Wow, those are some great suggestions!
A bit more about BizzyBug:
She is both literate and hyperlexic; that is, she reads and comprehends at about a first grade (end of year) level, but is capable of reading well beyond that with limited/no understanding. She's been reading for at least a year and a half now, but has only developed comprehension within the past six months or so.
BizzyBug definately needs a routine, all the time. She does best when everything is scheduled and followed meticulously, and completely freaks out at any changes. Transitions of any kind are extremely difficult, even if she knows that they're coming. For example, last weekend my kids slept over at her house. When I was getting them ready to leave, all went well right up until BizzyBug realized what was going on; at that point, she threw an absolute tantrum. You'd have thought that I was cutting her arms off! She sees her cousins at least once a week, and she knew that they were coming back in 2 days and she'd see them again, but the transition involved in my kids leaving was just overwhelming for her.
I'm not a big fan of imposing routines or schedules on children, but I recently learned that my own children are much happier with a regular schedule, so I've been working very hard to keep them running "on time," as it were. This has been exceptionally difficult over the past few months, but (God Willing!) things should clear up in the near future and I'll be able to buckle down with it again.
I do have a hard time explaining social issues; this likely stems from the fact that my son is more socially adept than I am.
BeanBean has explained such things to BizzyBug in the past (in terms of development, BeanBean and BizzyBug are about equal in most ways), and he seems to do a better job of that than anyone else, with the possible exception of ChibiChibi (BizzyBug's older sister).
As to "academic" goals, I have absolutely no idea whether or not my sister has any, but I suspect not.
If I succeed in convincing her that pulling the girls out of school is in their best interests, I strongly suspect that I will be the person responsible for coming up with any such goals, as well as devising an appropriate program for each child.
That's not a bad thing. For BizzyBug, my own goals would include greater reading comprehension, more work on physical/occupational issues related to SID (she's been having some major problems, like putting too much food in her mouth and then getting upset when she can't chew it all at once), improved social understanding/empathy (she still has a difficult time interpreting facial expressions, as well as general body language), and time management (taking breaks when she needs them, rather than becoming overwhelmed and having a negative reaction/breakdown).
Those goals are much more important to achieve (in my mind) than any academic skills which she needs to acquire/improve; I mean, who'll care if she knows her multiplication tables if she doesn't understand that the baby's crying because she's hugging too tightly, you know? I could certainly come up with academic goals after I've thoroughly assessed her skills, but the other stuff is, in my mind, much more important to deal with, at least initially.