health and Safety Code 120375

(a) The governing authority of each school or institution included in Section 120335 shall require documentary proof of each entrant's immunization status. The governing authority shall record the immunizations of each new entrant in the entrant's permanent enrollment and scholarship record on a form provided by the department. The immunization record of each new entrant admitted conditionally shall be reviewed periodically by the governing authority to ensure that within the time periods designated by regulation of the department he or she has been fully immunized against all of the diseases listed in Section 120335, and immunizations received subsequent to entry shall be added to the pupil's immunization record.
(b) The governing authority of each school or institution included in Section 120335 shall prohibit from further attendance any pupil admitted conditionally who failed to obtain the required immunization s within the time limits allowed in the regulations of the department, unless the pupil is exempted under Section 120365 or 120370, until that pupil has been fully immunized against all of the diseases listed in Section 120335.
(c) The governing authority shall file a written report on the immunization status of new entrants to the school or institution under their jurisdiction with the department and the local health department at times and on forms prescribed by the department. As provided in paragraph (4) of subdivision (a) of Section 49076 of the Education Code, the local health department shall have access to the complete health information as it relates to immunization of each student in the schools or other institutions listed in Section 120335 in order to determine immunization deficiencies.
(d) The governing authority shall cooperate with the county health officer in carrying out programs for the immunization of persons applying for admission to any school or institution under its jurisdiction. The governing board of any school district may use funds, property, and personnel of the district for that purpose. The governing authority of any school or other institution may permit any licensed physician or any qualified registered nurse as provided in Section 2727.3 of the Business and Professions Code to administer immunizing agents to any person seeking admission to any school or institution under its jurisdiction.

First Grade Health Screening Statutes and Information

CHDP School Handbook School Entry Health Examination Requirements

http://www.dhcs.ca.gov/services/chdp/Pages/SchoolEntry.aspx

First Grade Entry Health Examination Requirements Public and private schools must do the following:

1. Inform parents or guardians of the State of California law requiring health examinations for children entering first grade.
2. Give the parent or guardian the "Report of Health Examination for School Entry" (PM 171 A) to take to their doctor. When requested, provide parent or guardian with the "Waiver of Health Examination for School Entry" (PM 171 B). Although the California Department of Health Services strongly advises that children receive a health examination, parents may decline the exam for their child.

3. Inform parents or guardians that no-cost health examinations are available to eligible children through the CHDP program (see page 23 for CHDP eligibility information). The CHDP program assists families to meet the first grade entry health examination requirement by linking families with local CHDP providers to obtain health assessments. Local CHDP programs work collaboratively with schools to inform and empower families to access needed health care services.

4. Collect the "Report of Health Examination for School Entry" (PM 171A) or waiver (PM 171B) from the parents no later than December of the first grade year. File the PM 171A or PM 171B in the student's health record or cumulative file as required by California Code of Regulations (CCR), Title 5, Section 432 (2) (B).

5. Effective January 1, 2005, California Health and Safety Code, Section 124100 was amended to no longer require schools to report data to CHDP on the number of children receiving health examinations at school entry. However, school districts and CHDP programs recognize the value of tracking health examinations and may continue using the Report of Health Examinations Annual School Report form in this Handbook (page 21) according to locally established procedures.

HEALTH AND SAFETY CODE - HSC Health and Safety Code

ARTICLE 6. Child Health And Disability Prevention Program [124025 - 124110] ( Article 6 added by Stats. 1995, Ch. 415, Sec. 8. )

Health and Safety Code 124040.

(a) The governing body of each county or counties shall establish a community child health and disability prevention program for the purpose of providing early and periodic assessments of the health status of children in the county or counties by July 1, 1974. However, this shall be the responsibility of the department for all counties that contract with the state for health services. Contract counties, at the option of the board of supervisors, may provide services pursuant to this article in the same manner as other county programs, if the option is exercised prior to the beginning of each fiscal year. Each plan shall include, but is not limited to, the following requirements:
(1) Outreach and educational services.
(2) Agreements with public and private facilities and practitioners to carry out the programs.
(3) Health screening and evaluation services for all children, including a physical examination, immunizations appropriate for the child’s age and health history, and laboratory procedures appropriate for the child’s age and population group performed by, or under the supervision or responsibility of, a physician licensed to practice medicine in California or by a certified family nurse practitioner or a certified pediatric nurse practitioner.
(4) Referral for diagnosis or treatment when needed, including, for all children eligible for Medi-Cal, referral for treatment by a provider participating in the Medi-Cal program of the conditions detected, and methods for assuring referral is carried out.
(5) Recordkeeping and program evaluations.
(6) The health screening and evaluation part of each community child health and disability prevention program plan shall include, but is not limited to, the following for each child:
(A) A health and development history.
(B) An assessment of physical growth.
(C) An examination for obvious physical defects.
(D) Ear, nose, mouth, and throat inspection, including inspection of teeth and gums, and for all children one year of age and older who are eligible for Medi-Cal, referral to a dentist participating in the Medi-Cal program. (E) Screening tests for vision, hearing, anemia, tuberculosis, diabetes, and urinary tract conditions.
(7) An assessment of nutritional status.
(8) An assessment of immunization status.

(9) If appropriate, testing for sickle-cell trait, lead poisoning, and other tests that may be necessary to the identification of children with potential disabilities requiring diagnosis and possibly treatment.
(10) For all children eligible for Medi-Cal, necessary assistance with scheduling appointments for services and with transportation.

(b) Dentists receiving referrals of children eligible for Medi-Cal under this section shall employ procedures to advise the child’s parent or parents of the need for and scheduling of annual appointments.
(c) Standards for procedures to carry out health screening and evaluation services and to establish the age at which particular tests should be carried out shall be established by the director. At the discretion of the department, these health screening and evaluation services may be provided at the frequency provided under the Healthy Families Program and permitted in managed care plans providing services under the Medi- Cal program, and shall be contingent upon appropriation in the annual Budget Act. Immunizations may be provided at the frequency recommended by the Committee on Infectious Disease of the American Academy of Pediatrics and the Advisory Committee on Immunization Practices of the Centers for Disease Control and Prevention.

(d) Each community child health and disability prevention program shall, pursuant to standards set by the director, establish a record system that contains a health case history for each child so that costly and unnecessary repetition of screening, immunization and referral will not occur and appropriate health treatment will be facilitated as specified in Section 124085.

(Amended by Stats. 2015, Ch. 18, Sec. 22. Effective June 24, 2015.)

Health and Safety Code 124085.

On and after July 1, 1976, each child eligible for services under this article shall, within 90 days after entrance into the first grade, provide a certificate approved by the department to the school where the child is to enroll documenting that within the prior 18 months the child has received the appropriate health screening and evaluation services specified in Section 124040. A waiver signed by the child’s parents or guardian indicating that they do not want or are unable to obtain the health screening and evaluation services for their children shall be accepted by the school in lieu of the certificate. If the waiver indicates that the parent or guardian was unable to obtain the services for the child, then the reasons why should be included in the waiver. (Added by Stats. 1995, Ch. 415, Sec. 8. Effective January 1, 1996.)

Health and Safety Code 124105.

(a) This section shall be known and may be cited as the “Hughes Children’s Health Enforcement Act.”

(b) The Legislature recognizes the importance of health to learning and to a successful academic career. The Legislature also recognizes the important role of schools in ensuring the health of pupils through health education and the maintenance of minimal health standards among the pupil population. Therefore, it is the intent of the Legislature that schools ensure that pupils receive a health screening before the end of the first grade.

(c) The governing board of each school district shall exclude from school, for not more than five days, any first grade pupil who has not provided either a certificate or a waiver, as specified in Section 124085, on or before the 90th day after the pupil’s entrance into the first grade. The exclusion shall commence with the 91st calendar day after the pupil’s entrance into the first grade, unless school is not in session that day, then the exclusion shall commence on the next succeeding schoolday. A child shall not be excluded under this section if the pupil’s parent or guardian provides to the district either a certificate or a waiver as specified in Section 124085.

(d) The governing board of a school district may exempt any pupil from the exclusion described in subdivision (c) if, at least twice between the first day and the 90th day after the pupil’s entrance into the first grade, the district has contacted the pupil’s parent or guardian and the parent or guardian refuses to provide either a certificate or a waiver as specified in Section 124085. The number of exemptions from exclusion granted by a school district pursuant to this subdivision may not exceed 5 percent of a school district’s first grade enrollment. It is the intent of the Legislature that exemptions from exclusion be used in extraordinary circumstances, including, but not limited to, family situations of great dysfunction or disruption, including substance abuse by parents or guardians, child abuse, or child neglect.

(e) It is the intent of the Legislature that, upon a pupil’s enrollment in kindergarten or first grade, the governing board of the school district notify the pupil’s parent or guardian of the obligation to comply with Section 124085 and of the availability for low-income children of free health screening for up to 18 months prior to entry into first grade through the Child Health Disabilities Prevention Program.

(f) It is the intent of the Legislature that school districts provide information to parents regarding the requirements of Section 124085 within the notification of immunization requirements. Moreover, the Legislature intends that the information sent to parents encourage parents to obtain health screenings simultaneously with immunizations. (Amended by Stats. 2004, Ch. 895, Sec. 16. Effective January 1, 2005.)

SPECIAL CIRCUMSTANCES

Wed, 03 Apr 2024 21:15:28 GMT

Need additional help? Call our toll-free helpline on 888-472-4440 or email us at info@hsc.org

AB 2926

Wed, 03 Apr 2024 19:22:57 GMT

STATUS UPDATE: APRIL 19, 2018

This bill has been pulled from the Education Committee's agenda. This bill will not be heard on April 25, 2018, and therefore cannot continue this legislative session

AB 2926-WHAT THE BILL DOES

AB-2926 Private schools: home schools: advisory committee

The State Superintendent of Public Instruction, currently Tom Torlakson, will establish an advisory committee that will study home schools.
This bill will not create any new laws and would not, in and of itself, increase homeschooling regulation.
For this bill, “home school” means a private school operated by a parent, guardian, or other individual in a home environment.
The committee will consist of a “broadly representative and diverse” committee.
The committee will make recommendations on the appropriateness and feasibility of imposing additional requirements on a home school.
The committee will make recommendations to the State Superintendent of Public Instruction and the State Board of Education by July 1, 2020.
The Advisory Committee, Superintendent, and State Board must make recommendations to the legislature and governor by January 1, 2021.
Amended on 4/18

They will make recommendations specifically regarding:
health and safety inspections;
additional, specific curriculum standards; and
certification or credentialing of teachers.

(1) Minimum qualifications for home school instructors.

(2) Additional content or curriculum standards.

They are not limited to considering only these topics, they may include others.

Link to the bill text:

http://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml?bill_id=201720180AB2926

HSC'S POSITION

HSC opposes AB2926 because we believe it is unnecessary and dangerous to the future of homeschooling freedom. The formation of an advisory committee is wasteful of public resources and has a significant potential to eventually result in the imposition of unreasonable, unnecessary, and counterproductive regulations on homeschooling families.

Homeschooling has been shown in study after study to have positive outcomes. There is no homeschooling problem that needs to be solved and no reason to even consider creating new legislation for homeschooling. It works!

There is absolutely no evidence that any kind of regulations improve homeschooling outcomes. Studies show that homeschoolers do just as well, academically and in every other way, in states with no regulations as they do in states where they are highly regulated.

In fact, homeschooling freedom allows homeschooling parents to educate their children in their own unique and idiosyncratic ways which is crucial to the successful outcomes of homeschooling. Any kind of standardization would run counter to the benefits of homeschooling.

Parents should have the right to direct their child's education in the same way they have the right to competently raise their children in every other aspect of life.

Homeschooling families should not be singled out to have to defend themselves from potential regulations when it is clear that homeschooling works and works well.

Public schools are struggling, and their resources should not be pulled out of the public school system to be spent on trying to solve problems that don't actually exist.

Homeschoolers are fine. They typically score above average on measures of social, emotional, and psychological development. They regularly engage in social and educational activities in the community.

Homeschoolers are not so successful in spite of homeschooling, but because they are directed by their own parents, who have the freedom to do things in their own ways, using methods and materials that are specifically beneficial to each individual child.

AB 2756

Wed, 03 Apr 2024 19:19:51 GMT

STATUS UPDATE: APRIL 25, 2018

This bill has failed in the Assembly Education committee

AB 2756-WHAT the BILL DOES

On Friday, February 17, 2018, AB 2756 was introduced by Assembly Members Medina, Eggman, and Gonzalez Fletcher. This bill would amend California Education Code Section 33190, the section that requires private schools to file annual affidavits with the California Department of Education, in several ways.

The bill would add "conventional or traditional private schools, private school satellite programs, private online or virtual schools, parents, guardians, or other individuals who operate a private home school, and certified nonpublic nonsectarian schools" to those required to file a PSA (previously was "...every person, firm, association, partnership, or corporation...".

Previously, homeschoolers were simply considered a person running a private school like any other private school. This bill would mean that homeschoolers are separated out and identified in the data collected by the California Department of Education.

The bill would also require information on the nature, or a description of the nature, of the private school to be included in the affidavit or statement.

Requirements for fire inspections of all private schools have been dropped and there will new amendments soon.

HSC'S POSITION

This bill started as a result of a child abuse case. Be sure to read the following press release by Assembly Member Jose Medina .

The horrific child abuse case in Perris, California raised questions about the lack of oversight of private schools. As homeschooling is included in the state’s definition of a private school, we currently have very little information on the nature of private school entities across California. My bill, AB 2756, will tighten up existing law to be inclusive of all private school learning environments and collect more information to achieve a better understanding of the private school landscape in California. I believe it is important to have different education options, such as private schools, to meet each child’s individual needs. However, the state has a responsibility to ensure that each child is in a safe learning environment. AB 2756 will provide the oversight needed to protect students and their rights.

Assembly Bill 2756 has been referred to the Education Committee and to the Governmental Organization Committee. If you would like to contact them, please be sure to first become fully informed by reading HSC's complete statement.

We have been informed that the fire inspections requirements in the bill will soon be removed. That will leave the data collection component. We have been told to expect other amendments to be announced soon.

Education Committee Members

Gove r nmental Organization Committee Members

HSC opposes the extra data collection and identification of homeschoolers separately from other private schools because it is clearly a first step toward imposing regulations on homeschoolers separate from other private schools. This is unnecessary and costly and there is absolutely no evidence that regulation of homeschoolers results in better outcomes in any way. In fact, homeschoolers are fine. They are more successful than students in public schools on every measure. There is no problem and therefore no justification for singling homeschoolers out to impose extra requirements on them.

INSTRUCCIONES PARA COMPLETAR LA DECLARACION JURADA DE ESCUELASPRIVADAS

Wed, 03 Apr 2024 19:10:21 GMT

AFFIDAVIT DE ESCUELA PRIVADA

Instrucciones línea por línea para la declaración jurada de escuela privada

Hay un nuevo formulario disponible a partir de mayo de 2020. Estos son los aspectos más destacados de la nueva aplicación:

La nueva aplicación PSA presenta las siguientes mejoras:

● Una nueva y mejorada interfaz de archivo de varias etapas.

● Instrucciones de presentación fácilmente disponibles y ayuda de campo en pantalla.

● Capacidad para revisar y editar su declaración jurada antes de presentarla.

● Capacidad para editar, ver e imprimir una declaración jurada presentada.

● Validaciones de datos mejoradas, incluida la prevención de archivos duplicados.

Actualizaciones al proceso de presentación de declaraciones juradas.

● Cualquier persona que haya presentado una declaración jurada en el año anterior ahora tendrá la capacidad de completar previamente su declaración jurada del año actual con información selecta de la declaración jurada del año anterior. Anteriormente, esta función sólo estaba disponible para escuelas privadas con más de cinco estudiantes.

● Se emitirán nuevos códigos de confirmación a cualquier persona que haya presentado una declaración jurada en los años escolares 2019–20 y 2018–19. Estos nuevos códigos de confirmación serán su clave para acceder y / o presentar su declaración jurada 2019–20, así como presentar su declaración jurada 2020–21. Ya no necesitará una contraseña para acceder a la aplicación PSA.

El formulario está en http://www.cde.ca.gov/sp/ps/rq/affidavit.asp .

ACTUALIZACIÓN DE LA DISPONIBILIDAD DEL FORMULARIO PSA:

A partir del 6/2023, el CDE en el futuro hará que el PSA esté disponible a partir del 1 de agosto de cada año. El período de presentación sigue siendo técnicamente del 1 al 15 de octubre, pero el PSA ahora se puede presentar antes del año. Las escuelas deben presentar su solicitud para el próximo año entre el 1 de agosto y el 15 de octubre. Esta flexibilidad permite que las escuelas nuevas muestren el PSA a su escuela anterior si se lo solicitan y se inscriban en clases de inscripción simultánea si lo desean, ya que los colegios comunitarios a menudo solicitan ver el PSA en el momento de la inscripción.

Hemos incluido algunos consejos útiles para completar el formulario.

No hay obligación de actualizar la información si cambia después de que la presente, aunque las nuevas mejoras le dan la posibilidad de hacerlo si lo desea.

Su declaración jurada debe ser verdadera a partir de la fecha en que la presenta (y la firma bajo pena de perjurio, así que tomé esta obligación en serio). Si por alguna razón, la información en la declaración jurada presentada deja de ser cierta en algún momento durante el año escolar, NO necesita actualizarla. Entonces, si, por ejemplo, se muda, o agrega o deja niños de su escuela, o su escuela incluso deja de funcionar, no necesita informar nada al CDE. Si presenta una declaración jurada el siguiente año escolar, solo deberá asegurarse de que la declaración jurada que presente en ese momento sea verdadera a partir de la fecha en que la presente. Sin embargo, si se da cuenta después de la presentación de que su declaración jurada no era correcta en el momento de la presentación y que necesita hacer cambios, puede hacerlo utilizando su código de confirmación para acceder a ella en línea.

Le invitamos a contactar al CDE si tiene preguntas.

Si tiene preguntas sobre si y cómo presentar la declaración jurada, comuníquese con el CDE (916-445-7331). Si lo hace, lo alentamos a que aborde todos los tratos con ellos de una manera profesional.

Es posible que desee publicar sus preguntas primero en la comunidad HSC, ya que hay una buena posibilidad de que alguien sepa la respuesta. Pregunta en nuestro grupo de Facebook ( https://www.facebook.com/HomeSchoolCA/). También puede enviarnos un correo electrónico a info@hsc.org .

¿Realmente óperas una escuela privada a tiempo completo?

Al comienzo del formulario, se le pide que confirme la declaración de que: Para comenzar el proceso de presentación de declaración jurada, indique si la escuela es una escuela privada de tiempo completo o no y cumple con las exenciones establecidas en la Sección 48222 de la CE. Solo las escuelas que puedan afirmar esto deberían presentar declaraciones juradas de escuelas privadas. Vea la discusión en el punto 51 a continuación. Si solo está proporcionando "enriquecimiento" en este momento mientras su hijo asiste a otra escuela que asume la responsabilidad principal de la educación de su hijo, no presente la solicitud. Si no está seguro de si su hijo durará en el programa escolar / chárter en el que se encuentra ahora y es posible que desee retirar a su hijo en algún momento posterior a la educación en el hogar, no presente ahora. El CDE aceptará presentaciones de declaraciones juradas durante todo el año escolar para escuelas recién formadas, y no tenemos ninguna razón para pensar que las personas que presenten más adelante, en ausencia de otros factores (como problemas de absentismo escolar no resueltos con la antigua escuela), sujeto a un escrutinio mayor que las escuelas que presentan durante el período de presentación de octubre.

Luego se le preguntará si presentó un PSA el año pasado y si la respuesta es sí, ingresará su código. De lo contrario, lo lleva directamente al formulario.

1. Nombre de la escuela

Ingrese el nombre que ha elegido para su escuela. Se permite cualquier nombre que elija, aunque es posible que desee utilizar un nombre profesional y profesional. Los nombres "cursis" pueden llamar la atención o el escrutinio injustificado de su escuela. Este nombre debe usarse en toda la correspondencia relacionada con la escuela. Recomendamos encarecidamente que compre papel con membrete y sobres impresos o que prepare papel con membrete en su computadora para que lo use en la correspondencia sobre asuntos escolares. No necesita preocuparse por los problemas de marca registrada o si su nombre es único a menos que planee operarlo como un negocio; busque asesoramiento legal competente si lo hace.

2. Código asignado por CDS

Si a su escuela se le asignó previamente un código CDE, ingréselo, o puede que se complete para usted si presentó el año pasado.

3. Condado

Seleccione el condado donde se encuentra su escuela en un menú desplegable.

4. Distrito escolar público en el que se encuentra la escuela.

Es necesario enumerar el distrito escolar público en el que se encuentra su escuela privada. Elija del menú desplegable después de seleccionar su condado. Si tiene hijos en edad de primaria y secundaria y sus escuelas primarias y secundarias públicas están en diferentes distritos, el CDE dice que elija el distrito al que asistirán la mayoría de los niños de la escuela privada. Si tiene el mismo número de hijos en cada uno, simplemente elija uno. Confirmaron que su presentación es válida para las calificaciones en su escuela que estarían cubiertas por el distrito que no eligió.

5. Tipo de escuela

Elija una de las opciones dadas: coeducacional (ofrece enseñar a niños y niñas), solo niños o niñas solamente. En general, recomendamos que seleccione coeducacional, solo porque nunca sabe cómo podrían cambiar las circunstancias de su vida.

6. Alojamiento escolar

Aunque sus hijos duerman allí, marque "Solo día". Los internados residenciales tienen requisitos complejos.

7. ¿Ofrece la escuela servicios de educación especial?

Sugerimos que marque "no" a esta pregunta, incluso si uno de sus hijos tiene problemas de aprendizaje o tuvo un IEP cuando estaba en la escuela pública.

8. Diploma de secundaria ofrecido

Si ofrece educación secundaria (grados 7 a 12), es recomendable marcar "sí". No hay nada en los estatutos de California que impida que una escuela privada en el hogar emita un diploma.

9 y 10. Grado bajo / Grado alto

Debe seleccionar, en un menú desplegable, las calificaciones más bajas y más altas OFRECIDAS por su escuela, no las calificaciones a las que realmente asisten sus hijos. Como el jardín de infantes no es obligatorio, no es necesario ofrecerlo incluso si tiene hijos apropiados para su edad. Por ejemplo, puede optar por ofrecer los grados 1 a 12 o los grados 1 a 6, incluso si solo tiene un hijo en el 3er grado.

11. Clasificación de la escuela.

Elija "No religioso" o "Religioso". Si elige "Religioso", debe elegir la religión de un menú desplegable. Le recomendamos que elija no religiosos, incluso si la religión es importante para usted. Muchos afiliados de la iglesia deben cumplir requisitos adicionales impuestos por sus iglesias.

12. Dirección

La ley de California requiere que proporcione una dirección postal en California (en lugar de un apartado postal) donde su escuela realiza negocios. Para la mayoría de las personas, esta será su dirección particular, y le recomendamos que la use. Si hay alguna razón por la que siente que no puede usar la dirección de su casa (por ejemplo, si le preocupa la seguridad personal o si viaja mucho), comuníquese con el equipo legal de HSC. Puede ser mejor, en tal caso, que te unas a un programa satelital privado en lugar de formar tu propia escuela.

13, 14, 15, 16. Ciudad, estado, código postal, código postal 4

17, 18, 16, 20, 21. Dirección postal

(si es diferente de la dirección): ingrese la dirección postal, la ciudad, el estado, el código postal y el código postal 4.

22. teléfono

Un número de teléfono es necesario para su escuela.

23. Número de fax de la escuela

Un número de fax es opcional. Puede omitir esta pregunta si lo desea.

24. Correo electrónico principal

El CDE utiliza el correo electrónico para enviarle una confirmación de su presentación. Como el CDE ya no requiere que envíe una copia física de la declaración jurada, esta confirmación por correo electrónico reemplaza el recibo firmado de la oficina de correos como confirmación de su envío. Cuando proporciona una dirección de correo electrónico, puede crear un correo electrónico designado de "escuela" con uno de los proveedores de correo electrónico gratuito utilizando el nombre de su escuela, ya que esto parece más profesional que muchas direcciones de correo electrónico familiares típicas (como momofgreatkids @ yahoo.com por ejemplo), sin embargo, esto no es estrictamente necesario. Muchos miembros han usado su correo electrónico personal y regular durante años sin problemas.

25. Sitio web de la escuela

Esto es opcional Puede ingresar al sitio web de la escuela si lo desea

26. ¿Ha presentado esta escuela un nombre diferente?

Si su escuela presentó una declaración jurada en un año anterior con un nombre diferente, marque "sí".

27. Antiguo nombre de la escuela.

Si respondió "sí" a 26, complete este cuadro.

28. Cambio en los distritos escolares.

Marque "no" a menos que el distrito escolar público en el que se encuentra su escuela haya cambiado desde el año pasado. Consulte el punto 4 anterior para ver las situaciones en que los distritos de primaria y secundaria donde vive son diferentes y ahora necesita elegir uno diferente.

29. Antiguo distrito escolar público

Consulte 20. Si el distrito escolar público en el que se encuentra su escuela ha cambiado desde el año pasado, ingrese el nombre del distrito anterior. El nombre aparece en su declaración jurada del año pasado.

30-32. Rango de edades de los estudiantes en años y meses.

Puede ingresar el rango de edad para los estudiantes que realmente asisten, o el rango de edad de los estudiantes a quienes se les ofrece educación. No incluya a niños en edad preescolar en este rango. No es obligatorio incluir el jardín de infantes.

33-45. Inscripción en una sola fecha

Debe marcar las casillas que corresponden a los niveles de grado de sus alumnos. No es necesario marcar a los niños de kindergarten en la casilla de kindergarten ya que no es obligatorio, pero algunas personas pueden elija marcar el jardín de infantes si desea presentar una exención de creencias personales para las vacunas que, según la ley actual, se impondrán hasta que el niño llegue al 7º grado.

No marque a ningún niño que esté matriculado formalmente en otra escuela jurídica, como una escuela pública charter. El sistema completará automáticamente 0s para los otros grados.

En general, recomendamos que, si elige usar niveles de grado, use los niveles de grado que coincidan con las edades cronológicas de sus hijos, incluso si están haciendo un trabajo por encima o por debajo de su nivel de grado tradicional. Dudamos de que lo que ponga en la declaración jurada se controle para cualquier otro propósito. Por ejemplo, si más tarde inscribiera a su hijo en una escuela pública, podrían estar de acuerdo o no con usted si considera que es apropiado un nivel de grado diferente al tradicional, y el hecho de que haya incluido a su hijo en dos niveles de grado adelante en su declaración jurada no tendría importancia para ellos. Además, si su hijo quiere tomar el CHSPE pero aún no tiene 10 años de edad, no se le impedirá hacerlo si ha marcado a un niño en al menos el nivel de 10 ° grado en la declaración jurada en el momento de la presentación Octubre para una fecha de prueba de primavera. Finalmente, vea la discusión al principio sobre si realmente está operando una escuela privada. La declaración jurada no será aceptada por el sistema CDE con una inscripción de cero. NO presente ahora con un número falso de estudiantes si su hijo está en otra escuela pero está tratando de mantener sus opciones abiertas. Presente cuando realmente esté operando una escuela privada a tiempo completo.

46. Número de graduados de duodécimo grado en el año escolar [anterior]

Marque el número de estudiantes que se graduaron.

49-50. Cantidad de personal escolar

Cuente a cada persona solo una vez. Incluso si se opone filosóficamente a "enseñar" a su hijo "a tiempo completo", debe completar un maestro de tiempo completo. Recuerde, está estableciendo una escuela diurna de tiempo completo. Por ejemplo: si usted es el maestro y el administrador, marque "1" en "Profesor a tiempo completo" y deje en blanco el número de administradores y otro personal de la escuela. Puede incluir o no un segundo padre como maestro en el PSA. Excluirlos en el momento de la presentación no les impide enseñar.

51-62. Administrador del sitio, título, dirección y correo electrónico

Debe incluir un administrador del sitio. Puede ser la misma persona que el personal de la escuela (maestro) o el director / director. Se le pide que elija un título para el administrador del sitio, como Principal, Director, Directora, de un menú desplegable. No hay mucha importancia en cuanto a cuál elegir.

63-74. Director u oficial principal

Puede ser la misma persona que el "Administrador del sitio". Haga clic en Copiar administrador del sitio para completar automáticamente esta sección.

75-86. Contacto

Proporcione el nombre y la dirección de la persona que mantiene sus registros. Esta puede ser, pero no tiene que ser, la misma dirección que la dirección física de la escuela que ingresó anteriormente. Para la mayoría de las personas, este será su nombre y su domicilio. Si, por algún motivo, ha ingresado en un lugar que no es su domicilio como la dirección de su escuela (por ejemplo, personas que son reacias a usar su domicilio debido a problemas de seguridad personal o que viajaban mucho), asegúrese de que la dirección que ingresó Aquí está para alguien que realmente mantiene sus registros. Puede ser un pariente, un amigo, su contador, quien sea. Pero tiene que ser alguien explícitamente dispuesto a asumir ese trabajo, y al menos una copia de los registros debe mantenerse en esa dirección. Todas las personas que operan escuelas privadas deben mantener registros de asistencia, registros de cursos de estudio ofrecidos y los nombres, direcciones y calificaciones de la facultad, incluso aquellos de ustedes que están usando una escuela por correspondencia que mantiene calificaciones y registros. Una vez más, una dirección de correo electrónico es opcional.

87-91. Ubicación de registros

La dirección donde se mantienen los registros de la escuela, generalmente la dirección de su hogar. Use la función de copia para rellenar automáticamente. Haga clic en el cuadro para reconocer que los registros son verdaderos y exactos.

92-95. Situación fiscal

A menos que haya formado una corporación y se le haya otorgado una exención de impuestos federales, debe seleccionar el número 43, "ninguno de los anteriores".

Agradecimientos y avisos legales

Se le pide que marque una casilla que indica que comprende:

● Todas las declaraciones juradas de escuelas privadas son documentos públicos visibles para el público.

● La Declaración jurada de escuela privada debe ser presentada por personas, empresas, asociaciones, sociedades o corporaciones que ofrezcan o realicen una escuela diurna de tiempo completo a nivel de escuela primaria o secundaria para estudiantes entre las edades de seis y dieciocho años.

● Los preescolares deben comunicarse con la División de Licencias de Atención Comunitaria (CCLD) del Departamento de Servicios Sociales de California. Comuníquese con CCLD al 916-229-4530 o comuníquese con una oficina regional.

● La declaración jurada no es una licencia o autorización para operar una escuela privada.

● La Declaración Jurada de Escuela Privada no indica aprobación, reconocimiento o respaldo por parte del estado. La presentación de esta Declaración Jurada no se interpretará en el sentido de que, y será ilegal que cualquier escuela representa expresa o implícitamente por cualquier medio, que el Estado de California, el Superintendente de Instrucción Pública, la Junta de Educación del Estado, el CDE, o cualquier división u oficina del Departamento, o cualquier agencia de acreditación ha realizado alguna evaluación, reconocimiento, aprobación o respaldo de la escuela o curso a menos que esto sea un hecho real (consulte la Sección 33190 de la CE).

● Las autoridades de las escuelas privadas son responsables de iniciar el contacto con las autoridades locales apropiadas (ciudad y / o condado) con respecto al cumplimiento de las ordenanzas que rigen las normas de salud, seguridad e incendios, licencias comerciales y requisitos de zonificación aplicables a las escuelas privadas.

● Cuando una escuela deja de funcionar, se hará todo lo posible para dar una copia de los registros permanentes de los alumnos a los padres o tutores. Si no se pueden entregar los registros a los padres o tutores, se recomienda que el custodio de los registros de la escuela conserve los registros de forma permanente para que los antiguos alumnos puedan obtener copias cuando sea necesario para futuros estudios, empleo u otros fines.

● Deberá conservar una copia de este documento por un período de tres años.

● Una escuela privada no emplea a una persona que haya sido condenada por un delito grave o violento, ni a una persona a la que un distrito escolar público le prohibiera el empleo de conformidad con la Sección 44237 de la CE. Esta escuela cumple con la Sección 44237 de EC en la medida en que se aplique.

● Los estudiantes inscritos en esta escuela privada e incluidos en el total de inscripciones de la escuela son estudiantes de tiempo completo en esta escuela y no están inscritos en ninguna otra escuela primaria o secundaria pública o privada a tiempo completo.

Firma electronica

Seleccione el botón "Revisar". Verifique cuidadosamente todos los campos para mayor precisión. Le recomendamos que intente imprimir, imprimir en PDF en su computadora o guardar el formulario para que tenga un registro de lo que envió, incluso si algo sale mal después de eso. Una vez que haya hecho todo eso, haga clic en "Enviar declaración jurada". Aparecerá una página de confirmación con un número de confirmación único que mostrará los datos. Primero, escriba el número de confirmación en una hoja de papel. Si algo sale mal con la impresión o su conexión a Internet, al menos tendrá el número que el CDE puede usar para encontrarlo en el sistema. Luego imprima al menos una copia de la página de confirmación para guardarla en su escuela con sus registros. Si esta página se imprimió con éxito con toda la información en el formulario antes de presionar el botón "enviar formulario", puede deshacerse del formulario anterior; el que tiene su número de confirmación es el que prueba que presentó la declaración jurada. Esta es la página que los oficiales de asistencia tienen derecho a ver si vienen a su casa preguntando si su hijo está matriculado en una escuela legal. También es la página que puede dar, por ejemplo, a las librerías para tratar de obtener descuentos para maestros. También puede imprimir en PDF y guardarlo en su computadora, sólo asegúrese de hacer una copia de seguridad de manera segura.

Las escuelas que utilizan el sistema de archivo en línea del CDE habrán cumplido su obligación de presentar una declaración jurada de escuela privada solo cuando los datos se hayan enviado con éxito en línea; Si la presentación nunca llega a la página donde obtiene un número de confirmación, deberá intentarlo nuevamente. Las escuelas que utilicen declaraciones juradas en papel, ya sea que el formulario proporcionado por el CDE o uno que hayan creado con la información legalmente requerida, cumplan con 33190 solo cuando hayan enviado sus declaraciones juradas al CDE. Si envía su declaración jurada por correo, le recomendamos que la envíe por correo certificado, con el acuse de recibo solicitado. Esta es una prueba poderosa de que se recibió su declaración jurada, y vale cada centavo. Use una carta de presentación en su membrete que suene oficial. Por ejemplo: "Se adjunta para la presentación en nombre de [nombre de la escuela] la copia de confirmación de la declaración jurada de la escuela privada para el año escolar 2021-2022. Si tiene alguna pregunta, no dude en llamar al abajo firmante al número anterior. "funcionará bien.

Finalmente, y lo más importante, tenga en cuenta que, ya sea que esté presentando en línea una firma electrónica o presentando una copia en papel, está firmando la declaración jurada bajo pena de perjurio. El perjurio es un delito penal. Tómalo en serio.

PSA INSTRUCTIONS IN ENGLISH

Wed, 03 Apr 2024 19:10:20 GMT

Line-by-Line Instructions for the Private School Affidavit

There is a new form available as of May of 2020. Here are the highlights of the new application:

The New PSA Application features the following enhancements:

A new and improved multistage filing interface.
Readily available filing instructions and on-screen field help.
Ability to review and edit your affidavit before filing.
Ability to edit, view, and print a filed affidavit.
Improved data validations, including the prevention of duplicate filings.

Updates to the Affidavit Filing Process

Anyone who filed an affidavit in the prior year will now have the ability to prefill their current year affidavit with select information from the prior year’s affidavit. Previously this feature was only available to private schools with more than five students.
New confirmation codes will be issued to anyone who filed an affidavit in the 2019–20 and 2018–19 school years. These new confirmation codes will be your key to access and/or file your 2019–20 affidavit, as well as file your 2020–21 affidavit. You will no longer need a password to access the PSA application.

UPDATE TO AVAILABILITY OF THE PSA FORM:

As of 6/2023, the CDE going forward will make the PSA available beginning August 1 each year. The filing period is still technically October 1-15, but the PSA can now be filed early for the year. Schools should file for the coming year between August 1 and October 15. This flexibility allows brand new schools to show the PSA to their previous school if asked for and sign up for concurrent enrollment classes if desired as community colleges often ask to see the PSA at the time of enrollment.

The form is at http://www.cde.ca.gov/sp/ps/rq/affidavit.asp .

We've included some helpful hints in filling out the form.

There is no obligation to update the information if it changes after you file, although the new enhancements give you the ability to do so if you choose.

Your affidavit needs to be true as of the date you are filing it (and you are signing it under penalty of perjury, so take this obligation seriously). If for any reason, the information in the filed affidavit ceases to be true at any point during the school year, you do NOT need to update it. So if, for example, you move, or you add or drop children from your school, or your school even stops operating, you do not need to report anything to the CDE. If you file an affidavit the following school year, you would just need to make sure that the affidavit you file at that time is true as of the date you file it. However, if you realize after filing that your affidavit was not correct at the time of filing and that you need to make changes, you can do so by using your confirmation code to access it online.

You are welcome to contact the CDE with questions

If you have questions about whether and how to file the affidavit, contact the CDE (916-445-7331). If you do, we encourage you to approach all dealings with them in a business-like way.

You might wish to post your questions first to the HSC community since there is a good chance someone will know the answer. Ask on our Facebook group ( https://www.facebook.com/HomeSchoolCA/ ). You may also email us at info@hsc.org .

Do you really operate a full-time private school?

At the beginning of the form, you're asked to affirm the statement that: To begin the affidavit filing process, indicate whether or not the school is a full-time private school and meets the exemptions as set forth in EC Section 48222 . Only schools that can affirm this should be filing private school affidavits. See the discussion under item 51 below. If you are only providing "enrichment" at this time while your child attends another school that is taking primary responsibility for your child's education, do not file. If you're unsure whether your child will last in the school/charter program he or she is in now and you may wish to withdraw your child at some later time to homeschool, do not file now. The CDE will accept filings of affidavits throughout the school year for newly-formed schools, and we have no reason to think that people who file at a later time will, absent other factors (such as unresolved truancy problems with the former school), be subject to any greater scrutiny than schools that file during the October filing period.

You will then be asked if you filed a PSA last school year and if the answer is yes, you will then enter your code and some information will be prefilled. If you didn't file last year or don't remember your code, just choose blank form, either way is ok!

1. Name of School

Enter the name you have chosen for your school. Any name you choose is permissible, although you may wish to use a name that is business-like and professional. "Cutesy" names may draw attention or unwarranted scrutiny to your school. This name should be used on all correspondence concerning the school. We strongly recommend that you either purchase printed letterhead and envelopes or prepare letterhead on your computer for you to use in correspondence on school matters. You need not worry about trademark issues or whether your name is unique unless you plan to operate it as a business; seek competent legal advice if you do.

2. CDS-Assigned Code

If your school had previously been assigned a CDE code enter it, or, it may be populated for you if you filed last year. Only schools with 6 or more students are issued a code.

3. County

Select the county where your school is located from a drop-down menu.

4. Public school district in which school is located

It is necessary to list the public school district in which your private school is located. Choose from the drop-down menu after selecting your county. If you have both elementary age and high school-age children and your public elementary and high schools are in different districts, the CDE says to choose the district which the majority of the private school's children would attend. If you have equal numbers of children in each, just pick one. They confirmed that your filing is valid for the grades in your school that would be covered by the district you did not choose.

5. Type of School

Choose one from the choices given: coeducational (you offer to teach both boys and girls), boys only or girls only. We generally recommend that you select coeducational, only because you never know how circumstances in your life might change.

6. School Accommodations

Even though your children sleep there, mark "Day Only." Residential Boarding Schools have complex requirements.

7. Does the school provide special education services?

We suggest that you check "no" to this question, even if one of your children has learning issues or had an IEP when in public school because your school is not staffed with an OT, PT, Speech therapist and offering direct services.

8. High School Diploma Offered

If you offer secondary education (grades 7 - 12), it is advisable to check "yes" even if you aren't educating a child in that grade this year. There is nothing in the California statutes that prevents a home-based private school from issuing a diploma.

9 & 10. Low Grade/High Grade

You are to select, from a drop-down menu, the lowest and highest grades OFFERED by your school, not the grades actually attended by your children. Since kindergarten is not compulsory, it is not necessary to offer it even if you have age-appropriate children. For example, you may choose to offer grades 1 - 12 or grades 1 - 6 even if you only have one child in the 3rd grade. Do not include children on your PSA who were not 6 as of September 1.

11. Classification of school

Choose either "Non-Religious" or "Religious." If you choose "Religious," you have to pick the religion from a drop-down menu. We recommend you choose non-religious even if religion is important to you. Many church affiliates must meet additional requirements imposed by their churches. Checking no does not preclude you from teaching religion in your school.

12. Street Address

California law requires you to provide a street address in California (as opposed to a P.O. box) where your school conducts business. For most people, this will be your home address, and we recommend that you use that. If there is some reason why you feel you can't use your home address (e.g. you have concerns about personal security, or you travel extensively), please contact the HSC legal team. It might be better, in such a case, for you to join a private satellite program instead of forming your own school.

13, 14, 15, 16. City, State, Zip, Zip4

17, 18, 16, 20, 21. Mailing Address

(if different from the street address) - Enter the mailing street address, city, state, zip, and zip4.

22. Phone

A phone number is necessary for your school. Your regular home or cell phone is ok to use. You won't be spammed.

23. School Fax Number

A fax number is optional. You can skip this question if desired.

24. Primary E-mail

The CDE uses the e-mail to send you a confirmation of your filing. As the CDE no longer requires you to submit a physical copy of the affidavit, this e-mail confirmation replaces the signed post office receipt as confirmation of your submission. When you provide an e-mail address, you are welcome to create a designated "school" email with one of the free email providers using the name of your school as this looks more professional than many typical family e-mail addresses (like momofgreatkids@yahoo.com for example), however, this is not strictly necessary. Many members have used their personal, regular email for years with no trouble.

25. School Website

This is optional. You may enter a school website if you wish, but if you don't have one, leave this blank.

26. Has this school filed under a different name

If your school filed an affidavit in a prior year under a different name, check "yes". Sometimes families may choose to change the name of their school from a name picked when their children were younger and more whimsical to something more serious sounding. Also, school names are associated with your address and you don't need to be concerned about duplicating another school's name.

27. Former name of school

If you answered "yes" to 26, fill in this box.

28. Change in school districts

Mark "no" unless the public school district in which your school site is located has changed since last year. See 4 above for situations where the elementary and high school districts where you live are different and you now need to choose a different one.

29. Former public school district

See 20. If the public school district in which your school site is located has changed since last year, enter the name of the former district. The name appears on your last year's affidavit.

30-32. Range of students' ages in years and months

You may enter the age range for the students actually attending, or the age range of students to whom education is offered. Do not include preschool-age (under 6 as of September 1) children in this range. It is not required to include kindergarten as it is not compulsory.

33-45. Enrollment on a single date

You should mark the boxes that correspond to your students' grade levels. It is not necessary to mark any kindergarten age children in the kindergarten box since kindergarten is not required, but some people may choose to mark kindergarten if you desire to file a personal beliefs exemption for immunizations that will, under current law, be grandfathered in until the child reaches 7th grade.

Do not mark any children who are formally enrolled in another legal school, such as a public charter school. The system will automatically fill in 0s for the other grades.

We generally recommend that, if you choose to use grade levels, you use the grade levels that match your children's chronological ages, even if they are doing work above or below their traditional grade level. We doubt that what you put in the affidavit would be controlling for any other purpose. For instance, if you were later to enroll your child in public school, they may or may not agree with you if you think a grade level other than the traditional one is appropriate, and the fact that you had listed your child as two grade levels ahead on your affidavit would have no importance to them. Also, if your child wants to take the CHSPE but isn't yet of 10th grade age , they will not be prevented from doing so if you have marked a child in at least 10th-grade level on the affidavit at the time of filing in October for a Spring test date. Finally, please see the discussion at the beginning about whether you are really operating a private school. The affidavit won't be accepted by the CDE system with an enrollment of zero. Do NOT file now with a false number of students if your child is in another school but you're trying to keep your options open. File when you are really operating a full-time private school. Ensure that the number total is the same as the number of children you have. Do not file for children not living in your household. Their parents should file, even if you are sharing resources.

46. Number of Twelfth Grade Graduates in the [prior] School Year

Mark the number of students who graduated from your school last year.

47-50. Number of School Staff

Count each person only once. Even if you are philosophically opposed to "teaching" your child "full-time," you should fill in one full-time teacher. Remember, you are establishing a full-time day school. For example: If you are both the teacher and the administrator, mark "1" under "Full-time teacher" and leave the number of administrators and other school staff blank. You may or may not include a second parent as a teacher on the PSA. Excluding them at the time of filing does not prevent them from teaching. If you are using non family member teachers, classes and vendors, do not include them on your PSA.

51-62. Site Administrator, Title, Address, and Email

You must list a site administrator. This can be the same person as the School Staff (teacher) or the Director/Principal Officer. You're asked to pick a title for the site administrator, such as Principal, Headmaster, Headmistress, from a drop-down menu. There's not a lot of importance as to which you choose and it's ok to choose one and use it throughout the form. It's not necessary to list the parent as a teacher as the form creates your school, it does not necessarily reflect the teaching that occurs in your school.

63-74. Director or Principal Officer

This can be the same person as the "Site Administrator." Click on Copy Site Administrator to easily auto-populate this section.

75-86. Contact

Provide the name and street address of the person maintaining your records. This can be, but does not have to be, the same address as the physical school address you entered earlier. For most people, this will be your name and your home address. If, for any reason you have entered a place other than your home address as your school address (e.g. people who are reluctant to use their home address due to personal security concerns, or who were traveling extensively), make sure that the address you put here is for someone who actually maintains your records. This can be a relative, a friend, your accountant, whomever. But it has to be someone explicitly willing to take on that job, and at least a copy of the records should be kept at that address. All persons operating private schools must maintain attendance records, records of courses of study offered, and the names, addresses, and qualifications of the faculty, even those of you who are using a correspondence school that maintains grades and records. Again, an email address is optional.

87-91. Records Location

The address where the school's records are maintained, usually your home address. Use the copy function to auto-populate. Click the box to acknowledge that the records are true and accurate.

92-95. Tax Status

Unless you have formed a corporation and been granted a federal tax exemption, you must select number 95, "none of the above."

Acknowledgements and Statutory Notices

You are asked to check a box indicating that you understand:

All Private School Affidavits are public documents viewable by the public.
The Private School Affidavit must be filed by persons, firms, associations, partnerships, or corporations offering or conducting full-time day school at the elementary or high school level for students between the ages of six and eighteen years of age.
Preschools should contact the Community Care Licensing Division (CCLD) of the California Department of Social Services. Contact CCLD at 916-229-4530 or contact a regional office.
The Affidavit is not a license or authorization to operate a private school.
The Private School Affidavit does not indicate approval, recognition, or endorsement by the state. Filing of this Affidavit shall not be interpreted to mean, and it shall be unlawful for any school to expressly or impliedly represent by any means whatsoever, that the State of California, the Superintendent of Public Instruction, the State Board of Education, the CDE, or any division or bureau of the Department, or any accrediting agency has made any evaluation, recognition, approval, or endorsement of the school or course unless this is an actual fact (see EC Section 33190 ).
Private school authorities are responsible for initiating contact with the appropriate local authorities (city and/or county) regarding compliance with ordinances governing health, safety and fire standards, business licensing, and zoning requirements applicable to private schools.
When a school ceases operation, every effort shall be made to give a copy of pupils' permanent records to parents or guardians. If records cannot be given to the parents or guardians, it is recommended that the school's custodian of records retain the records permanently so that former pupils may obtain copies when needed for future education, employment, or other purposes.
You shall retain a copy of this document for a period of three years.
A private school shall not employ a person who has been convicted of a violent or serious felony or a person who would be prohibited from employment by a public school district pursuant to EC Section 44237 . This school is in compliance with EC Section 44237 to the extent that it applies.
The students enrolled in this private school and included in the school's enrollment total are full-time students in this school and are not enrolled in any other public or private elementary or secondary school on a full-time basis.

Electronic Signature with your name, title, email, and security question.

Select the "Review" button. Carefully check all the fields for accuracy. We recommend that you try to print, print to PDF on your computer, or save the form so that you have a record of what you submitted even if something goes wrong after that. Once you've done all that, click on "Submit Affidavit." A confirmation page with a unique confirmation number will come up displaying the data. First, write the confirmation number down on a piece of paper. If something goes wrong with printing or your internet connection, at least you'll have the number that the CDE can use to find you in the system. Then print at least one copy of the confirmation page to keep at your school site with your records. If this page successfully printed with all of the information in the form before you hit the "submit form" button, you can get rid of the earlier form; the one with your confirmation number is the one that proves you filed the affidavit. This or the emailed confirmation is what attendance officers are entitled to see if they come to your home asking about whether your child is enrolled in a legal school. It is also the page that you can give, for instance, to bookstores to try to get teacher discounts. You can also print to PDF and save it on your computer, just make sure you safely back it up.

Schools using the CDE's online filing system will have met their obligation to file a private school affidavit only when the data have successfully been submitted online; if the filing never makes it to the page where you get a confirmation number, you'll need to try again. Schools using paper affidavits, whether the form provided by the CDE or one they made up containing the statutorily required information, will be in compliance with 33190 only when they have mailed their affidavits to the CDE. If you're mailing your affidavit, we recommend that you mail it by certified mail, return receipt requested. This is powerful proof that your affidavit was received, and is worth every penny. Use a cover letter on your letterhead that sounds official. For example: "Enclosed for filing on behalf of [name of school] is the confirmation copy of the private school affidavit for the 2021-2022 school year. If you have any questions, please do not hesitate to call the undersigned at the above number" will work fine.

Finally, and most importantly, keep in mind that, whether you are filing online with an electronic signature or filing a paper copy, you are signing the affidavit under penalty of perjury. Perjury is a criminal offense. Take it seriously.

LEGISLATION 101

Wed, 03 Apr 2024 19:10:18 GMT

One of the most effective ways to participate in making sure that homeschooling remains a legal option in Caifornia is for homeschoolers to visit their own legislators. We are told by people who have worked on legislative matters for a long time that legislators really like to have a face to associate with a cause. Giving your legislators a family to think of when they think about homeschooling will help when the time for a vote on homeschooling comes up.

Many legislators are aware of the stereotype that holds that all homeschooling families are religious conservatives. Most Republicans, who count religious conservatives among their best supporters, in turn support homeschooling. If you live in the district of a Republican, by all means go and thank them for their support. But if you are not conservative and are not homeschooling primarily for religious reasons, whether you live in a Republican's district or that of a Democrat, your visit is even more important. All legislators need to know this part of the homeschooling population exists. That's especially true of the Democrats, who might wrongly believe that their core constituents don't care about homeschooling.

The best time to visit is before there is a crisis, and not during the time they are working on the budget in late summer. The start of the traditional school year is probably a good time (after the end of the budget work). Feel free at any time to write to the legislative team (use the contact page here ) and ask whether it's a good time or bad time to try to visit.

You are represented in the Assembly by an Assemblymember, and in the Senate by a Senator. To find yours, go to https://www.ca.gov/service/?item=look-up-my-representatives and enter your zip code. It will bring up the list of people who represent you, and clicking on their names will take you to their home pages, where you can find out their political affiliation, the committees on which they serve, and the like.

If you want to visit them in Sacramento, you would need to get an appointment first. Getting appointments with the legislators themselves is pretty hard, as they are often in committee meetings. But all legislators have aides, and one of them will be in charge of helping the legislator with education matters. Whoever answers the phone at the office will tell you who the aide in charge of K-12 education matters is. Meetings with those aides are also very valuable, as the aides can often take more time to listen to you and have their own questions answered.

But it's not that hard to meet with your actual legislator, and you don't have to go to Sacramento. Most of them go to their district offices on Fridays, and you can call the district office to ask for an appointment. Tell them that you are a homeschooler who wishes to discuss homeschooling with them.

It can be very effective to go in small groups with homeschooling friends, but we don't recommend large groups. Taking children is beneficial if you think they can behave well enough and will respond politely if asked a question. Keep it very professional. We recommend that you tell them why you homeschool, why a standard school didn't work for you. They need to hear that this is an option that needs to be preserved. They also need to know that homeschooling is NOT a partisan issue -- that many liberals and progressives teach their children at home and expect their representatives to help support their choice. It's also a good idea to ask them if they have any questions about homeschooling that you could answer.

You don't need to take anything with you when you meet with your legislators, but we do have handouts available as pdf files that you could print. If you want to know what handouts are being used at the time of your visit, please write to the legislative team . We will send you what we're currently using and will let you know if there are any non-routine issues affecting homeschooling right then that you should address during your meeting.

Please do let the legislative team know about how your meeting went. We keep track of legislators' responses to homeschoolers, and all input is valuable. If you are concerned about what you hear and think they need additional attention, either from other homeschooling families or from the legislative team, let us know that, too.

Thanks for your contributions. They do make a significant difference.

ARE YOU READY TO JOIN hsc?

Your support allows the Homeschool Association of California to be an empowering resource for new and seasoned homeschooling families and to serve as a strong and respected advocate of homeschooling here in California.

COMMON QUESTIONS ABOUT THE PSA

Wed, 03 Apr 2024 19:10:16 GMT

(last updated 2020)

Is the PSA public?

When filing the PSA with 5 or less children, your PSA goes into a database that is only searchable by going to the Board of Education’s physical office. If you have 6 or more children in your private school, your info is published and searchable online along with all other larger private schools.

What if we decide to homeschool midyear after trying distance learning?

You will unenroll and establish your private school at that time, following all of the same requirements as someone who knew they were going to do so at the beginning of the year, and file your PSA then, even if it’s past the October 1-15th filing period. UPDATE: The CDE is making the form available early, on August 1 each year beginning in fall of 2023. The deadline is still October 15, but the form can now be filed early.

What if my child turns 6 on September 3rd or midyear, do I need to file then?

No, because your child was 5 as of September 1st, the law does not apply to them for that entire school year, even though they turned 6 midyear. Kindergarten is not compulsory education and you can unenroll your kindergartener at any time, for any reason, and not have to enroll anywhere else.

Do I file the PSA for Kindergarten?

No, do not file UNLESS YOUR CHILD is 6 as of Sept. 1st. If they are 5, DO NOT FILE, it is unnecessary. They are not required to have legal structure under the compulsory education law. So, even if they turn 6 on Sept. 2, or later in the year, DO NOT FILE until the next year. We don’t want the government deciding that everyone does it anyway, so let’s make it mandatory! We want parents to retain the choice for Kindergarten whether to send their kids to school or not.

If I homeschool for Kindergarten, does that count? (Enroll straight into 1st if we return to public)

Yes! It counts! Your child will enroll into 1st grade next year if you choose to go back to public school. Kindergarten is not compulsory education and 6 year olds are enrolled into 1st grade automatically according to their age.

Should I file the PSA right now, just to be “safe”?

No. If you do so, you are filing it for last school year, when your child was enrolled elsewhere. If you filed it already, no harm, no foul, but you still need to file it again this October between the 1st and 15th for the coming school year. Simply unenrolling from your prior school (a quick email with acknowledgement suffices) and deciding to BE a small private school, and keeping a few things on file ( see this guide ), is what creates your school. The PSA is notification to the state that you exist. It is not an approval, it’s a form for your records that goes into a database with 20k others, and you do not need it to start your small private school. You are already legal and in existence prior to filing! Also, if your child will be 6 as of September 1 as of this year, you will file for the first time this year. If you come to homeschooling after October, file it when you do!

How do I unenroll from my old school?

A quick email from you as the parent or from you as the administrator of your school will suffice. Here are some sample letters you may use.

What if the school says I can’t unenroll or that homeschooling is not legal?

Here are two letters on the legality of homeschooling written by the HSC legal team that you can use to educate them:

You can also speak to one of our volunteers on the toll-free phone line (1-800-HSC-4440) or contact HSC at info@hsc.org for help.

Do I need my child’s records/transcripts? (Parent vs School request)

If your kids are in grade school, not necessarily. Unless you have an IEP, or just want the records for personal reasons, you don’t necessarily need them; however, the school is required to give you a copy if you request it. Your new school can request them, or you can as the parent ( FERPA ).

What if I only homeschool for one year? (Grade School vs High School considerations)

Grade school students will simply pop back into their age related grade if you go back to public school after homeschooling. It’s possible they may do testing for placement in reading or math groups, for instance. But, if your child is in high school, the public school does not, by law, have to accept your private school credits. They will have certain requirements for graduation and could require your student to repeat work unnecessarily if they deem it insufficient. Therefore, this should be considered prior to deciding to file the PSA for a high school student if you aren’t planning to homeschool throughout the entire four years.

What about testing?

Filing the PSA means you are a private school, and as such, the government does not interfere or have any requirements of you other than the filing and record keeping mentioned. You will decide if your child requires testing and it will be up to you to procure it.

Does the state or school district supervise the private school?

No. The private school affidavit is a simple form that notifies the state of the existence of a private school. It is not a license given by the state: The state does not approve, evaluate, recognize, endorse, or supervise your private school in any way. The affidavit is merely a device by which the Department of Education’s Demographics Unit keeps track of the number of school children in California. The affidavit form itself is a public document available from the California Department of Education. It is completed and submitted online by most schools, but can also be submitted in paper form, either using the Department's form or a "statement in lieu" that contains all of the information required by law. Because the Department's form is a public document, the state cannot refuse to give families the form or refuse to accept their completed form.

Private schools must offer instruction "in the several branches of study required to be taught in the public schools" (see Ed Code sections 51210 and 51220), but how those subjects are taught is determined by the private school. There is no provision in the law that authorizes or requires that local school districts or any other state agency supervise or approve of the instruction given in private schools.

Do I need proof of teaching/learning?

You are not required to keep records of what was learned or what you accomplished, however, we recommend you keep some sort of record so that you can see just how much you and your child have done and learned over the course of a week or month. Also, should you need to create a transcript in the future; this will provide you with the records to do so. A simple notebook or calendar will do, as will pictures of your child throughout the week. If you have a high school student, keep track of books read, and any syllabus or class descriptions, etc. for easily creating a transcript later if needed.

How do IEP’s work with a PSA?

IEP’s are a public school program. When you have a private school, there is no IEP. If you rely on an IEP for significant services, you will want to consider this before leaving the public school system unless you can continue to provide those services to your child out of your own pocket. Sometimes, if the IEP accommodations are minor, they can often be mitigated or lessened significantly by the homeschooling environment. If you return to the public school later, your IEP can be reinstated if needed. There is also a program called ISP (Individual Service Plan) that schools sometimes offer in place of the IEP for private school students in their district. The public school will perform triennials, but generally, no services are provided. It is up to the private school (you, in this instance) to implement any plan. This is an option for continuity if desired, but you may decline it if you like.

What about a diploma?

As the administrator of your private school, you will issue a diploma for your student when they graduate (when you determine they have met the requirements for graduation). The requirements may be different for different families and even different children depending on their educational and life goals.

How to File a Private School Affidavit (PSA) in California

Wed, 03 Apr 2024 19:10:14 GMT

Quick-Start Checklist:

Establishing Your Private School

1. Unenroll your child(ren) from their current school (in writing or by email).

2. File your Private School Affidavit (PSA).

First-time filers: between August 1 and October 15.
If after October 15: file right away after unenrolling.

3. Keep a few required records on file.

4. Begin homeschooling.

That’s it! There’s no testing, no follow-up from the state or district.

Join the HSC Discussion Group on Facebook and attend a live Homeschool 101 session to get support, resources, and community.

Watch: Filing Party Video – Walk through the PSA with HSC volunteers and get your questions answered!

What is a PSA?

California law requires every private school—including home-based private schools- to file a Private School Affidavit (PSA). This legal document:

Verifies that your school operates legally
Exempts your children from compulsory attendance laws

The law:
Section 48224 of the Education Code states that a child is exempt from compulsory attendance if enrolled full-time in a private school that has complied with Section 33190 . Filing the PSA on time each year is critical.

When to File a PSA?

Section 33190 of the Education Code requires private schools to file between October 1 and October 15 each year.

However:

The PSA is available on the California Department of Education (CDE) website all year long (except June 20–July 31) for those starting mid-year.
New schools: File as soon as you unenroll your child if it's after October 15.
Established schools: Begin filing between August 1 and October 15 (as of 2023, the PSA is available starting August 1).

File yearly. Always unenroll from your current school before filing.

But if the school year starts in August and I don’t file until October, does that make my child truant?

The fact that the affidavits are filed after the school year typically starts is not a problem. No private school can file before October 1, and the state does not claim that every private school student is truant between mid-August and October 1. If you are contacted after the typical school year begins but before October by anyone who has a right to see your school's affidavit, you should explain that no private school can file an affidavit before October 1. You can also offer to show them your affidavit from the prior year, or, if you did not file it in the prior year, offer to mail them a copy when you can (after you've filed it).

As long as you follow the private school statutory requirements, your school is a legal private school. Fill out the private school affidavit carefully and accurately, return it in a timely manner, and keep a copy of it with your homeschool records . If you are visited by a truancy officer or contacted by school officials, read our detailed guide on handling truancy contacts here .

Where to File a PSA

The PSA is filed electronically on the California Department of Education website.

Once submitted, your affidavit is entered into the CDE database, accessible to school districts statewide. Filing procedures may change, so always check the latest updates on the HSC Legal Info page or the CDE website.

Electronic Signatures are Legally Binding

When you file electronically:

Your submission is a legal signature under penalty of perjury.
By clicking “submit,” you’re attesting that all information is true and that you’re maintaining the required records.
You’ll receive a confirmation number (and an email confirmation if you provide an email).

Important:

Always print/save a copy of your affidavit before ending your session.
The state can prosecute for perjury if false information is submitted.

Will filing a PSA online increase our risk of scrutiny by truant officers?

Some worry that filing online might attract unwanted attention from truancy officers. In fact, we believe the opposite is true —filing online keeps your documentation clear and accessible. While the form asks for details like your phone number and school district, these are routine and not a cause for concern.

If you have strong objections to filing online, you can submit a “ Statement in Lieu of an Affidavit ” containing all the required legal information (see Calif. Education Code §33190 ).

Reminder:
All affidavits—whether filed online or by mail—are public documents.

How to File a PSA

Feeling overwhelmed by the PSA filing process? Don't worry, the HSC is here to help! We've created clear, step-by-step instructions on filing your Private School Affidavit (PSA) – available in both English and Spanish!

Frequently Asked Questions

Over the years, HSC has compiled a comprehensive FAQ page with answers to your most commonly asked questions about the PSA. Click to read more.

Need More Help Filing A PSA?

Join a Live Homeschool 101 Session: Register here
Join the HSC Discussion Group on Facebook: Visit the group
Contact Us: info@hsc.org

Want to support homeschooling in California? Join HSC as a member or make a donation to help us continue providing resources, advocacy, and community!

Mandatory Kindergarten Bill Veto: What it Means for Homeschoolers

Sat, 08 Oct 2022 19:10:17 GMT

For years, the Homeschool Association of California has been advising parents not to include their five-year-old children on the private school affidavit when independently homeschooling via a private school. The main reason we recommend this is because the compulsory education law states that only children ages 6 through 18 need to be enrolled in a full-time school (1).

Because five-year-olds do not need to be enrolled in a full-time school, this leaves the choice of whether to enroll or not up to the parents. Some children are ready to enter kindergarten and some are not, depending upon their age and many other factors and circumstances. The pandemic added additional layers of concern for parents to consider. Additionally, the majority of parents in California already enroll their 5 years olds in kindergarten each year, although that l number did suffer during the pandemic. “In 2019-20, kindergarten enrollment statewide was 523,009 and it dropped 11.6% in 2020-21 to 462,172.” (2)

Parents who are home educating can certainly plan to actively educate their five year old children for a kindergarten year, but they don’t need to have any legal structure to do so. By including a large number of five-year-olds on the private school affidavit, a message could possibly be sent to the California state legislature that since parents are including five year olds as a matter of course, it’s not a big deal if they decide to make it a mandatory requirement. However, parents are in the best position to decide if their five year olds should be in kindergarten or not.

Recently, the state legislature passed AB 70, which would have made enrollment in kindergarten a pre-requisite and requirement for entrance into any public school first grade class. The government estimated that an additional 30,000 students, representing a 6% increase, would have been added to public school rolls at a cost of over $200 million per year. Thankfully, governor Newsom vetoed the bill as being too costly in an uncertain economic environment. He supports early education, but wasn’t willing to take on the ongoing costs of the additional students at this time.

For those parents who want to take advantage of optional free public transitional kindergarten (implemented by the state recently) or free public optional kindergarten via charters or brick and mortar schools, the choice to do so continues to be available.

This is positive news for parents all over California who want to have flexibility and retain the choice of whether or not to send their children to school at five years of age, and for home educators, we can continue as we have, and only include students who are ages 6-18 on our affidavits.

JAMIE HESTON: Veteran homeschooler, HSC volunteer and former HSC board member, homeschooling consultant at www.jamieheston.com

100 Classes for Black Kids

Mon, 23 Nov 2020 17:42:00 GMT

100 Classes for Black Kids was created by homeschool mother of two, Amelia Butler. As a parent of two Black kids and a homeschool group leader in the Los Angeles homeschool community, Amelia had a strong desire to create accessibility for Black children to attend online classes that will enrich and inspire them.

Due to systemic racism, an array of subjects and experiences for Black kids can be limited or missing. Without the access to a wide range of studies and experiences Black children are unable to reach their fullest potential. The purpose of this project is to increase access so that Black children can explore more possibilities for themselves, their lives and their futures. Through discovering new subjects or learning more about subjects they love, Black children will be empowered in knowing what new possibilities are available to them for their future.

If you are interested in participating in the project as a family with Black kids, a volunteer teacher or a Project leader, please contact the team leader Kimberly Gordon via email at 100classesforblackkids@gmail.com . All classes are taught on Zoom and are FREE!

-Amelia Butler is a HSC member and guest writer for The Homeschooler Post .

Why Do You Homeschool?

Thu, 18 Jun 2020 00:24:00 GMT

Why did you decide to homeschool? All of us who homeschool know this is a never-ending question. But what happens when you can't really answer this question truthfully? For the last five years, my answers have been some shade of the following:

"I have a spirited child."

"School just wasn't for us."

"As an educator, I wanted to teach my own kids instead of others."

But the blatant truth is: inescapable racism and police interventions. I held the truth back, softened my reasoning and usually didn't tell too many people until I got to know them and knew it was safe. You learn very quickly as a person of color that it is not safe to just walk into rooms shouting out truths about racism. Which is tricky, because I cannot tell you the number of times people have come to me in "secret" to confirm that my bi-racial child is in fact Black. And it's because of these reasons I only told our truth when I felt it was safe.

Often times, I felt that I too was perpetuating the racism enacted against my child by not speaking out and keeping our story "light" for the community around us. But I again learned that telling people that school administrators wanted to unjustly police your child made them watchful of you. It labels your child as a threat before they even walk in the door and that was the last thing I wanted to add onto my baby. So I stayed silent, allowing fun conversations about empowered choices and people who decided to venture out into "radical" forms of education to go on around me. All the while knowing that these "radicals" often times weren't understanding enough of the system to recognize what it meant to restructure your life for the safety of your children.

I started doing my research because I certainly didn't feel traditional or radical or any of the common labels used to describe what I was doing for my children. And it was in my research that I realized everything I needed to know and all the support I needed could be found in our family ancestry. To truly understand what I was up against really means knowing the history of the education system. And for me, it started with the Catholic missions that enslaved my Native ancestors. It continued on with boarding schools that dedicated themselves to educating Native American children by "removing the Indian from the man." It advanced itself to the use of reading scores that are taken in at 3rd and 4th grade and used as part of the data necessary to predict the number of prison beds that will be needed by the time those children are of "prison age". Prison pipelines. The 13th amendment and it's loophole clauses. The unjust statistics of suspension and disciplinary measures that schools would take out on Black and brown children. To today, my baby, in school against all the polticial policies enacted against him.

Despite all of these very clear-cut truths and easily found facts, I still sometimes find it difficult to honestly tell people why we decided to homeschool. I've realized that many people want so desperately to believe these things are in the past or are up for interpretation because they are just too difficult to face. And our truth is very uncomfortable.

Today I share my truth with you knowing the hurt that comes along with it. And also knowing that it is insignificant compared to the danger and violence that is being experienced in silence because of the need to make people feel comfortable. What the world is being forced to face is the truth of our humanity- and lack thereof.

This morning, I received the news that West Contra Costa School District broke their contract with the police for the 2020-2021 school year, and I cried tears of joy. It was the first time I truly felt completely confident in my decision to homeschool. The fact that enough people out there understood exactly what is happening to our children and finally made a move to change it is so validating. I look forward to seeing more developments as the Black Lives Matter movement calls our attention to unite and fix problems in our society.

As we navigate this new consciousness, I encourage all of you to think about the questioning and trust you give to the people in your lives when they are faced with policing and injustices. Are you making space for the uncomfortable truths embedded in our educational and social fabric? Are you listening and supporting your friends and relatives who are creating new spaces for themselves to exist outside of these injustices? Or are you perpetuating the problems by expecting to have only fun and light-hearted conversations that prevent families like mine from sharing our truth? I encourage all of you to make space for all stories. For the uncomfortable. The inconvenient. The ones that make you question your own morals. Because it is in that space that we can truly see each other and heal.

Laurie Gracia-Alikhan

Can Homeschoolers Go to College?

Wed, 27 May 2020 00:22:00 GMT

I hope everyone is safe and healthy!

That said… it seems people are worried, angry, sad, panicked, inconvenienced, etc. etc. (insert your own description) about suddenly finding themselves dealing with having children home – the decision from the powers that be to close public schools – most likely eventually, worldwide.

You did not choose this- you want/need your kids in the normal traditional school setting. You do NOT want to do school at home – not in a million years!

I would like to humbly offer some hard won advice: DO NOT try to duplicate the public school classroom setting/expectations at home!!! Take a deep breath – everything will be alright. As far as kids missing the last couple months of school goes – as far as being behind, not learning the right things, oh my God, how will this effect their future?!? In the grand scheme of things – they will not be missing much. Honestly.

They are not ‘losing’ anything, and in fact this time at home with family could be loaded with many ‘gains’.

You can make what you want out of this bizarre situation you find yourself in! Your school may have provisions in place to continue with ‘normal’ classroom work. That’s great – online learning can be very effective! It worked absolutely wonderfully for my kids. You can also take this time to improvise things to learn and have some fun!

I will not list them here, but there are tons of online resources- a simple google search will show you a plethora of math, reading, science, writing and language programs and games. Your kids will still learn- stay engaged – have fun! You can also go old school…teach them to address a letter, sew, cook, bake, garden, go for hikes-learn about nature, play Monopoly, draw, paint – the list is endless!

I'm not saying it will be easy; however, it is necessary at this point. And you can make the most of this time you suddenly, unexpectedly find yourself having at home with your children.

And if for some reason, this situation creates in you a desire to further explore the possibility of making the switch to school at home permanent- please read my book! It’s encouraging, and will go a long way to helping you see school at home can be done- and done well – with extraordinarily good outcomes!

Janell Smiley is author of ...as Long as You Don't Turn Them Into Weirdos. Follow Janell's inspirational posts by subscribing to The Homeschooler Post today.

Spaces & Resources of Influence

Mon, 02 Sep 2019 02:11:30 GMT

Where you choose to spend your time and build your homeschool community has a very powerful impact on your experience. Often when families begin to homeschool, they just jump in and tag along with any and everything that comes their way. But as the years go by they learn to streamline and tailor their children’s needs. One of the struggles that I hear from many families of color that there are limited spaces where our children see themselves reflected in leadership positions that also support a self-directed line of learning. So I would like to share the top two resources that helped my family create the homeschooling lifestyle we love so much. I hope that by accessing the work available from these wonderful and different sources of teaching you too will be able to create an optimal learning space for your child.

When I first heard of unschooling I was attending a park day near my home that did not reflect our needs aside from being geographically close and free to attend. The resources I was provided from that group reflected that their interests and concerns and didn’t easily line up with concepts that lead to my need for homeschooling. Unschooling, at times, can have an atmosphere of seemingly toxic positivity where needs are ignored in regard to culture, ancestry and political impacts for families of color. However, Akilah addressed these issues immediately within the first few minutes of her podcast. Her stance on self-directed education was based on all the things I needed to hear about homeschooling. She addressed my fears and it felt like she truly understood what it took for me to lead my family down this path. Her guidance helped me find and create new spaces for my family to exist with others on the same journey. I listened to all of her podcasts and followed all of her work. When she announced she would be in Los Angeles for her 100th episode, I had found a new homeschooling group that shared my concerns. Our community was thrilled to host an event to hear her speak in person! Akilah has been a guiding force in my homeschool journey and I highly recommend her work to anyone who is struggling to find their own unique footing in their learning.

The Akilah Event we held in our community brought many women together. This is where I first met Ndindi Katong PhD. who runs Angeles Workshop with her husband Scott Stubbe. Angeles Workshop is a progressive middle and high school for students seeking a small school environment, no mandatory homework, weekly field trips and more. I was thrilled when Ndindi and Scott gave me the opportunity to teach a ten-week art workshop based on Indigenous Art of the Southwest with their middle school students. Their amazing set up allowed my son to also shadow my workshop which helped expand his ideas of what homeschooling could be. In addition to learning about art from our homeland, he was also able to make friends and expand his social circle with the other students. Where Akilah helped me idealize a type of school for my children, Ndindi and Scott made it a reality. Ndindi and Scott have an amazing site full of resources to learn about any topic. They do a wonderful job of promoting social justice work and connecting their students to the surrounding neighborhoods. They have designed the student day in a way that allows them to connect to the communities around them which makes their learning relevant and up-to-date. They also work with community experts who bring years of knowledge to share with the whole school weekly. Angeles Workshop is truly a one of a kind learning space. If you are in the Los Angeles area, Angeles Workshop has year-round open enrollment and homeschool hybrid scheduling available. More about them can be found on the web at www.AngelesWorkshop.com .

Have an amazing homeschool resource in your area? Send me a write up of your experience! We love to share what is going on in all of our homeschool communities.

Laurie Gracia-Alikhan - Editor The Homeschooler Post

Charter Bills & Your Home

pradiata@icloud.com (Emily Tonkin) — Mon, 02 Sep 2019 02:07:58 GMT

If you are having a busy summer like me, then you probably got lost in the whirlwind of charter school political changes that were made this summer. Below are some highlights for those of you are with charters or thinking of homeschooling with charter schools this year.

Completely new to charters?

If this is your first year homeschooling and are still looking into options, you may want to start off with this FAQs page from the National Alliance for Public Charter Schools website . From there you may want to view the websites of individual charter schools and compare their requirements to see which best would support your family.

You may also enjoy reading this recent article detailing common misconceptions about Charter schools in this article by Nathan Barrett, Ph.D. who serves as the senior director of research and evaluation for the National Alliance for Public Charter Schools. This article also includes several links to various other resources that will help you decide if homeschooling through a charter works for your family.

California Charter Legislation Brief

This year two anti-charter school bills moved through the legislature. AB 1505 and 1507 were passed out of the Senate Education Committee in early July. They will now move to the Senate Appropriations Committee. Among other provisions, these bills would allow districts to consider fiscal impact when making decisions about charter school applications and would significantly restrict the ability of charter school applicants to appeal district denials. To be a little bit more specific here are some concerning issues that I found during my research:

AB1505:

Eliminates the right of a charter group and its parents to appeal politically motivated decisions to close charter schools. AB 1505 increases difficulty for high-performing charters to rely on student learning gains for approval.

AB1506:

caps the number of new charter schools in California based percentages of pupils enrolled in a district; limits new charter schools from being able to serve pupils in need and limits existing charters from extending service areas to new counties where they can reach students in need.

AB1507:

makes it harder to locate school facilities in places that make the most sense for families by deleting common-sense flexibility that already exists in current charter law. This bill has been fast-tracked because it was deemed to have no fiscal impact on the State of California.

Although these bills initially sound like they are distant from impacting our daily lives, they are definitely having unforeseen impacts on our charter experiences. Those of us who homeschool with Charter have seen lots of changes which alter the way we utilize our educational funds go into effect this summer. In some cases, charters have shut down enrichment programs we heavily rely on. Some of those changes have made it impossible for families to continue to homeschool while others were not affected as greatly. Regardless of how you feel about the changes there are plenty of resources out there to help you navigate through what happened with each specific charter. The California Charter Schools Association has a Legislative Advocacy list of bills they approve and oppose to make it easier for us to follow collectively.

Let's Discuss

Please remember that this link is biased to what works for my family viewpoint and what a majority of California charter families follow based on the collective association. I encourage and appreciate anyone who would like to post alternative resources to these in the comments. I completely understand that these views may not work for you and may appear limited. Please find or share your resources kindly below so that we can create a dialogue that serves all charter affiliated homeschoolers which will allow them to make the political decisions that best assists their family.

Homeschool Soup

Mon, 02 Sep 2019 02:04:54 GMT

Homeschoolers are an enigmatic lot. They seem to make news with increasing regularity, whether it's by winning academic contests, volunteering in their communities, climbing the music charts or speaking out through the local newspaper or television. But the facts behind who they are and why they make the choices they do are often obscured in the fifteen-second sound bite or local-interest story. Little understood, they are often mischaracterized or homogenized into white-bread pawns in an educational war fought by increasingly bitter opponents.

What do we really know about these independent people who have chosen to buck the most ingrained, influential and life-forming institution in American lives?

Who are they and why did they make the choice to homeschool?

Where do they live?

Why are they so hard to find when the media comes calling?

And what do they actually do?

First, they are everybody! They are your neighbors and the neighbors of your family members and your friends. They live in the cities, in small towns, in the suburbs, and in the most remote rural areas. They live in apartments and on houseboats. They live in huge mansions and in government housing. They live in housing developments and in trailer parks. Although most are middle income families, some are downright poor, and a very few seem to have money to burn.

The family faces reflect their racial composition: Caucasian, African, Asian, American Indian, they run the racial gamut. Many families are a wonderful combination of races and cultures. For instance, some have adopted or fostered children of different ancestry from the parents. In other cases, grandparents have custody of grandchildren who they are educating at home. Single parents. Fathers at home, mothers working. Families working together at a home-based business. In short, the homeschooling community is beginning to mirror the greater community in terms of its composition.

The children, too, are a complex group. There is every range of ability, disability, gift and attribute. Some are so bright their stars shine out into the world, some so sweet and giving their gifts are a blessing to all they meet. Some are troubled and healing. Some are afflicted and learning to cope in ways education experts declared would never be possible. Each is special in some particular way. You could not possibly be in a room filled with homeschooling children and fail to recognize their uniqueness.

The more complex question of why families choose to homeschool is easily answered. They do it because it works! Most happy, long term homeschoolers will tell you that, although they may have decided to homeschool because it fit their philosophy of life, or because their kids were having problems in school, or even because their pastor told them they had to, they continue because it became the satisfying way they live their lives. They may have their occasional hurdles to overcome, but their children are getting educated, their family is strong, and they have a great deal of flexibility in dealing with life.

What families do when they homeschool varies incredibly. A very rare few sit at desks each day for five or six hours and "do lessons." Some simply live their lives and the learning happens in the process. Children learn about what interests them and parents support that learning process. Most homeschoolers have at least a little structured learning, but in general they are flexible about a great deal of it. Music and art lessons, learning clubs, Scouts, 4-H, academic classes and the internet all provide opportunities for homeschooled children. Some families laughingly say they "car school" because they are on the move so much of the time.

Therein lies the reason for their elusive nature. They are busy, focused on their family and community, and have very little time for the curiosity of strangers. Some have fielded inquiries about their lives until they simply don't feel they can answer another question. Most are fiercely independent and value their family's privacy.

In an effort to provide a "balanced piece," media coverage, unfortunately, often pits homeschoolers against the public school system. Institutional educators are utilized by the media as authorities in an arena where they have no experience. Professional educators, professors, researchers - none can really comment knowledgeably about homeschooling unless they have actually homeschooled their children, and very few have done that. Their information is often anecdotal and rarely firsthand, based more on myth than on fact. Teachers' unions are always good for an anti-homeschooling quote, but given their financial incentive to have children enrolled in public schools, that is not so surprising. Homeschoolers read the comments printed by these dubious experts and cringe at their ignorance.

So when the media comes calling, homeschoolers are sometimes understandably reluctant to answer the call. And it is the families who have no political, religious or other agenda to promote, the hundreds of thousands of families that belie the usual stereotypes, that are often the least accessible. What incentive could they possibly have for giving up their time and their family's privacy to make themselves available for interviews?

It is coverage of real issues, ones that require research and thoughtful inquiry, that will get the attention of these homeschoolers. Being treated as the knowledgeable, experienced people that they are - the real experts in this field - rather than rank amateurs in the latest fad, will go a long way toward building trust.

When homeschoolers sense a genuine interest and respect, they will begin to participate, and the stories that result will be richer for it. But more importantly, they will be a truer reflection of what is actually happening in the homeschooling community.

Technology, College & Kids in Business

Mon, 02 Sep 2019 02:01:49 GMT

Preparing students for college and careers is every educator’s goal which is why teaching 21st century skills has become a noteworthy task. Ideas of what it means to be up to speed in technology has always crafted educational plans, but what exactly are 21st century skills? In the early 2000s, it meant that kids would need to be proficient in emailing and computer basics. Then coding and web design perked up. And while many educators still implement these concepts into their work, the tech field has advanced and morphed in many different ways making it impossible to develop any standard foresight of which skills kids will need for college and careers five years from now. Today the internet is booming with young entrepreneurs in every field from advertising to e-sports making the way we conduct business very different than the past. Cameras and videos are no longer for recording sentimental family moments. Paired with the internet these tools have become doorways into business for many families-and their children.

Video games are no longer just a fun pastime for kids after school. Today colleges like UC Irvine are offering scholarships for gamers and host entire departments for e-sport communities. As educational institutions embrace this industry, children with access to this world are advancing faster than anyone else. Victor Palacios, founder of Game Crossings LLC, saw this as an opportunity to do something positive for his neighborhood and gathered a group of young gamers to play and organize tournaments- keeping them off the streets and focused on something that they could turn into a business while also preparing them for college opportunities.

Game Crossings LLC is an organization designed to teach children ages ten and up how to build their own PCs, organize tournaments, and live-stream their play. As the team developed, their streaming caught attention online and their skills demonstrated proficiency as they started taking big wins at tournaments. Victor has bridged his latest course with UC Irvine and CSU Fullerton to ensure that his team has the foundations needed to manage their online personalities for long term business plans. His course also focuses on values about financing, leadership, team work and production of the e-sport business allowing students to start their careers in their teens. Now that many of his original team are graduating from high school, Game Crossings is expanding and teaching a whole new group to start their journey in the e-sports world -essentially helping 10-14 year olds get into the business earlier than before.

Like all things, not all of these young gamers will become a famous pro-player. Still, the transformation of the tech world will surely provide an avenue for them to follow that they possess these 21st century skills. With the ability to create their own schedules and freedom to travel to tournaments during established school hours, this may be the time to set your homeschool gamer up for their big break!

Laurie Gracia-Alikhan- Editor The Homeschooler Post

Pulling Your Child With Special Needs Out of School

Thu, 29 Aug 2019 00:26:03 GMT

by Debbie Schwarzer, Esq.

Children with special needs often receive services from the public schools they attend because of a law saying that schools must provide a "free and appropriate education" to children; if special services are required to make the education appropriate for that child, then the public schools must provide them at no cost. When public schools identify children who they think need services, they prepare (with the participation of the family) an Individualized Education Program, or "IEP", which is a contract that requires, on the one hand, that the school take certain actions, such as providing specified services at specified times, and, on the other hand, that the family cooperate with this program. People often ask if special needs children who have received services under an IEP are required to attend or continue attending public school. The answer is no.

We have heard of many families whose children had IEPs but for whom the school situation was not working. In some cases, school staff has been abusive to children, in others, no real help was given, or the "help" wasn't helpful. In many cases, the parents have decided to pull their children out of school. Since many public school homeschooling programs won't take children with IEPs and charter school programs may be unavailable, often the best choice is for the parents to homeschool using the private school option. Many times, when the parents tell the school that they are withdrawing their child and enrolling him or her in a private school where they would teach him or her themselves, the schools have told them that they could not do that: the parents are told that because the child was subject to the IEP, the child was therefore required to be enrolled in the public school to continue to receive the "free appropriate public education" the school was providing.

This scenario, of homeschoolers rejecting the special education services that schools provide, is the opposite side of the question we sometimes receive about whether homeschoolers can request the public schools to provide special education services to their children (the answer is almost always no, the public schools are not obligated to provide services to children who are not enrolled in the school – if you want the services, you need to take the rest of the package). Are families with special needs children precluded from using private educational alternatives? Of course not. Just because a child has been determined to be a special needs child and an IEP has been prepared for her, does not mean either that the child must be enrolled in public school or that her parents loses their constitutional right to choose the best educational alternative for their child. Parents can elect to place their child in a private school or facility. (20 USC 1412 (a)(10)(C); Education Code §56174. And, contrary to veiled threats that we have sometimes heard, it is not child abuse to refuse to enroll a special needs child in public school if the family is meeting the child's needs in other ways.

Withdrawing a child who has an IEP from public school is fundamentally no different from withdrawing any other child, and families considering doing this should read the information about withdrawing your child midyear. The only difference is that the families may also wish to terminate their obligations under the IEP contract (called "closing out the IEP"). It is the family's right to terminate this contract and relieve the school of its obligations. Legally, this is no different from canceling your newspaper subscription – as long as you had the agreement, the newspaper company had to deliver it (and you had to pay), but if you don't want the paper any more, you can cancel and the newspaper company no longer has to give you one, nor do you owe them any more money. The publisher can't claim that once you started getting the paper, you were therefore obligated to continue to receive it (and pay for it) for the next 12 years. Of course, this analogy isn't perfect. Parents are obligated to care for and educate their children, but they may choose how to do so, just as you may choose how to keep yourself informed. When you write a letter to formally withdraw your child from public school you can also inform them of your wish to terminate their IEP contract at that time as well.

In cases where the decision to withdraw comes after a period where the child has not been able to attend school for whatever reason (illness, emotional issues from abusive treatment by school staff, etc.) and the school has threatened or begun truancy proceedings, families may wish to join an existing charter school or larger private ISP just to deflect any arguments that the family's home-based school is not legal. We frequently recommend this tactic at least for the balance of the first year of homeschooling; after that year is over, the school system often forgets the child existed and no longer feels a need to hassle the family.

Some families have been challenged by schools, attendance officers or even CPS. In some cases, HSC's legal team has written a letter to government officials informing them of the legality of the family's choice. In our experience, we find that these officials are often either bluffing or ignorant of the law. It is important that you know your rights so you can provide the best educational alternative for your children.

Gap Year

Thu, 29 Aug 2019 00:02:47 GMT

I’m sitting on the edge of a volcano in a northern province of Ecuador with three of my best friends, watching the sun rise over the lake inside of the crater. We’ve spent the last three days navigating unreliable bus lines, getting lost, and backpacking through the Andean Sierra to reach this vista, and now that we’re here, I know that it’s something I’ll never forget. This experience was one of the many adventures that I had during the eight months I spent living in Ecuador while on my gap (or “bridge”) year with a program called Global Citizen Year. Before going abroad, I had homeschooled my entire life, so the decision to take an alternate path to college wasn’t a difficult one for me to make. I had always dreamed of living or studying abroad, of learning a second language (especially Spanish) and of getting to know a foreign culture in a way that seemed more genuine than just vacationing there.

Ecuador interested me because I knew so little about it, only that is was a juxtaposition: a mix of Spanish and indigenous languages spoken; a mix of Amazon rainforest, Galapagos Islands, and mountainous Andes straddling both hemispheres, all within a total area smaller than California; the peculiarity of abounding mega-diverse environments in a country whose economy is driven by petroleum exports. The more I learned about Ecuador, the more questions I had, and the more I wanted to explore this Latin American country in depth. The year leading up to college proved to be the perfect opportunity to do just that.

During my bridge year, I lived with an Ecuadorian family in San Bartolomé, a tiny rural town high up in the Sierra, known for farming apples and for producing hand crafted guitars. I worked as a teacher’s assistant in the local elementary and high schools three days per week, helping students with their English homework and grading papers, among kids who were more excited, probably, to have a foreigner in their midst than to learn the language.

One day per week I would commute about an hour by bus into Cuenca, the country’s third largest city and a colonial historical site, to study Spanish with the other exchange fellows from my program. Another day I would work with one of my Ecuadorian neighbors on her farm, learning to plow plots of land by hand and milk cows, and on the weekends, I would accompany her into the city to sell her vegetables.

Looking back on my experience, I realize how heavily my homeschool education impacted my time abroad. I went to Ecuador already comfortable with learning through experience and experiment, with learning by asking the questions that interested me, and by listening to people’s stories. In Ecuador, I took this approach and as a result, learned how to speak Spanish, how to make empanadas, the basics of soccer, how indigenous groups are working to preserve their native culture, how the civil rights issues there mirror many of the same ones playing out here in the United States, and perhaps most importantly, how to trust myself. Living with my host family and getting to know their life from an inside perspective gave me the chance to witness an Ecuador that was more diverse, more complex, and more beautiful than the one I’d read about in any book.

After an incredibly transformational bridge year, I will be studying biology at my local community college, and later hope to transfer to UC San Diego to continue in the field of marine science. While I’ve always been interested in this field, I feel that my bridge year allowed me the time and space to gain a greater appreciation for all the opportunities that I have to pursue my dreams. I think my time in Ecuador specifically inspired me to ask, listen, and care more about the issues facing my generation- from indigenous people’s rights to climate change- and to realize that these issues are global. I know that I will take with me to college all of the many lessons that I learned in Ecuador, but this one stands out from the rest: that making the choice to learn about what you care about will always be the right choice.

-Lily Jorrick is a 19-year-old homeschool alumni who lives in Northern California, and hopes to continue traveling and learning languages in the future. Her bridge year in Ecuador was made possible in part by a generous scholarship from the Homeschool Association of California.

Choosing Curricula

Thu, 29 Aug 2019 00:00:24 GMT

When we first start homeschooling we are all faced with choosing a curriculum. Understandably most parents don't know where to begin. In brick-and-mortar schools it is typical for a committee of teachers to convene and go through a long bureaucratic textbook adoption process. This consists of analyzing all of the school data in an attempt to find the best resources for the whole school community. Each school district will have variations of this system or may even hire someone whose sole job is to select curricula for them. Those of us who homeschool, however, get to skip all of this bureaucracy and choose curriculum based on our own evaluation of the presented ideas and concepts we value. Easy peasy, right?

But the truth is that parents are often overwhelmed by the choices available and often end up settling with recommendations from friends. And even with so many successful veteran homeschooling parents to help us, many parents and teachers alike- are sending out requests looking for primary and secondary sources that tell the complete history of events as our larger text companies are publishing limited versions of history. As homeschool parents, it is our responsibility to then choose texts with the least amount of bias and the most historical depth. I believe that this changes the way we look at text.

In the past, (and still in schools today) we looked to the text for answers because that was usually the depth of our teacher's knowledge on a topic as well as where all the information from a field could be accessed by the public. But what we often still forget is that: textbooks are not finite in law and truth. Any curriculum you find today is the product of accepted Information in that field when the book was published. With fast-paced changes of our world due to technological advancements these books don’t always offer the most current information available to us. For example, during my seven years teaching ancient civilizations- we used the same text but I learned of new developments in archeological findings that altered information in the book annually. Furthermore, many of us are looking for untold views of history because we are realizing that the text is limited to one author’s interpretation of data and historical documents. Other problems with the curricula that I hear about often is the use of its padded language available during their time of research. For example, when a text about difficult historical atrocities and is written for elementary students, publishers use padded euphemisms to introduce the topics and ideas diplomatically to children because they have a wide range of people to please. This often leads to educators presenting biased or limited views and assumptions about history that are not representative of what truly happened during that time period. In order to combat these issues parents are sent scrambling for alternative sources and information.

Today, however, we no longer need to depend on the text as the basis of knowledge in a field or as the only source from which we pull information. Instead, children need to be taught the basic steps of source analysis. They need to be able to identify all the various sources that provide field information and determine its value. When you develop this skill base with your children, you are empowering them to determine so much more than historical facts and timelines. Instead they can develop an understanding that not all of us were taught about the core subjects: that learning is not finite and new information in all fields is always being uncovered and developed. This is a sure fire way to help your children take control of their learning. It is also a practice that many unschoolers preach as the mainstay of their pedagogy. So instead of worrying about whether or not a text is suitable for the age level you are homeschooling, you can begin to present any and all sources to our children and feel confident that they will be able to analyze it. This is a situation where homeschoolers have the upper-hand simply because we are not limited to a classroom of resources. As homeschoolers, we attend more museums and subject specific classes than our brick-and-mortar friends. By design we have more access to internet sources, libraries, and personal assistance from community experts in fields we are studying. So the next time you are worried about the limited information in a text, remember that you have access to way more than one text, one set of curriculum and one version of events. Challenge yourself and your children to analyze a new source of information to determine its credibility whether its Wikipedia, a forum from an online site, or field journals from the library.

Laurie Gracia-Alikhan - editor The Homeschool Post

Why Homeschool?

Wed, 28 Aug 2019 23:57:22 GMT

There are as many reasons for homeschooling as there are families who make this choice. Homeschooling offers freedom along with responsibility - freedom to make our own decisions regarding how we wish our children to live and learn. Whatever initially leads parents to make this choice, homeschooling nearly always evolves into something far more than an alternative educational choice - it becomes a lifestyle choice of personal responsibility and freedom and incredible joy.

Like so many others, we homeschool because we caught a vision of what learning and living without schooling could be like, decided to take the risk, and found out for ourselves that we loved it. The benefits are apparent to us as we look upon our children, and we experience great joy seeing the love of learning and life so vibrant and alive in them.

Better Family Ties

Families are seeing the problems associated with a lack of connection. There are so few hours after school, before homework, dinner, and bedtime. This rushed lifestyle makes it very difficult for families to develop closer family ties. Some families choose to homeschool because it fits better with their particular circumstances. For example, their work might involve constant travel or frequent moves. Others have children involved in the entertainment industry or other activities that interfere with standard school schedules.

Individualized Pace

Most homeschoolers probably begin homeschooling because of the educational benefits that they anticipate. There are many, but the most important is that each child's education can be tailored to fit that particular child. No one-size-fits-all curriculum or methods need be used. Children with varying learning abilities can move at a pace appropriate to their developmental levels and interests. In the classroom, it is especially difficult to accommodate children who are learning more slowly or more quickly than average, and all children are slower and/or quicker than average in different subjects.

Better Use of Time

There are children who learn more quickly than their classes can allow; at home, they can move through material at their own fast pace, allowing time for learning material not offered at school, or time for more in-depth study of subjects of interest. If a child needs more time to fully comprehend something, they can take it. They won't be pushed on, ready or not, to keep up with the class; they can even drop a subject and come back to it when they are ready.

Accommodating Various Learning Styles

Learning at appropriate levels can be more satisfying and challenging to the specific child, less like busywork. And, learning can be more efficient because the children use methods most suitable for their own learning styles.

One of our primary reasons for homeschooling was to give our children the gift of long, uninterrupted blocks of time to write, read, think or work on a activity. Creativity and serious in-depth study are discouraged in a classroom where there is a lot of noise, a schedule designed for keeping every child busy, and continuous distractions and interruptions. We also wanted our children to have more time for pursuing special interests, such as art and music.

Learner Driven

A major goal of many homeschoolers is that their children feel more responsible for their own education. Rather than being passive recipients of subject matter selected by their teachers (actually administrators or government committees), we wanted them to have input into designing their own education and eventually take over full responsibility.

More Choices/Resources

We also wanted our children to realize that learning can take place in a large variety of ways and that they can seek out assistance when needed from many alternative sources, not just rely on a classroom teacher to provide all the methods, materials, and answers. We hoped that our children would not be as tempted to take the easy way out by doing just enough to satisfy their teacher, that they would be the judge of the quality of their own work and would work and learn for internal self-satisfaction, more than for external reward. We felt that the heavy reliance on reward and punishment systems by schools would undermine this goal. And we hoped that our children would be more willing to take risks and be creative, since they do not have to worry about being embarrassed in front of peers or being criticized by their teacher.

Most important, we wanted our children's love of learning to be supported, and their enthusiasm and excitement about education to be maintained. We felt these goals would be undermined in conventional school.

Better Socialization

The question most often asked of homeschoolers is, "But what about socialization?" The resounding response from homeschoolers is that our children are not isolated, but are busy, active participants in community life. They participate in scouts and sports, theater and music, and they have many friends with whom to maintain very active social lives. They have more time and more flexible schedules than children in school. My own children, for example, are members of a Shakespeare theater company, which often involves late-night rehearsals which would be impossible for them to attend if they had to get up in the morning for school.

In school, children associate almost entirely with other children who are nearly the same age. They have few adults with whom to interact, and those interactions are limited, since there are many other children who must also be accommodated. Socialization at school often consists of large numbers of children with very little supervision, much less adult help in learning how to get along with other people. At lunch and recess, for example, playgrounds often have hundreds of children being supervised by one or two playground aides.

Homeschooled children interact with other people of all ages, younger and older. They learn to get along with diverse people, to solve conflicts, to work and cooperate by being out in the community in "real life." They do this with the nurturing guidance and support of their parents and other adults.

Many homeschoolers belong to homeschooling support groups. These are as varied as homeschoolers themselves, but they all offer opportunities for children to work, learn, and play together. Anyone dropping in on a homeschooling group day at the park, for example, would find children of all ages interacting, maybe playing a game of soccer, building a model, practicing a play or song, drawing pictures, playing musical instruments, writing poems, listening to a story, planning a trip, or just climbing a tree. Bigger kids would be helping littler kids. Adults would be conversing with children.

Homeschoolers have many responses to the question of socialization and we recognize it is of primary concern to others. Ironically, one of the reasons many of us have chosen to educate our own is precisely this very issue of socialization! Children spending time with individuals of all ages more closely resembles real life than does a same-age school setting.

Value Based Reasons

Homeschooling allows children to be consistently guided in a family's values. Religious and family special days can be planned and celebrated together, and our children learn from seeing and participating in their parents' daily lives. For some families, religion is a critical reason to choose homeschooling, and many use a specifically religious curriculum. This was not our family's primary reason, but the chance to discuss values in the context of what the children are learning is a wonderful bonus. Volunteer service activities can easily be incorporated into a homeschooling family's regular schedule; community service of all kinds is of tremendous importance in a child's overall development, as well as being a significant learning experience.

Safety Concerns

Many people first become interested in homeschooling because they are concerned for their children's physical safety at school. Sometimes this is a because of fear generated by events such as school shootings, and sometimes because their own child is being bullied or mistreated and the parents are unsatisfied with official school responses.

Health Reasons

Some children begin homeschooling because health problems force them to miss school for an extended period of time. School districts usually provide home-study teachers, who spend a few hours a week helping the child "keep up." These arrangements are not what most of us mean by homeschooling, where the parent takes primary responsibility for the child's education. But they do sometimes lead to permanent homeschooling, as a parent realizes its benefits.

Other health issues may be important to homeschooling parents. For example, our children spend a lot more time outdoors (even reading, writing, or studying) which is more healthy physically and mentally than spending most of their weekdays indoors in a crowded and often overheated classroom. These days, many children come to school sick, and illnesses passed from child to child in the classroom are very common, as are head lice. We certainly can't avoid all illnesses by homeschooling, but many parents who have taken their children out of school say that the frequency of things like colds and ear infections decreases tremendously.

Less Stress - For the Entire Family!

Most homeschooling families are able to enjoy less hectic, more relaxed, lifestyles -- often because they stop trying to supplement school during after-school and weekend hours, and because there is no time-consuming homework. Reducing the stress level of family members may also contribute to better overall health.

55 Reasons to Homeschool

Wed, 28 Aug 2019 15:05:10 GMT

The following are the results of a survey by the National Home Education Network.

Spend more time together as a family.
Spend more time with children when they are rested and fresh rather than tired and cranky from school.
Avoid having to struggle to get children to do the tedious busywork that is so often sent home as homework.
Allow children time to learn subjects not usually taught in their school.
Allow children to have time for more in-depth study than what is allowed in school.
Allow children to learn at their own pace, not too slow or too fast.
Allow children to work at a level that is appropriate to their own developmental stage. Skills and concepts can be introduced at the right time for that child.
Provide long, uninterrupted blocks of time for writing, reading, playing, thinking, or working so that the child is able to engage in sophisticated, complex activities and thought processes.
Encourage concentration and focus - which are discouraged in crowded classrooms with too many distractions.
Encourage the child to develop the ability to pace her/himself - this is prevented in a classroom where the schedule is designed to keep every child busy all the time.
Spend a lot of time out-of-doors. This is more healthy than spending most weekdays indoors in a crowded, and often overheated, classroom.
Spending more time out-of-doors results in feeling more in touch with the changing of the seasons and with the small and often overlooked miracles of nature.
Children learn to help more with household chores, developing a sense of personal responsibility.
Children learn life skills, such as cooking, in a natural way, by spending time with adults who are engaged in those activities.
More time spent on household responsibilities strengthens family bonds because people become more committed to things they have invested in (in this case, by working for the family).
Time is available for more nonacademic pursuits such as art or music. This leads to a richer, happier life.
Children will not feel like passive recipients of subject matter selected by their teachers. They will learn to design their own education and take responsibility for it.
Children will realize that learning can take place in a large variety of ways.
Children will learn to seek out assistance from many alternative sources, rather than relying on a classroom teacher to provide all the answers.
A more relaxed, less hectic lifestyle is possible when families do not feel the necessity to supplement school during after-school and week-end hours.
Busywork can be avoided.
Learning can be more efficient since methods can be used that suit a child's particular learning style.
Children will avoid being forced to work in "cooperative learning groups" which include children who have very uncooperative attitudes.
Children can learn to work for internal satisfaction rather than for external rewards.
Children will not be motivated to "take the easy way out" by doing just enough work to satisfy their teacher. They will learn to be their own judge of the quality of their own work.
Children will be more willing to take risks and be creative since they do not have to worry about being embarrassed in front of peers.
Children will be more confident since they are not subject to constant fear of criticism from teachers.
Peer pressure will be reduced. There will be less pressure to grow up as quickly in terms of clothing styles, music, language, interest in the opposite sex.
Social interactions will be by choice and based on common interests.
Friends can be more varied, not just with the child's chronological age peer group who happen to go to the same school.
Field trips can be taken on a much more frequent basis.
Field trips can be much more enjoyable and more productive when not done with a large school group which usually involves moving too quickly and dealing with too many distractions.
Field trips can be directly tied into the child's own curriculum.
Volunteer service activities can be included in the family's regular schedule. Community service can be of tremendous importance in a child's development and can be a great learning experience.
Scheduling can be flexible, allowing travel during less expensive and less crowded off-peak times. This can allow for more travel than otherwise, which is a wonderful learning experience.
Children will be less likely to compare their own knowledge or intelligence with other children and will be less likely to become either conceited or feel inferior.
Religious and special family days can be planned and celebrated.
More time will be spent with people (friends and family) who really love and care about the children. Children will bond more with siblings and parents since they will spend more time together playing, working, and helping each other.
Feedback on children's work will be immediate and appropriate. They won't have to wait for a teacher to grade and return their work later to find out if they understood it.
Feedback can be much more useful than just marking answers incorrect or giving grades.
Testing is optional. Time doesn't have to be spent on testing or preparing for testing unless the parent and/or child desires it.
Observation and discussion are ongoing at home and additional assessment methods are often redundant. Testing, if used, is best used to indicate areas for further work.
Grading is usually unnecessary and learning is seen as motivating in and of itself. Understanding and knowledge are the rewards for studying, rather than grades (or stickers, or teacher's approval, etc.).
Children can be consistently guided in a family's values and can learn them by seeing and participating in parents' daily lives.
Children will learn to devote their energy and time to activities that THEY think are worthwhile.
Children will be able to learn about their ethnicities in a manner that will not demean. Children will be able to understand multiculturalism in its true sense and not from the pseudomulticultural materials presented in schools which tend to depict others from a dominant culture perspective.
Children will not learn to "fit into society," but will, instead, value morality and love more than status and money.
Children do not have to wait until they are grown to begin to seriously explore their passions; they can start living now.
Children's education can be more complete than what schools offer.
Children who are "different" in any way can avoid being subjected to the constant and merciless teasing, taunting, and bullying which so often occurs in school.
Children with special needs will be encouraged to reach their full potential and not be limited by the use of "cookie cutter" educational methods used in schools.
Low standards or expectations of school personnel will not influence or limit children's ability to learn and excel.
Children will be safer from gangs, drugs, and guns.
Parents will decide what is important for the children to learn, rather than a government bureaucracy.
Family will not be forced to work within school's traditional hours if it does not fit well with their job schedules and sleep needs.

The Homeschooler Post

Teach a Foreign Language at Home!

Strategies for Teaching a Foreign Language at Home

Why Homeschooling Is Well-Suited for Language Learning

Understanding How Children Learn Languages

Effective Strategies for Teaching a Language at Home

1. Listening First

2. Use Everyday Routines

3. Movement and Play

4. Stories!

5. Accept Mixing Languages as Normal

Choosing Between the SAT, ACT, and CLT Exams

How to decide what is best for your homeschooled student

SAT vs. ACT vs. CLT: What’s the difference?

Pros and cons of each exam

What is the best test option for my student?

Navigating test-optional admissions

Final thoughts

Teaching Our Kids About Money

A Guide By Age

5 Common Misconceptions About Homeschool Laws in California

1. “Homeschooling is illegal in California.”

2. “You need a teaching credential to homeschool.”

3. “You have to use a specific curriculum.”

4. “You must follow the public school calendar.”

5. “You have to test your child each year.”

Want support and resources from real California homeschoolers?

How to Start Homeschooling in California: Step-by-Step Guide (2026)

Legal Options for Homeschooling in California

Step 1: Unenroll from Your Current School

Step 2: File a Private School Affidavit (PSA)

When to File:

How to File:

Step 3: Keep Required Records on File

Step 4: Start Homeschooling

A few things to keep in mind:

What About Hiring a Teacher?

Support Is Just a Click Away

Ready to start homeschooling with confidence?

HSC Legislative Update AB 84 SB 414

HSC LEGISLATIVE UPDATE

AB84 (In Committee) &SB414 (Hearing set for 4/23/25)

AB84

Bill Title: School accountability: Office of the Education Inspector General: school financial and performance audits: charter school authorization, oversight, operations, and contracting: data systems.

SB414

Bill Title: School accountability: school financial and performance audits: chartering authorities: tort liability: educational enrichment activities: flex-based instruction.

Juneteenth Learning Resources for Families

Juneteenth: A Day of Reflection and Education

General Resources (adults and older children)

Resources for Younger Children

Video

5 Reasons NOT To Ask: "What Do You Want To Be When You Grow Up?"

5 Reasons NOT to Ask:

"What do you want to be when you grow up?"

1. It makes the assumption that children have to wait until they are adults in order to "become" something or someone.

2. They don't know.

3. Because they get asked this question frequently.

4. It sends an early message that we must choose one thing in life.

5. All children deserve to be valued for who they are now.

California Homeschooling & CPS: Rights & Resources (An HSC Guide)

Can CPS Investigate Homeschooling Families in California?

Understanding the "In re Janet T." Case (2001)

Key Points from "In re Janet T.":

Minimizing the Risk FOR HOMESCHOOLERS of CPS Involvement

What to Do if CPS Contacts You?

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How Can Homeschoolers Avoid Truancy Officers or CPS

Removal from public, private, independent study or charter school

Custody Battles

Welfare Recipients

Family, Friend or Neighborhood Referrals

What Should You Do If CPS Worker Contacts You?

What Should You Do If a Truancy Officer Contacts You?

Homeschooling and CPS: What You Need to Know

What to do if you are contacted by CPS As A Homeschooler?

What happens if a social worker returns with the police?

Avoiding referrals is the best way to prevent CPS intervention

When Officials Come Knocking at Your Door

The Visit

Know your rights