When Learning Doesn't Have a Paper Trail

Learning is often measured in paper. Thirty-problem speed drills. Handwriting practice sheets. Chapter tests. Lab reports. Paragraph summaries. In and of themselves, these items aren't terrible or wrong. They have their place. However, valuable learning also takes place when there are no visible, tangible traces, especially when teaching young children.

Last spring, we had one of those weeks where significant educational progress was made but not all our activities could not be measured in paper. Our experiences were stellar and our children talked about them with joy and amazing recall. They were life-impacting and applicable. Learning took place, but we didn't have sheets and sheets of paper to prove our efforts. Here’s a glimpse into some of the learning fun we had during the course of the week.

• reviewed number recognition, numbers 1-75, while playing BINGO with great-grandma

• sorted, counted, and rolled coins (collected in the family change jar for our anticipated family night out)

• played the Pizza Fraction Fun game several times and then the younger children cared the pieces off to play “restaurant”

• weighed potatoes and onions on a kitchen scale and compared the weights

• made figures with tangrams (geometry)

• played Scrabble with older learners for spelling

• wrote letters (olders wrote their spelling words) on the driveway with sidewalk chalk

• retold a story we heard someone else tell and then discussed how point of view and experiences determine potential bias

• read three picture books: Blueberries for Sal, Caps for Sale, and The Raft

• read a recipe, followed directions, and measured ingredients

• listened to Jim Weiss stories on CD

• spelled three- and four-letter short vowel words on a whiteboard

• listened to The Tale of Two Cities and The Adventures of Huckleberry Finn (audio books enjoyed by older learners)

• reviewed state abbreviations while driving to grandma's house

• watched bees pollinate flowers

• assembled a floor puzzle of the United States

• listened to me read Meet the Pilgrim Fathers by Elizabeth Payne to the youngest learners

• learned body systems and their functions while listening to Lyrical life Science: Human Body

• discussed the nutritional content of three types of cereal by comparing labels; discussion of fats, sugar, and minerals

• cared for the neighbor's dogs and evenly distributed the money earned with the children who participated

Children were engaged. Learning occurred. There was not a traditional paper trail for these activities. Much of the evidence resided in the minds of my children.

How did we document our learning?

We kept a resource list of books we read, recorded the activities on our log, and took pictures of the whiteboard, tangram creations, games, and completed puzzle.

What I loved most about our week was that we learned together. We were relaxed and enjoyed our conversations. As I read, the children asked questions and we added to our vocabulary. When we needed to be outside, we went. There was joy.

Our learning was

Intentional. Real. and Relational.

And, it mattered.

Portfolio Possibilities: What to Include

To keep track of the volumes of work samples for four learners, I am trying something new this year. Well, it isn't really new. I tried it before, but unsuccessfully. 

I decided to give it another try. 

Different season. It's working...so far! 

In our state, statute requires parents to keep work samples for their children. With four learners, the pile of completed work on my kitchen table grows daily. Books read. Papers completed. Field trip brochures.

If I don't tame the pile, it can get the best of me. 

This year, I am keeping my log of activities (another statutory requirement for our state) on the kitchen table where I can log conveniently. After logging, I place the samples in a plastic tote. Then, sometime over Christmas break, we will have a family sorting party. Each child will receive a binder for their samples. I pass out plastic sleeves for odd-shaped treasures. At the end of the sorting party, each child's portfolio begins to take shape. To lessen the stress, second semester work is placed directly in the binder after it's been logged. The end result will be a portfolio ready for our annual evaluation. 

What is a sample? 

Samples. Every family interprets the meaning of samples differently. In 24 years of doing home education annual evaluations for other families, we've seen the full range of freedom in terms of samples. One family will bring 5 work samples for each subject while another family brings every.single.paper for every.single.subject. That's the freedom of the law. Parents decide what is needed for their family.

Sample examples. Traditional math lessons come to mind for many. It is what we remember from our school days. Yet, when considering other subjects in light of the variety of educational philosophies held by parents, the possibilities for samples grows. For families with a Charlotte Mason philosophy, there will be book lists and sketches, maybe a nature journal. For traditional textbook families, there will be notebooks of answers and solutions and lists of spelling practice. And those who learn on the road? They may have photos and travel brochures to attest to their learning highlights. 

Over the years, parents we've evaluated saved: 

• math lessons and scratch work
• writing or poetry samples
• journal
• research papers
• article critiques
• reading lists
• magazine subscription listing
• book reports or summaries
• primary source document listing
• documentary listing
• lab reports
• dissection reports and sketches
• nature notebook
• sketches
• theater tickets 
• movie reviews
• photography
• video clips
• graphic arts samples
• sports stats
• sports videos
• recipes
• URLs from independent studies
• community service hours
• achievement award certificates

Some families happily eliminate paper, capturing everything digitally. In recent years during evaluations, we've swiped I-pads to view scanned work and flipped through PowerPoint presentations of field trips. Other families design digital scrapbooks. In our digital society, portfolio possibilities continue to grow. Be creative! If your family is learning on the go or on the road, consider how you might take advantage of digital technology. 

What about high school portfolios? 

I get this question often, especially since families come back to us year-after-year. As those families move into the high school years, they begin to feel the pressure of credits and college admission. To ease the pressure, I remind them that the types of work samples saved really doesn't change. The point of the portfolio is to show that the learner has made progress at a level commensurate to the ability (at least in our state).

Though the work samples saved during the high school years is generally the same as the elementary and middle school years, I do encourage parents to take special care to log titles and authors of books (in a digital document for easy interfacing to other documents) as well as community service hours (documented on company letterhead). Doing so can save time in the late junior and early senior year when families begin gathering college application documents.  

Taming paper trails doesn't have to be a full time job. I found doing a little bit each week helps keep my long-term sanity. I know you can tame yours as well. Perhaps keeping work samples in one place is a next right step in the positive direction. 

Empower Yourself and Your Children

Things change.

State statutes.

University admission requirements. 

Employment prerequisites. 

I had one of those moments. 

My second son applied to a local state college almost six years ago.

Admission was smooth and relatively easy compared to the essays I had to write for our first son's application to a highly selective university. Though I haven't personally had a student apply to college for several years (I am excited to be doing so again as we graduated another senior this year), I stay in the loop by researching and continuing education because of the privilege Mike and I have of walking along side parents as they help their learners take their unique right next steps. Keeping in the know is what we love and enjoy! 

This week I was reminded of the misinformation which continues to circulate. It happens innocently with the greatest intention being the offering of assistance one person to another. However, though well-intentioned parents (and "experts") may offer their insights and experiences, it is important to remind one another to do our own research and recheck sources. It never hurts to ask more questions.

Requirements change.

For example, when our son applied to the local state college six years ago, the only requirements were a test score (ACT, SAT, or CPT--now the PERT) and a final home-generated transcript or affidavit of high school completion. This week, however, I learned another requirement has been added: a copy of the student's original Letter of Intent filed with the district when the home education program was established. 

A requirement was added since my son applied. I could have easily given parents errant information, unknowingly of course. However, my intention is to always provide families with as accurate and up-to-date information as possible, hence I was prompted to do a bit of research after talking with several parents. Without a refresher--research into current requirements--I could have easily passed along misinformation to other parents based on what I heard instead of what I knew. 

Let's encourage one another to empower ourselves. 

In addition, keeping track of important papers is necessary. As Mike and I are scheduling annual evaluations, often parents mention they "have no idea as to where the learners Letter of Intent has been placed." After learning of the new requirement (at least for this state college), I see the importance of us reminding one another (gently) to be mindful of where we place legal documents. Yes, indeed the county might have a scanned copy to pass along as a replacement, however, personally I feel more comfortable knowing all my documentation is in one place--perhaps a digital file or a paper/accordion file folder. Older children and young adults can learn to keep and organize their records and paperwork as part of this process. 

Let's encourage one another to keep track of necessary documents. 

Our actions impact our children. Having adult children, I understand (with new fervor) the importance of teaching and encouraging my younger children to empower themselves--the hows, wheres, and what fors of finding reliable sources, collecting information, and solving problems. When children are encouraged to empower themselves, and see parents empowering themselves--asking questions, identifying problems, and then seeking out and finding solutions. They've lived and experienced the results of personal empowerment.

Let's encourage one another to empower our children. 

Things change. 

 

The Possibilities of Elective Credits: Part III

How are elective credits documented?

The answer to this question depends on your state's home education law as well as what college or university choices find their way on your learner's "top ten" list. Your family's record keeping methods will also factor into answering this question. This was definitely the case for our family.

For our family, if a learner has a distinctive interest or an extraordinary gifting--something they naturally spend a good amount of time researching and learning (for us 75 hours for a half credit and 120+ hours for a full credit)--we count if for credit. I personally do not label or flag courses as core or elective on our transcripts (I do however flag dual enrollment, CLEP, or courses taken at other accredited entities). Too many colleges access transcripts differently to flag core and elective courses. What one considers a core course, an academic elective, or an elective another will classify differently. 

As a learner is actively involved in the the learning process, I keep a bullet point list of the concepts learned or experiences completed on a digital document. From that bullet list, I can write an accurate title and course description should we need it for university admission or scholarship applications. Once the course is complete, I add the title, grades, and credit to the transcript--a one-page snapshot of the young adults academic record.

Elective courses often set one young adult learner apart from another, especially if potential applicants have similar, cookie-cutter type elective credits. 

What strengths, interests, or giftings do your learners have which might equate to credit. Some of the courses our learners have completed include Care and Concerns of the Elderly; Drafting and Drawing; Competitive Gaming; Business and Entrepreneurial Principles; Introduction to Early Childhood Education; Nutrition and Health for Disease Prevention; and Interpersonal Relationships. These off-the-beaten-path have proven to give our now adult children life skills they may not have received otherwise. 

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Life skills + high school electives = WIN! for preparation beyond the turning of the tassel

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

The Possibilities of Elective Credits: Part II

In Part 1, I offered helpful tips about finding and recording elective credits. 

Perhaps that post prompted another question,

"What are some common titles for elective credit in high school?"

Before considering titling, one must understand the difference between core and elective courses. In addition, understand that these are terms used in the educational world. As home educators, it has helpful for us to understand "education-eze" as well as what is and isn't required by our state statutes. It has been equally helpful to know that colleges use "education-eze". Though some colleges and universities are hiring home education admission personnel, some admission advisers at other institutions are not always versed in the statute requirements.

Common terminology includes:

Core courses are courses which must be taken or are required for graduation. Typically, core courses are English, math, social science, and natural sciences. In addition, some schools will require additional credit--in addition to the core content areas--to be taken in world languages, the arts, computer science, and physical education. 

Electives are courses students chose to take. Electives allow a learner to customize his or her education, to build on a strength or interest, or to investigate content not yet studied in other courses. It is the elective courses which often strengthen the high school transcript and round out the student while also telling employers and admissions about the interests and strengths of the learners.

Some educational entities use the term academic electives for admissions. An academic elective is a core course taken above and beyond the required academic courses in that discipline. For example, if a leaner completes the three math courses required for graduation (or admission) in the mathematics core academic area--let's say Algebra I, Geometry, and Algebra II--but decides to take another academic math course from the core choices--Trigonometry--the fourth course could be considered an academic elective, if the educational venue recognizes academic electives. 

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work. For this post, I am pulling potential elective course titles from that 2015 revised list. I am NOT including courses most often considered core academics--for example, Calculus or British Literature--though those core courses could be used as electives--and often are by home educating families. 

English electives (when not considered part of the core content English I, English II, English III, and English IV)

• Shakespearean Theater
• Greco-Roman Theater
• Short Stories
• Poetry (perhaps of a specific historical era)
• Writing for Print and Publication
• Creative Writing
• Yearbook
• Digital Publishing
• Ancient Languages
• Biblical Studies: Old Testament
• Biblical Studies: New Testament

Communication electives

• Speech (this course is often considered a core course for some schools but an elective for others)
• Competitive Speech
• Impromptu Speech
• Expository Speech
• Policy Debate
• Lincoln Douglas Debate
• Media Productions

Mathematics electives

• Personal Finance (this course is often considered a required course for some schools but an elective for others)

Social Science electives

• Comparative Government
• Introduction to Law
• Mock Trial
• Constitutional Law
• Independent Study: Foreign Policy
• Introduction to Criminal Justice
• Psychology (this course is often considered a core course for some schools but an elective for others)
• Sociology
• Anthropology
• Archaeology
• Family and Consumer Science 
• Contemporary World Issues
• Ancient Civilizations
• Independent Study: The Korean War
• Medieval History
• Introduction to Social Work
• Child and Adolescent Psychology
• Philosophy
• World Religions
• Theology
• Church History
• Internship: Youth Ministry

Natural Science electives

• Environmental Science
• Animal and Agricultural Sciences
• Introduction to Agriscience
• Equine Science
• Equine Medicine
• Introduction to Veterinary Science
• Introduction to Forestry
• Botany
• Entomology
• Zoology
• Astronomy
• Introduction Aerospace Science
• Forensics
• Introduction to Health Sciences

Performing/Fine Arts electives

• Introduction to Drama
• Musical Theater
• Art History (perhaps add a historical era)
• Art Appreciation
• Choreography
• Dance Technique (consecutive years: Intermediate and Advanced)
• Competitive Dance
• Introduction to Ball Room Dance
• Stagecraft
• Set Design
• Theater Production
• Two-Dimensional Art
• Three-Dimensional Art
• Sculpture
• Ceramics
• Drawing and Painting
• Cartooning and Caricature
• Printmaking
• Pottery
• Creative Photography
• Digital Photography
• Band
• Orchestra
• Symphonic Band
•  Wind Ensemble
• Jazz Ensemble
• Keyboard
• Piano
• Music Theory (consecutive years: Intermediate and Advanced)
• Music History (perhaps add a historical era)
• Music Appreciation

Physical Education electives

• Personal Fitness (this course is often considered a required course for some schools but an elective for others)
• Nutrition and Wellness
• Physical Education  (this course is often considered a required course for some schools but an elective for others)
• Aerobics (consecutive years: Intermediate and Advanced)
• Tennis
• Golf
• Volleyball
• Competitive Swimming
• Water Polo
• Lifesaving
• Advanced Lifesaving
• Team Sports
• Recreational Sports
• Beginning Weights (consecutive years: Intermediate and Advanced)
• Weight Training (often accompanies sports training) 
• Sports Psychology
• Introduction to Sports Medicine
• Care and Prevention of Athletic Injuries
• Sports Rehabilitation

Business Education electives

• Accounting
• Marketing 
• Advertising and Sales
• Principles of Entrepreneurship
• Banking and Finance
• Business Principles
• Foundational Principles of Small Business
• Business Technology

Computer Science electives

• Computer Fundamentals
• Programming (consecutive courses: Programming I, Programming II)
• Introduction to Computer Systems
• Computer Construction and Repair
• Keyboarding
• Word Processing
• Graphic Design
• Digital Design
• Web Design
• Digital Arts
• Computer Gaming 

Home Economics electives

• Fashion Design
• Textiles and Fabrics
• Clothing Construction and Textiles
• Machine Sewing
• Quilting and Applique
• Interior Design
• Introduction to Early Childhood Education
• Nutrition
• Principles in Food Preparation
• Principles in Food Preparation: Pastry
• Principles in Food Preparation: Desserts
• Principles in Food Preparation: Main Courses
• Principles in Food Preparation: Appetizers
• Introduction to Culinary Arts
• Introduction to Pastry
• Cake Decorating
• Home and Automotive Repair
• First Aid and CPR
• Emergency Preparedness

Vocational electives

• Cosmetology
• Cabinet Making
• Carpentry
• Trim and Finish Carpentry
• Masonry
• Landscaping
• Horticulture
• Floral Design
• Landscape Architecture
• Building Design and Architecture
• Drafting
• Technical Drawing
• Plumbing
• Welding
• Auto Mechanics
• Diesel Mechanics
• Small Engine Repair
• Electronics and Circuitry 

When our young adults are reading, working on research, studying content, or participating in an experiential opportunity, I search for potential titles in the course codes for our state. If I can't find a title or course content in that resource which is close to what our learners are studying, I search for high school courses (or in some cases college courses) from across the nation. Those resources usually allow me to find a title--or at least give me a springboard--which accurately describes the content being learned. 

Needing to know more about documenting elective credit work for college admission paperwork? Check out part 3. 

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Real-Life for High School Credit- Care and Concerns of the Elderly

Have you ever been through a tough season, a season when you wonder if anyone learned anything?

I have. More than once. 

About three years ago--from January to May--we helped care for and love my grandmother in the last months of her life. I don't regret one day, one minute of how we chose to spend our time. We made wonderful memories with Grams during that time, memories our family relives and smiles over--all of us. But, it wasn't an easy time.

The six months prior, found us spending many hours touring assisted living facilities and government-subsidized care units. There were meetings with social workers and property managers. My high school learner asked if she could be included in the tours and meetings. 

At first, I wondered how she could accompany me and complete her scheduled course work. 

After a few conversations, Mike and I decided there was great value in our high schooler participating in the meetings, discussions, and comparisons. After all, she may be able to add a perspective my mom and I--being very close to the circumstances--might not be able to see. In addition, she was a consumer and might one day be faced with similar decisions. 

I was worried our daughter wouldn't be able to make visits and meetings with us and get her planned work completed. I was fearful and tentative. However, Mike and I decided there was life value to this season. 

Our high schooler would accompany my mom and I. 

Fast forward to the end of May.

After some really difficult months, Grandma passed away. Being the end of May, I was compiling work samples for our year end evaluations and updating my high schooler's transcript. In the process, I asked our daughter to look over the transcript and her portfolio of work samples to determine if I had missed any significant work she had completed--especially independent studies--while my mind was preoccupied with Grandma. 

Her response surprised me. 

"Couldn't I get credit for all I learned while helping with Grammy?"

I answered with a question. 

"What do you think you learned?"

I was astounded by her answers. 

Here are the highlights:

• Medical care terminology

• Implications of elderly care, physically as well as psychologically

• Family care of the elderly

• Levels of care matter and costs associated with that care

• Comparing and contrasting residential services and their differences: nursing facility, assisted living, retirement community, memory care

• Levels of home care and the services rendered

• Meal preparation, offerings, presentation, individualization of services in different facilities

• Physical, emotional and spiritual care concerns at facilities

• Support care for family, if offered

• Comparison and contrast of social and group activities in facilities

• Nursing qualifications at each facility- RN, LPN, CNA

• Staff to patient ratios

• Emergency response systems and their importance

• Financial options and obligations

• Hospice and end of life procedures, care, and considerations

We talked for thirty minutes (at least) about all she had learned and experienced, first-hand, experientially. Not only had our daughter interacted with--playing games, conversing, and caring for--Grammy and other residents several times a week for several months, but she had also made visits to seven facilities and compared the offerings, care, staff qualifications, and financial costs of each. She helped us research at home and we brainstormed questions we would ask at each meeting. 

When our daughter visited with us, she asked questions and held conversations with staff, helping us understand the pros and cons of each location. Near the end of Grammy's life our daughter visited three hospice care facilities and listened to three presentations regarding choices we would have to make as a family. In addition, she observed how people processed Grammy's declining health and eventually her passing--from my parents to her youngest siblings--as we visited, asked questions, processed grief together. 

I couldn't believe what our daughter had learned! None of it was planned. And, I almost missed an opportunity to use her interest--a real-life situation--as a catalyst for learning. 

My daughter wanted to be an active participant of this season in our lives, and it was some of the most valuable learning she could have done that year. 

Could she earn credit for all she had learned? 

In our state, that final answer rests with Mike and I. We confer the credit. we sign the transcript. This is not the case for all states, so research is essential in regards to state requirements.

I also had to determine in my mind--really Mike and I together--whether I could feel confident in the credit we were giving. Would I--or my daughter should she be asked to explain her course work in an essay or interview--be able to substantiate what our daughter had learned? Did I feel the content was high school level or higher?

After researching high school courses (there really weren't but one or two) and content of college credit offerings (this was more helpful) as well as asking questions of professionals in the field, we decided to give our daughter one-half credit for her learning and experience. 

For readers with young adults interested in this field, in my research I learned the Red Cross has a family care-giver course. 

To document the content covered, should our daughter need it for college admission, I wrote the following course description of what she learned. 

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Cares and Concerns of the Elderly

This experiential study was initiated by the student as a result of the direct care and concern of her ninety-five year old great-grandmother and her health and care needs during the last nine months of her life. The student interacted with elderly patients at in-patient care centers several times a week. One visit included making and delivering Christmas cards. During the student's visits she served cake and punch at a birthday party, helped residents participate in an Easter egg hunt, escorted patients through a nature garden, played card and board games with patients, and sang Christmas carols with a group of parents and students. As the great-grandmother required complete care, the student researched, visited, and compared nursing care and living accommodations at three local assisted living facilities and three hospice care units, participating in discussions of how to match patient needs with patient care. The student also participated in discussions about blood transfusions, intravenous nutrition, end-of-life care, death, and the grieving process. 

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What real-life circumstances is your young adult facing? Do these experiences include internships, community opportunities, or apprenticeships? Do these circumstances or experiences provide high school level (or higher) instruction or content? 

Perhaps your young adult is experiencing something extra-ordinary, something which will impact life--and other people--far beyond the high school years. There may be job shadowing, internships, community opportunities, or apprenticeships involved in the learning. Lives might be changing because of your young adult's learning experience.

Might you consider what those experiences are, how they are impacting lives, and how might they equate to credit? 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

College Admissions for Homeschoolers- Part I: Preparation

High school is an exciting life season. With life after high school on the horizon, students apply for jobs, serve volunteer hours, and practice essay writing, hoping to land their dream job or attend a first choice university.

Parents worry if they have done enough, kept the right paperwork, and poured everything they possibly could into their young adult's minds and hearts.

I have been there. Still am.

Truth be told, even with the experience of four high schoolers (two, soon-to-be three grads), I still have doubts.

For me, one of the best means of alleviating concern as been to  gather knowledge--to be prepared!

This blog series is meant to help you glean answers to common questions you are likely asking.

Will my homeschool grad be able to apply for admission at his or her schools of choice?

Over the past thirty years, homeschooling has grown from a pioneering movement to a popular, viable educational option. It's been proven that homeschooling through high school graduation often provides graduates with essential soft skills colleges and employers seek--problem solving, initiative, self-discipline, work ethic, and time management. Colleges, universities, and employers often find these qualities in homeschool graduates. 

Some colleges pursue home grads. The Massachusetts Institute of Technology (MIT) offers an admissions page specifically for homeschoolers. This quote from that page is especially reassuring.

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“One quality that we look for in all of our applicants is evidence of having taken initiative, showing an entrepreneurial spirit, taking full advantage of opportunities. Many of our admitted homeschooled applicants really shine in this area. These students truly take advantage of their less constrained educational environment to take on exciting projects, go in depth in topics that excite them, create new opportunities for themselves and others, and more.”

— MIT website

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MIT is not the only university seeking the accomplishments of home-educated young adults.

Bellhaven University in Jackson, MS states on their website

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“Belhaven welcomes home educated students! Approximately 22% of our current freshmen class was home educated. We encourage home schooled students to consider Belhaven if they are looking for a Christian college that is committed to preparing them academically and spiritually.”

— Bellhaven website

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Covenant College also admits a significant number of homeschooled grads. In fact, Mike and I personally consulted and evaluated two students who have recently completed their first year at Covenant. 

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“Covenant College enjoys a large number of home-schooled students in our student body. In fact, our population of students who come to Covenant from a home-school background has risen from 4% in 1995 to 23% today!”

— Covenant College website

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Colleges are making efforts to become well-versed at evaluating the extraordinary achievements of home educated students working to understand and accommodate the methods home educators use. To that end, universities have begun to hire home education specialists in their admissions departments. Bryan College is one of those colleges. 

In addition, more and more universities are leveling the field, asking for the same admission and testing requirements from all applicants, public, private, and home graduates. University of South Florida is one of those schools. 

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“Many of USF’s best students have completed home education programs. As a home schooled student, you must meet the same admission criteria as your peers graduating from traditional high schools, including:
—A comprehensive transcript for the equivalent of grades 9 through 12, including work completed through home school, Florida Virtual School or dual enrollment. You may use our Home School Transcript template to generate an acceptable transcript.
—An official SAT or ACT score with the writing component included
—A portfolio or additional documentation may be requested if deemed necessary to complete an appropriate evaluation for admission
—Additional factors are also considered for home schooled students.”

— University of South Florida website

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Colleges are also offering practical helps and tips for homeschool graduates on their websites, all in an effort to insure homeschooled applicants indeed feel welcomed. Parents are encouraged to do their research, communicate with admissions departments, and become familiar with requirements. 

College admissions for homeschoolers doesn't have to be scary!

Be Prepared

Many years ago when my first learner was mid-middle school, I began to realize I was--in the not so distance future--going to be wearing another hat--guidance counselor. YIKES! Knowing I wasn't alone on my journey was refreshing, helpful, encouraging. Like many homeschooling parents who had become their high schooler's guidance counselor, I was stepping into the ranks, into good company. 

I was relieved to know what I was embarking on was possible. 

In between diaper changes (I still had littles!) and essay edits, I attended workshops and seminars, talked with admissions counselors and advisers. And, I took time to breathe! Eventually, the high school lingo--credits, transcripts, academic electives, and GPA--became familiar, and I began to feel more comfortable in my budding new role as admission's advocate for my son. That was fifteen years ago! 

I must admit, I felt overwhelmed at times. Being a guidance counselor was a lot of work! And, somehow, like many other moms, I carried the weight of admissions on my shoulders, even when I tried not to and in spite of the moms who told me it wasn't my job to do so.

Toward the later years of his high school journey, I realized being familiar with admission requirements and deadlines for his top five or ten colleges would be just as important as preparing him for standardized tests, accumulating community service hours, and practicing essay writing. Doing a little bit each day, eventually, preparation in these areas--admissions included--helped us create a strong student profile. He applied to five or six universities, several highly selective, and was accepted to all.  

It was all coming together. Good thing! I had another high schooler right one behind.

As I mentioned, one of the most helpful things for us (he and I) to do was to find out what the admissions requirements were for his top college choices. In those days--before bookmarks and Pinterest--we wrote notes and printed pages. Today, I keep a running log of college and university homeschool admission requirements on my blog. It has been a huge help to me and to others Mike and I work with. In fact, it is one of my most popular blog posts--College Admission Requirements for Home-Educated Students. This post may be one of your first stops on the research journey. I hope you find it helpful! 

As read through the webpages, you will begin to find commonalities in admission requirements. I will discuss some of those requirements in my next post, College Admissions for Homeschoolers- Part II: Admission Must Haves.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Cumulative Folders, Home Education Style!

I realized early in my son's eighth grade year that I would, one day, play the role of guidance counselor for my homeschooled high schooler.

Meaning?

I would be the liaison between school (us!) and college.

I was the keeper of all things official.

Yep, me, until the student was 18 (that is the topic of another intentional high school blog). No qualifications or degrees, "just" the mom who was overseeing the learning taking place in our home. If I didn't keep the records, no one would. The records I kept would influence my student's post secondary career (no pressure, right?)

From that day on I kept anything potentially important in what I called the cumulative folder. Little did I know how valuable this folder would be. In our son's senior year, when we were in the middle of applying to six colleges--some highly selective--the folder became a gold mine, one of those things you tell people you would grab if the house were aflame.

Having all the information we needed in one place saved me time. I am also pretty sure it saved my senior-year mom sanity!

No one I knew had kept a cumulative folder of high school records so this was new territory for me.

And, I was not a naturally-organized person.

To keep our student's cumulative documents (not the work associated with each school year- I kept those work samples in another binder) safe in one place, I purchased a 3 1/2 inch binder and some colored-tab separators to help keep paperwork organized. Armed with plastic protector sheets and a hole-punch, I sat down to begin compilation of the cumulative folder. I started by labeling tabs we needed and then added tabs along our journey. During the junior and senior year as we began contacting colleges, I added tabs for copies of completed applications (print the online application submitted, if possible, for future reference when submitting other applications), scholarship applications (again print a completed application or submitted essays for subsequent applications), acceptance letters, and financial aid notifications. Once our grads entered college, I continued to add tabs for medical records, grades and award notification,  and FAFSA and financial aid applications (past applications were helpful throughout the college years).

What tabs did we find helpful?

• Activities
• Awards
• Certificates and Certifications
• College Admissions Requirements
• College Applications
• College Major Requirements
• Community Service/Volunteer Hours
• Dual Enrollment Documents
• Financial Aid Applications (printed summary pages, too)
• Financial Aid Offers
• Grades
• Letters of Recommendation
• Medical Records
• NCAA Eligibility
• NCAA Home School Core Course Worksheets
• Scholarship Applications
• Scholarships Awarded
• Test Scores
• Transcripts
• Work Experience
• Writing Samples

These are tabs include all the tab titles we have used for four unique high schoolers (two grads who then completed Bachelor degrees, and two current high school young adults). Not all tabs were needed for each young adult. In fact, some of my high schoolers have little to no cumulative paperwork. 

Consider your young adult and his or her unique circumstances. Choose a method which complements both the learning, the accomplishments and the college and career goals. If you decide a cumulative folder would be helpful--aside from other paperwork required by your home education laws--these tab titles may be helpful. 

YOU can celebrate high school!

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children.