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Homeschooling High School

Ten Steps to the Finish Line

Marie-Claire Moreau, Ed. D.

QuickStartHomeschool.com

Homeschooling High School: Ten Steps to the Finish Line

Copyright © 2014 Marie-Claire Moreau

All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or

other electronic or mechanical methods, without the prior written permission of the

author, except in the case of brief quotations embodied in critical reviews and

certain other noncommercial uses permitted by copyright law.

For permission requests, write to the author, addressed “Attention: Permissions” at

the address below:

Marie-Claire Moreau

P.O. Box 351632

Palm Coast, FL 32135

Ordering Information: http://www.quickstarthomeschool.com/

Distributed in the United States of America

Release Date: June 1, 2014

Independent publishing services provided by Melinda Martin of

http://www.thehelpyhelper.com/.

http://www.quickstarthomeschool.com/

http://www.thehelpyhelper.com/

Table of Contents

Introduction ....................................................... 5

Step 1: Start Early ............................................. 7

Step 2: Join a Network .................................... 10

Step 3: Research Your Options ....................... 12

Step 4: Create a 4-Year Plan ........................... 14

Step 5: Identify Deadlines ............................... 19

Step 6: Select a Grading Scale ........................ 21

Step 7: Learn to Calculate GPA ...................... 24

Step 8: Start a Transcript................................. 28

Step 9: Understand Credits ............................. 31

Step 10: Keep Great Records .......................... 33

About Marie-Claire Moreau ........................... 35

Homeschooling High School Marie-Claire Moreau

--5--

Introduction Congratulations on homeschooling your high schooler! I can't imagine anything better for

today's teens than having a world of resources beneath their feet and the support of family

at their backs.

What an exciting time!

But it's also a little nerve-wracking, isn't it? Maybe even a little bit scary?

If you're like other moms and dads, you've begun hearing many different things. Well

meaning friends have started telling you about web sites, text books and online classes.

You've been reading, reading, and more reading. And terms like "credits", "honors",

"grade point average" and "electives" are probably swirling in your head.

I have been there myself. I meet lots of parents like you, too.

It seems everyone has an opinion. There are even books and e-books telling us how to do

it best.

Don't get me wrong. These are all great sources of information. I read some of them, too.

But, I have discovered that sometimes books about homeschooling high school (what I'll

call "high schooling") attack the wrong concerns. Many parents read these sources but

still end up having questions. Besides, books don't always address the nuts and bolts of

high schooling and can sometimes leave parents more confused than ever.

You see, when homeschooling high school, parents don't really need advice about

making curriculum decisions or finding tutors to help teach difficult subjects. Most

people can easily do those things on their own.

Parents don't want to hear what everyone else's child did, either. Whether someone else's

kid attended a small, Christian, liberal arts college; attended humongous and spirited

State U; or, went on to travel abroad and work in a small village planting gardens and

tutoring children, these stories don't get to the heart of what anxious high schooling

parents want to know.


--6--

What parents of high schoolers really need is help with the mechanics, the specifics, the

details and the terminology of homeschooling high school.

That's where this little book comes in.

I have found through my years of homeschooling my high schoolers and working with

the many families I counsel, that mastering a core set of skills is the real key to putting

parents at ease and simplifying the high schooling process. By mastering these core skills

early, all parents can be well prepared for most issues that crop up during those 4 years.

The purpose of this book is to teach you those core skills. There are only ten. You can

learn them all at once, or conquer them as you go along. Think about it like filling a tool

box with the important tools you'll need during the high school years. Gathering these

tools now will help homeschool high school with greater ease and confidence.


--7--

Step 1: Start Early If you learn anything from reading this book, I hope it will be this simple rule about

homeschooling high school -- start planning early.

What do I mean by early? Well, by the time a student reaches the 8th grade (maybe even

7th), high school should already be on your mind.

Is it too late to start planning in 10th or 11th grade? Of course not. But it's so much better

to begin planning early, so that the choices you make have time to impact the remaining

high school years.

What am I suggesting you do?

In a nutshell, somewhere around the 8th grade year, I want you to start by asking some

important questions. Let me illustrate with a story.

There was a time that one of my sons wanted to be a studio artist. No, wait, a

psychologist. No, wait, an engineer. And then, a graphic artist. And finally, a

communications major at a medium-sized college.

Like many children that age, my son's plans changed many times as he matured. He

discovered new areas of study and was introduced to many different things along the

way. His ideas changed as he identified his strengths and thought hard about what he

really, really wanted to learn and do later in life.

When my boy was young, like most parents, I just smiled, encouraged, and talked. But as

my son really began exploring different ideas for the actual future, there came I time

when I began to help a little. Offered feedback. Helped him do some research. Nudged

just a bit. Guided him toward people and resources that might help.

I knew if I waited too long without having any information at all, making a plan for high

school might be tough -- not knowing where my boy was headed, or what he hoped to

learn along the way. And though I didn't necessarily try to persuade my child in any one

direction over the other (I believe it is important to let children decide), I encouraged him

to get a little bit more serious about his future.


--8--

That is how early high school planning begins. Many of you already do this in your

homes. But, if you can, just make sure you start doing it somewhere around the 8th grade,

or at the very latest, the summer before high school begins.

Perhaps you're thinking, "Wait a minute! Most kids have no idea where they're headed

when they're still in 8th grade -- nor should they be forced to decide!" I tend to agree.

But, on the other hand, lots of students do know what they want to do with themselves by

high school, some even earlier. And those children -- those with definite plans and solid

ideas for the future - should not be ignored.

In my son's case, among other things, he really wanted to focus on writing skills. I

listened, and incorporated as much writing instruction and practice into high school as I

could. He also traveled a great deal with competitive sports. Evaluating sports as an

eventual goal -- versus, say, a hobby - helped mold his high school experiences, too.

Those are just examples of the value of considering a child's goals when planning the

high school experience. You can do that, too.

Am I suggesting that kids select a career or a college major while they're still in 8th

grade? Of course not. But, some basic hints begin to emerge at this age, and I am asking

that parents to start paying attention to them. If not, I suggest parents begin nudging their

students to help those hints come to the surface.

For me, I knew my son was headed to college. In our home, this is pretty much assumed.

So, I was already able to factor this choice into the courses my son might be taking in

high school. We made sure his major coursework could be described on a transcript.

Anything that could not was in some way developed into a high school class, so that

credit could be awarded, and a course description attached.

I believe most families already have a sense for whether a child will be going to college,

traveling abroad, joining the military, heading directly into a job, or something else. At

the very least, getting some idea as to whether a student is college-bound can probably be

determined at this point. Goals for what happens after graduation can have a great impact

on what children do in high school now. Knowing them early -- and then working

backwards - is a huge asset when planning!

Here are some more questions to think about during the early planning stages for

homeschooling high school:

Where is the student likely to head right after graduation (college, career, travel,

military, technical training, other)?


--9--

What things does this child already do very well? Are there any weak areas to

address prior to graduation?

What career path might this student eventually follow?

What homeschool high school options are open to us where we live?

Will homeschooling occur all 4 years?

Will we likely be planning a traditional high school curriculum for high school?

State-led? Semi-traditional? Something completely unique?

Are there opportunities we already know about, or ones we want to keep an eye out

for?

It's okay if you don't have the answers to all of these questions before high school begins.

If the answers don't emerge until 9th grade or even later, there is still plenty of time to

prepare the student in the years to come. But as much as you can - as a family - start

thinking about homeschooling high school early, to make the next few steps a little

easier.


--10--

Step 2: Join a Network This next step is something many parents already do. But, just in case you happen to be

the kind of person who doesn't like advice or prefers to go it alone, high school might be

the time to reconsider that choice.

Today's homeschool families are faced with so many choices and so many decisions. I

have been homeschooling since the 90's and I still learn something new each and every

day. It seems everywhere I look I hear about a book I've never read, a web site I wish I'd

tried, or some tip I wish I would have known 20 years ago. Really!

When it comes to homeschooling high school, every parent wants to do the very best job

they can. Having your hands on information and resources makes it possible to learn even

more than doing it all by yourself. We've all heard the expression about "two heads"

being better than one...and when high schooling this couldn't be more true. Someone else

may have discovered exactly what you're looking for. There's no need to re-invent the

wheel each and every time.

Networks aren't just about sharing resources, either. They're also about parents helping

one another. There is great peace that comes from knowing that even if you don't know

an answer, someone else might. Because when teaching high school, the littlest things

can sometimes trip up even the smartest and hardest-working parents. Having a place to

ask questions can save so much time over having to figure out tiny details yourself.

There are so many kinds of networks and online communities today, it's really a matter of

finding a place that offers the resource you need or makes you feel comfortable about

asking. (There is nothing worse than a network where people are afraid to share

something, comment or ask questions!)

When my children were very young, I had little time to spend on the computer. In those

few moments each day when I actually got to sit down, I was usually answering emails,

typing up lessons, researching curriculum or, occasionally, just relaxing by looking at

different things. Now that my kids are older, I have much more time for computer

research and networking. I continue to be amazed at all of the incredible resources

available with just the click of a few keys!


--11--

I suggest finding at least 2 places to go for information during the high school years. If

you have time for more, great. If not, try to find at least one network for asking basic high

school questions, and another to find great ideas.

Some suggestions for the kinds of information/resource/support networks I recommend

include:

Online communities, like those found on Yahoo!, Ning, Google hangouts,

Facebook and other places

Local homeschool support groups

Statewide support groups

Homeschool blogs, written by moms parents have been there before

Web sites for homeschoolers with kids in high school, like mine:

http://www.quickstarthomeschool.com/, and others

Web sites or blogs focusing on the style, focus, or curriculum you plan to use in

high school

Forums to talk about college entrance questions, or about specific career prep your

child needs

This a step people rarely regret. Even if they never check the computer, it's awfully nice

to know they can.



--12--

Step 3: Research Your Options If you're anything like me, you are constantly on the lookout for something great to try

with your kids. As homeschool parents, this seems to be something we all do on some

level, whether we realize it or not.

When it comes to high schooling, this becomes fairly important. Learning about many

different high school options can really make the difference between a "plain vanilla"

high school experience and a really extraordinary one. Knowing the options available in

our communities, online and anywhere else helps broaden our understanding of the

educational choices available to our students. Having more options leads to greater

personalization of the homeschooling curriculum, too.

This step is all about intentionally seeking options for high schoolers. If it isn't something

you'd normally do on your own, or if you've been happy with the same curriculum and

routine for the last 8-10 years, high school is a time to shake things up. Get looking!

Places to look for homeschooling options for high school are everywhere. One way to

manage the amount of information and growing number of resources is to start with local

options, and then working your way out.

First, find out what is available in your city or town. For instance, does your

homeschooled high schooler have access to:

courses at a local high school?

classes through a continuing or adult education program?

programs at a technology center?

homeschool co-ops that meet in your area?

homeschool classes offered by area parents or teachers?

programs at a library?

a virtual classroom or resources hosted in your district?

early college classes at a local college campus?

trips and activities sponsored by a regional homeschool group?

a homeschool "cottage", where many high schoolers meet for programs?

volunteer or internship programs in your local area?

a job in his or her field of interest?

what else?


--13--

After looking locally, begin to think statewide. Do high schoolers in your state have the

ability to join:

regional or statewide programs for youth?

merit-based programs, travel abroad programs, leadership programs, or anything

offered to students who meet the criteria?

competitions at the state level, like odysseys, bees and fairs?

camps, proms, graduation exercises, or anything else for students in your state?

what else?

Finally, look outside the state for high schooling opportunities. In addition to

homeschooling from the living room, does your student have access to things like this:

virtual schools

distance high school programs

open courseware from colleges

subscription programs that focus on a skill or give access to a forum of like

students

online classes

what else?

Once you belong to a network, finding all of this information should be relatively easy.

And even if you don't find it all right away, that's fine, too -- just poke around and learn

new things when you have time. The important thing is to watch and listen with a focus

on high school.


--14--

Step 4: Create a 4-Year Plan This is all about sitting down and making up a tentative plan for the next four years. As

important as this step is, I am surprised to hear that many families never take the time to

map out a plan for high school at all. Or, if they do, they tend to think only one year at a

time.

Although planning one year at a time can work well in the lower grades, I disagree with

working year by year in high school. I suggest viewing high school as one unit of time --

an entire 4-year time block - where each of the years of high school (grades 9-12) are just

one part of the overall event. This way of thinking not only helps families "work

backwards" from graduation, but also allows for scheduling flexibility when courses do

not necessarily fit into a pat semester or yearly model.

Every family is different, so every plan -- both in format and content - will look different,

too. Different plans means that different families are each planning for their own, unique

child. That's what homeschooling is about.

Still, although plans are all different, seeing someone else's plan can be a great way to get

inspired to create one. It can give you great ideas. Plus, it can help you figure out some of

the things about high school that may have been troubling you -- things that become so

much clearer after looking at a friend's plan.

In this section, you'll see 3 different examples of high school plans. One looks like a

checklist, the second like a table, and the last one like a form. See if any appeal to you

before setting out to create a design all your own.


--15--

The first plan is like a checklist, and the simplest of all the plans here. It's quick and easy

to make, and feels like having a list of everything high schoolers need to finish before

graduation. This is just an example, so families should list however many courses and

credits they set as a goal for their own students:


--16--

The next plan looks more like a table. It has room to list courses and related information,

and to make notes about anything you like. It indicates what year every course or

experience should be completed, and there is room to list credits, too. Several lines have

been completed for you so you can see how to use it; but remember, this is only an

example, and shouldn't be interpreted as an endorsement for any product or method:


--17--

The last plan is the one I developed for my own use. I have included a blank copy on the

next page and also in the Printable Pack. I invite you to photocopy it for use it in your

home (you may not change it, or distribute it). What I love about this plan is that I can list

every course by year, and include early high school courses, too (those taken in 7th or 8th

grade). I also like that I can enter notes along the bottom, and include reminders to myself

to register kids for SAT/ACT, to meet specific goals for earning volunteer hours, or

anything else I don't want to forget (this helps me work backwards). When I use this plan,

I write everything in pencil, so I can adjust it as my child matures, his goals become more

refined, and we move closer to graduation.


--18--


--19--

Step 5: Identify Deadlines There is much more to high schooling than buying books and taking classes. Aside from

all of the courses, internships, jobs, service and other activities that teens engage in before

graduation, many students have other deadlines to meet along the way. Most people know

about taking the SAT/ACT before college, but there can be other important events with

deadlines that need to be met during high school, too. Predicting these deadlines early in

the process, and entering them onto the 4-year plan, is what I recommend.

Turns out, entering deadlines for important events directly onto the high school plan is

helpful in more ways than one. It's hard to forget something that is right in front of you, so

it helps to remember what to do when. But entering deadlines on the plan also helps

schedule the classes and other activities needed to meet each specific deadlines.

Let's continue using the SAT in this example.

Typically, college-bound high schoolers using the SAT will take it during the early part of

12th grade. But because taking the SAT a second time tends to yield a slightly better score,

they should probably take it in 11th grade, too (my kids take it twice in 11th). And since a

practice version (PSAT) is usually available around 10th grade, college-bound high

schoolers will probably want to take that, too. Writing these 3 items (with dates/deadlines,

if you know them) on the plan works as a reminder to take the tests when they're offered.

In conjunction, those dates also serve as a reminder to work backwards, and schedule any

English and math courses needed to prepare for the upcoming tests.

Look back at the 4-year plans in the previous section, and take another look at the 2nd and

3rd plans shown. Planning for the SAT is easy when using one of these plans. By marking

up each plan with important deadlines, it is easy to see if the necessary courses are there to

prepare students to meet these deadlines. In the case of the SAT, parents can make sure

they have scheduled enough English and math courses to get them ready to take the SAT.

For students planning to use the ACT instead, scheduling enough science to pass the

science portion of the ACT, would be important. And so on.

This illustrates the beauty of planning ahead, then working backwards. When deadlines

like these are entered onto a 4-year plan, they help everyone get ready for what's ahead.


--20--

Deadlines and mile markers for specific events during high school will vary with each

student. Some other examples might include applying for travel abroad programs, where

students are expected to have been introduced to the language or culture of another country

before going there; or joining an athletic program, where qualifications are based on a

combination of academic GPA, completion of certain classes, and on passing medical and

fitness tests. Students joining the military will want to prepare similarly for the ASVAB

test, which has a verbal composite portion and a math section, as well. Since different

service branches of the military look for different overall scores on these tests, too, it is

critical for high schoolers to identify those areas, write them on the plan, and learn them

well.

Trying to identify as many things like this as you can is the name of the game. Entering

them onto the high school plan insures none of these steps will ever be missed.


--21--

Step 6: Select a Grading Scale When I was a young professor, I didn't think much about grading scales; I just did what the

other professors did. But the longer I worked at colleges, grade schools, middle schools,

and with my own kids during homeschooling, I realized that grading was actually a pretty

big deal. Grading scales are not all alike. And choosing the right one isn't always a piece of

cake.

When my children entered college, grading became a huge focus in our home. Knowing

my kids as both my children and my students, I knew exactly what they were capable of,

and what their efforts were worth. I already didn't like the concept of using arbitrary

measures to value student work, so it especially irked me when their professors evaluated

them unfairly. And though I kept my mouth shut (trying to teach the "life isn't always fair"

philosophy), privately, it got me thinking about grading scales all over again, and which to

use for my upcoming children.

In your mind, what kind of work deserves an "A"? A perfect paper, a near-perfect paper, or

one just within the range of the best work a student can do?

What about a B? Is it almost an A? Or only slightly better than a C?

How about a failing grade? Is it a paper left blank, a paper filled with errors, or a paper

submitted by a capable student who turned it in too quickly or really didn't try at all?

What about pluses and minuses? Do you use them at home? If you do, do you consider a

perfect score an A or an A+?

And what should parents do when students are on the cusp between passing and failing?

No parent wants a failing student. On the other hand, failing is a clue that should not be

ignored. Ever heard of a curve? Is inflating grades the answer?

Grading actually requires more thought than some people put into it. Choosing a grading

scale to measure student work should not be taken lightly. In my mind, the decision should

be based purely on philosophy, and must work in practice, too -- each and every time.


--22--

Examine the 3 different grading scales, below:

Sca

le 1

A 90-100

B 80-89

C 70-79

D 60-69

F 59 and under

Sca

le 2

A 93-100

A- 90-92

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D+ 67-69

D 60-66

F 59 and under

Sca

le 3

A+ 99-100

A 92-98

A- 90-91

B+ 88-89

B 82-87

B- 80-81

C+ 78-79

C 72-77

C- 70-71

D+ 68-69

D 67

D- 65-66

F 0-64


--23--

Which do you like best? Or, maybe you have already come up with a different scheme you

like; or perhaps one required by a school, a curriculum, or a campus?

In all honesty, a number system is really the most accurate. Yet, the letter system allows

for individual differences, plus a range of what is "great, good or bad". Because we

eventually convert numeric grades to alphabetic grades on the transcript (see next step),

this is an area to seriously consider.

I do not recommend any one grading system over others. What I do recommend is

choosing one, and using it consistently throughout all four of the high school years.

Changing gears mid-stream is not only not a good idea, but can fool with cumulative grade

point averages at the end of semesters if one is not careful.

I also recommend grading honestly. It is harmful to students when their grades are inflated

or awarded artificially without basis. I recommend using a combination of factors when

grading, coming up with an honest assessment of the student's work and all related efforts,

then choosing a grade that is reflective of the overall class experience.


--24--

Step 7: Learn to Calculate GPA As much as some people would like to avoid this step altogether, calculating gpa is just

part of the high school deal. Requiring only basic math, truly anyone can do it. And while

some parents may second-guess themselves and wish they'd hired a professional; in reality,

carefully following a simple, step-wise method guarantees accuracy each and every time.

After about 3rd or 4th grade, most students can do it, too! It isn't nearly as mysterious as it

sounds.

The abbreviation "gpa" stands for grade point average. And though some people refer to it

as an average, it really isn't. Instead, it's a calculation based on points earned for class

performance relative to the number of credits attempted every semester. It requires an

extra step beyond calculating a simple arithmetic average, but isn't much more

complicated than that.

In practice, a gpa is awarded at the end of every academic year of high school. A gpa score

usually varies between 0 and 4, and is usually written out to one place after the decimal,

like 3.2 or 3.9 for example.

Freshman (9th graders) receive a gpa score for the year. For every year after that (10th,

11th, and 12th), both a yearly gpa and a cumulative gpa is computed -- the cumulative

being based on all of the previous years combined.

In the following example, I will demonstrate a simple gpa calculation for a fictional

student taking 7 classes, each worth a full (1.0) or a half (0.5) high school credit. (Credits

will be addressed again in a later section of this book.) Each figure demonstrates a single

step in the process.


--25--

In the first illustration, every letter grade earned in the second column has been converted

to a number in the last column. Notice that every "A" grade has been converted to a 4,

every "B" has been changed to a 3, every "C" has been changed to a 2, and every "D" has

been converted to the number 1:

Class Letter Grade

Earned # Credits

Numeric

Equivalent

English A 1.0 4

Math B 1.0 3

Science A 1.0 4

History C 1.0 2

Phys. Ed. A 1.0 4

Music C 0.5 2

Art D 0.5 1

In the next illustration, the numeric equivalent of each grade has been multiplied by the

number of credits for each particular course. For instance, the numeric grade for the

English class (4) has been multiplied by the number of credits for that class (1.0), arriving

at a product of 4. For the History, the numeric grade (3) has been multiplied by the number

of credits for the class (1.0) arriving at a product of 3. For courses worth 1/2 credit (art and

music), notice the numeric equivalent grades were multiplied by 0.5 credits, instead of 1.

Take a moment to see if you can tell how each of the values in the last column were

derived:

Class Letter Grade

Earned # Credits

Numeric

Conversion

Product

when

multiplied

English A 1.0 4 4.0

Math B 1.0 3 3.0

Science A 1.0 4 4.0

History C 1.0 2 2.0

Phys. Ed. A 1.0 4 4.0

Music C 0.5 2 1.0

Art D 0.5 1 0.5


--26--

In the next illustration, the total number of credits (third column) and products (last

column) have been added, to arrive at a sum at the bottom of those columns:

Class Letter Grade

Earned # Credits

Numeric

Conversion

Product

when

multiplied

English A 1.0 4 4.0

Math B 1.0 3 3.0

Science A 1.0 4 4.0

History C 1.0 2 2.0

Phys. Ed. A 1.0 4 4.0

Music C 0.5 2 1.0

Art D 0.5 1 0.5

TOTALS: 6.0 18.5

In the final illustration, the gpa has been computed. This is done using simple division.

The total number of credits (6.0) is divided into the sum of all the numbers in the last

column (18.5). The answer, or grade point average for this student (a gpa of 3.08), is

shown in the last row:

Class Letter Grade

Earned # Credits

Numeric

Conversion

Product

when

multiplied

English A 1.0 4 4.0

Math B 1.0 3 3.0

Science A 1.0 4 4.0

History C 1.0 2 2.0

Phys. Ed. A 1.0 4 4.0

Music C 0.5 2 1.0

Art D 0.5 1 0.5

TOTALS: 6.0 18.5

FINAL GPA: 3.08


--27--

This calculation, below, is where the gpa came from. In this example, the math looked like

this:

18.5 ÷ 6.0 = 3.08

Often, gpa is rounded to the nearest tenth, therefore this student would be said to have a

3.1 gpa -- or, roughly, a "B" average.

This example can be used over and over to compute the gpa for any student. Just by

changing the grades, and changing the products and the sums, a new gpa can be computed

every time. To calculate a cumulative gpa for more than one year, the same algorithm may

be used, only using all of the previous year's grades and products to compute the final

totals.

A word of caution. It may be wise for families using a different grading system, a different

grading scale, or a different system of conversion than the one shown above, to do

additional research prior to committing the gpa to a student's final transcript. In some

cases, slightly different conversions, leading to a slightly different gpa, calculation may be

required. I recommend looking up how grades are traditionally computed in a given area,

or a given private school, or a given school district, or a given college where the student

transcripts may ultimately end up. Finding out exactly the format an organization wants to

see, and duplicating it, can make the student's gpa easier for them to understand.

For students who are college-bound, it is also important to recognize that most colleges

recalculate the student gpa upon receiving the student's transcript anyway. Therefore, any

calculation errors or differences will be discovered and corrected at that time.

Additionally, if a college or other organization requests a "weighted" gpa, it may be wise

to take a moment to learn specifically the additional weight they assign to each course, and

proceed accordingly. Note that weighted gpa applies only to more difficult or higher level

courses, such as AP, early college, and honors classes, and will not apply to all students.

Finally, there are many sources of information on how to calculate a gpa. Some web sites

even provide an online "gpa calculator" where individuals may "plug in" courses and

credits and have the gpa computed for them. When using these, it is important to note the

grading scale used, and whether the online calculator produces a "weighted" or

"unweighted" gpa at the end.

I encourage all families with high schoolers to learn to calculate a gpa, or to learn to do it

together with their teens. Doing so removes the mystique out of what the score is all about

once and for all. It also offers more confidence and control over the process, something

that many parents of high schoolers are looking for.


--28--

Step 8: Start a Transcript High school transcripts come in many shapes and sizes. Although I recommend a 1-page

transcript (with an attached list of course descriptions), other formats and designs can work

well, too. Create a transcript is really nothing more than looking at examples of transcripts,

and selecting one that is pleasing and looks like it could be recreated at home. Some web

sites even have blank copies of transcripts to print out and fill in (my web site has a free

one).

Just like gpa, there are no hidden secrets to creating a high school transcript. Though

"professionals" may make claims to the contrary (and charge upwards of $50, $100 or

even $250 to prepare one), the truth is, anyone who can fill in a form can make a high

school transcript.

Know that homeschool transcripts are no different from any other -- they, are nothing

more than a reflection of high school work. The notion that homeschoolers are subjected to

different requirements than other students is false. Homeschool families can use any kind

of transcript format they find in books, online or make themselves.

When it comes to transcripts, what is written on the form is way more important than the

form itself. Think of what a transcript is -- a record of what a student completed in high

school. Period. It has nothing to do with design talent or computer skills. The simplest

transcript can get a kid into a college or university just as much as a fancy one.

I suggest starting a transcript at the beginning of 9th grade. Parents should fill in the basic

information, plus a list of courses the student is currently taking, and at the end of the year

(or semester) the transcript can be updated. Doing it this way means it's never too much of

a chore to get a transcript ready when you need one. Besides, waiting until the last minute

(graduation) almost guarantees something important will have been lost or forgotten.

Transcripts should contain all of the data that colleges, advisors, employers, scholarship

committees, or anyone else might want to see. Remember, transcripts are a 1-page

summary of the student's last four years, and represent many things -- a record of work, an

overall image, a marketing tool, a showcase of success. Sometimes, transcripts are the only

chance a student has to show off what he or she has done.


--29--

Items that must be included on a transcript are:

1. student's full name (first, middle, last)

2. student social security number

3. student address (city, state, zip)

4. student's date of birth

5. parent or guardian's name

6. parent/guardian address (city, state, zip) which may also be called "School Address"

7. parent's contact information

8. a list of all courses taken, with corresponding credits, and letter grades

9. a gpa for each individual year

10. a running (cumulative) gpa from 10th grade forward, including...

11. a final (cumulative) at the end of all 4 years

12. total number of credits completed

13. student's graduation date

14. signature of the parent

15. date transcript was last revised, or printed

I also suggest (these really help):

including the words OFFICIAL TRANSCRIPT in bold letters at the very top

including a statement like this at the very bottom: I do hereby self-certify and affirm

that this is the official transcript and record of <student name> from <dates

attended high school>.

including the grading scale that was used (many colleges ask for homeschool

philosophy and this helps to validate in this area), the student's test scores on

SAT/ACT or SAT 2s, and the number of volunteer hours completed (some

organizations place great value here).

Notarizing the transcript is not required, but many people do it.

Printing the transcript on special paper is optional, though some people do it.

Watermarking the transcript is optional, but some people do it.

Giving your homeschool a name, and including the name on the transcript is

optional.

As you can see, you can get as fancy as you like, as long as the basic information is there.

I have included one example of a blank transcript on the next page, and also in the

Printable Pack. You may photocopy and enlarge it, scan it onto your computer, or use it to

get ideas when making one of your own. If you use mine, please use it in its entirety,

allowing the credit to remain along the bottom.


--30--


--31--

Step 9: Understand Credits I alluded to this earlier in the section on calculating a gpa. That's because gpa is based on

the number of credits attempted every semester, or every year. But what exactly is a credit,

and how are they earned? It is critical to understand credits when homeschooling a high

schooler.

In a nutshell, high school courses are measured in "credits". Earning enough credits during

a 4-year period qualifies a student for graduation. Generally, one full-year course is

equivalent to one credit:

1 COURSE = 1 CREDIT

Short courses, like classes that only meet once a week, or only meet for one semester,

might be offered for 1/2 credit. These short courses follow the same credit rule, only in

half. Thus:

1/2 COURSE = 1/2 CREDIT

There are exceptions, which I will explain in a moment. But it may be helpful at this stage

to think of credits and courses being somewhat interchangeable.

Let's look at how credits are used.

In states all across the country, requirements are in place for how many credits are needed

to earn a high school diploma. Although homeschoolers are not required to follow state

requirements, it may be helpful to look at credits in a traditional sense before learning how

to apply them to homeschoolers.

In most states, students in public high schools, depending on the state, must earn anywhere

from 18 credits for accelerated degrees, to somewhere around 24-28 for a traditional

diploma. What that means is that students at public high schools cannot graduate until they

have taken that many classes. Or that many credits.

We can use 24 credits as an example, since it is common number for many states.

If graduation were dependent upon taking 24 credits, then it follows that students would

have to take 24 classes to graduate. One way those 24 classes could be completed would


--32--

be at the rate of 6 per year, for 4 years, and 24 credits. Another way to earn 24 credits

would be to take some combination of full classes and 1/2 credit classes, until a total of 24

is reached.

Naturally, homeschooling offers far more flexibility than public high schools. But

applying this concept to homeschooling, parents may decide to impose a minimum

graduation requirement upon their students, too -- the same number of credits required in

public high schools, fewer credits, or more. As a point of information, homeschoolers

routinely graduate with many more credits than their public school counterparts, easily

reaching 24, then exceeding that number well into the 30's or even more.

Let's now look at how to assign credits to homeschool classes and other experiences. That

is, how much work is worth a full credit? And how much work is only worth 1/2?

Typically, a year's worth of work in a single course, using a standard curriculum or

textbook, is worthy of a high school credit. Courses that frequently earn a full credit

include core classes like English, math, science, and history. That's because these courses

usually meet daily or several times per week, each session running about an hour, yielding

150 hours of class/study time by the end of the school year. Families who do not use books

or curricula can meet credit requirements differently, by tracking the number of hours

spent on learning a subject instead. (There are other ways to earn credit, too, but those are

two of the most common.)

A half credit course is just that -- it meets approximately half the time, or 75 hours of work

in a course. For a class that meets only one semester, meets less often, or requires less

work, half credit (written as 0.5 credits) may be awarded instead. Any class can be taught

for 0.5, but common examples include certain electives, or "specials", like P.E., music or

art.

When homeschooling, counting credits is never really required. But when creating a

transcript for colleges or for other reasons, the number credits need to be there. That is one

of the reasons homeschoolers track credits at all. It's really about translating

homeschooling into a traditional format that others can understand.

Did you know that high school credits can be earned by combining many different

experiences together? Homeschoolers can assign credits to a whole bunch of different

learning that is related, and worthy of a credit. As long as the number of hours (or level of

mastery, or completion, or whatever the standard) is met, a credit is due the student. I use

the term "creative composite" to describe these experiences, and I encourage all

homeschoolers to group related experiences together and award credit whenever it is due.


--33--

Step 10: Keep Great Records Finally, parents of high schoolers must keep great records. For all of the reasons you have

read so far, the absence of records makes it very difficult to substantiate the high school

experience.

Records are crucial for a variety of reasons. Since homeschool records are needed to make

transcripts, it's important to record all classes taken, all grades and all credits. Since

homeschool records are necessary for completing college applications, make sure to keep

track of anything that admissions officers may ask for: course descriptions, honors earned,

books used, and other things. Since records are needed to apply for scholarships, be sure to

keep letters of recommendation given to your student, so they're handy when needed later

on. Since proof of high school graduation is required by some employers, make sure to

keep evidence of high school completion. And so on.

Homeschoolers are both practical and resourceful, and families have devised many

creative, functional and attractive ways to maintain records over the years. Any method

works fine, as long as the needed information is kept in some organized way. Records may

be stored in an envelope, a box or a plastic tote. They can also be stored in file folders,

drawers or anywhere else that keeps them organized and handy.

What I recommend, and use myself, is the comprehensive record system. In a binder, I

save anything I think my high schoolers might need during the months and years leading

up to graduation, and beyond. I organize paperwork in plastic sheet protectors, or punch

holes in pages and place them into the 3-rings of a binder.

My comprehensive record system has served me well through 2 children so far, as they

have prepared for graduation, college and beyond. I love my record system so much, I plan

to continue using it until all of my children have finished homeschooling.

You can divide your binder into any sections you like, but here is a list of the 10 sections I

use in my comprehensive high schooling binders:

1. High School Plan

2. Grade Reports & Transcripts

3. Virtual Schooling & Dual Enrollment

4. Syllabi/Course Descriptions


--34--

5. Test Scores

6. Community Service Hours

7. Letters of Recommendation

8. Honors and Awards

9. Work Samples

10. Other

I also include a table of contents at the beginning.

I place corresponding documents into my binders (the 2" kind) throughout the high school

years.

I cannot overstate the value of implementing a system like this. It is portable, it is neat, and

I am never more than a minute away from finding something I need for a given student.

As another bonus, I have sent my high school binders in with my students during college

interviews, scholarship interviews, and to meetings with college counselors. Professionals

are always impressed when my kids arrive equipped with all of the documentation they

need to make these meetings productive.

No matter how high school records are stored, the key is to finding a way, and using it

consistently. It brings great peace in knowing that important papers are safely filed away

where they are supposed to be, and that most any high school question can be answered

quickly by accessing the binder.

Finally, should you be the type of individual that prefers a very loosely organized record-

keeping system, do not allow my example to discourage you from doing what feels most

comfortable to you. In my opinion, any organization system is better than none at all. This

step is all about having a place to store important documents, so that you can reap the full

benefits of organization, without frantically searching for information when you need it

most.


--35--

About Marie-Claire Moreau Marie-Claire is a long-time homeschooler and recognized

advisor, coach, and mentor to homeschooling families across

the Country. Having homeschooled preschoolers through

high schoolers who have been accepted into college, Dr.

Moreau devotes her efforts to empowering other parents to do

the same. Through her teaching, writing, workshops and

discussion groups, she strives to provide resources,

information, encouragement and support to families raising

the next generation of scholars.

Look for these titles by Marie-Claire Moreau on Amazon:

Suddenly Homeschooling: A Quick Start Guide to Legally

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Marie-Claire helps homeschoolers navigate the high school years. Have questions?

Contact her at http://www.quickstarthomeschool.com/ to learn more!

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Printable Pack


Copyright © 2014 Marie-Claire Moreau

All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or

other electronic or mechanical methods, without the prior written permission of the

author, except in the case of brief quotations embodied in critical reviews and

certain other noncommercial uses permitted by copyright law.

For permission requests, write to the author, addressed “Attention: Permissions” at

the address below:

Marie-Claire Moreau

P.O. Box 351632

Palm Coast, FL 32135

Ordering Information: http://www.quickstarthomeschool.com/

Distributed in the United States of America

Release Date: June 1, 2014

Independent publishing services provided by Melinda Martin of

http://www.thehelpyhelper.com/.


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