CHEWV

Author: CHEWV

  • WVUP Hosts Science Labs for Homeschoolers

    WVUP Hosts Science Labs for Homeschoolers

    Since lab sciences are prerequisite for college admissions, CHEWV was delighted that WVUP willingly offered high school level science labs to homeschoolers last month.  Here’s the icing on the cake:  they offered the labs, with materials, at no charge!  

    In March, several families took advantage of the “Home School Day” held at WVUP’s campus in Parkersburg for 8th-12th graders and their parents.  Following a career-exploration program, tours, and free lunch, both biology and chemistry labs were offered in the afternoon. 

    Paula Lemley, a Morgantown homeschooling mom and CHEWV member who took her three oldest to the event, raved about the program.  “I wish we lived closer.  They are offering Early College – really a dual enrollment.  My kids would be able to take classes, earn college credits, and get a ‘feel’ for college.”  While she is aware of dual enrollment courses at WVU, she explains, “This campus is nice and small.”  Small classes with personable instructors can serve as a valuable transition before attending a larger university.  

    Enthusiastically affirming that her family would participate if they offer labs again next year, Paula expressed a desire for other colleges/universities to follow suit.  “This Parkersburg campus is really reaching out to the homeschool community.  I wish FSU and WVU would do the same.”

    And so do we.  CHEWV would like to see more colleges around the state reach out to homeschoolers and provide science labs as an incentive to take campus tours and listen to college presentations.  Career-oriented labs were offered by the West Virginia Junior College Bridgeport campus in 2015, co-hosted and fully supported by CHEWV.  We are more than willing to lend our support to any college that would consider hosting labs because we hope this becomes a trend across the state.

    ~~~~~

    Click on any of the photos below to view as a slideshow.

  • The Special Session Has Begun

    by John Carey, CHEWV’s Legislative Liaison

    As soon as the West Virginia Legislature adjourned at midnight on the last day of the 60-day regular session, the legislature was called into a special session to discuss what the Governor has called “Education Betterment.” Immediately afterwards, the legislature recessed and returned to their districts to get input from their constituents.

    At this time, it is unclear when legislators will reconvene to report the results of the public forums that are being held around the state. Some say at the end of April; others, during the interim in June.  In any case, it must be before the start of the fiscal year, which begins on July 1st.

    When I met with legislators on the last day of the regular session, they expressed their desire to hear from not just public-school parents and students, but from private school and homeschool families as well. In fact, if you want, I encourage you to coordinate with other homeschool families to set up a meeting with your legislators to discuss the issues that are important to you.  After all, these folks represent you and are available to meet throughout the year.

    Legislators are passionate about trying to do what is best for students and teachers. After many years of receiving reports of problems in public schools, they want to see a change in the system.  This is why many current legislators are encouraging Charter Schools and ESA’s: they want to give parents more control over their children’s education, and they want to see new educational approaches that better meet students’ needs. They also want to help public school teachers who want more of a say in how they teach. Legislators want to see a bottom-up approach applied to education that will facilitate success in the classroom. 

    In the last two decades, I have attended well over 200 education committee meetings at the WV State Capitol and have watched as legislators seek to improve education quality. They really do care and want to be able to look back over their years of service with satisfaction and the knowledge that they made a difference.

    At the same time, they do not always understand the needs of homeschool parents. For example, ESA’s are not a good choice for homeschool families, since government money is inevitably followed by government regulation. (Tax credits, which are not government money, would be a better fit for homeschoolers since they do not come with strings attached.)  In addition, school sports is an option some home school parents would enjoy—but not at the cost of increased regulation. Legislators also do not always understand the importance of religious liberty and parental rights to homeschool parents and often need reminded with phone calls and letters.

    When the legislature meets again before July to discuss how best to improve education, CHEWV will be there to meet with legislators and remind them of the legislative priorities that are important to homeschool families. We will remind them that we are funding our children’s education and doing, before God, what we know to be best for them and their education. By lobbying for WV homeschoolers, we will advance our freedoms and protect those families who have found an educational alternative that has proven to be successful in the Mountain State.

    If you are interested in learning more about the issues which have an impact on home education, if you have any questions, or if you are interested in helping to protect the freedom to homeschool, contact me at jcarey@heritagecwv.org.

  • Let’s Have HSDC In the Spring!

    Let’s Have HSDC In the Spring!

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    We know what it’s like!  After early morning travel on precarious roads, we finally make it to Capitol parking – three blocks away!  The early February wind whips through our dress pants and sends shivers down to our freezing feet as we trudge to the Capitol entrance – far, far from where we parked. Why oh why did we ever decide to bring a display board when we had to carry it three blocks through the biting cold – while managing four children and a packed lunch? 

    Because we are determined to defend our homeschooling freedom, no matter the cost!    

    But why not hold this important event when the sun shines and the warm air beckons?  Because the West Virginia Legislative Session convenes each year on the second Wednesday of January and runs for 60 consecutive days.  That means January through early March – exactly in the coldest weeks of the Mountain State winter. 

    As much as we would like to hold it on a more comfortable day, our aim is to educate and influence our legislators.  Slightly before mid-session is usually the ideal time for moving good legislation and derailing bad.

    We’re not the only organization that vies for a day at the legislature, after all; competition for the “key” days is stiff. The scheduling fray for next year begins as soon as the legislative session ends this year. If we want to have a voice in Charleston, then we must defy the challenges of winter in order to influence those who have the power to restrict our freedom.

    So begin planning the warm apparel you’ll need for the upcoming Home School Day at the Capitol. Let’s come out in droves with cherry noses and big smiles!

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  • The 2019 Regular Session Was Anything But Quiet

    The 2019 Regular Session Was Anything But Quiet

    The 2019 WV Legislative Session began with an effort in the Senate to improve public education by introducing Charter Schools – an effort that died in the House after teachers went on strike to protest.  In a surprising move, the Tim Tebow bill was discharged on the House floor but then died just two days later. A Home School Tax Credit Bill passed House Education but was never put on the Finance Committee agenda. Thankfully, in the end, a bill that helps homeschoolers applying for the Promise Scholarship passed both houses and now awaits Governor Justice’s signature

    Charter Schools and ESAs

    The 130-page Education Omnibus Bill, championed by senators who are passionate about improving education in West Virginia, contained provisions for creating charter schools as well as Education Savings Accounts (ESAs), among many other things. While charter schools do not have the flexibility that homeschooling provides, they have been shown to provide more local control than is available in the public school system. ESAs would have provided government funds for public school parents to send their kids to private schools if they otherwise could not afford to do so. Most Delegates did not support the Senate bill and tabled it indefinitely.

    ESAs versus Tax Credits

    CHEWV’s main concern with SB 451 was to ensure that the ESA portion did not negatively affect the homeschool exemption, because government money nearly always precipitates government regulation.  On the other hand, tax credits do not come with strings attached. 

    When legislators perceived that ESAs were not going to pass the House, they decided at the last minute to advance HB 3063, a bill that would provide tax credits for both private and homeschool educational expenses. While this bill passed House Education, there was not enough time for it to gain a hearing in House Finance.

    The Tim Tebow Bill

    A bill to enable homeschool and private school students to participate in public school sports was once again advanced by House delegates. After hefty debate by committee members, the bill was taken off the House Education agenda without a vote. Then in a surprise move on the House floor, when it appeared the bill was dead for the session, Delegate Ellington made a motion to Discharge the bill from the committee and place the bill on first reading. It passed First and Second Readings, but two days later, on Third Reading, the Tebow bill was tabled by the House indefinitely.

    The Bright Spot: SB 636 The Promise Scholarship Emergency Rule

    SB 636 was passed by the legislature and is on its way to the governor for his signature. When the Home School Promise Bill was passed in 2018, it created the need for a rule change in the Higher Education Policy Commission policy that governs the Promise Scholarship. This 2019 rule change, accomplished by the passage of SB 636,  reflects the intent of the 2018 legislature to allow homeschool students to receive the PROMISE without having to take the GED/TASC. 

    CHEWV thanks all our members and friends for their prayer support, involvement, and especially for the membership money that makes our lobbying efforts possible.  We would also like to thank HSLDA for the constant support they provide as we work year-round to defend and advance homeschooling freedoms at the West Virginia State Capitol.

  • Capitol Report Update 2/12/2019

    Capitol Report Update 2/12/2019

    by John Carey, CHEWV’s Legislative Liaison

    Where Things Stand on SB 451 As of This Morning

    SB451 passed out of the House Finance Committee early this morning and will be on Second Reading Wednesday. In this morning’s committee meeting, the Chair unsuccessfully attempted to add back more Charter Schools and reinstate ESAs. Three Republicans on the committee, Delegates Westfull, Storch and Anderson, did not support his plan. However, when the bill gets to Second Reading tomorrow, floor amendments are expected to be introduced to increase the number of Charter Schools and restore ESAs. 

    The Public Hearings

    The two public hearings held on Monday were populated by many public school teachers and administrators. However, some parents and other representatives came to show their support for both the ESAs and Charter Schools, some of my friends and former associates from private schools spoke in support of the ESAs, and even a few in the public school spoke in support.

    ESAs and Home Schooling

    As the bill advances and is amended, it is possible that Education Savings Accounts, or ESAs, could be placed back into SB451.  If this occurs, it is vital that the regulations governing the ESA program come under a separate section of state code from that of traditional homeschooling. Only by keeping the two systems of education separate will homeschoolers be able to maintain their freedom. If homeschoolers were to receive public money, such as ESA’s provide, then the civil government would seek ways to regulate their education. Public funding is always tied to increased government regulations. No-strings-attached Tax Credits are a superior way to support homeschooling since they are not tied to public funds. 

    Homeschool Perspective on ESAs

    Some have opposed SB 451 ESAs because they believe that public school money is being redirected to home education and that home educators want this to be part of the bill. Nothing could be further from the truth. As has been stated, traditional homeschooling parents fund their children’s education privately and do not depend on government funding. These children thrive because their parents are free to do, before God, what they know to be best for them. Curriculum, teaching methods, and religious education are not subjected to government approval. In comparison, public education has evolved into a highly regulated, top-down form of education. Homeschool parents are content to be left alone. Public funding is the last thing these parents would ever seek to receive.

    Other Parents Want More Freedom

    At the same time, it should come as no surprise that parents who do not have the time or resources to homeschool would desire public funding so that they, too, can gain the freedom to meet the individual needs of their children. Some want to use ESAs for private schooling, while others want to use the funds for what has been called Independent Study. All want to remove regulations and gain the freedom to create programs they believe to be best for their children. Clearly, homeschool parents are not the only ones who take a stand for their children! As long as there are parents and children, there will be battles like the one we are witnessing today. 

    As we stand now, homeschooling is not affected by this legislation. Let’s pray that we’re not drawn in.

  • WV SMART529 Essay Contest

    WV SMART529 Essay Contest

    For over a decade, the West Virginia State Treasurer’s Office and SMART529 have been helping children dream big and save for their future with the SMART529 When I Grow Up essay contest.

     West Virginia homeschoolers in grades K-5 can enter to win $5,000 in a SMART529 college savings account by writing about their future.

     It’s easy and fun. Here’s how it works: a child writes a short essay that begins with “When I grow up, I want to be a…”. 

    Regional winners are awarded a $500 SMART529 college savings account.  The winners’ homeschool association will also receive a $500 prize.  Prizes awarded to CHEWV help promote and protect homeschooling in WV. 

    Deadline to submit entries is February 22, 2019.  Learn more at smart529.com.

  • 2019 Legislative Session Preview

    2019 Legislative Session Preview

    Getting Prepared

    by John Carey, CHEWV’s Legislative Liaison

    The 60 Day Regular Legislative Session begins on January 9th. Here are some links to keep you in the loop as the session progresses, as well as a secret weapon that only a loving parent can employ.  

    Contact Info for Legislators

    It is imperative that homeschool families know who their legislators are and how to contact them. It may come as a surprise, but experience has shown that if a Delegate is contacted by as few as ten constituents, they will reconsider their position on any issue. Since Senators cover a larger district, typically twenty-five contacts are viewed as significant.

    Use this link to access capitol phone numbers and email addresses for all thirty-four state Senators and all one hundred Delegates.  

    Legislative Updates

    Typically, two thousand pieces of legislation are introduced each regular session; CHEWV and HSLDA will be evaluating all two thousand pieces to keep you abreast of any threats to homeschooling. Legislative threats may come in the form of a direct attack on homeschooling or as an attack on religious liberty and parental rights, the two pillars that support the right to homeschool.   

    Use this link to read legislation and observe its progress.

    Seeing Through the Fog

    Legislation may sometimes be written in a way that obscures its true purpose. A key goal of CHEWV and HSLDA is to monitor and to analyze legislation to discern its purpose and effects, whether intentional or unintentional. Knowing the true purpose and potential consequences of a bill will enable you to educate your state legislator and convince them to support your position.

    Here is an example from last session:  https://www.heritagecwv.org/active-legislation/hs-parental-rights/

    The Secret Weapon

    Little breaks down barriers of communication more powerfully than a parent whose primary reason for speaking is that they love their children as their Lord commands. This is the homeschool community’s secret weapon: parents unwilling to compromise in doing what is best, right, and true when it comes to those who have been entrusted to their care.

    In my two decades of lobbying at the State Capitol as CHEWV’s representative, I have seen this secret weapon employed repeatedly by hundreds of individuals. It takes a legislator from the stages of merely hearing what we have to say to the place where they stop, take the time to listen, and finally choose to support our position.

    This secret weapon can only be exercised by those who are dependent on their God through prayer and the reading of His word. This message can only truly be heard by legislators when parents speak firmly yet respectfully to those who will listen. It is one way that those who trust God find themselves working together with Him to accomplish His purposes.

    It is one the teachers’ unions do not possess. In fact, few groups at the State Capitol besides homeschool parents wield this powerful tool to preserve freedom. So as this session progresses, use the resources provided to help you understand the issues and then to communicate with your legislators as the need arises. But most of all, keep first things first and work together with God to bring success – a success energized through prayer and rooted in our love for God and our children.

    Deuteronomy 6:4-9

    “4 Hear, O Israel! The LORD is our God, the LORD is one! 5 You shall love the LORD your God with all your heart and with all your soul and with all your might. 6 These words, which I am commanding you today, shall be on your heart. 7 You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up. 8 You shall bind them as a sign on your hand and they shall be as frontals on your forehead. 9 You shall write them on the doorposts of your house and on your gates.”

  • Homeschoolers to Gather at Capitol

    Homeschoolers to Gather at Capitol

    Join homeschoolers from all around the state on Thursday, January 31st, for Home School Day at the Capitol (HSDC).  Meet us first in the upper rotunda under the CHEWV banner, where we’ll gladly check you in and give you helpful information.  We’ll also show you where you can set up your display, should you wish to showcase your own homeschool endeavors. 

    Before coming, you may want to contact your legislators and set up morning meetings to introduce yourselves and leave a card and/or token gift.  (Homemade cookies are always appreciated.) 

    Round out the day by attending the late morning session, the midday rally, and a tour of either the Capitol or the governor’s mansion.  If you’ve taken these tours in previous years, historical exhibits at the WV Cultural Museum next door are open to the public, and the nearby Clay Center offers inexpensive tickets to the Avampato Discovery Museum, Caperton Planetarium and Theater, and Juliet Art Museum.

    Check out the details here and be sure to register (free)!  We look forward to seeing everyone!

  • Kinesthetic Academics for Children Four to Six

    Kinesthetic Academics for Children Four to Six

    Science:

    • Daily “calendar” time with date, day of the week, weather, and season.
    • Playground time – giving them active experiences with
      • fulcrums: see saw
      • lever arms: see saw
      • centrifugal force: merry-go-round
      • pendulum: swing
      • inclined plane: sliding board
    • Zoology at the zoo or in nature: birds, ants, squirrels, deer, pets, chickens, etc.
    • Botany via a garden – yours, Grandma’s, or the neighbor’s; at the arboretum or a local botanical garden; or when the leaves fall in winter (deciduous trees), as wild flowers emerge throughout spring and summer, and while planting/observing/caring for house plants.  Learn to observe, identify, water, and prune.  Teach them not to pick wild plants so that they can proliferate.  

    Health via healthy habits:

    • tooth brushing
    • hand washing
    • bathing
    • clothing care
    • precautions in public places, especially restrooms
    • nutrition via healthy eating, understanding the food groups, and hydrating

    Math:

    • Patterns—with laundry sorting, table settings, and putting toys away
    • Order—by completing a short list of chores
    • Identifying shapes—through signs while driving, dishes while setting the table, by playing I Spy (“I spy a circle on the table”), or by reading shape books from the library
    • Counting money—in the piggy bank, in their play store, or when receiving money for their birthday
    • Understanding time by setting a timer for activities—like “Let’s pick up the living room for three minutes!” or “See if we can beat our last time record for putting the blocks away!”
    • Direction sense—by talking briefly about heading north on the interstate or going south to visit Grandma.  Provide a simple map to color.
    • Comparisons—by talking about things that are larger/smaller/taller/shorter than other things or measuring with rulers: “This is about two rulers tall.”
    • Use a simple map to together trace the path of the Ingalls family while reading the Little House books aloud.
    • Make a simple column graph with increments representing dollars. Color further up the column as they make deposits in their piggy bank or real bank.
    • Open up a savings account together at the local bank.  Make a child-friendly savings book and help them record periodic deposits, perhaps with a column chart as described above.
    • Play games like Sorry or Trouble.  Patiently teach them to wait their turn, finish what’s started, move in the proper direction, recognize the numbers, count the spaces, and cheer for the other players (good sportsmanship).  You can even use the cards for flash cards a few weeks before playing.  Or limit the cards to numbers they know.

    Social studies:

    • See map overlap in the math section above.
    • Arrange a fun visit to the fire station, police department, and nursing home.
    • Visit child-friendly museums and historical locations.
    • Visit state parks.
    • Visit grandparents and briefly talk about when they were born, adding in a few historical details like the first landing on the moon when Grandma was little.  Make a picture time line to note these occasions in order.
    • Watch historical movies that are preschool-friendly to link simple history to a time line.  For example, the Little House movie, Sarah Plain and Tall, Miracle on 34th Street, or the American Girl movies.  Cut out pictures from each movie (found online) and play a game where they put the pictures in chronological order.  Add pictures of parents and grandparents if you want, or even other historical events.  You can also do this with historical fiction characters from books you are reading aloud.
    • Celebrate holidays like Veterans Day and the 4th of July.  Help children understand the significance in child-friendly ways—like putting up a flag, coloring a flag, going to a Veteran’s parade and having their pictures made with veterans.  
    • Go to Home School Day at the Capitol.  Take the tours.  Prepare home-made cards to take to legislator’s offices.  Practice manners for the secretaries and staff (friendly smiles, eye contact, and “It’s nice to meet you”).  
    • Point out and discuss road signs like ‘yield,’ brown landmark signs along the interstate, white historical signs on older roads, ‘stop,’ speed limit signs, and the like.  
    • Take your children to visit someone in the hospital.  Discuss the purpose of a hospital, how germs spread and how we can take precautions, and how to be pleasant to someone who is not feeling well.  Notice the doctors, nurses and other staff.  Be polite to all.
    • Teach courtesy to older folks—church is a good setting to practice.  Teach them to be physically careful around older people to prevent falls, but also to greet them to help them feel valued. 
    • Introduce a map with the continents. Post on the fridge and identify a different continent every week.  

    Pre-reading:

    • Take bi-weekly trips to the local library to check out 2-3 books.  Read these books aloud at special times.  Keep them in a basket by the door and return them promptly in good condition.
    • Start a small library of your own with a shelf of books that your child especially enjoys.  Give books for birthdays, Christmas, etc.  Learn to care for them by replacing them on the shelf, not creasing them, not throwing them, etc.  
    • Read aloud every day for a short period.  Include books that expand their academic horizon, such as books about historical time periods, animals, or such things as airplanes, trains or trucks.  Make it fun!
    • Demonstrate reading.  Let them see parents who enjoy reading and studying.  If your own father or grandfather has a library, let them visit and talk to him about his favorite books.  Talk with other readers about their favorites – especially their favorites at your child’s age.  Borrow those books from the library!  
    • Color pictures that have to do with events.  Dover coloring books are good choices!
    • Provide a variety of dress-up clothes to encourage play-acting of historical periods, e.g. sunbonnets for Little House or squirrel tail caps for Daniel Boone.  This will be fodder for writing stories later on.
    • Write for them.  Encourage them to think of what to say to Grandma while you write it down for them on a card.  Have them sign their name, stamp the envelope, and mail it at the post office themselves.  
    • Listen to audio stories or audio books.  (Audio encourages them to imagine the scene in their heads – opposed to videos where it’s all passive.)

    Brain development:

    Research indicates that active play in the preschool years is essential for good brain development!  Rolling down the hill, sled-riding, playing outside, swinging, turning circles (Ring around the Rosy?), playground play, and other active play helps prepare children for later academics!  

    It’s also important to provide a learning environment, but not overly direct the activities. Remember, you want to feed their imagination, yet welcome “play.”  Above all, you want learning to be fun.  Play should merge with learning seamlessly!  

    Other learning toys:

    • play store
    • blocks/Lincoln logs
    • play rakes, brooms, shovels, etc
    • historical paper dolls
    • scissors, scrap paper, and other easy crafting supplies
    • lacing cards
    • Candy Land and other preschool-level games

    Don’t forget shelves and bins to house all the toys and supplies.  Cleaning up after each use is also valuable learning! 

    Enjoy!  These years are a short season of wonder and fun—and essential brain development through active “play!”

  • Is Your Kindergartner Struggling…

    Is Your Kindergartner Struggling…

    …With Reading?

    Many parents find that their five or even six-year-old child experiences difficulty in learning to read.  After exhausting multiple educational approaches and curricula without success, they may worry they aren’t capable of homeschooling effectively, or wonder why their child isn’t progressing “normally.” What’s a parent to do? 

    Parent and child may not be the problem—the expectation that children should learn to read proficiently by age six is.

    As recently as the 1980’s, reading was not regularly taught in WV kindergartens.  Kindergarten was an entry-level program, a mere half day of school, that served to transition students into the classroom and help them to love being at school.  Several veteran kindergarten teachers share that their goal was for their students to love learning and feel successful in their progress.  Although early concepts were introduced, basic reading skills weren’t taught, or expected, until first grade.  Further, proficient reading wasn’t expected until second grade.

    A piano teacher with over 40 years of experience reports that while only a handful of students are visually ready to distinguish written symbols before age 7, nearly all children benefit from waiting until that process is no longer tedious.  While a younger child may be able to progress before age 7, it’s only after age 7 that their progress becomes faster and much more enjoyable.  

    As reported in this article, the left brain, whose functions include language, numeracy and literacy, doesn’t fully come online until seven years of age.  While society is left-brain dominant, children at young ages are not.

    Experts agree that pushing children to read early often causes long-lasting feelings of inadequacy, anxiety, and confusion.  Merely waiting until they are more ready can provide them with confidence for a lifetime!  

    So why do we push our children when they are only four or five?  We have bought into the lie that if our children aren’t good readers by age 6, they are somehow deficient.  This just isn’t true.  

    In addition, we have devalued the many things that children usually learn at ages four, five and six. Many foundational experiences that we lump under the label “play” are actually essential learning opportunities.  We educationally deprive our children when we reduce their creative play time and instead sit them in front of screens or at desks, thinking that we’re helping them by providing computer games and early academics.

    Early academics can and are beneficial—if we define ‘academics’ very differently.  What if, instead of early reading expectations, we focused on developmentally appropriate, and equally essential, academics instead?  For a list of possibilities, click here.