Pre-school and Kindergarten
Elementary Years
Middle School
High School
Charter Schools
Dual Enrollment
Charlotte Mason Method
Children with Disabilities
Co-Op Homeschool
Motivation - Values
Organization
- Getting Started
Robinson Curriculum
Socialization
Unit Studies and Great Brain Projects
Homeschooling Through the Summer: To Do, or Not to Do?
Sample Homeschool Schedule
Elementary Curriculum
Homeschooling in Challenging Situations
Teaching Several Children at Once
Giving Them a Foundation
Accountability
Teaching Moments
Quaffles and Bludgers Game Motivates Good Behavior
What I've Learned After 16 Years of Homeschooling
Back to the Basics
Education as a Non-Stop Process
Father Teaches Mastery Learning
Homeschooling is Worth the Effort
Truth As a Unified Whole
Fine Tuning a Stimulating Curriculum
Our Puppet Theater Finances Music Workshop
The Importance of Balance
Learning is a Natural Part of our Lives
Educational Program for Zion
Thoughts on a Not So Perfect School Year
Pre-School and Kindergarten Games
Curriculum Ideas for 3 to 6 Year-Old Children
Phonics Fun
Elementary Grades Curriculum
Sample Curriculum Schedule
Teaching 1st Grade Naturally
Phonics Fun
Middle to High School Curriculum
Driver's Training
Idaho Leadership Academy (HIgh School)
Following Their Interests
Unschooling and Great Brain Projects Re-Awaken a Love of Learning
What are Unit Studies?
What are "Great Brain" Projects?
Unit Study Ideas
Unit Study Website
Timelines
"Great Brain" Outline
Homeschooling Using 4-H Projects
Unschooling and Great Brain Projects Re-Awaken a Love of Learning
Boy Scout Merit Badges and Unit Studies.
Personal Management Merit Badge
Teaming Up With Co-Op Homeschool
Co-op and Unit Studies Shapes Our Characters
Tutoring Other Children
Charlotte Mason Method Helps Us Grow Together
Pocatello Charter
School
Idaho Leadership
Academy (HIgh School) NEW! Aug 2002
Idaho Virtual Academy (IDVA)
My Child Has a Disability; Can I Homeschool?
Online Magazine for Parents of Special Needs Children
Special Education Homeschooling Site
One-On-One Tutoring Helps Child With Tourette's Syndrome
Bipolar Disorder in Children
Homeschooling Autistic Children
Driver's Training
Idaho Homeschool Law
Using Dual-Enrollment Works for Us
What About Socialization?
I Worried About Socialization
Socialization Checklist
Back to Top of Page
by Joyce
R.
This is a extraordinary time. Never have there been so many resources
for educating our children. And never has it been so vital to teach to our
children. They need to know of our unconditional love, and our devotion
to their welfare. We need to use every opportunity to teach our values and
what is important to our families. There are so many choices in the world
- so many voices competing for the attention of our children. And ultimately
they are the ones who must choose for themselves, no matter how diligent our
efforts. Our challenge is to give them a firm foundation on which to build,
and to endow them the courage to choose for themselves what they will be,
and what they will do - instead of blindly following the loudest voices. That
is our greatest challenge.
by Joyce
R.
I feel good about school this year. One reason is our new focus on
accountability. I've always provided resources and created good assignments,
but sometimes we didn't get all those assignments completed. Now, we start
the day with a devotional, followed by our "organization time." The students
bring their planners to the table. There are pages in the planners for
recording assignments, goals, and chores. We review what's expected for
the day. At the end of the day they bring their planners to be to be checked
for completeness, and I grade their assignments. One a week their dad has
a conference with each child using the planner to help discuss their goals,
check their progress, and give praise. Then he rewards the child with a
treat. (candy bar)
Kids, even teenagers need motivation to complete assignments. Accountability
keeps me on track just as much as the kids. If something comes up so that
we can't finish everything, I write the missed assignment in the planner
for the next day. I'm more organized, and we're getting those assignments
done. Accountability! It's made a big difference!
Latter Day Family Resources Catalog has a great planner. I used ideas
from their planner to design mine.
By Joyce
R.
Have you ever had someone try to explain something to you when you
weren't interested at all? How much of the explanation did you remember?
Yet at another time when you needed information, you looked it up or asked
for help and remembered everything you learned. You needed the information,
so you remembered it.
We had been working on the value of coins in our homeschool. My young
daughter could dutifully name the values of each coin for me, but did not
show much interest. When she turned 5 years-old she was awarded regular
chores. On her the first day, her eyes sparkling with excitement, she
was paid for her good work. She did her chores faithfully for several
days, then we went to the store so she could spend her money.
I helped her select something within her "budget." We waited in the
check-out line, and the store checker asked her for 33 cents. She stared
at the coins in her hands, then looked up at me in a panic. I counted
out her money and handed it to the checker. As we left the store she
pulled on my hand and whispered in my ear, "Mom! I need to learn how to
count money today!" I taught her, and we practiced for several days. She
learned in a flash what she NEEDED to know.
As we instruct our children, and diligently go through our planned
curriculums, we need to be sensitive to those wonderful unplanned opportunities
to teach. We need to be willing to put aside the planned assignment
and answer that off-the-wall question. We do have to be wise; kids get
off the subject all the time and the regular schoolwork is important. We
need to know the difference between lack of concentration, and a sincere
spark of interest that signals a teaching moment.
Take advantage of those moments. Your kids will remember the special learning
experiences, and your homeschool will have sparkle!
By Joyce
R.
There are so many fun ways to learn with your pre-school
and kindergarten student. Many of these ideas are also great for keeping
one child happily busy while you work with another one. Some of ideas for
teaching shapes can be adapted for teaching letters or numbers.
Snowflake Puzzles - Cut out paper snowflakes and mount on colored paper.
Cut apart to make puzzles.
Rubbings - Make rubbings of nature, or household items. Match
the item with the rubbing.
Shadow Lotto - Trace around household items like a wooden spoon, can
opener, key etc. Now let the child match the real item with the tracing.
Name that Sound - Use a tape recorder to make recordings of sounds
around the house such as the cat, the clock ticking, and the dryer fan.
Now name that sound.
Yarn Pictures - To teach one-one correspondence create pictures of
people and balloons or fishing poles and fish. Have the child glue yarn
from the person to the balloon, or the fishing pole to the fish.
Storyteller - Use manipulative shapes to illustrate a story.
Clown Spinaroo - Make a paper cut-out clown face. Make paper eyes,
nose, mouth, hair, ears, eyebrows etc. Now make a spinner using a brad
and a cut-out arrow. Divide the spinner into pie-sections and draw each
of the clown figures in a section. Now start the game. Each person starts
with a blank face, then spins the spinner to see which features to add.
Hand Mural - Trace hands (or feet) on large paper. Decorate the hands
any way you like with poster paint or markers.
Where is my Home? - Cut out pictures of animals and their homes. Match
animals with homes, cow-barn, bee-hive, spider-web, penguin-iceberg, bird-nest,
dog-doghouse, clam-shell, snail-shell, fish-pond, turtle-shell, Oscar-trash
can.
Matched Pairs - Match things that go together: shoes-socks, key-lock,
cup-saucer, hammer-nail, paper-pencil, screwdriver-screw. Use real objects
or pictures.
Puzzle Cards - Cut out lots of pictures from magazines and mount on
construction paper. Cut each picture in half. Now match the pictures.
Shape Safari - Find shapes in the room. Rectangle-door, circle-doorknob,
square-window etc.
Shape Books - Cut out paper to make about 4 large circles, squares,
triangles, and rectangles. Punch holes in each shape and secure with yarn
to make little books of each shape. Now find magazine pictures of things
that are that shape to glue into your little books.
Shape Path Cut out lots of shapes and throw
them out at random on the floor. Name a shape and see if your child can
walk across the floor on just that shape.
Musical Shapes - Put shapes on the floor in a big circle. Now play
Musical Chairs, and when the music stops, jump on a shape. Now name your
shape.
Geoboard shapes - A geoboard is a wooden board with nails in a grid.
Now experiment making specific shapes with rubber bands on the geoboard.
If your rubber band goes around 3 nails, what shape does it make?
Fraction Food - Make clay food. Cut in half or quarters to teach about
fractions.
Shape Maker - Use toothpicks and clay (or gumdrops) to form 3 dimensional
shapes.
Go Fish for Shapes - Put shapes in box so partner
can't see. Extra shapes in a bag. Object is to match shape and size. Start
with 7. Ask partner, do you have a big circle? If not, go fish.
Shape Bingo - Make bingo cards with shapes.
Giant Shapes - Use chalk outside to make big, big shapes.
Shape Templates - Draw with templates
Shape Concentration - (memory) pictures of objects of different shapes.
Shapes making Shapes - Make a square from 2 triangles,
make a square with two rectangles, etc.
Sorting Games - Sorting helps children learn organizing and logic skills.
There are lots of fun things to sort- shapes, animal pictures, colors, pictures
of flowers, fabric squares of different textures, toys of different kinds,
etc. It is fun to put many different kinds of things together to sort.
After the child has sorted the random items, ask him/her to explain her/his
logic on how each was sorted, for example, round things, wooden things,
big things, and funny things!
Color Mixing - Let the child experiment with mixing different colors
of clay together to get new colors.
What's Different? - Make collections of things that go together, like
shoes; then add something that doesn't belong, like a sock. Now let the
child figure out what doesn't belong. Ask "Why doesn't this one belong here?
Some ideas for collections are:
clothes: socks, shoes, hat, shirt
Foods: apple, banana, cracker, bread
Round: milk top, ring box, marble
wooden:clothes-pin, block, pencil, metal: paper-clip, key, coin,
red: apple, toy car, crayon, Lego
tiny: pencil eraser, tack, dry bean
smooth: pebble, marble, plastic toy
Shape Picture - Cut out lots of paper shapes of different colors. Now
let the child glue them together to make a picture.
Sewing Cards - Make a simple picture, then punch holes around the outline.
Let the child "sew" around the shape with a shoe lace.
Animal Match - Make or cut out pictures of animals. Cut in half. Let
the child put the animals back together.
Rice Pouring - Give the child a big pan of rice and lots of different
sized cups, bowels, and funnels. It's messy, but cleans up easily and they
love it!
Collage - Give your child lots of paper shapes, milk tops, pieces of
yarn, paper plates, feathers, dry pasta etc, and some glue and see what
he/she makes!
Read
to him/her 30 minutes or more each day. Stories,
factual books, poems, magazines at his/her level, etc. (Go to the library
often, let him/her choose books.)
Sing some songs, teach new ones.
Scripture stories, or acting out moral choices
Calendar: The child could write the number on his/her own special
calendar, and identify the day of the week, month, year, identify upcoming
events on the calendar (birthdays etc.)
Play time: To teach responsibility- have very special educational
toys and games to be played with only during school play time. Teach him/her
to take one toy or activity, play with it by himself/herself, and put it
back before getting another toy. Be very strict about this, you will be glad
later!
Play reading and math games. (See list of examples)
Play other games to teach other skills. (See examples)
Cooking
Day: Have child actively help you measure, mix, etc. It teaches lots
of math and they love it. Cleaning up afterwards teaches responsibility.
We do this on Monday and bake, or cook a treat for family night.
Science Day: Do simple experiments and talk about them. Let
him/her try to think, and figure out what is happening. (There are good
ideas in "Bubbles and Rainbows" available at the library.)
Service Day: Plan and do a service project for your family or
neighbors.
Journal Day: Have him/her dictate entries to a journal. This
will help his/her writing later. You could do this daily if you prefer.
The child could illustrate what he/she has written.
Field Trip Day: Go to the library, museum, park, walk around
downtown, go anywhere. Show your child the world outside your home.
Art Day: Experiment with different art projects. There are lots
of good books with ideas at the library.
You can
start teaching your child to read to if she/he is interested. The most important
things about teaching very young children are: to always make it a game,
and stop before it isn't fun anymore.
LETTER SOUNDS: Make cards with two sets of lower case letters. The
child matches the ones that are the same. (start with just 2 letters and
work up as the child learns. Teach the SOUND, NOT THE NAME. It makes learning
to read easier. You can teach the names of the letters later. Think of a creative
way to describe each sound, example S is the sound of a snake. Pretend to
be a snake and eat up the "s" card. Make it fun.
THINK OF A WORD: "Say, can you think of a word with a "s" sound?" The
child thinks of a work with an "s" sound anywhere in it. Examples: sand,
bus, ice. Or place several objects in front of the child and ask which of
the objects names has an "s" sound.
ONE WORD GAME: Read a very simple book with a predominant word in it.
Show the child the word and tell him what it is. Then read the book following
every word with your child's finger. Every time you get to the word, stop,
and let your child read that one word.
(Little
children learn math by touching and seeing objects and moving them around.)
Sort all kinds of objects into categories
Match cutout geometric shapes (squares, triangles etc.)
Count objects, learn how to find one more, or one less of a number
Copy designs made with blocks
Count to 100 using all kinds of objects.
Play taller, smaller: Say: "Can you stretch taller?" Or, "Can you find
something in this room smaller than a telephone?" Explore size words.
Play memory: The child studies several objects then closes his eyes
as you take one away. The child tries to remember which item is missing.
Start with 2 items and work up as your child's memory grows.
Make egg carton games: Write numbers in the bottom of egg carton sections,
child places correct number of beans, or other small objects in sections.
Giant clock: (Requires 2 children) Write numbers 1 - 12 on cards. Place
them on the floor in a giant circle like a clock. Tell your children to
show 1:00 on the clock. The younger child is the "little hand". He lays on
the floor and points himself toward the l. The older child is the "big hand".
Teach her that "o'clock" means she points toward the 12 at the top of the
clock. Etc.
Candyland,
checkers, dominos, lotto (matching), tag, hide and seek, duck duck goose,
hopscotch, etc. All the fun games you remember. It will help him/her socially
to know many fun things to play, as well as provide happy memories of time
with you!
Teach your
child to be as independent as possible. If he/she can do it himself/herself,
don't do it for him/her. If he/she thinks he/she can do something, let
him/her try.
Teach your child to know his/her address, (including city), phone number
(including area code) , and father's full name. Teach him/her how to call
the operator or 911 in an emergency.
The most important thing is just be with your child. Follow his/her
lead. Children at this age want to learn, and learn naturally if you follow
their interests. And remember, as you spend time with your child, the close,
loving relationship you are building with your child is the most important
benefit of all.
There are many, many preschool resources available, but my favorite
resource is the public library. It doesn’t clutter your house with a lot
of “stuff” and its free! You can use the resources of your own home for
almost anything you would need for Kindergarten. Flash card can be made
from 3X5 cards - learning about time works best with real clocks - money
is the best manipulative for learning about currency etc.
Public schools tend to make teaching seem more complicated than it
is. Go back to the basics, have fun, and you won’t need a lot of expensive,
complicated materials.
By Joyce
R.
I don't even remember the first time I heard about home education.
My children were just babies, but the idea immediately appealed to me.
I wanted to give my children the best upbringing, and education I could.
I wanted to protect them from the negative influences, and stifling atmosphere
of the public schools. And I wanted them to be able to stretch to their
fullest potential.
I wondered if I could really teach them everything they needed to know.
Would it really work? Now, sixteen years later we have proven that home
education works; my oldest son is making "A's" in college. Along the way
I have learned a lot. Hopefully my youngest son can benefit from the experience
I gained with the oldest! Here are a few of the most important things I learned:
1. I tried many different schedules, and methods. I gradually came
to realize that I couldn't teach my children everything. There's not enough
time. But knowledge is not of equal worth. It's important to set your priorities,
and spend the most time on what is most important.
2. I had to become more disciplined. I learned that children need a
consistent schedule. It should be flexible, but they need to know when school
starts, and when it ends! Children need time to play. It exercises their
imaginations, builds their social skills, and lets them be kids!
3. I started out wanting to avoid doing anything the way the public
schools did it. But I learned that even the public schools do some things
right. I learned to be a little more humble, and to draw knowledge from many
sources.
4. I learned that children need to be challenged, but not overwhelmed
to the point of frustration. The level of difficulty of their work should
allow them to feel very successful most of the time. Children will not always
like school, ( not even home school! ), but they should like MOST of what
they do in school. If your child is completely frustrated and unhappy, find
another book, try another method, or switch to another area of study.
5. I learned how important the example of the parents is. When our
children see us helping others, and actively working to improve our own
talents and knowledge, they will follow our example.
6. Earn your children's trust and respect. Don't make promises you
can't, or won't keep. If you promise to read a story, or make cookies,
do it! Never ask your child to do something unless you are willing to make
sure he obeys. If your child is jumping on the couch, don't tell him to
stop unless you have the energy to go pick him up if he doesn't obey. Don't
say it twice, don't threaten, just carry though every time. This takes a
huge investment of time and energy in the early years, but it will pay off
a thousand times over when they are older, and have learned self-control
and obedience.
7. Children need a lot of encouragement. You should smile more than
frown; praise more than criticize; and hug more than spank. Look, even search,
for things to compliment your children on. Never reject an expression of
affection from your children. Never be too busy to love them.§
By Joyce
R.
PROS:
• Children do not forget what they have learned; they stay sharper,
especially in math, or languages.
• Children are occupied for at least the morning, they do not get bored.
• Children can learn some of the material for the year, so the school
year can be more relaxed, or the child can get ahead of his studies and
graduate sooner.
• Electives or special projects can be taught in the summer that you
do not have time for during the school year.
• If there have been a lot of breaks in your studies due to illness,
a new baby, a move, etc. you can catch up.
• If your children are young they may not even realize that other kids
don't have school all year, or your kids may even love the idea of continuing
school.
CONS:
• If you have been working hard, you and your children may feel the
need for a break.
• You may need the summer to plan for next year.
• Your children may be unhappy about being in school when their friends
are outside waiting to play.
• Your teens may want to work during the summer.
• If you are going to do a lot of traveling or having a lot of company,
it may be hard to do school.
• If it is very hot, you may not feel like studying.
Every family is different. Decide for yourself what is best for your
family!
by Joyce
R.
I was recently visiting with a wonderful lady named Trudie. About 2
months ago, she and her husband Ron devised a creative way to motivate their
children. All their children love the Harry Potter books. Trudie's system
is based on "quidditch," the team sport in this book series. The system
could be adapted to any sport if you would prefer to change it.
Each time a child does his chores without being asked or after being
reminded just one time, he receives a quaffle worth one point. If he must
be reminded two times, he receives no quaffles. If he must be reminded
a third time, he receives a bludger, which takes away a point. Other negative
behavior also results in bludgers.
Trudie watches to catch her children helping one another and cooperating
so they can be rewarded with quaffles. Early each morning, the family has
a devotional where the read scriptures and have a family prayer. When a
child participates in the devotional with a good attitude, and also participates
in the ongoing discussion of the devotional topic throughout the day, he
receives a snitch worth 15 points.
Quaffles, bludgers, and snitches are recorded on pieces of paper and
placed in each child's own snap-top container. Sometimes when she's busy,
Trudie just jots down what is earned, but at the end of the day she makes
sure that all the quaffles etc. are added to each child's box. She says
it took a week or so to get consistent about it.
On Sundays at family council time the points are added up. The family
discusses what TV shows they would like to watch and what other activities
they want to do. The parents and the children come to an agreement on how
many points each TV show will cost, how many points are required for computer
time, play time, etc. Now that is it Christmas time, Ron has offered to
pay the children a dollar for each point so they'll have some Christmas gift
money.
I saw this system in action and was really impressed with how positive
it is and what good attitudes the children have. Trudie says they are always
refining the system and making it work better.
There are no restrictions in Idaho on homeschoolers teaching children other
than their own The Idaho Code 33-202 says that the "parent or guardian shall
cause the child to be instructed..." You can do it yourself, use a tutor,
or put them in public or private school as long as the parent is seeing
to it that their child is being instructed. The law does NOT require that
a private or homeschool teacher be certified. Many homeschoolers in Idaho
from time to time do have other families teach their children. Some do it
on a cooperative teaching basis with parents taking turns.
In short, there are no legal restrictions concerning
homeschooling someone else's child.
Questions about
Homeschooling in Idaho
Bob Forrey
by Marjanna
Hulet
....By now, you’ve probably heard the term "charter school" bantered
around, even if you don’t completely understand it. That’s understandable.
Because they’re so new, charter schools receive plenty of limelight opportunities,
yet they’re complicated enough that a television soundbite doesn’t do
them justice. And now that one is open here in Southeast Idaho, many people
are intrigued, asking: just what is a charter school?....
....In a nutshell, charter schools are public schools which are run
independent of local and state school authority. In exchange for that independence,
charter schools are accountable for the learning at the school.....
....First, let’s look at that "public" concept. This means that charter
schools must follow the laws regarding public schools: they must employ
state certified teachers, be open to all students, and accommodate those
with disabilities, and they must not teach religion or charge tuition. ....
....Charter schools are funded out of the same tax dollars that fund
traditional schools. Basically, around $4000 follows any a child to whatever
school he or she attends in Idaho. In this case, that money comes to the
charter school--which is a public school. ....
....A large part of the motivation for starting such a school is the
"independence." Charter schools do not have to follow any rules or regulations
set by local districts or the state Dept. of Education. Such freedom allows
for greater innovation and flexibility at the school site, putting the
power to run the school in the hands of the parents and teachers at the school--everything
from budget to discipline, hiring to cleaning.....
....I first became hooked on charter schools when I realized I could--instead
of butting heads with local education administrators--start an independent
school (I call it my dream school), based on principles I researched and
believed, making a positive change for Pocatello.....
....And finally, there is the accountability. The school’s charter--a
legal contract with the local district outlining the school’s plans—is binding.
If the school fails to show student learning or if the school violates
its charter, it can be closed down. That never happens in a traditional
public school. ....
....After almost two years of work, the Pocatello Community Charter
School has opened, serving grades K-6. Academically challenging each child
is a key component of the school, as is a commitment to partnering parents
and teachers to best serve each child’s needs. It is a school striving for
a safe learning environment --socially, physically, and academically. To that
end, it is a school with a strict uniform policy.
....Each child has a Personal Education Plan--which aligns with Idaho’s
recommended goals-- that outlines his or her strengths and weaknesses. Children
are allowed to move ahead or stay back in different areas as their needs
dictate. Our teachers work closely with each other to help this happen. Another
key difference is our project-based emphasis, rather than textbook based.
This means that actual projects are used to reinforce learning, with students
graded on portfolios of their work. Right now, our 5th and 6th grades are
running a student newspaper, and the 3rd and 4th grades are starting a school
store.....
....I don’t mean to imply that all the bugs are worked out. We are
all still learning and striving very diligently to make this work. However,
even that is an important aspect of the school. Parents and teachers at
the PCCS really are working together to make this work. We pride ourselves
on our ability to "think outside the box," to discover new solutions to the
problems we face. And our bottom line is always, is it good for kids?....
....If you or someone you know is interested in finding out more about
the charter school, you are always welcome to call us or drop by for a
visit. Until our permanent site is remodeled (in the back of Westwood Mall),
we are located in the back half of the Garrett Freight Lines building, 2055
Garrett Way. Our number there is 478-2522. We’re proud of our school and love
to show it off! ....
....P.S.- We’re still building our library, so if you have any books
to donate, we’d love to have ‘em!
....
By Marjanna Hulet
Note: As of 2002, the charter school is now in its permanent location
in the Westwood mall.
Idaho Leadership Academy (High School)
NEW! Aug 2002
Contact Idaho Leadership Academy at
680-1011
.
Idaholeadership.com
This new
charter high school had its first term in fall of 2002. The
school is in Tyhee, but students can take the bus from Pocatello, Blackfoot,
or Idaho Falls. *A Pocatello campus is planned for the 2004-2005
year. The students who attended this year are enthusiastic, and
so are their parents. They have watched their children bloom!
I had a nice visit with Dr. and Katie Henke, the organizers of this
new school. They graduated from George Wyth College after being
home educated. They are now homeschooling the oldest of their three
young children. They have designed this school to be the next step
for homeschooled children. Students may attend either full-time,
or part-time to supplement their homeschooling. It is a charter
school, so it is free. They are striving for very high academic and
moral standards. Because it is a public school, religion will not
be taught, however values and character will be an important part of the
curriculum. This is a high-school level school, but younger students
will be accepted if they can work at the 9th grade level.
Joyce
Leading
at the Speed of Life …
Rigorous Academics
- We demand scholarly excellence.
- Students develop reading, reasoning, and communication skills through
discussion of classical literature.
- Students learn how to think not what to think.
- Our goal: every student a college scholarship.
World-class Teachers
- Teachers are knowledgeable, professional and exemplify leadership.
Personalized Mentoring
- Mentors tailor instruction, during weekly interviews, to
fit individual needs and mission.
- The average student-mentor ratio is 12:1.
Strong Leadership
- All students share voice and responsibility in student government.
Fun Community Service
- Camaraderie, civic mindedness and self worth are gained and
strengthened through neighborhood work projects.
Free Public School
- Flexible schedule.
- Idaho Leadership Academy offers an enjoyable and safe environment
for study.
- Enrollment procedures include interviews, placement testing and letters
of recommendation.
- Busing is planned from Blackfoot, Idaho Falls and Pocatello.
IDAHO VIRTUAL ACADEMY (IDVA)
http://www.idahova.org/
This is a homeschool curriculum in that students learn at home. However the curriculum is mandated, and supervised by the pubic schools. Idaho Virtual Academy provides all learning materials, including a computer at no cost. Public school teachers will check the student's work and give help as needed. This is not true home education in that you are not free to choose your curriculum or be free from public school supervision. However, this academy may be very helpful to families who, for whatever reason, feel they need the extra support this provides.
The following letter gives more information about Idaho Virtual Academy.
May 22,
2002
Dear HSLDA Members and Friends,
Recently, home school families throughout the state of Idaho have
been contacted by Idaho Virtual Academy (IDVA), a proposed charter
school to be operated by the Butte County School District. Butte has
offered for families to "open enroll" with its school district so
they can participate in the IDVA program beginning this fall.(Fall
2002)
Many "freebies" are offered to those home school families who choose
to enroll their children in the IDVA: free curriculum; a computer
system, printer, and internet connection at no cost; all
instructional materials including "textbooks, workbooks, planning and
progress tools, maps, math and science supplies, CDs, and videos";
access to certified teachers; and "optional educational outings."
On its face, this looks like a good deal. However, Home School Legal
Defense Association members and all home schooling families across
the state should beware of the ramifications of this seemingly
harmless program. We want our member families to make an informed
decision regarding participation in IDVA.
REASONS TO NOT ENROLL IN IDVA
HSLDA recommends against enrolling your children in IDVA for the
following reasons:
First, if you enroll in this program, you will no longer be
considered a private home schooler, and you will not be eligible for
membership in the Home School Legal Defense Association. Our goal at
HSLDA is to work to protect the right of parents to privately home
school free from government controls and restrictions. The IDVA is
a
tax-funded, government program with legitimate government controls
and limitations.
Second, the IDVA is a public school. On the IDVA's website, under
"Frequently Asked Questions," a subtitle asks, "Is this home
schooling?" The answer: "The Idaho Virtual Academy is a public
charter school. It is not home schooling." Religious families should
be especially wary. IDVA's website states: "Since ours is a public
school, religious instruction is not part of the school's curriculum
and cannot count for school credit."
If you enroll your children in the IDVA to receive your free
curriculum and computer, your children will no longer be considered
private home school students, but rather public school students. This
means you waive certain parental rights and agree to home school
according to the public school's rules. In other states with similar
"virtual" charter school programs, HSLDA has observed that more and
more regulations are gradually placed on the family each year. If the
family does not comply, the "virtual" school will demand return of
the computer, curriculum, etc. For those families who become
dependent on the "free" government equipment and funds, their freedom
is gradually exchanged for these "freebies."
Third, HSLDA is opposed to IDVA (and similar "virtual charter
schools" appearing around the country) because when you enroll in
such a program, you waive the rights that many people in your state,
including Idaho Coalition of Home Educators, Christian Homeschoolers
of Idaho State and Home School Legal Defense Association, have fought
hard to preserve. The government does not offer "free" goodies
without obligation.
For example, IDVA will:
- develop personal learning plans for your children;
- assess your children accordingly;
- require you use its own secular curriculum or "incorporate" K12
curriculum into its program;
- have certified teachers check up on you;
- require all IDVA students to participate in all required state
assessments; and
- reduce parents to the role of a learning coach, consulting
frequently with the IDVA teachers. IDVA, on its website, states that
teacher's review student's work on a daily basis.
This is not the free, private home schooling that has been so
successful all these years. This is simply an attempt by the
government to create small public schools in our homes.
ADDITIONAL OBJECTIONS TO VIRTUAL CHARTER SCHOOLS
Before you make a decision about enrolling in this program, please
read the articles on charter schools that have recently appeared in
HSLDA's Home School Court Report.
"Charter Schools: The Price is Too High," by Christopher J. Klicka.
http://www.hslda.org/elink.asp?ID=435
"Charter Schools: Look Before You Leap!" by Roy Hanson
http://www.hslda.org/elink.asp?ID=436
BACKGROUND INFORMATION
IDVA has obtained lists of home schoolers from various vendors and
is
systematically contacting home schoolers throughout the state. IDVA
is holding open-house meetings around the state over the next few
weeks. The purpose of the meetings is simply to give IDVA marketers
a
platform to tout the advantages of their program. IDVA is not seeking
feedback from home schoolers.
The most effective way for you to express your concern over the IDVA
program and all its ramifications is to call the Butte School
District at 208-527-8235. The Butte School Board still has to meet
to
decide on formally approving the charter of IDVA. Possibly, if enough
irate parents from around the state complain about this proposed
charter school, the board will vote it down.
Thank you for your prayerful consideration of this important matter.
Sincerely yours,
Christopher J. Klicka
HSLDA Senior Counsel
Socialization Check List
From Teaching Home Magazine
This list provides goals to work toward for children and adults!
DOES YOUR CHILD:
Meeting
and Greeting
( ) Know when it is appropriate and safe to greet a stranger and
when it is not?
( ) Greet adults with their titles (Mrs., Mr. etc.)
( ) Know how to get acquainted with someone by volunteering appropriate
information about himself and asking questions?
( ) Know how to introduce people to each other so that they can start
a conversation easily?
Courtesy
( ) Have good table manners?
( ) Wait for his turn to talk without interrupting?
( ) Wait patiently for his turn in line in a game, etc?
( ) offer his chair or hymn book to a woman or elderly person and hold
doors for them?
( ) Refrain from eating in front of others who aren't?
( ) See opportunities for service and willingly help.
Conversation
) Know what is inappropriate for him to discuss and how to change
the subject or leave?
( ) Participate in conversations without monopolizing the conversation?
( ) Walk away from gossip or dirty jokes?
( ) Show confidence by having good eye contact?
Decoding Clues
( ) When he doesn't understand does he ask, "I'm sorry I didn't
hear you," or "Do you mean that...?
( ) Recognize and respond to nonverbal cues (tone, facial expression
and gestures) that show disinterest, impatience, disagreement etc.
Perspective
( ) Try to understand and empathize with others' point of view
without approving of wrong behavior?
( ) Show concern for someone who is hurt, ill, or disabled?
Conflict Resolution
( ) Refrain from angry outbursts when he doesn't get his way?
( ) Show a willingness to give up his own wishes and put others first?
( ) Answer angry words with kind ones?
( ) Ask for help when needed?
( ) Show a willingness to forgive and forget rather than holding a
grudge?
( ) Stand up for himself and know how to defuse a confrontational situation
peacefully.
Group Dynamics
( ) Follow appropriate leadership, excusing himself graciously
from activities that violate his standards or religious principles?
( ) Work cooperatively with others, contributing to a project's successful
completion without demanding a specific role?
( ) Offer suggestions to a group but remain cooperative if they are
rejected"
( ) Take turns leading a group in a game, song, or project?
Independent Thinking
( ) Discern the rightness of an idea or activity?
( ) Occupy himself constructively when alone?
------------------------
Favorite web sites from local home school families:
(Sorry - not linked up yet)
www.nasa.gov
http://www.hhmi.org/coolscience/
http://tycho.usno.navy.mil/time.html
http://faldo.atmos.uiuc.edu/WEATHER/weather.html
http://www.vocabulary.com/
http://fyi.cnn.com/2002/fyi/news/04/10/real.estate/index.html
http://www.m-w.com/cgi-bin/mwwod.pl
http://www.bbc.co.uk/schools/wordsandpictures/index.shtml
http://www.coolmath.com/home.htm
http://www.coolmath4kids.com/
http://www.math.com/homeworkhelp/BasicMath.html
http://www.rubyimage.com/cgi-
www.aaamath.com
www.edhelper.com
www.easytype.com
Copyright
© 2002 [Southeast Idaho Homeschool Association]. All rights reserved.
Revised: June 21, 2005
.