This is where I try to pass on what little I know to a new generation of parent-educators, encouraging them as they teach their children, challenging them in their philosophies of education and choice of curricula, and inspiring them to innovation and creativity.

My greatest desire is for homeschool families to experience the joy of discovery, and for homeschooled children to be blessed with lifelong curiosity and a deep understanding of many subjects. My greatest concern is that the movement is too bureaucratic, too enamored of public school methods, and too commercialized. My greatest fear is that independent home education will die. Yet, my greatest hope is that home educators will come together in groups that focus on personal connection and instructional enrichment, rather than on creating school-like environments. My educational preferences are eclectic, (mostly) non-traditional, relational and unhurried, and rigorous of thought. My focus is primarily on homeschooling in Connecticut.

Wednesday, September 21, 2011

Earthquake Study Resources

On August 23, 2011, an earthquake was felt in various locations up and down the east coast of the United States.  In response to that event, I posted this on Gooseberry Lane.  I thought it might be useful to parents whose children are studying earth science...and because I think the seismophone is really cool.
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In light of today's earthquake and aftershocks, some homeschool families may want to examine the subject of plate tectonics in more depth.  Here are some resources that may help:

A Science Odyssey (PBS)
You Try It:  Mountain Maker, Earth Shaker
Earthquake & Tsunami Unit Study & Lapbook
Earth Science:  Plate Movement, Earthquakes
Booklist for Plate Tectonics, Earthquakes, Volcanoes
How the Earth Works (high school/college/adult)

and my favorite:  the seismophone at the Science Museum of Minnesota.  Here is a short video of what it does.  Enjoy!


The NOI, HSLDA, & NHELD

Back in June 2007, I responded to a question about the notice of intent procedures in our state on a homeschool loop.  Recently, I noticed that a number of people were linking to that post (located on Gooseberry Lane) and since it pertains more to the purpose of this blog, I decided to post it here.
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For a while now, a debate has taken place amongst homeschoolers in my state about whether a one-page document known as a “notice of intent” should be filed with the public school system. To me, filing this form is not problematic; however, it is voluntary and therein lies the debate: since filing the notice of intent is voluntary (as is participating in a portfolio review at the end of the academic year as part of that filing), why should I comply? Well, one reason is because the attorneys at HSLDA, the Homeschool Legal Defense Association, recommend it. Yet, the attorneys for NHELD, or National Home Education Legal Defense, do not recommend that homeschoolers file a notice of intent. Why the difference?

This question was posted on a homeschool loop yesterday and I responded to the individual who inquired. I thought I would share a portion of that response on Gooseberry Lane:
You probably already understand that the current CT law (10-184) has two components: compulsory education and compulsory attendance. The former component has been around since the 1600's, the latter is more recent. Under the compulsory attendance portion of the law, public school is the default/assumed mode of instruction UNLESS one of two conditions is present:

- the child is a high school graduate OR
- the parent (or person in charge of the child) is able to show that the child is receiving equivalent instruction to what is taught in the public school

Please note that the statute says "able to show," not "required to show" equivalent instruction. Practically speaking, this means that the school authorities should not promulgate a regulation making it mandatory for homeschoolers to demonstrate equivalent instruction; however, it does mean that homeschoolers should be able to demonstrate equivalent instruction if asked.

It is my understanding that sometime in the early 1990's, the regulation of homeschoolers and/or the definition of equivalent instruction became an issue. I am not sure why, but it did. At that time, based on discussions between various state homeschool organizations, the state Department of Education, and HSLDA , "equivalent instruction" was agreed to be ASSUMED if a notice of intent was filed with the school district and the follow-on portfolio review was also performed. Because this procedure could not be a requirement, the entire NOI/portfolio review system was written as a guideline and the organizations involved in this agreement promised to encourage their members to comply with the suggested procedure. Any "refusal" by HSLDA to help homeschoolers who do not "comply" with the "suggested" procedure is, most likely, based on the fact that (as Christian attorneys) they gave their word to uphold that original agreement. Also, HSLDA does not necessarily believe that the filing of a notice of intent is setting a negative precedent or giving ground to the government. They do, however, encourage parents to be very careful about setting precedent in their portfolio reviews. Parents should take only one sample of work from each subject listed on the notice of intent. They should not try to show educational progress or try to "wow" the school with Creative Memories albums of fields trips and the like because that is not required or ASSUMED under the law. Engaging in such behavior at a portfolio review may indeed set a precedent that all homeschoolers should arrive with the same items for their end-of-year reviews.

NHELD differs with HSLDA in that the precedent concern is placed at the NOI level, not the portfolio review level. NHELD also believes that if the suggested procedure is voluntary, it is and should be just that --- voluntary. No one should even suggest that homeschoolers need to "comply" with it, nor should homeschoolers be denied specialized legal assistance based on the fact that they did not "comply" with a "suggested" procedure.

My personal position is this: as a Christian, I am supposed to give unto Caesar what is Caesar's. If I file a notice of intent, I am giving the authorities what is ASSUMED to be equivalent instruction under the law (because remember, I am supposed to be able to demonstrate equivalent instruction when asked and, remember, it is the agreement that was made). I am giving the school district a piece of paper; I am not giving them my child. I have intermittently filed notices of intent over the years and have NEVER had so much as a request from them for additional information. I have never even had a portfolio review.
To this I add: …because the school district did not feel it was necessary. Just as it is voluntary for me to comply by filing a notice of intent, it is also voluntary for them to comply by holding a portfolio review.
It has also been my experience, after almost a dozen years of homeschooling, that parents who file a notice of intent have no problems with the school.

Saturday, September 17, 2011

A First-Ever Picnic

Today, our homeschool support group had a Back-to-Homeschooling Picnic, a first for us.  We resisted scheduling such an event for many years because it seemed too "public school" and because we had been counseled by several older homeschool leaders to shy away from activities that could be done elsewhere by others, activities that were not predominantly educational.  For example, we were advised not to schedule birthday parties or baby showers because families did that type of thing;  fall picnics were something that churches did on Rally Day;  and Tupperware parties were held by ladies' clubs.  Instead, we were encouraged to focus on activities that homeschool parents could not or would not provide for themselves, like a field trip to a donut factory or a chemistry class for teenagers.  Unfortunately, following that guideline exclusively began to transform our little support group into a miniature school whose focus was academics.  We began to lose sight of nurturing each other and began, instead, to emphasize rules for class content (among other things), which eventually led to disagreements amongst parents.  The result:  a once vibrant homeschool group began to chew itself apart from the inside out until it was in danger of becoming a parched remnant, the dried bones of what it used to be.

As a long-time member of that group and knowing much of its history, I had trouble watching it die such a death, so I did something a bit dictatorial.  I took charge and changed things, not so much because I wanted to be in control (although I do like what I like) and not so much because I crave the leadership spotlight (Lord knows, I hate that!), but because it seemed the other leaders were content to keep doing the same old thing that was so clearly failing.  Now, instead of meeting once a month on Monday nights (a time that conflicted with so many family schedules, it practically guaranteed our demise from lack of participation), I decided that Tuesdays were better;  instead of scheduling project-oriented, heavy preparation meetings, I decided that easy, no-prep park days would be more appealing;  and instead of meeting once a month, I decided that once a week would help more people connect more effectively, helping everyone be more refreshed.  So far, this new model seems to be working.  Our attendance has been increasing and the feedback has been positive, especially from the new families.  I can only pray that such a trend continues.

So, what did we do at our first-ever Back-to-Homeschooling Picnic?  Everyone brought some food to share, plus their own beverage.  We had croquet and kickball available to play.  Happily, one of the more energetic dads took it upon himself to organize a very lively, very successful game of kickball.  We intended to have volleyball as well, but the family with the net had to cancel at the last minute.  Oh, well, maybe next time.  Best of all:  the families in attendance, parents and children alike, were able to chat with their fellow home educators and home educated students in a relaxed environment, something that I have been missing for a long time.

Friday, September 16, 2011

Salem American Heritage Day

Firing the cannon
Last weekend, my daughter and I were given the opportunity to set up a homeschooling information table at Salem American Heritage Day, a new effort by the Town of Salem, CT to celebrate their local history and bring people together.  This year, the theme of the celebration was "Abe Lincoln and the Civil War Come to Salem," a commemoration of the 150th anniversary of the start of the war.  As the current coordinator for a homeschool support group whose mission is to enhance home instruction and nurture relationships amongst home educators, this event was a perfect fit for our member families.  It gave them a chance to explore many aspects of the Civil War --- everything from armaments to soldier rations to battlefield surgery to the role of the US Navy in the conflict --- plus it gave me a chance to network with several local librarians and school officials.  The children had an opportunity to pose questions to "President Lincoln" at a press conference and I got to discuss possible homeschool legislation with a Salem School Board member.  We all enjoyed the day, more so for having been able to meet up at our homeschooling table.  Hopefully, we will be given the same opportunity next year.

To see snapshots of the day, check the "Field Trip & Activity Photos" in the sidebar.