Originally Posted by Linda on the move
Yep. In some states, kids need to do all the work and turn it all in. In some states unenrolling is more complicated than others. And if the reason you did it was to get all the cool stuff, turning all back in can be painful.
I'm not knocking it, really. I'm just saying that if someone is going to use it, they should do their research and go in with their eyes wide open.
just curious -- for those who use it and like, how long have you been using it and what grades are you kids using? I wonder if the grades one is using makes a difference, or just the charter you are going through.
I definitely think it's important to know what you're getting into. Here, we definitely don't have the 5 hours in school requirement that MN has, although there is a "Community Day" option for families who decide they want to use it (a 5ish hour, one day a week, school type experience. I don't really know what goes on there, as I decided against it when I heard they said the pledge of allegiance
. ) Anyhow, I can unenroll any time I feel like it and certainly would if I felt it was infringing upon my ability to be automous in my kids' education.
Anyhow, as to the ages/grade levels - I have two kids with CAVA, and they are 5 (technically in K, but in 1st grade language arts and math, and nearing the completion of the other K curriculum, so will probably be at all 1st grade level come january) and 7 (was in 1st grade at his B&M charter school last year, but is now in 3rd grade and moving into 4th grade curriculum).
For DD, it's really very little time spent. The things that they are expected to know by the end of a lesson are things she usually already knows, or can learn with a simple explanation (for example, the science lesson yesterday was about conserving electricity and water - the only things she was expected to be able to do by the end of the lesson was one way to conserve each thing, and the difference between conserving and wasting) - so if she's not in the mood to do the lesson, we don't do it and if she already knows the material, I just check off the lesson. If she doesn't know it, I figure out how to workt he concepts into something else we're doing for the day. She hates their music program, so I just talk about the lesson objectives when we're listening to other music (Like, what's the tempo of this song? Fast or slow? What would it sound like faster? What about slower?) and then check it off. She's not a fan of the art projects in the art lessons (though she doesn't mind the art history part of it) so we only do them if she feels like it. We only have to show one sample at the face to face, so if she decides to do any projects, we make sure to take one. If she were to not choose to do any, I would look through the art she does on her own and pick something that was similar enough to their projects to slap a lesson # on it and take that in. We don't do the phonics program at all, because she's reading at least a year ahead of level - maybe two. For literature, we read the stories and talk about the suggested questions, and she does whatever parts of the lessons seem apealing (she doesn't like to be pushed into art, so she hates the lessons that ask her to illustrate a story, but she might later sit down and write or draw something related to what we studied.) For math, we almost never use the work book. She's pretty intuitive with math so far, so I'll usually just give her the assessment - written if she feels like it, orally if she prefers - and move on. If it's something I'm not sure she's enountered before, I'll do my own little lesson based on their suggestions and talk to her about it or use manipulatives until I think she gets it.
For ds, he's pretty self motivated and does a lot on his own. He knows what's on his schedule from logging in, and I don't have to do much encouraging. I discuss things with him, but he chooses which parts he wants to do, and asks for help when he thinks he needs it.
I think it would be very difficult if a charter required doing and/or turning in every piece of work. I would not have signed up for something like that, and if my charter ever changed to require that, I'd be out in a half a second. I also think it's easy for us because my kids are, as the charter puts it, advanced learners. They're ahead of grade level, so if they "slack off" for awhile, it's no big deal. It's also not difficult for them to get the concepts CAVA/k12 expects them to learn. If my kids were struggling, I'd probably go in a different direction. As it is, I doubt I will enroll my youngest the first year he's elligible, unless he changes a lot.