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Home Schooling In Florida - Guide to Florida Home School Requirements

Are you thinking of home schooling your child or children in Florida? Wondering what the requirements are and how to get started? It's really not as scary as you may think. Florida is actually a pretty easy state to begin home schooling in.

Home education, as defined by Florida law, is "sequentially progressive instruction of a student directed by his or her parent or guardian in order to satisfy the requirements of Statute 1003.21 and 1002.41." Florida's home schooling law is broad giving parents almost unending freedom in educating their children.

Basically there are six requirements that must be met to Florida home school.

1. Notify the District School Superintendent in your county of your intention to home school. The notice of intent must be filed with the superintendent's office within 30 days of beginning your home school program.

Currently there is no "official form" that is used to supply notice but your written (or typed) letter of intent should include at the bare minimum the following information; Name of child (or children), Birthday of each child named, Address and a Parent's Signature. It is recommended that you send your letter of intent via certified or priority mail and file the receipt as proof in your child's portfolio.

2. Maintain a portfolio of records. While there is no proper or "official" way to record your child's home schooling progress you must maintain a portfolio of records. The portfolio must consist of two main parts; Documented Records and Sample Materials. Documented Records is defined as "A log of educational activities which is made contemporaneously (the documentation should occur at the same time as the instruction) with the instruction and which designates by title any reading materials used."

Florida home schooling law does not require lessons to be planned or approved in advance. Sample Materials is defined as "Samples of any writings, worksheets, workbooks or creative materials used or developed by the student." Showcasing your child's "sample materials" can be accomplished in various ways. Keep in mind that whichever method you adopt to showcase your sample materials they need to be organized in chronological order for ease in showing educational progress. More elaboration on this topic in the future... hopefully.

3. Keep your portfolio organized and available. Florida home schooling law requires you to make your portfolio "available for inspection by the superintendent or the superintendent's agent, upon 15 days' written notice." The last thing you will want to do is be scrambling around trying to remember what you did when for the last 3 months and what was the name of those books you read again.... The inspection is only to make sure that the portfolio is legal; the superintendent cannot evaluate its contents.

4. Submit your Annual Evaluation. The law requires an annual education evaluation by a Florida-certified teacher of your choosing. You are required to have your child or children tested annually and submit the evaluation to the superintendent's office no later than one year from your letter of intent date.

Alternatives to having an evaluation performed include; any nationally normed student achievement test administered by a certified teacher, a state student assessment test, a psychological evaluation or any other method mutually agreed upon by the parent and the superintendent.

5. Hang on to those Portfolios, your going to need them. Florida home schooling law dictates that "The portfolio shall be preserved by the parent for two years." Enough said.

6. Submit your Notice of Termination. If you decide to no longer home educate under 1002.41, move from the county, enroll your child in a public or private institution or if your child graduates or completes the Florida home school program you must file a letter of termination with the superintendent. The notice of termination should include the same information as the letter of intent and should be filed within 30 days of the date or termination.

7. Relax. Okay I know we said there were only six requirements but this one is worth mentioning. As long as there have been parents and children, "home schooling" has been happening. Today an estimated 1.6-2.0 million children are being taught at home by their parents. By grade 8, the average home school student performs four grade levels above the national average.

Research has found that most homeschooled students are involved in a wide variety of outside activities, interact with a broad spectrum of people, and make positive contributions to their communities. Experience has shown that homeschoolers are well socialized and able to make lasting friendships across age and cultural divides.

Painless right? We promised it wasn't that bad and now that you have all of your legal bases covered you can concentrate on enjoying the home schooling experience and enriching the lives of your children through learning. Now all that's left is to decide on a curriculum... Decisions... Decisions...

Homeschool Your Child Using Themed Based Curriculum

Themes are a fun way to homeschool your child. A theme can be created from any topic that your child is interested in. A theme is simply a base topic from which you can teach from in your lesson plans. A few examples of themes are apples, bats, zoo, space, fun in the sun, or even Dr. Seuss. You can choose just about any topic that you would like for your theme. Using themes will make your lesson plans more creative, fun and interesting.

Themes usually have a time frame from which they are based around. Themes can last from one week all the way to one month depending on how in depth you want to approach your theme. I would suggest using a theme no longer than two weeks with your homeschool child. Incorporating themes into your homeschool lesson plans is really quite simple and you and your child will both enjoy the fun that comes with creating a theme based lesson plan.

Themes do not have to be incorporated into every teaching objective for the week. You can be selective and use themed based curriculum once or twice a day, throughout your homeschool lesson plans. Get your child involved into your lesson planning process. Have your child help choose themes that are interesting to him. When children are actively involved in the lesson planning process and given choices they are more eager to learn. I suggest getting your child involved in all aspects of lesson plan preparation to keep their interests.

Let's take the theme apples as an example of using themes in your lesson plans. In science, you can dissect an apple and look at the apple seeds or you could discuss how apples grow. In math, you could dissect an apple into halves and fourths. In social studies, you could learn about Johnny Appleseed. In language arts, you can read many books related to apples and even write your own apple related paragraph. During art, you can make apple prints using cut up apples with paints. In P.E., you can have an apple toss, jump over apples, or even bobbing with apples. For music time, you can find many songs related to apples to sing with your child. Make homemade applesauce, apple muffins, or apple butter for your cooking class. You can make interactive bulletin boards using apple projects that your child creates.

The most important factor in using a themed based curriculum with your child is to integrate the themes into your child's objectives that need to met for the school year. A nice blend of themes into your curriculum base objectives can be both fun and rewarding for your child. Make learning fun and interesting by incorporating theme based curriculum into your lesson plans.

Special Education Needs Causing Financial Crisis in California Schools

Now, I am all for special education for children with disabilities. I attended school at a time when such children were either put into "special" schools or thrown in with the general student population to sink or swim on their own. It was a terrible inequity. It finally was addressed in the 1970s with a law designed to correct such discrimination by giving these children the civil right to an equal opportunity to learn. The law covered children from birth to age 22, guaranteeing them the right to a free and "appropriate" public education. It is the ambiguous word "appropriate" written into the law that is creating a crisis for the schools in California, according to Nanette Asimov, staff writer for the San Francisco Chronicle.

The article cited a situation of one child with a disability. The assigned public middle school offered special college prep classes, daily help from a special education expert, a laptop computer, extra time for tests, the opportunity to temporarily leave class if the child's had an anxiety attack, and a special advocate to smooth over any problems with teachers.

The parents hired a special consultant instead, who found alternative schooling opportunities -- all were private schools and all were out-of-state. They settled on a boarding school in Maine, outside the main city, that had one-tenth of the enrollment of the school population. The one thing this school did not offer was a special education program. The mother said that smaller classrooms and a smaller campus were more important than a special education program. Since the possibility of anxiety attacks was mentioned in the article, no one can truly judge the merit of this situation except the child's physician and/or psychologist.

After the child was placed into the private school, the parents then hired an attorney, who specializes in special education cases, to file papers with the court demanding the California schools pay four years of tuition and family travel costs between California and Maine. Tuition was $30,000 annually. The California schools met the demands.

This is only one such case in the California schools, which may or may not have been justified. The problem is that it is not the only case. In 2005, there were 3,763 California schools children with disabilities that were the focus of formal complaints -- the vast majority of which came from parents. This is triple the number of only ten years ago, and the numbers are growing.

With a cost of almost $40,000 to go to a court hearing and the possibility of an expensive judgment, the California schools attempt to settle cases before they get that far. In 2005, ten percent of the California schools' cases went to a full hearing -- 386 in all. The remaining 90 percent were resolved through confidential settlements. With 700,000 special needs students currently in the California schools and already paying hundreds of thousands of dollars each year for private placements, the school system is headed for a financial crisis.

In 2004, the California schools received $4.1 billion for special education from the government and local sources. It was still not enough to pay these extra settlement costs, and the California schools had to take $1.6 billion from the regular class budget. Twenty-eight percent of the special education expenditures that year came from the regular education budget.

California schools educators complain that parents who are able to afford an attorney are assured more opportunities for their children than those who cannot afford to do so, creating an inequity between the haves and have-nots. Additionally, special education teachers see benefits to special programs, such as horseback riding therapy, but acknowledge that such parent demands are not education related. California schools parents and educators are at odds.

Parents are making tuition payment demands of the California schools for such programs as private day schools, boarding schools, summer camps, horseback riding therapy, and aqua therapy. Additionally, the California schools are expected to pay for computers, airfare, car rental, hotel stays, meals, new clothing and tailoring for the children, cell phone calls, stamps, gas and tolls, and future round-trip visits from time of enrollment until the children graduate from high school.

In all, the California schools are paying billions of dollars each year for private placements and auxiliary costs. It is creating an inequity for children the civil rights law was passed to protect and a financial crisis for the California schools.

I have to admit that I wanted every opportunity possible for my child to live a happy and normal adult life. I had a special needs child and spent many hours sitting in principals' offices and at the school board demanding that his needs be met. I was thankful that he received access to the available offerings within the public school system.

In my view, however, it is not a question of right or wrong, justified expenditure or not. It is a question of the legislators going back and specifically defining the word "appropriate". Until then, the schools in California are borrowing from Peter to pay Paul, which means less opportunities all the way around.

Orange County Schools' Special Education Alliance

The Orange County Schools ' Special Education Alliance was created by the 28 districts in Orange County in 2003. The primary goal of the Orange County Schools' Special Education Alliance is to meet the need for a countywide system that can focus on special education. This includes offering staff development and training to school employees, creating leadership in advocating for legislative and administrative change, overseeing the decisions and rulings rendered by administrative agencies, offering a way to fund the litigation and appeals of administrative and judicial decisions and rulings especially when the outcome has a countywide significance or precedent setting in its implications for all students.

The Orange County Schools' Special Education Alliance was created with the intention of addressing all the concerns of all students regardless of if the student has any manner disability. Any student that is not receiving the full services they need changed because of lack of funding to support mandates created under the federal Individuals with Disabilities Education Act. The main problem that Orange County Schools faces with meeting this federal mandate is drawing funds from the regular education program. Funds are often taken from the regular education program to support the needs of special education students. Orange County Schools' Special Education Alliance aims to provide the services all students need to be successful in meeting academic standards.

Orange County Schools' Special Education Alliance plans to accomplish this goal by providing staff development to its practitioners, use the legislative process to seek adequate funding to provide these high quality services, and when necessary, support litigation to achieve these goals. Orange County Schools' Special Education Alliance also encourages staff members, parents, advocates and organizations to get involved by using their voices and contact the local officials and hold them accountable for promises and mandates for which regular education and special needs children are entitled.

Orange County Schools' Special Education Alliance is lead by an Executive Committee that is composed of Superintendents from different school districts across Orange County. The actual carrying out of the goals is the responsibility of the Review Committee. The Review Committee is comprised of five Superintendents regionally nominated, Orange County Schools' legal counsel, two private attorneys representing school districts in special education matters, two SELPA directors, and one business administrator. The Review Committee has been working hard for the past two years in order to try and meet the goals of the Orange County Schools' Special Education Alliance. Even though the focus of the Orange County Schools' Special Education Alliance is in the areas of legal and funding, it tries hard to work closely with teachers and staff members so that its members are informed about the needs of the schools at root levels.

Since the Orange County Schools' Special Education Alliance was created it has accomplish a great deal to meet the needs of the school districts across Orange County.

Special Education Programs Meeting Student Needs in Nassau County

Children's Readiness Center

Student Disability: Significant developmental delays including autism, and mental retardation

Student Age: 5 to 8 (Early Elementary)

Students who attend this state-of-the-art early education center in Long Island need a highly individualized behavioral approach and small class size (6:1:2). As part of its educational/behavioral approach, the program's specially trained staff track results of each student's activities in continuous documentation. Long Island school program goals include not only developing the youngsters' communication skills and increasing their social interactions but also accomplishing individualized educational goals in preacademic and academic programs. Parents and family at this Long Island school learn behavioral and educational strategies that can be used with the children at home.

Applied Behavior Analysis (ABA) is the teaching methodology used throughout the program. Skills are broken down into small steps and various teaching techniques are used to ensure skill mastery under a variety of conditions. This Long Island School uses a progressive total communication system that may include spoken words, photographs, pictures, symbols and/ or sign language, to increase communication skills. The Picture Exchange Communication System (PECS) method involves the child initiating a social exchange to make requests or communicate.

Carman Road Preschool

Student Disability: Preschooler with a disability (multiple disabilities, physical disabilities)

Student Age: 3 to 5

The Preschool Program at Carman Road School is one of many Long Island schools that provide total educational intervention for children with multiple, physical and cognitive disabilities in a specially designed environment. All children at this Long Island school are encouraged to reach their greatest potential through many activities that stimulate growth and development while building self-confidence. Youngsters are referred to the program by their local district Committee on Preschool Education (CPSE). Once accepted, they attend full-day classes, five days a week, entering an educational environment that promotes the greatest possible achievement.

The total child perspective at this Long Island school is used to address the needs of each youngster on an individual basis. The curriculum stresses the development of physical skills and the growth of cognitive, social, emotional and language skills. Each child's unique abilities and needs are considered in all the program's activities.

An Engineered Aided Language Environment, using visual strategies and assistive technology, are used to encourage physical development and the growth of communication skills for children attending this Long Island school. For each child, a multidisciplinary team develops strategies and methods to meet the goals and objectives of his/her Individualized Education Plan (IEP). Children receive physical, occupational, and speech therapies as prescribed in their IEPs. Time is spent each day encouraging the growth of skills needed in activities of daily living, such as feeding and dressing. Social skills are developed in structured activities and free play. This Long Island school uses individual and group projects such as painting, cooking, coloring, planting flowers, water play and using the sand table develop motor and learning skills. The children work with specially trained teachers in the Learning Center where they begin to use assistive technology, adapted computers, specialized software, touch screens and switches. Access to the Adapted Physical Education provides opportunities for additional growth in motor skills for children attending this Long Island school.

Parents can visit their child's classroom and observe the program. They can also talk with the classroom teacher and with members of the multidisciplinary team on these visits and throughout the year as necessary. Parents also participate in the development of the child's IEP. Parent Teacher Association (PTA) meetings at this Long Island school cover topics that are important to education and management of children with special needs and are held monthly.

Learn to Speak the German Language

German is one of the most widely spoken languages worldwide. It is the official language of several countries including Germany, Austria, Switzerland, and Belgium. After the English language, it is the most commonly known language in the European Union, of which it is one of the official languages. The German language is the third most taught foreign language in the United States, behind Spanish and French, and there are many Americans that can trace their ethnic heritage back to German roots. There are many reasons to learn the German language, such as potential career prospects, current career enrichment, and for enhanced traveling experiences.

If you are interested in learning the German language for professional reasons, you have several options from which to choose. You can attend a college or University and earn your degree in German. Earning a degree in German will provide you with a solid foundation of the German language, both written and conversationally. With a degree in German, you will have a surprising number of career opportunities. If you are bilingual, you can be certified as a foreign language translator for example. This is a stimulating career opportunity that offers you many options. You can work full-time for a foreign language translation firm, translating important business documents or web pages for global corporations. Or you can be a freelance foreign language translator, setting your own work schedule and workload. Another career opportunity is to teach English to students in one of the German speaking countries. By knowing both English and German, you will able to enjoy a lifestyle in a German speaking country where you can have a fulfilling career, and experience the life and culture of another nation.

You might be established in a career, and be required to learn the German language in order to either communicate with overseas business associates, or to relocate. You can enroll in an accelerated German language program online, which is a fast, convenient, and easy way to learn the language. The online course will give you the skills to read, write, and communicate with others. There are several online programs available for enrollment that provide accelerated programs in German, as well as many other languages. You will find that if you need to relocate to a German-speaking country for your job, having a grasp of the language ahead of time will help to make your relocation and transition less stressful.

If you want to learn a little German in order to travel, you might consider combining your learning experience and vacation by participating in an immersion program. Learning the language in this way, you will not only learn how to communicate in German, but you will also experience the vibrant German culture. By traveling to Germany, where the language has its origins, you will become a part of the life and culture, and you will learn the language quickly and with surprising ease. You will learn the conversational and idiomatic styles of the language. You will be interacting daily with native German people who won't necessarily be willing or able to communicate with you in English. Therefore, you will need to try to communicate with them in the German language. You will become engrossed into the everyday life of Germany. You will learn to appreciate the German culture: the history, the architecture, the food (and beer!), and the people. As part of the immersion program, you will also attend courses in which you will learn how to read and write in German as well. There is no better way to learn the German language and experience Germany.

Whether you are interested in learning the German language for academic reasons or professional reasons, or you are interested in learning how to speak German for a vacation, knowing another language is an intellectually and personally stimulating achievement that will open your eyes to a new culture.

Find the essential information on where and how to learn a new or second language at German Language