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Homeschooling

Homeschooling your children

Parents/Guardians of compulsory school age children have the legal right to instruct their children at home if they so choose.  Parents who wish to home school their children provide an annual written notice of intent to the school district. Upon receipt of this notice the Burnt Hills Ballston Lake Central School District works collaboratively with families choosing to instruct their children at home, facilitating a partnership to fulfill the responsibilities and requirements of home instruction per NYS Education Law.

The Office of the Assistant Superintendent for Curriculum and Instruction acts as the liaison to families to ensure all regulations are met and each student receives an educational experience that is substantially equivalent to that at BH-BL.

What are the procedures at BH-BL for homeschooling?

If you are considering home instruction, please contact Dave Collins or Dottie Salvatore at 518-399-9141 x85002 to begin the process or ask questions.

You can also refer to the NYS Home Instruction Regulations which guide you through required steps to initiate and fulfill home instruction.  The NYS Education Department also provides a Frequently Asked Questions section on their website as well as other helpful information for families choosing to homeschool.

We look forward to partnering with you.

The Homeschool Handbook

Procedure Guidelines for Home Instruction Review at BH-BL

[Print-friendly Homeschool Handbook]

TABLE OF CONTENTS

REQUIRED DOCUMENTS

  1. Notice of Intention to Homeschool (Form A)

Required: Notification shall be provided annually of intent to instruct any child of compulsory school attendance age at home. Children who have their sixth birthday on or before December 1 are considered to be of compulsory school age.

Due: July 1 or within 14 days of commencing home instruction each year. (The school year begins July 1 and ends June 30.)

Content:

    1. Name, age, grade, date of birth, name of district school for each child.
    2. Name, address and telephone number of parents or guardians.
    3. Name and address of person providing instruction.
    4. Dates on which home instruction will begin and end.

2. Individualized Home Instruction Plan (IHIP) (Form B)

Required: A separate plan is required for each child of compulsory school attendance age being instructed at home. An IHIP is required for children who reach their sixth birthday on or before December 1; IHIP’s for children who will turn sixteen during the year must be prepared for the entire school year.

Due: August 15 or within four weeks of receiving a response to a Letter of Intent from the school  superintendent, whichever is later.

Content:

    1. Name, age and grade level.
    2. Dates, between July 1 and June 30, on which quarterly reports of progress will be submitted to the school district, spaced in even and logical time spans.
    3. Names of all individuals providing instruction.
    4. A list of the syllabi, curriculum materials, textbooks, or a plan of instruction to be used in each required subject. A table of contents from an appropriate textbook, or, if available, a scope and sequence chart can be submitted if it describes the content that will be taught.

3. Quarterly Reports (Forms C1-C3)

Required: A record of achievement and number of hours of instruction submitted four times a year for each child

Due: On or before the dates specified by the parent on the IHIP

Content:

    1. Number of hours of instruction completed during the quarter (total for Grades 1-6 students; by subject for grades 7-12).
    2. A written description of the materials covered for each subject listed on the IHIP
    3. A grade or written evaluation of the student’s progress.
      Note: An evaluation must assess the level of achievement obtained by the student. It cannot simply state that lessons were completed.
    4. If less than 80% of the instructional plan represented in the IHIP for the quarter has been achieved in any subject, a written explanation is required.

4. Annual Assessment

Required: A norm-referenced standardized achievement test, or approved alternative that documents the level of achievement for each student, must be administered each year.

Due: At the time the fourth quarterly report is submitted

    1. Standardized Testing: Selected by parents from the following:
      1. Iowa Test of Basic Skills
      2. California Achievement Test
      3. Comprehensive Test of Basic Skills
      4. Metropolitan Achievement Test
      5. Stanford Achievement Test
      6. A State Education Department Test
      7. Another test approved by the State Education Department

Administration: Selected by parents from the following:

      1. at the public school, by its professional staff
      2. at a non-registered, non-public school, by its professional staff, with the prior consent of both the home district superintendent and the chief school officer of the nonpublic school
      3. at parent’s home, or any reasonable location, by a New York State certified teacher or other qualified person with the prior consent of the home district superintendent

    Note: A parent who has been identified as the home school instructor may administer a standardized achievement test with the prior consent of the home district superintendent.

    Scoring: The test shall be scored by the person administering the test or by other qualified persons mutually agreeable to the parents and home district superintendent.

    Costs:The test shall be provided by the school district upon request of the parent. When the test is administered at a location other than the public school, the cost of administration, including facilities, personnel and transportation shall be borne by the parents.

    Results: A student’s score shall be deemed adequate if the composite score is above the 33rd percentile on national norms, or reflects one academic year of growth compared to a test administered during or subsequent to the prior school year.

    Note: A score below the 33rd percentile is considered inadequate and the program shall be placed on probation for a period of up to two years.

    A remediation plan is required for homeschool programs placed on probation and is required to be submitted prior to submitting the IHIP for the next school year.

    B. Alternative Evaluations
    A written narrative completed by a qualified person is permitted to be chosen by parents under the following conditions:

      1. Students in grades 1-3
      2. Students in grades 4-8 may be assessed by written narrative every other year only. (i.e. grades 4, 6, 8 or grades 3, 5 and 7)

    Administration: A qualified person such as a certified teacher or home instruction peer review panel may be chosen by the parent with the consent of the home district superintendent. A parent who has been identified as the home school instructor may also complete a narrative assessment with the prior consent of superintendent.

    Results: In a narrative assessment, the administrator(s) certifies that the student has made either adequate or inadequate progress based on the student work that has been reviewed.

    Preparing the IHIP

    The Individualized Home Instruction Plan form serves as a guide in planning a home instruction program. It also helps the school district by documenting the specific content intended to be taught in the event that the student enrolls in district classes at some later date. For these reasons, the IHIP should be carefully prepared.

    A separate IHIP must be prepared for each student, even if they are receiving the same instruction.

    Completing the Cover Sheet

    In addition to basic information about the student, the cover sheet includes a place to indicate how the school year will be divided up. Year-round schooling or a more traditional school calendar year may be followed. However, all plans must end with the fourth quarter on June 30. The dates by which each of four Quarterly reports will be submitted should be recorded on the cover sheet.

    Note: The third quarterly report should include plans for the annual assessment.

    Completing the IHIP

    For compliance purposes, the IHIP serves to establish the concept of “substantial equivalence.” It must include a list of the syllabi, curriculum materials, textbooks, or a plan of instruction to be used in each required subject. A table of contents from an appropriate text, or, if available, a scope and sequence chart can be submitted if they describe the content to be taught.

    Some examples of exemplary IHIP’s are found at the end of this section. These examples are a composite of actual IHIP’s submitted by homeschoolers. The names are fictitious.

    In New York State, both subject and instructional requirements change from elementary (1-6) to middle or junior high (grades 7-8) and again in high school (grades 9-12). The overviews and charts that follow outline the curriculum taught in public schools and registered non-public schools. They are provided as a quick reference for those who may find this information useful.

    Overview of the New York State Elementary Curriculum

    The following is a general overview of content most commonly found in the elementary curriculum. Its purpose is to describe some of the major concepts and skills addressed and is by no means a comprehensive description of the curriculum. The best resource for curriculum information is the curriculum coordinator or elementary school principal in the home district.

    English/Language Arts

    The English/Language Arts Curriculum integrates the skills of reading, writing, speaking and listening. Spelling is usually addressed within the context of writing or composition. At the elementary level much attention is focused on developing reading skills using both fiction and non-fiction materials. A variety of genres are utilized as resources. Listening skills are practiced through story time and other activities that require focused listening to obtain information. Writing skills are developed by having children keep journals of their experiences, write stories, letters, and reports. Speaking skills are developed by giving short presentations and oral reports.

    Mathematics

    A major goal of mathematical education is to develop the ability to utilize math concepts and skills to solve everyday problems. The content areas of math are logic, number sense and numeration, operations on numbers, geometry, measurement, probability and statistics, algebra, and trigonometry. During the elementary years, fundamental concepts in all these areas are introduced while the skills to apply them are gradually developed throughout the entire school experience. Having children create and solve their own problems, display numerical data in different ways, or play mental math games are examples of activities that develop specific math skills.

    Science

    Elementary science includes both life sciences and physical sciences. Health can easily be integrated as a part of life sciences. A major goal is for children to understand and experience the scientific process of inquiry where hypotheses are formulated and tested. Therefore science learning should be a hands-on experience. Observing, classifying, measuring, predicting, and interpreting data are all skills associated with the scientific process. Content at the elementary level generally includes the study of plants and animals, energy and matter, the environment, and body systems.

    Social Studies

    Social studies includes the study of history, geography, economics, and citizenship. In the primary grades instruction focuses on the interdependency of family and community. Concepts such as roles, services, needs and wants are introduced. Pedestrian, bicycle, and fire safety can be integrated here as well.  As children progress to the intermediate grades, the concept of community is extended to states and countries. In New York State, fourth grade focuses on local history, fifth grade on western expansion in the U.S. and sixth grade on other continents and countries in the world. At each level the content addresses culture, government systems, economics, and major historical figures and events. Skills include map reading and making, getting and reporting information from a variety of sources, and interpreting written reports and documents.

    Health

    In the primary grades health instruction emphasizes developing good health habits that include grooming, nutrition, and the prevention of disease and accidents. The Commissioner’s Regulations were recently amended to include instruction specific to HIV/AIDS, alcohol/drug/tobacco abuse, and child abuse. HIV/AIDS instruction focuses on prevention, emphasizing the communicable nature of the disease and the drug abuse connection. Safety education is easily integrated into health instruction.  In the upper elementary grades more time is spent in studying human growth and development and the function of various body systems. The importance of developing a healthy life style is emphasized at this level also.

    Art and Music

    Study in the arts provides children throughout the K-12 grades with experiences that enable them to develop skill in expressing ideas through an artistic medium. By performing and analyzing the work of others, children can understand that individual styles are created by using artistic elements in different ways.

    Physical Education

    Physical fitness and teamwork are emphasized in the physical education curriculum throughout the K-12 experience. Activities involving rhythms, dances, exercise and games for both individual and group participation are included.

    Library/Media

    The ability to find and access information is an important skill for all learners. These skills are best learned within the context of instruction and should be incorporated into appropriate projects and assignments.  Computer skills are most effectively developed in this fashion also. Students can set up their own databases to organize their research, use simple word processing programs to write stories and reports, and print out their copies using desktop publishing.

    GRADES 1 – 6

    Subject Requirements (public/registered non-public schools)

    • English/Language Arts: Reading, Writing, Spelling, Speaking/listening
    • Mathematics
    • Science: life sciences, physical science
    • Social Studies (includes citizenship and patriotism): Geography, NYS history and constitution, US history and constitution, Local history, Economics
    • Health (includes HIV/AIDS, alcohol/ drug/tobacco abuse, fire/highway/ bicycle safety education, child abuse)
    • Music
    • Art
    • Physical Education

    Note: Bilingual education or English as a second language should be provided where a need is indicated.

    Instructional Requirements

    • 180 days of instruction should be provided each year.  Cumulative hours of instruction grades 1-6 shall be 900 hours per year.

    Overview of New York State Curriculum for Grades 7-8

    The following is a general overview of content most commonly found in middle and junior high school curricula. Its purpose is to give an idea of some of the major concepts and skills addressed and are by no means a comprehensive description of the curriculum. The best resource for curriculum information is the curriculum coordinator or middle school/junior high principal in the home district.

    English/Language Arts

    Development of skills in reading, writing, listening and speaking continues. During these grades students should be easily reading young adult literature and be fairly independent in utilizing common reference materials. Student writing demonstrates an understanding of different types of genre as well as the effective use of language structures. Essays, skits, short stories, reports, newspaper ads/articles and business correspondence are some examples of the kinds of writing that are practiced.

    Mathematics

    Skill development in the seven content areas introduced at the elementary level continues. Basic computation skills are mastered as well as competency in using a calculator. The vocabulary associated with the various disciplines of math is used to describe problems and pose solutions. Activities continue to emphasize real world applications of math skills and concepts.

    Science

    Laboratory experiences utilize the basic concepts and skills developed during the elementary years to understand and explain scientific phenomena. Content includes organisms and micro-organisms, human systems, earth, weather and climate, astronomy and aerospace, energy and motion, chemistry of matter, and science, technology and society. Instruction frequently involves projects that clarify the relationships among the various science disciplines and mathematics.

    Social Studies

    In New York State, junior high school social studies is a two-course sequence that traces the human experience in the United States from pre- Columbian times to the present. Major political, economic and social trends in United States history are tied to parallel trends and time frames in New York State history. Connections are made to Canada and Mexico where relevant.

    It should be noted that American history is the content focus in grades 4, 8, 9, and 11. Therefore, grades 7-8 are a vital link to high school courses since they build on and reinforce the skills, concepts and content introduced in the elementary grades.

    Technology Education and Home and Career Skills (Practical Arts)

    A 1985 revision of the Commissioner’s Regulations changed the practical arts requirement to technology education and home and career skills. It should be noted that all students take both courses. In middle schools they are often included in the sixth-grade curriculum. These subjects are defined as follows: [CR 100.4 (a)]

      • Technology Education means a program of instruction designed to develop an understanding of systems in fields such as production, transportation, construction, communications and agriculture by emphasizing applied activities through working with tools, machines, and devices used in the home and the workplace.
      • Home and Career Skills (Practical Arts) means a program of instruction primarily through applied activities designed to prepare students to meet their responsibilities and understand their opportunities as parents or other members of families, consumers, home managers and wage earners.

    Health

    See Elementary

    Art, Music, PE

    See Elementary

    GRADES 7 – 8

    Subject Requirements  (public/registered non-public schools)

    • English/Language Arts – 2 Units: Reading, Writing, Spelling, Speaking/listening
    • Mathematics – 2 Units
    • Science – 2 Units (includes life sciences and physical science)
    • Social Studies – 2 Units (includes citizenship and patriotism): Geography, NYS history and constitution, US history and constitution, Economics
    • Health – on a regular basis: (includes HIV/AIDS, alcohol/ drug/tobacco abuse, fire/highway/ bicycle safety education, child abuse)
    • Music – ½ Unit
    • Art – ½ Unit
    • Technology – on a regular basis
    • Practical Arts – on a regular basis
    • Library Skills – on a regular basis
    • Physical Education – on a regular basis

    Note: Bilingual education or English as a second language should be provided where a need is indicated.

    Instructional Requirements

    • A Unit equals 6480 minutes per year. The equivalent of 180 days of instruction should be provided each year.  Cumulative hours of instruction grades 7 – 8 shall be 900 hours per year.

    Overview of New York State High School Curriculum

    The following is a general overview of content most commonly found in the high school curriculum Its purpose is to give an idea of some of the major concepts and skills addressed and is by no means a comprehensive description of the curriculum. The best resource for curriculum information is the curriculum coordinator or high school principal in the home district.

    English/Language Arts

    High school English refines the skills of reading, writing, speaking and listening to a point where they will be functional for adult life. Adult literature of all genres is read and analyzed for style, substance, character development and effective language use. Creative writing experiences continue while formal research reports, reviews, resume writing, and the like prepare students for the situations in which they are likely to use those skills as adults.

    Mathematics

    High school mathematics is a three-course sequence that integrates the branches of mathematics including the traditional topics of algebra, geometry, and trigonometry, and the additional topics of logic, probability, statistics, and transformational geometry.

    The core of the first course is a solid introduction to the principles and techniques of algebra. The relationship between the algebraic representation of a linear relation and its graphic counterpart is developed as well. Geometry is emphasized more in the second and third courses, including the study of transformations in the coordinate plane. Probability and statistics continue to build upon the foundation established in the elementary and middle/junior high grades. A course in calculus is desirable for students planning a career in math, engineering, technology or architecture.

    Science

    High school students in New York State take a minimum of two courses in science. In-depth study is offered in the traditional disciplines of earth science, biology, chemistry and physics. Courses which combine or transcend traditional courses such as biochemistry, unified science, environmental science, space and oceanography are becoming commonplace.

    Social Studies

    In New York State, high school social studies is a four year, five course sequence. The first two years or courses emphasize other countries of the world and are designated as Global Studies. Content includes the history, culture, geography, economics and politics of a country or region.

    The third-year course is U.S. History and Government.

    The fourth year includes courses in economics and participation in• government. The goal of the economics course is to enable students to function as informed and economically literate citizens in our society and the world. Participation in Government provides experiences in which students apply their knowledge of the principles and practices of government by participating in the process of public policy formation and action.

    In all courses, the skills and concepts introduced in the elementary grades are extended and refined. Critical analysis and discussion are instructional strategies commonly employed with high school students.

    Health, Art, Music, PE

    See Elementary

    GRADES 9 – 12

    Subject Requirements (public/registered non-public schools)

    • English/Language Arts – 4 Units: Reading, Writing, Spelling, Speaking/listening
    • Mathematics – 2 Units
    • Science – 2 Units
    • Social Studies – 4 Units Total (includes citizenship and patriotism): Global Studies – 2 Units; American History – 1 Unit; Participation in Government – ½ Unit; Economics – ½ Unit
    • Health – ½ Unit: (includes HIV/AIDS, alcohol/ drug/tobacco abuse, fire/highway/ bicycle safety education, child abuse)
    • Music and/or Art – 1 Unit
    • Physical Education – 2 Units
    • Electives – 3 Units

    Note: Bilingual education or English as a second language should be provided where a need is indicated.

    Instructional Requirements

    • A Unit equals 6480 minutes per year. The equivalent of 180 days of instruction shall be provided each year.  Cumulative hours of instruction grades 9 – 12 shall be 900 hours per year.