At Home With Learning: The WPA Handbook


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<h2>Homeschooling in Wisconsin: At Home With Learning (6th Edition)</h2>
<h3 class="tagline">Quotations from the Handbook</h3>
<div class="text">

<p>Questions that homeschoolers often ask are answered in WPA's
285-page handbook, Homeschooling in Wisconsin. Here are answers the
handbook provides to three of the most commonly asked questions. For
more information about homeschooling, particularly homeschooling in
Wisconsin, please consult a complete copy of the handbook.</p>

<hr>

<a href="#41">Question: I've just decided to homeschool our children, but I don't know what to do next.</a>
<p><i>See page 41.</i></p>

<a href="#95">Question: I want to continue homeschooling, but I feel tired, overwhelmed, confused, and discouraged.</a>
<p><i>See page 95.</i></p>

<a href="#24">Question: I want to begin homeschooling. What is legally required?</a>
<p><i>See page 24.</i></p>

<hr>

<a name="41"></a><h4>Question: I've just decided to homeschool our children, but I don't know what to do next.</h4>
<p><i>See page 41.</i></p>

<h5>Chapter 6: Getting Going or Shifting Gears</h5>
<ul>
<li>What To Do the First Week  42
<li>What To Do After the First Week  42
</ul>

<p>Here is a temporary, easy, low cost curriculum that has been a
life-saver for many homeschooling families. It may be just what you
need if you're in a situation like these.

<ul>
<li> You're just beginning homeschooling and you don't know what kind
of a curriculum you want. Maybe you've been planning to homeschool for
a while but haven't been able to find a curriculum that appeals to you
and your kids, and now suddenly it's the first day of homeschool and
you have to do something. Or maybe you've just suddenly decided to
homeschool (or had to make that decision because of events beyond your
control), so of course you haven't decided about a curriculum. Be sure
to read Chapter 2 and file form PI-1206 with the Department of Public
Instruction (DPI).

<li> You've been homeschooling for a while. There are lots of things
you like about it, but still it seems to be so much work and you're
tired of struggling, tired of the responsibility of planning and
directing your kids' learning, tired of hearing, "So why don't you
just send them to school?"

<li> It's February in Wisconsin. Cabin fever time. The kids keep
squabbling.  You're basically glad you're homeschooling, but you'd
sure like to go on a cruise or at least do something different for a
little while.

<li> It's early May in Wisconsin. One day is sunny and warm, the next
is in the 30's and drizzly. It seems like you've gotten what you're
going to get from the curriculum you've been using all year, but it's
not time to quit for the summer.

<li> You've heard other homeschoolers talk about relaxing their
approach to homeschooling, and you'd like to try a more relaxed
structure.  But you wonder what would happen. Would the kids learn
anything?  Would it be pure chaos? What would you do all day?

<li> You're facing a complicated situation that has nothing to do with
homeschooling. You have a new baby, one of your parents is seriously
ill, your husband's business has taken a downward turn and he's just
asked you to take over the bookkeeping, which will take you four hours
a day. (In situations like these, you may want to do some of the
activities listed here. But more to the point, let reading this list
help you realize that your children will learn invaluable lessons
about real life by going through this with you, rather than being
shuttled off to school each day and missing much of what is
happening. So do a unit study on newborns, or health and disease, or
whatever. See page 54.)
</ul>

<p>Use the following ideas in any way that works for your
family. Modify them so they fit the ages, needs, personalities,
interests, and unique situation of your family. Many families find it
helps to involve their kids in planning and preparation as soon as
they are old enough. (Parents, of course, eliminate inappropriate or
unsafe activities.) Involving kids means less work for parents, and
kids (and older people) are more likely to participate willingly in
activities that they have had a role in choosing. Do most of them. Or
don't do any of them; instead do things that you think of yourself or
that your kids suggest.

<p>These activities are worthwhile in and of themselves, whether or
not you expect to learn something from them. But as a matter of fact,
people learn from doing each of these things. Therefore, they could be
part of the "875 hours of instruction" and "sequentially progressive
curriculum" that are required by Wisconsin law. (See page 24.)  To
emphasize that point, each activity is followed by the names of some
of the conventional academic subjects that could be learned. The claim
is not being made that children will learn all the language arts,
math, science, or any other subject that they need from these
activities. But many parents find it helpful to realize that children
can learn basic subjects from activities such as these, just as
children learn to walk and talk without formal lessons.

<p>If you've been homeschooling for a while and are taking a break,
you can set aside the curriculum you've been using and just do these
activities.  Or you can do a little less of your current curriculum ,
maybe an hour a day less or take off every Friday. You can do these
activities for a week and then go back to a more conventional
curriculum. Or you can do things like this for the rest of your life,
learning as you go. At some point, read Chapter 7 for more ideas about
curriculum.

<p>Families who don't already have their week planned often spend time
in the morning planning the day's activities. They also do jobs that
need to be done, plan dinner, and sometimes start preparing it. It
helps a lot, especially at the end of the day when everyone's tired,
to at least have dinner planned.

<h6>What To Do the First Week</h6>

<p>Take a break.  Spend time getting to know your kids again. Give
them a chance to unwind, especially if they have just left a difficult
school situation. Relax and do things that you enjoy doing. It is
usually a good idea to spend a week (or maybe more) doing what seems
like "nothing" by society's standards except getting reacquainted with
each other. (Don't worry that not doing academic work during this time
may mean that you don't get in the required 875 hours this year. You
can easily make up the time later.) Often the families for whom
homeschooling works best and who continue with it are those who take a
break from academics when they begin homeschooling or when they need a
change of pace.

<p>This "doing nothing" may seem like nothing, but families end up
doing quite a bit during this time. They may bake cookies, read aloud,
go for long walks, or visit a museum. Some families go on a short or
long trip. Others take a vacation at home, setting aside as much work
as possible and doing what they want to do.

<p>Take advantage of this time. Spend an afternoon playing board
games. Go to the park and play on the playground (no matter how old
you are). Put together a jigsaw puzzle. Go window shopping. Watch a
carefully selected movie or video. Invite friends over for lunch or
supper.

<h6>What To Do After the First Week</h6>
<ul>

<li> Go to the library, get library cards if you need them, and let
each person check out at least 5 books. Visit the children's section,
no matter how old you are. Many nonfiction children's books provide
basic, easy-to-understand explanations of complex topics, like how
computers work, and are a good place to start. Similarly, encourage
children of any age to check the adult section for books on other
countries, history, and crafts; appropriate magazines; music;
etc. Investigate other resources the library has to offer. If your
family watches videos, check out a few carefully selected ones. If it
interests you, look into the library's collection of CDs, tapes, and
records for both music and spoken word. (Learning possibilities:
Reading, how to use the library, music, just about any subject)

<li> Spend some time in a near-by nature area, your own yard or
neighborhood, or a park.  Take a picnic. Enjoy being outside, looking
around, and listening.  (Science, physical education, esthetics)

<li> Call the Wisconsin Department of Tourism at 800-432-8747 and
request a map of Wisconsin and free information for the parts of
Wisconsin that interest you the most. When you receive the material,
plan a trip, deciding exactly where you would go, what routes you
would take to get there, what you would do once your got there, and
how much the trip would cost. If possible, take the trip. (Geography,
science, math, reading)

<li> Make baker's clay by mixing together 4 cups of flour, 1 cup salt,
and 1 1/2 cup of water. Knead until smooth. Add food coloring if
desired. Shape. Bake in 300 degree oven until dry (about 1 hour, but
time depends on the size of the piece). Paint or color with magic
markers. (Art, math)

<li> Choose a craft activity that you know little or nothing about but
would like to learn. Ask someone who knows the craft to help you get
started.  Sometimes it's easier to ask if you explain to them that
this is part of your new homeschool. Many people, including older
people, are glad to be asked about something they do. Buy a few
supplies and work on the craft at home. (Art, problem solving, math)

<li> Get a book like Steven Caney's Kids' America. Choose activities
that appeal to you. (Depends on the activity, but there's a lot of
social studies, including American history)

<li> Spend an hour or more in a pet store, looking even at animals
that do not appeal to you at first. Try to find a clerk who is not too
busy to answer questions. If possible, select a pet that is new to
you, take it home, and take care of it. Observe the pet, keep records
of what it does, how much it eats, etc. Draw pictures of it. Read
library books about it. (Science, math, reading, writing, art, taking
responsibility)

<li> Get a set of colored pencils and a few coloring books, perhaps on
other countries, history, famous people, designs, animals, etc. Color
them any way you want to. (Art, whatever subjects the coloring books
cover, such as social studies, history, science)

<li> If you have a VCR, see what videos are available in the
library. Use them to learn about science, other countries (both
fiction and non-fiction videos), new skills (exercises, cooking,
crafts, etc.), etc. (Whatever subjects the videos cover)

<li> Reorganize part of the house. Ask what materials people use most
and want to have readily available, such as arts and crafts supplies,
games, tools, musical instruments, and writing materials. Involve as
many people as possible in deciding how these materials can be stored
so that they are easy to find and put away again. Put what is used
most often in the places that are easiest to reach. Store or give away
things that aren't used. Try to provide a fairly large flat surface
where people can work on projects, and leave them set up for several
days (in other words, not the dining room table). (Home economics,
planning and organizational skills)

<li> Paint or wallpaper a room. Choose the paint or wallpaper, ask the
clerk for instructions on how to prepare the walls, etc. Study design,
its history, cultural perspectives, etc. Work together on the project,
using materials and tools properly but not expecting perfection.
(Art, math, social studies)

<li> Choose a country. Think of as many ways as possible to learn
about it. Read books and watch videos, both fiction and
non-fiction. Visit stores with imports from the country. Learn to cook
foods or eat at a restaurant that offers foods from the country. Try
to meet people from the country. Make a traditional costume. Have a
party using the country as a theme. Draw a map. Make a book. Get a pen
pal who lives there. (Social studies, reading, home economics)

<li> Plant a garden.  Grow old favorites and try new flowers and
vegetables. Find an experienced gardener in your area who is willing
to answer your questions and perhaps sell you some plants for
starters. Or visit the local farmers' market for ideas of what to
grow. If it's not the right time of year for that, get some seed
catalogs and plan a garden. Learn to sprout alfalfa and other
seeds. (Science, nutrition, math)

<li> Buy or build an inexpensive food dehydrator. Experiment to see
what kinds of foods you can dry and how they taste when dry. (Science,
nutrition, industrial arts if you build it yourself)

<li> Learn to do something new with the car, like checking fluids or
changing the oil, the spark plugs, the filters, or a tire. (Auto
mechanics)

<li> Fix something that is broken, or do something to improve your
home. Put up a shelf or coat hooks, replace a cracked window, or build
a bookcase.  (Problem solving, reading if you consult books for
information, industrial arts, wood working)

<li> Visit museums.  Call the curator, schedule a tour in an area that
especially interests you. Ask to use their library for your
research. (Science, social studies, language arts)

<li> Go to a music store and learn about the instruments available and
how they sound.  If possible, buy one and teach yourself to play, take
lessons, or ask someone who plays the instrument to help you get
started. (Music)

<li> Get singing tapes from the library (either songs that appeal to
you or tapes especially designed to help people learn to sing) and
learn some new songs. Sing together as a family, at special times for
singing, before or after meals, riding in the car, etc. Explore songs
from other countries. (Music)

<li> Read aloud. If you feel you really should be doing something that
is obviously academic, even during this "start up" period, or if the
children want to feel they are doing something like "school," try to
read every day, even if only for five minutes just before bed.  If you
have children of different ages, it may work well to have several
different books going at the same time and take turns deciding what
books will be read. But good books cover a wide range of ages. Picture
books with attractive art work appeal to all ages, and many young
children enjoy listening to books that are supposedly written for
older children or adults, especially if they can be part of a cozy
family group. Don't insist that children sit still to listen. (Some
people think and concentrate better if they can move around.)
Encourage children who are interested in reading aloud to do some of
the reading, but don't force them. It is more challenging to read
aloud than to oneself, and it's more important that reading be a
pleasant activity than that children learn to read aloud well at a
young age. (Reading, plus whatever subjects are covered by the books
you are reading)

<li> Interview a person with a job that interests you, an older
person, or someone else you think would be interesting to talk
with. Plan some questions ahead of time. Consider taping the
interview, if it is easy and people are comfortable with it. Children
who want to write can then write up parts of the interview that
interest them and possibly turn it into a book, maybe including
interviews with other people as well.  (Social studies, writing)

<li> Put maps of the United States and the world on the wall in rooms
you use often.  People who are interested can locate places that come
up in reading or conversation. (Geography)

<li> Get a book of math activities. (A good one with activities for
people of all ages is Family Math by Jean Kerr Stenmark, Virginia
Thompson, and Ruth Cossey.) Try some of the activities for fun, in a
low-key way. (Math)

<li> Do "free writing" together as a family. Everyone sits down with a
notebook and pen or pencil. Spend 10 minutes writing without
stopping. (People who are not yet writing can draw pictures.) If you
can't think of anything to write, just write "I can't think of
anything to write" over and over until you think of something. For
right now, don't worry about spelling or punctuation; it is more
important for people to be willing to write than to do it
perfectly. Writing together frequently pays big dividends in helping
people to learn to write. (Writing)

<li> Make your own books. Just sew pages of paper to a piece of
cardboard and fold it in half, or find a book that gives instructions
for more elaborate versions. Decorate the cover. Draw or write
inside. (Art, writing)

<li> Cook something you've never cooked before. (Home economics)
</ul>

<h6>Very Important Notes:</h6>

<p>Try to take time to answer your kids' questions. If you don't know,
say so and try to help them find the answers. But don't wear yourself
and your kids out by constantly looking for opportunities to "teach"
them something. Focus on their strengths, especially if they have been
in a conventional school situation that emphasized their weaknesses.

<p>If your kids complain that they are bored, congratulate yourself:
You have managed to help them find some free time that they can decide
what to do with. Ask them for ideas about what they would like to
do. List possibilities that they can choose from.


 
<hr>
<a name="95"></a><h4>Question: I want to continue homeschooling, but I feel tired, overwhelmed, confused, and discouraged.</h4>
<p><i>See page 95.</i></p>

<h5>Chapter 14: Solving Problems</h5>

<ul>
<li> It seems like no one's learning.  92
<li> Our children are having trouble with reading (or math or... ). 93
<li> Our children won't settle down and study.  94
<li> The children seem to squabble so much.  94
<li> Solving Family Problems 94
<li> Dealing With Discouragement 95
</ul>

<h6>Dealing With Discouragement</h6>

<p>Here are suggestions for parents who want to continue homeschooling
but are feeling overwhelmed, tired, or confused.

<ul>
<li> Try not to make comparisons. Enjoy your children as they are
without comparing them to others. Expect your house to look more lived
in than those belonging to families who only eat and sleep
there. Remember that homeschools are different from conventional
schools and do not need to duplicate them.

<li> Consider trying a different approach to curriculum. See Chapter 7
for different approaches. Maybe a different one would work better.

<li> Think about taking a break for a while from academics, or at
least the part that is frustrating you or your children. Take off a
day, a week, a month, or more. After all, you may be homeschooling for
years, and your children can continue learning throughout their lives,
so you can certainly afford to take a little time off. Or, if taking a
break for a week or longer sounds too risky, try taking every Friday
off. Start by doing the day's household tasks, then decide what you
most want to do for the rest of the day. Try some of the activities in
Chapter 6 or think up your own.<br><br>

At the end of the break, look around. What have the kids learned? What
have you learned? Most families who try this are amazed at how much
they learn during times like this.

<li> For ideas about parenting homeschooling children, including
finding time for yourself, see Chapter 13.

<li> Start a small parents' group. One possibility is to invite a few
families for a brown bag lunch or a potluck lunch or supper. Parents
can talk informally or discuss a specific topic while the children
play. (This may not be a good time for children's activities designed
to promote learning.) If the children need some help, give them paper
and magic markers, board games, play dough, ingredients to make
cookies, or a place to play games like tag. (If neighbors are likely
to be concerned, explain that it's physical education.) It helps if
the kids can interrupt when they need you. If the gathering works
well, pick a date to meet again, and ask someone to plan and host that
gathering. If not, try again with a different group of people.

<li> Remember that many problems are "life problems" or "kid problems"
and not "homeschooling problems." Some would be even more difficult to
deal with if the children were attending conventional schools.

<li> Think about the alternatives to homeschooling. Many homeschoolers
feel that even at difficult times, their family is still better off
than it would be if the children were attending conventional schools.

<li> Include topics and activities that you enjoy in your family's
curriculum.  Homeschooling provides many opportunities for us as
parents to grow, to explore new areas, to learn things that we were
told in school we did not have the ability to learn, and to express
ourselves creatively. These are opportunities not to be missed. By
setting an example, we are doing important things for our children and
our communities, as well as ourselves.

<li> Attend the WPA conference in spring. Many homeschooling parents
find the conference provides information, encouragement, and support
that help prevent and overcome discouragement.
</ul>

<hr>
<a name="24"></a><h4>Question: I want to begin homeschooling. What is legally required?</h4>
<p><i>See page 24.</i></p>
<h5>Chapter 3</h5>

<h6>Requirements for Homeschooling in Wisconsin</h6>
<ul>
<li> Understanding and Complying with Wisconsin's Homeschooling Law 24
<li> Additional Considerations 25
<li> Some Things Not Required 26
</ul>

<h6>Understanding and Complying with Wisconsin's Homeschooling Law</h6>

<p>Wisconsin law requires that a "home-based private educational
program" (the term used in the law to refer to a homeschool) provide
"at least 875 hours of instruction each school year" and "a
sequentially progressive curriculum of fundamental instruction in
reading, language arts, mathematics, social studies, science and
health." (See Appendix A for the complete text of this law.)  Parents
or guardians are required to file form PI-1206 with the Department of
Public Instruction (DPI) notifying them that the requirements of the
law are being met. Before filing the form, however, it is important to
understand what the law does and does not require.

<ol>
<li>The law requires 875 hours of instruction, which could be 175 days
of five hours each or some other schedule. In planning and recording
these hours, many parents consider the variety of ways in which
instruction can take place.  In addition to the conventional "teacher
talks and student listens," students can be instructed by
<ul>

<li> books that they read themselves and/or their parents study with
them;

<li> workbooks and exercise sheets which provide opportunities for
them to discover and use skills such as mathematical computation and
penmanship;

<li> hands-on experiments and observations which give them a chance to
discover things for themselves;

<li> computers, including the Internet, and educational audio-visual
materials (films, records, video tapes, audio tapes, etc.);

<li> hands-on experiences such as field trips and practical studies
such as home economics, vocational education, typing, industrial arts;

<li> educational games; and

<li> other methods.
</ul>

<li>The law requires a "sequentially progressive curriculum." This
term is not explicitly defined in the law. However, according to the
intent of the law, this is assumed to be an educational plan in which
new subject matter builds on what has previously been learned. Many
different curriculums are acceptable. Some families choose a
standardized curriculum similar to those used in conventional schools,
perhaps selecting one from the numerous curriculums available for
purchase. Some families develop their own curriculum, based on their
children's needs, interests, and abilities, being sure to include the
subject areas required by law. See page 46 for more information on
choosing and using a curriculum.<br><br>

The subject areas listed in the law (reading, language arts,
mathematics, social studies, science and health) are commonly
understood and assure that the educational program will be
well-balanced. However, the 875 hours of instruction can include any
other subjects that a family chooses, such as art, religion, or
music.<br><br>

The four additional requirements (#3-6 listed below) are seldom a
problem for home-based private educational programs. However, parents
need to be familiar with them and comply.

<li>"The primary purpose of the program is to provide private or
religious-based education."

<li>"The program is privately controlled."

<li>"The program is not operated or instituted for the purpose of
avoiding or circumventing the compulsory school attendance requirement
under s.  118.15(1)(a)."

<li>"The pupils in the institution's educational program, in the
ordinary course of events, return annually to the homes of their
parents or guardians for not less than two months of summer vacation,
or the institution is licensed as a child caring institution under s.
48.60(1)." (This provision applies to boarding schools and other such
institutions and not to homeschools.)
</ol>

<p>In addition, the definitions section of the private school law
states that, "An instructional program provided to more than one
family unit does not constitute a home-based private educational
program."  Disobeying this provision would jeopardize other
homeschools because it would raise the question of whether homeschools
need greater regulation and/or oversight.

<p>These requirements for home-based private educational programs are
exactly the same as those for any other private schools. Home-based
private educational programs are, in fact, private schools. This is
clear from the statutes: "118.165 Private schools. (1) An institution
is a private school if its educational program meets all of the
following criteria: [those listed immediately above and listed on the
form homeschoolers must sign]." Homeschools are called "programs" in
the law only to satisfy concerns that if homeschools were formally
identified as schools, they might be eligible for federal or state
funds that are paid directly to schools to cover the cost of things
like school lunch programs and school bus service. (For more on this
see page 165.) However, private school students, including
homeschoolers, are eligible for services provided by public schools,
including courses in special education and other subjects.

<p>For more detailed information about Wisconsin's homeschooling law,
see page 163.

<h6>Additional Considerations</h6>

<p>Homeschooling parents assume a very serious responsibility. In
addition to meeting legal requirements, many parents consider the
following questions:

<ul>

<li> What are our goals for our children's educations? In addition to
instruction in specific subject areas required by law, many parents
include some or all of the following: developing religious and moral
values, learning to take responsibility, appreciating beauty in nature
and the arts, participating in a community and assuming social
responsibility, serving others, and using resources wisely.

<li> How will our children's progress toward these goals be evaluated?
Many approaches to evaluation are available; flexibility is an asset.
Observing children is one of the best approaches; homeschooling
provides parents with many opportunities. A review of records that
have been kept along with samples of children's work also gives
valuable insights into their progress. See page 63 for more on
evaluations and record keeping.

<li> How will adequate supervision be provided for the children? A
parent at home full-time is one of the most common answers, of course,
but there are other options, depending on the age and abilities of the
children, family circumstances, etc.

<li> How will we provide adequate social interaction for our children?
Learning to interact with a variety of people of different ages is
commonly recognized as an important part of growing up. Many parents
find that homeschooling makes it easier for children to have
meaningful contact with both older and younger people. Contact with
peers comes through neighborhood activities, organized sports,
homeschooling support groups, and youth organizations such as 4-H,
church groups, and scouts.<br><br>

The interaction of 25 children in a classroom can have negative
aspects, such as intense competition and peer dependency. Many parents
feel that the social aspects of a classroom setting need not be
duplicated and in fact may best be avoided. After all, school is the
only place where people are required to interact with a group of
people who are all the same age.

<li> What community resources are available and how will we use them
as part of our children's education? Much depends on opportunities
available in the community; children's interests and abilities; and
parents' imagination, time schedules, and willingness to
chauffeur. Many parents seek opportunities for their children to serve
as well as be served.
</ul>

<h6>Some Things Not Required</h6>

<p>It is important to be aware of things not required by Wisconsin law
and not necessary for homeschooling.

<ul>
<li> Review and approval of homeschooling families' curriculums and
calendars by public school officials are not required. See page 197
for information on handling contacts from public school officials.

<li> Testing or other assessment of homeschooled children is not
required.

<li> A certified teacher, a parent with a high school or college
diploma, a hired tutor, or other "professional educator" is not
required.

<li> Homeschooling does not need to be expensive. With planning and
imagination, many resources can be borrowed from the library or other
places, or obtained free or at minimal cost.

<li> Parents do not need to know everything children will need or want
to learn. Parents and children can learn together, older children can
work independently, tutors can be found, etc.

<li> A two-parent family is not required. There may be additional
challenges for a single parent, such as working out scheduling and
providing adequate supervision, but single parents can homeschool.

<p>For more detailed information about Wisconsin laws governing
homeschooling, see Homeschooling in Wisconsin, pages 163-182.

<p>For the text of Wisconsin's homeschooling law and other laws that
apply to homeschoolers, see Homeschooling in Wisconsin, pages 243-257.

</div>