Your written notice of intent must include each of the following:
• Name of each child (age 6-16)
• Birthdate of each child named
• Address
• A parent’s signature
The notice must be filed in your district school superintendent’s office within 30 days of beginning your home-education program. Click here to find your district school superintendent.
It is wise to do this immediately after establishing your program, especially if you are withdrawing your child from a public or private school, to ensure avoiding truancy allegations. Send your notice return-receipt requested to prove it reached its destination. Though there is no official form that must be submitted, a sample notice of intent may be available through your local group.
You can also find one at www.fpea.com. Simply write or type the information, then send it to your superintendent’s office.
COMPULSORY ATTENDANCE AGE
According to Florida Statute 1003.01(13), all children ages 6-16 are required to attend school regularly. If your child turns 6 sometime between the beginning of the school year and February 1, that child is required to attend the entire school year, and you are required to notify the superintendent. In the rare case your superintendent returns your letter of intent if your child is 5, a conversation with the superintendent about the mandatory kindergarten portion of the law would be appropriate.
When you begin to teach your 6-year-old, you may start with kindergarten, first grade, any other grade, or even the continuation of a preschool program. Kindergarten does not necessarily start at age 5; however, in the public-school system, if the child turns 5 on or before September 1 of that school year, he may be registered for kindergarten. It is permissible to teach kindergarten when your child is 5 even though you are not required to register your child with the superintendent or provide an end-of-theyear evaluation.
• Name of each child (age 6-16)
• Birthdate of each child named
• Address
• A parent’s signature
The notice must be filed in your district school superintendent’s office within 30 days of beginning your home-education program. Click here to find your district school superintendent.
It is wise to do this immediately after establishing your program, especially if you are withdrawing your child from a public or private school, to ensure avoiding truancy allegations. Send your notice return-receipt requested to prove it reached its destination. Though there is no official form that must be submitted, a sample notice of intent may be available through your local group.
You can also find one at www.fpea.com. Simply write or type the information, then send it to your superintendent’s office.
COMPULSORY ATTENDANCE AGE
According to Florida Statute 1003.01(13), all children ages 6-16 are required to attend school regularly. If your child turns 6 sometime between the beginning of the school year and February 1, that child is required to attend the entire school year, and you are required to notify the superintendent. In the rare case your superintendent returns your letter of intent if your child is 5, a conversation with the superintendent about the mandatory kindergarten portion of the law would be appropriate.
When you begin to teach your 6-year-old, you may start with kindergarten, first grade, any other grade, or even the continuation of a preschool program. Kindergarten does not necessarily start at age 5; however, in the public-school system, if the child turns 5 on or before September 1 of that school year, he may be registered for kindergarten. It is permissible to teach kindergarten when your child is 5 even though you are not required to register your child with the superintendent or provide an end-of-theyear evaluation.
It’s likely that no single educational method suits the needs of any particular homeschooling family. Many find that a combination of two or more approaches works well for them. And some might discover that what works for a season has to be revised as the home-education program progresses. Family lifestyle, long-term goals, personalities of family members, cost of materials and availability of resources (libraries, museums, etc.) should all be considered when choosing curriculum. It’s important that you use methods that work for you and your children’s learning styles and that you are open to change when necessary.
TRADITIONAL
Systematic: following a standardized scope and sequence
• Each subject taught individually using textbooks, workbooks, worksheets,
correspondence programs or online courses
• Highly structured
• Requires less preparation time for the parent-teacher; may take less time for the
student
CLASSICAL
Progressive: following natural stages of mental development with rigorous, systematic study
• Follows the classical pattern of The Trivium (language-focused rather than
image-focused; all knowledge interrelated)
• Grammar stage (K-5): observing, listening and memorizing facts
• Logic stage (6-8): organizing, analyzing and debating with supporting facts
• Rhetoric stage (9-12): developing and expressing conclusions in both written
and oral form
UNIT STUDY
Integrated: all subjects are covered while studying one topic
• Utilizes hands-on projects, experiential learning, dramatization and “real” books
• Enhances knowledge retention, giving a broader understanding of a subject
• Facilitates teaching several grade levels simultaneously
CHARLOTTE MASON
Gentle: balancing “masterly inactivity” and direct teaching
• Education through firsthand experiences and observations — museums, nature
walks, play and exploration
• Reading great literature rather than textbooks
• Child narration to develop understanding, retention and self-education
LEARNING LIFESTYLE
Eclectic: a lifestyle developed around a family’s educational pursuits
- Over time, experienced homeschoolers find the lines blurred between “school”
and “home.”
PRINCIPLE APPROACH
Reflective: evaluating the purpose of everything in God’s universe to develop a Christian worldview
• Stresses living according to the biblical principles modeled by the Founding
Fathers
• Emphasizes America’s providential Christian heritage
• Cultivates self-education using “The Notebook Approach” to “research, reason,
relate and record”
UNSCHOOLING
Unstructured: children learn naturally, following their curiosity and interests
• Provides a rich learning environment including books and other resources
• Formal teaching is pursued as the need arises
DELAYED ACADEMICS
Unhurried: a low-stress approach delaying formal academics until child demonstrates readiness
• Delay of formal education (the three R’s) until child is physically, emotionally
and mentally matured, typically between ages 8-14
• Promotes the concept of “Integrated Maturity Level,” the point at which the
brain, vision, hearing, perceptions, emotions, sociability and physical growth
all function cooperatively
• Academics balanced by work and service
TRADITIONAL
Systematic: following a standardized scope and sequence
• Each subject taught individually using textbooks, workbooks, worksheets,
correspondence programs or online courses
• Highly structured
• Requires less preparation time for the parent-teacher; may take less time for the
student
CLASSICAL
Progressive: following natural stages of mental development with rigorous, systematic study
• Follows the classical pattern of The Trivium (language-focused rather than
image-focused; all knowledge interrelated)
• Grammar stage (K-5): observing, listening and memorizing facts
• Logic stage (6-8): organizing, analyzing and debating with supporting facts
• Rhetoric stage (9-12): developing and expressing conclusions in both written
and oral form
UNIT STUDY
Integrated: all subjects are covered while studying one topic
• Utilizes hands-on projects, experiential learning, dramatization and “real” books
• Enhances knowledge retention, giving a broader understanding of a subject
• Facilitates teaching several grade levels simultaneously
CHARLOTTE MASON
Gentle: balancing “masterly inactivity” and direct teaching
• Education through firsthand experiences and observations — museums, nature
walks, play and exploration
• Reading great literature rather than textbooks
• Child narration to develop understanding, retention and self-education
LEARNING LIFESTYLE
Eclectic: a lifestyle developed around a family’s educational pursuits
- Over time, experienced homeschoolers find the lines blurred between “school”
and “home.”
PRINCIPLE APPROACH
Reflective: evaluating the purpose of everything in God’s universe to develop a Christian worldview
• Stresses living according to the biblical principles modeled by the Founding
Fathers
• Emphasizes America’s providential Christian heritage
• Cultivates self-education using “The Notebook Approach” to “research, reason,
relate and record”
UNSCHOOLING
Unstructured: children learn naturally, following their curiosity and interests
• Provides a rich learning environment including books and other resources
• Formal teaching is pursued as the need arises
DELAYED ACADEMICS
Unhurried: a low-stress approach delaying formal academics until child demonstrates readiness
• Delay of formal education (the three R’s) until child is physically, emotionally
and mentally matured, typically between ages 8-14
• Promotes the concept of “Integrated Maturity Level,” the point at which the
brain, vision, hearing, perceptions, emotions, sociability and physical growth
all function cooperatively
• Academics balanced by work and service
Your portfolio must contain two parts, the first being Documented records. Legally speaking, documented records are “a log of educational activities which is made contemporaneously inspection process. Since Florida law does not require lessons to be planned or approved in advance, this allows for more spontaneity in your teaching and for capturing teachable moments. Sample materials must also be included. The law refers to these as “samples of any writings, worksheets, workbooks or creative material used or developed by the student.” The following section addresses documented records and sample materials in more detail.
YOUR DOCUMENTED RECORDS
Choosing Your Record-Keeping Style
It is important to choose a style of record keeping that will not only fulfill the law, but also meet your needs based on factors such as time, number of children, and degree of dedication to filling out your log book. No particular style must be followed, so feel free to explore different approaches.
Some families keep only brief notations, or a dated list of educational activities and a dated list of reading materials by title. This would be the bare minimum required by law for this part of your portfolio. Other families prefer to keep detailed records of each subject on each day using a regular teacher’s planning book (available at any school-supply store). Some simply use a calendar and jot down brief accounts of what type of learning takes place each day. Still others keep something more like a daily or weekly journal rather than separating subjects. Any of these forms is acceptable. The point is that as you teach your children, you should be recording their activities and reading materials.
“Activities” include field trips, participation in co-ops, piano lessons tutored subjects, 4-H activities, science labs, dual enrollment, three-R’s assignments, Scouting, sports activities, etc. It is not necessary to list every single activity or every book being read.
Your entries should be recorded often enough to be considered “contemporaneous with the instruction,” as defined earlier. Keep in mind, though, that the statute was purposely worded so as to keep the log from becoming an attendance register, so do not feel obligated to keep daily records or any specific number of days.
If you plan to keep a daily log, make your entries daily (five to 10 minutes per day) or at least weekly. Avoid waiting too long, because you will forget many of the spontaneous “goodies” worth mentioning. It is not necessary to teach every subject every day. You just need to teach it often enough to ensure sufficient progress is made by the end of the year. The pace will depend upon your child.
Attendance: According to Statute 1002.41, home educators are not required to keep attendance or meet “the requirements of a school day as defined in statute 1002.01.” A county or state official cannot require you to keep or show attendance records. The best way to deal with such a request is to ask your FPEA District Director to look into the matter.
YOUR SAMPLE MATERIALS
According to the law, the second part of your portfolio should consist of “samples of any writings, worksheets, workbooks, or creative materials used or developed by the student.”
There are many ways of keeping sample materials, ranging from a large box with everything in it — even sports trophies — to file folders with just a few samples of work from throughout the school year. Another idea is to use a three ring binder with pocket dividers (available at any office supply store). You can label each pocket with the subjects to be covered: English, Spelling, Handwriting, Math, Social Studies, Science, Fine Arts / Music / Arts and Crafts, and Miscellaneous, for example. Each day you can simply deposit the work in the front of the appropriate pocket, with the most recent work on top. At the end of the year, you can use a separate notebook for gathering a good sampling of materials for an evaluator in lieu of bringing all the work.
Whatever method you adopt to keep your sample materials, remember that they need to be kept in chronological order for ease in showing educational progress. Be sure to put dates on all your work samples.
Another nice addition to your portfolio is a photo album. Since many families are using a more hands-on approach to their schooling and less paperwork, photos can be sufficient to show that your child either was involved in a creative activity or attended a field trip.
If your child is too young or not ready for writing assignments, allow your child to dictate to you. Keep these papers in the child’s folder. The portfolio can be as elaborate as you want to make it as long as you include the list of dated activities, reading materials and the sample materials. Your portfolio does not need to be, and should not be, a major time-consumer.
There are many advantages to keeping more elaborate records. If you choose to have a Florida certified teacher interview your child and review the portfolio, a more elaborate portfolio helps that teacher determine your child’s progress in relation to his level of ability. Additionally, should the superintendent request to inspect your portfolio, you will feel confident in showing records of a fully developed home-education program.
And if you are considering future enrollment for your child in public or private school, a detailed portfolio may assist the principal in determining course credits. It also will be very helpful when you begin to write high-school transcripts and apply for college scholarships.
Finally, a more detailed log may serve as ready-made lesson plans for younger siblings as they get older. In whatever manner you keep your portfolio, remember that it is an extension of your personality and style, and should not be allowed to become an undue burden. Experiment and find the correct approach for you.
MAKE YOUR PORTFOLIO AVAILABLE
Florida law requires you to make your portfolio “available for inspection by the superintendent or the superintendent’s agent, upon 15 days’ written notice.” The superintendent, or his or her agent, is not required to inspect the portfolio as a matter of routine, but does have the right to inspect it if the 15-day written notice is provided. You are not required to show your portfolio to anyone requesting it without proper notice. The inspection is only to make sure the portfolio is legal; the superintendent cannot evaluate its contents.
YOUR DOCUMENTED RECORDS
Choosing Your Record-Keeping Style
It is important to choose a style of record keeping that will not only fulfill the law, but also meet your needs based on factors such as time, number of children, and degree of dedication to filling out your log book. No particular style must be followed, so feel free to explore different approaches.
Some families keep only brief notations, or a dated list of educational activities and a dated list of reading materials by title. This would be the bare minimum required by law for this part of your portfolio. Other families prefer to keep detailed records of each subject on each day using a regular teacher’s planning book (available at any school-supply store). Some simply use a calendar and jot down brief accounts of what type of learning takes place each day. Still others keep something more like a daily or weekly journal rather than separating subjects. Any of these forms is acceptable. The point is that as you teach your children, you should be recording their activities and reading materials.
“Activities” include field trips, participation in co-ops, piano lessons tutored subjects, 4-H activities, science labs, dual enrollment, three-R’s assignments, Scouting, sports activities, etc. It is not necessary to list every single activity or every book being read.
Your entries should be recorded often enough to be considered “contemporaneous with the instruction,” as defined earlier. Keep in mind, though, that the statute was purposely worded so as to keep the log from becoming an attendance register, so do not feel obligated to keep daily records or any specific number of days.
If you plan to keep a daily log, make your entries daily (five to 10 minutes per day) or at least weekly. Avoid waiting too long, because you will forget many of the spontaneous “goodies” worth mentioning. It is not necessary to teach every subject every day. You just need to teach it often enough to ensure sufficient progress is made by the end of the year. The pace will depend upon your child.
Attendance: According to Statute 1002.41, home educators are not required to keep attendance or meet “the requirements of a school day as defined in statute 1002.01.” A county or state official cannot require you to keep or show attendance records. The best way to deal with such a request is to ask your FPEA District Director to look into the matter.
YOUR SAMPLE MATERIALS
According to the law, the second part of your portfolio should consist of “samples of any writings, worksheets, workbooks, or creative materials used or developed by the student.”
There are many ways of keeping sample materials, ranging from a large box with everything in it — even sports trophies — to file folders with just a few samples of work from throughout the school year. Another idea is to use a three ring binder with pocket dividers (available at any office supply store). You can label each pocket with the subjects to be covered: English, Spelling, Handwriting, Math, Social Studies, Science, Fine Arts / Music / Arts and Crafts, and Miscellaneous, for example. Each day you can simply deposit the work in the front of the appropriate pocket, with the most recent work on top. At the end of the year, you can use a separate notebook for gathering a good sampling of materials for an evaluator in lieu of bringing all the work.
Whatever method you adopt to keep your sample materials, remember that they need to be kept in chronological order for ease in showing educational progress. Be sure to put dates on all your work samples.
Another nice addition to your portfolio is a photo album. Since many families are using a more hands-on approach to their schooling and less paperwork, photos can be sufficient to show that your child either was involved in a creative activity or attended a field trip.
If your child is too young or not ready for writing assignments, allow your child to dictate to you. Keep these papers in the child’s folder. The portfolio can be as elaborate as you want to make it as long as you include the list of dated activities, reading materials and the sample materials. Your portfolio does not need to be, and should not be, a major time-consumer.
There are many advantages to keeping more elaborate records. If you choose to have a Florida certified teacher interview your child and review the portfolio, a more elaborate portfolio helps that teacher determine your child’s progress in relation to his level of ability. Additionally, should the superintendent request to inspect your portfolio, you will feel confident in showing records of a fully developed home-education program.
And if you are considering future enrollment for your child in public or private school, a detailed portfolio may assist the principal in determining course credits. It also will be very helpful when you begin to write high-school transcripts and apply for college scholarships.
Finally, a more detailed log may serve as ready-made lesson plans for younger siblings as they get older. In whatever manner you keep your portfolio, remember that it is an extension of your personality and style, and should not be allowed to become an undue burden. Experiment and find the correct approach for you.
MAKE YOUR PORTFOLIO AVAILABLE
Florida law requires you to make your portfolio “available for inspection by the superintendent or the superintendent’s agent, upon 15 days’ written notice.” The superintendent, or his or her agent, is not required to inspect the portfolio as a matter of routine, but does have the right to inspect it if the 15-day written notice is provided. You are not required to show your portfolio to anyone requesting it without proper notice. The inspection is only to make sure the portfolio is legal; the superintendent cannot evaluate its contents.
A CLOSER LOOK AT YOUR EVALUATION OPTIONS
The law requires an annual educational evaluation, which the parent or guardian must file with the district school superintendent’s office. The parent is responsible to ensure the evaluation arrives there. It is suggested you send it certified mail, return receipt requested. The annual evaluation is due on the anniversary date of the submission of your letter of intent. This date is not to be confused with the date of the submission of your last annual evaluation. Nothing in the law requires families to comply with any other particular date, nor can the local Continued on school district enforce an arbitrary deadline.
The law requires an annual educational evaluation, which the parent or guardian must file with the district school superintendent’s office. The parent is responsible to ensure the evaluation arrives there. It is suggested you send it certified mail, return receipt requested. The annual evaluation is due on the anniversary date of the submission of your letter of intent. This date is not to be confused with the date of the submission of your last annual evaluation. Nothing in the law requires families to comply with any other particular date, nor can the local Continued on school district enforce an arbitrary deadline.
This is also referred to as a home evaluation, personal evaluation or a teacher evaluation. As the parent or guardian, you select a Florida-certified teacher to review the portfolio and have a discussion with your child, or in some cases, administer a test as an evaluation tool. Many local groups provide lists of evaluators in their areas. This evaluation usually takes place in an informal, homebased setting, utilizing oral screening and possibly written requirements where applicable. When selecting a teacher, make sure you clearly understand how the evaluation will be conducted and what criteria will be applied.
In this option, the portfolio plays a significant role. It may be best to select an evaluator at the beginning of the school year, then determine what the evaluator will look for in the portfolio. This will aid in your decision regarding portfolio style. The discussion with the child can vary widely from one evaluator to another. The language of the law is quite vague here. Some evaluators simply talk over the portfolio with the child, while others perform an informal oral screening based on basic skills. Still others administer formal testing.
Legally, the evaluator looks for evidence of your child’s “demonstration of educational progress at a level commensurate with her or his ability.” This simply means that the child’s progress should equal his ability. This type of evaluation can be used for any grade level, and especially helps a child experiencing learning disabilities or delays in reading or math skills. This evaluation method is particularly recommended for children in the elementary years who may feel too much pressure from a standardized test, especially one given in a classroomtype setting. It may also be preferred by families that don’t wish to place emphasis on test scores or by families that utilize the unschooling approach to education.
Once the evaluating teacher has concluded that your child has demonstrated educational progress, the teacher submits the written evaluation to the parent. If the teacher concludes that your child has progressed sufficiently, and you do not agree, it is permissible to seek the opinions and evaluations of other certified teachers.
When you obtain the results, you are responsible to submit the written evaluation to your superintendent’s office. This written evaluation does not need to be detailed, nor does it need to be on an official form (for a sample, check with your local group or FPEA District Director or visit www.fpea.com). The evaluating teacher simply needs to state that he or she has found your child to have progressed at a level commensurate with his or her ability. Make sure you retain a copy of your annual evaluation results.
Choosing an Evaluator
Make sure your evaluator holds a valid, regular Florida certificate to teach academic subjects at the elementary or secondary level. A teacher certified only through a private association is unacceptable. Certified teachers can evaluate any grade level regardless of the grade level or subjects of their certification.
In general, the best evaluator is one who is either a homeschooler or at least familiar with the philosophy of homeschooling. This is particularly important if you choose individual evaluation and follow a child-readiness program emphasizing not pressuring your child into a new skill before being ready.
Locating an evaluator requires work. You can check with your local support group, FPEA District Director or homeschooling friends for recommendations. If necessary you can call your school district office; they usually maintain a list of teachers willing to do homeschool evaluations. You can then call each of them to decide which one seems the most compatible with your educational style. If you are not able to find an evaluator you feel comfortable with, you may want to look for one outside your local area. The evaluator is not required to live in the same county you do.
Another option is to educate your selected evaluator about what the law requires. Consider giving this manual to your evaluator to aid in identifying what is required from both parties. Also, though you may prefer a more objective evaluator, nothing in the law states that a parent certified as a Florida teacher cannot evaluate his or her own child. This also applies to other relatives of your child. Florida Virtual School rules for home-educated students request that home-educated students not use FLVS transcripts in place of an evaluation. However, some counties will allow transcripts of FLVS core courses to be used under Option #5 (Superintendent/Parent Agreement).
In this option, the portfolio plays a significant role. It may be best to select an evaluator at the beginning of the school year, then determine what the evaluator will look for in the portfolio. This will aid in your decision regarding portfolio style. The discussion with the child can vary widely from one evaluator to another. The language of the law is quite vague here. Some evaluators simply talk over the portfolio with the child, while others perform an informal oral screening based on basic skills. Still others administer formal testing.
Legally, the evaluator looks for evidence of your child’s “demonstration of educational progress at a level commensurate with her or his ability.” This simply means that the child’s progress should equal his ability. This type of evaluation can be used for any grade level, and especially helps a child experiencing learning disabilities or delays in reading or math skills. This evaluation method is particularly recommended for children in the elementary years who may feel too much pressure from a standardized test, especially one given in a classroomtype setting. It may also be preferred by families that don’t wish to place emphasis on test scores or by families that utilize the unschooling approach to education.
Once the evaluating teacher has concluded that your child has demonstrated educational progress, the teacher submits the written evaluation to the parent. If the teacher concludes that your child has progressed sufficiently, and you do not agree, it is permissible to seek the opinions and evaluations of other certified teachers.
When you obtain the results, you are responsible to submit the written evaluation to your superintendent’s office. This written evaluation does not need to be detailed, nor does it need to be on an official form (for a sample, check with your local group or FPEA District Director or visit www.fpea.com). The evaluating teacher simply needs to state that he or she has found your child to have progressed at a level commensurate with his or her ability. Make sure you retain a copy of your annual evaluation results.
Choosing an Evaluator
Make sure your evaluator holds a valid, regular Florida certificate to teach academic subjects at the elementary or secondary level. A teacher certified only through a private association is unacceptable. Certified teachers can evaluate any grade level regardless of the grade level or subjects of their certification.
In general, the best evaluator is one who is either a homeschooler or at least familiar with the philosophy of homeschooling. This is particularly important if you choose individual evaluation and follow a child-readiness program emphasizing not pressuring your child into a new skill before being ready.
Locating an evaluator requires work. You can check with your local support group, FPEA District Director or homeschooling friends for recommendations. If necessary you can call your school district office; they usually maintain a list of teachers willing to do homeschool evaluations. You can then call each of them to decide which one seems the most compatible with your educational style. If you are not able to find an evaluator you feel comfortable with, you may want to look for one outside your local area. The evaluator is not required to live in the same county you do.
Another option is to educate your selected evaluator about what the law requires. Consider giving this manual to your evaluator to aid in identifying what is required from both parties. Also, though you may prefer a more objective evaluator, nothing in the law states that a parent certified as a Florida teacher cannot evaluate his or her own child. This also applies to other relatives of your child. Florida Virtual School rules for home-educated students request that home-educated students not use FLVS transcripts in place of an evaluation. However, some counties will allow transcripts of FLVS core courses to be used under Option #5 (Superintendent/Parent Agreement).
These are also referred to as standardized achievement tests. Here are some of the more common tests and the grade levels they cover:
- Iowa Tests of Basic Skills (ITBS) — K-8
- Stanford Achievement Test — K-12
- California Achievement Test (CAT) — K-12
- Metropolitan Achievement Test (MAT) — K-12
- Comprehensive Test of Basic Skills (CTBS) — K-12
- Tests of Achievement and Proficiency (TAP) — 9-12
Some children affectionately call these the “bubble tests.” You may choose your own administrator for any of these tests, but he or she must be a certified teacher. It is permissible for a relative of the student to administer this test as long as the relative is a certified teacher.
Achievement tests may be administered in either a group or a private setting. Some school districts offer testing for a group of homeschoolers for a fee or within the public-school classrooms without charge. In choosing this method, though, you may lose your option of submitting your own copy of the results, as the school may send the scores directly to the superintendent’s office. If you choose your own administrator, the law states that the parent or guardian must file a copy of the evaluation with the district school superintendent.
Group testing by a stranger in an unfamiliar environment can be highly stressful and could result in inaccurate test results. If you feel your child can handle group testing, check with your local group leader or nontraditional private school administrator to see if they offer testing — your child would be with familiar people. Local brick-and-mortar private schools may also offer testing.
If you want your child privately tested, then you need to make arrangements with a certified teacher. You may want the teacher to administer a standardized test as mentioned previously, or an achievement test designed to be administered one student at a time. Private testing may be costlier than group testing because you will have to pay for the test and the administrator’s fee. Group testing is usually set at a “bulk rate.”
The selection of the test used is not determined by the school district in which you live. The law stipulates that you may use “any nationally normed student achievement test.” If you choose this option, you are responsible to send your child’s annual evaluation results to the superintendent’s office. The results may include an evaluation written by a Florida-certified teacher as outlined under the Individual Evaluation option. Or you may choose to send in test scores. Make sure you retain a copy of your annual evaluation results. For a sample form, contact your local group or FPEA District Director or visit www.fpea.com. However, nothing in the law mandates the use of a specific form.
Test Distributors
The following is a list of sources that sell tests to individuals who meet their criteria. Please contact these companies directly for cost, purchasing and administration requirements.
• Iowa Test of Basic Skills (ITBS)
University of Oklahoma Evaluation and Testing
3200 Marshall Ave.
Norman, OK 73072
405-325-1971
• ITBS, Stanford Achievement Test (SAT, Cognitive Abilities Test
[CogAT])
Bob Jones University Testing Services
www.bjupress.com/testing
800-845-5731
Note: BJU does not sell the Stanford 10 test to buyers in
Hillsborough County.
• California Achievement Test (CAT)
Seton Home Study School
www.setonhome.org
540-636-9990
• Comprehensive Test of Basic Skills (CTBS)
The Sycamore Tree
www.sycamoretree.com (link to curriculum and testing)
800-779-6750
• Triangle Education Assessments (ITBS, SAT, CogAT)
www.HomeSchoolerTests.com
877-843-8837
Practice Testing
Many parents have found that practice tests ease the stress related to test-taking. Practice tests familiarize your child with the test-taking process and educational terms you may not normally use. A few months prior to the test date, you (without the child) should go through the practice test to look for unfamiliar terms and procedures, then include them in your curriculum. It is recommended that the practice test be administered no later than two or three weeks before the actual test date to allow the process to remain fresh in your child’s mind.
The best place to locate materials to practice for end-of-the-year standardized testing is to consult your favorite home-education catalog company and search for the testing category. The following sources provide help with practice testing:
• Scoring High
Practice tests for the CAT, ITBS and SAT (grades 1-8)
Debra Bell’s Homeschool Resource
www.debrabell.com
www.HSRConlinestore.com
• Test for Success
Prepare for any test; designed to teach testing strategies and
reasoning skills for K-8
Bob Jones University Testing Services
www.bjupress.com/testing
800-845-5731
• Better Test Scores
Prepare for any test; designed to teach testing strategies and to
review material in order to discover weaknesses
Bob Jones University Testing Services
www.bjupress.com/testing
800-845-5731
Consulting your favorite homeeducation catalog company and searching for the parent helps or testing categories will also provide materials to aid in practicing for end-of-the-year standardized testing. Homeschool magazines and journals frequently advertise various standardized test prep books. The public library may also contain resources that help you better understand and interpret standardized tests.
Individual Achievement Testing
For those homeschoolers who would like to compare standardized test results but do not want to subject their child to a group testing environment, some certified teachers provide individual achievement testing. This option allows you to receive scores from a test designed to be administered to one student at a time. Evaluators who offer this service provide all the testing materials, as well as set up the location and time. Some of the most commonly used tests are:
• Wide Range Achievement Test (WRAT)
• Kaufman Test of Educational Achievement (KTEA)
• Peabody Individual Achievement Test — Revised (PIAT-R)
Check with a local support group, your FPEA District Director or a nontraditional private school (click here to identify your district or Director) to learn about evaluators in your area who offer this service.
- Iowa Tests of Basic Skills (ITBS) — K-8
- Stanford Achievement Test — K-12
- California Achievement Test (CAT) — K-12
- Metropolitan Achievement Test (MAT) — K-12
- Comprehensive Test of Basic Skills (CTBS) — K-12
- Tests of Achievement and Proficiency (TAP) — 9-12
Some children affectionately call these the “bubble tests.” You may choose your own administrator for any of these tests, but he or she must be a certified teacher. It is permissible for a relative of the student to administer this test as long as the relative is a certified teacher.
Achievement tests may be administered in either a group or a private setting. Some school districts offer testing for a group of homeschoolers for a fee or within the public-school classrooms without charge. In choosing this method, though, you may lose your option of submitting your own copy of the results, as the school may send the scores directly to the superintendent’s office. If you choose your own administrator, the law states that the parent or guardian must file a copy of the evaluation with the district school superintendent.
Group testing by a stranger in an unfamiliar environment can be highly stressful and could result in inaccurate test results. If you feel your child can handle group testing, check with your local group leader or nontraditional private school administrator to see if they offer testing — your child would be with familiar people. Local brick-and-mortar private schools may also offer testing.
If you want your child privately tested, then you need to make arrangements with a certified teacher. You may want the teacher to administer a standardized test as mentioned previously, or an achievement test designed to be administered one student at a time. Private testing may be costlier than group testing because you will have to pay for the test and the administrator’s fee. Group testing is usually set at a “bulk rate.”
The selection of the test used is not determined by the school district in which you live. The law stipulates that you may use “any nationally normed student achievement test.” If you choose this option, you are responsible to send your child’s annual evaluation results to the superintendent’s office. The results may include an evaluation written by a Florida-certified teacher as outlined under the Individual Evaluation option. Or you may choose to send in test scores. Make sure you retain a copy of your annual evaluation results. For a sample form, contact your local group or FPEA District Director or visit www.fpea.com. However, nothing in the law mandates the use of a specific form.
Test Distributors
The following is a list of sources that sell tests to individuals who meet their criteria. Please contact these companies directly for cost, purchasing and administration requirements.
• Iowa Test of Basic Skills (ITBS)
University of Oklahoma Evaluation and Testing
3200 Marshall Ave.
Norman, OK 73072
405-325-1971
• ITBS, Stanford Achievement Test (SAT, Cognitive Abilities Test
[CogAT])
Bob Jones University Testing Services
www.bjupress.com/testing
800-845-5731
Note: BJU does not sell the Stanford 10 test to buyers in
Hillsborough County.
• California Achievement Test (CAT)
Seton Home Study School
www.setonhome.org
540-636-9990
• Comprehensive Test of Basic Skills (CTBS)
The Sycamore Tree
www.sycamoretree.com (link to curriculum and testing)
800-779-6750
• Triangle Education Assessments (ITBS, SAT, CogAT)
www.HomeSchoolerTests.com
877-843-8837
Practice Testing
Many parents have found that practice tests ease the stress related to test-taking. Practice tests familiarize your child with the test-taking process and educational terms you may not normally use. A few months prior to the test date, you (without the child) should go through the practice test to look for unfamiliar terms and procedures, then include them in your curriculum. It is recommended that the practice test be administered no later than two or three weeks before the actual test date to allow the process to remain fresh in your child’s mind.
The best place to locate materials to practice for end-of-the-year standardized testing is to consult your favorite home-education catalog company and search for the testing category. The following sources provide help with practice testing:
• Scoring High
Practice tests for the CAT, ITBS and SAT (grades 1-8)
Debra Bell’s Homeschool Resource
www.debrabell.com
www.HSRConlinestore.com
• Test for Success
Prepare for any test; designed to teach testing strategies and
reasoning skills for K-8
Bob Jones University Testing Services
www.bjupress.com/testing
800-845-5731
• Better Test Scores
Prepare for any test; designed to teach testing strategies and to
review material in order to discover weaknesses
Bob Jones University Testing Services
www.bjupress.com/testing
800-845-5731
Consulting your favorite homeeducation catalog company and searching for the parent helps or testing categories will also provide materials to aid in practicing for end-of-the-year standardized testing. Homeschool magazines and journals frequently advertise various standardized test prep books. The public library may also contain resources that help you better understand and interpret standardized tests.
Individual Achievement Testing
For those homeschoolers who would like to compare standardized test results but do not want to subject their child to a group testing environment, some certified teachers provide individual achievement testing. This option allows you to receive scores from a test designed to be administered to one student at a time. Evaluators who offer this service provide all the testing materials, as well as set up the location and time. Some of the most commonly used tests are:
• Wide Range Achievement Test (WRAT)
• Kaufman Test of Educational Achievement (KTEA)
• Peabody Individual Achievement Test — Revised (PIAT-R)
Check with a local support group, your FPEA District Director or a nontraditional private school (click here to identify your district or Director) to learn about evaluators in your area who offer this service.
This option includes such tests as the High School Competency Test (HSCT), Florida Writes and the FCAT (Florida Comprehensive Achievement Test). Home-educated students may take these tests at a location and under testing conditions approved by the school district. Homeschoolers’ test scores will be collected separately, then sent to the district school superintendent’s office, which then forwards the results to the parents.
The FCAT was designed to drive the curriculum of public schools; teachers prepare students for the FCAT throughout the school year. If you choose this option, it would be wise to obtain practice tests early in the year to prepare your child for the terminology and the style of questions used.
The FCAT was designed to drive the curriculum of public schools; teachers prepare students for the FCAT throughout the school year. If you choose this option, it would be wise to obtain practice tests early in the year to prepare your child for the terminology and the style of questions used.
By law, this option must be performed by a psychologist who holds a “valid active license pursuant to the provisions of Florida Statute 90.003 (7) or (8).” It is the parent’s responsibility to submit a copy of the evaluation to the district school superintendent.
This option provides a way to use evaluation methods not covered under the above four options. You would need to contact your local superintendent’s office with your proposal and reach a mutual agreement. It is recommended that you obtain this agreement in writing.
Other valid measurements can include SAT or ACT scores; grades earned through dual enrollment; or classes taken at public schools, private schools or online. Florida Virtual School rules for home-educated students request that homeeducated students not use FLVS transcripts in place of an evaluation. However, some counties will allow transcripts of FLVS core courses to be used under this option.
Other valid measurements can include SAT or ACT scores; grades earned through dual enrollment; or classes taken at public schools, private schools or online. Florida Virtual School rules for home-educated students request that homeeducated students not use FLVS transcripts in place of an evaluation. However, some counties will allow transcripts of FLVS core courses to be used under this option.
According to the law, “the portfolio shall be preserved by the parent for two years.” It would be wise to preserve the high school portfolio for longer than two years. You may need to make portions of your portfolio available to admission counselors when beginning post-secondary education.
If you decide to no longer home educate under 1002.41, move out of the county, put your child in a public or private school, or your child graduates or completes your home-education program, you must file a notice of termination with the superintendent’s office within 30 days of the time you terminate.
A notice of termination should include the same student information as the notice of intent. Again, send your notice certified mail, return receipt requested to prove it reached its destination. For a sample termination notice, click here.
Click here to find your school district
A notice of termination should include the same student information as the notice of intent. Again, send your notice certified mail, return receipt requested to prove it reached its destination. For a sample termination notice, click here.
