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FSM 277 DO Home Schooling Advisory #4
Evaluating Home Schooling Programs--Counsel About the Christian Light Program
© October 1995, by The Family, Zurich, Switzerland

Recommended reading for all parents and teachers

By WS staff, with research and assistance by Family Care, Ruthie Atlanta, Serena and Family teachers
       (Many thanks to Ruthie for her preliminary research and encouragement to experiment with the CLE program.)


       An Alternative Home Schooling Program to Consider (Reprint of Notice in FUN #30)       2
CLE Materials       5
       Questions and Answers about Using the CLE Program       5
       Leadings from the Lord About the Christian Light Program       9
       A Review of the Christian Light Program       9
       More on the CLE Diagnostic Tests       17
       Ordering CLE       20
       More Comments from Family Teachers       22
       If You Want to Begin the CLE Program       24

Dear Family,
       God bless you! In this FSM, we are passing on to you some counsel specifically about the Christian Light home schooling program, counsel which can be applied to the use of other home schooling programs as well. With the Charter, many of you have probably been looking into different programs, as you prayerfully consider the best choice for your children's education. Following is a reprint of the notice that appeared in FUN #30 about considering Christian Light Education (CLE) as an alternative to your current home schooling program. After this reprint is the advisory that we mentioned would be coming, filling you in on more details as to how to go about obtaining the CLE material, doing the tests and using the material in your Home. This is accompanied by comments and suggestions from Family teachers who have been using the program since the beginning of the year.255P
       Although this advisory was written to those considering using the CLE program, there is much valuable counsel in it for all parents and teachers who are using other home schooling programs, or who are supplementing their Family Home Schooling Program with other materials. If you are not planning to use the CLE program, then as you read this advisory, please keep in mind whatever program or materials you are using. For example, where this advisory says "CLE from a Religious Viewpoint" (pg.9), please think about how these comments might apply to the program or materials you are using. Or, when it refers to the "Reading Program" (pg.12), think about the reading program the material you are using offers, and consider the counsel about not starting children on workbooks at too young an age. Much of the counsel about testing, study procedures, the parent/teacher's role, etc., and many of the suggestions from Family teachers can be applied to other home schooling programs. Please keep this in mind, and rather than looking at this FSM as only an advisory about CLE, prayerfully consider the counsel that may be helpful for you and your children in whatever schooling program you use
       We pray that this advisory will help you to determine if the CLE program would be useful to you in providing the scholastic material you need for your children, and if as a family and as a Home it will be advantageous for you to invest in this program. We want to emphasize here that by presenting you with this information we are not suggesting that you change to CLE--but we are merely presenting you with the information we believe you will need to make an informed, prayerful decision concerning this program. There are many educational programs available to home schoolers today, but we have not had time or opportunity to evaluate them all. This particular program has been tried out by a few Family members who were satisfied with it, so we are presenting it to you for consideration should you feel the need in your Home for such a program. God bless you, and lead and guide you as you do your best to train up your children in the way they should go. We love you!

By WS Staff
       God bless you! This notice is concerning a home schooling program that some of you may wish to consider using for your children. In "Teaching the Children Dream," Dad brought up the need for workbooks and teaching materials for our children:
       "I thought of all the things they'd need, such as more literature, and more working materials, like workbooks and teaching materials. The most important thing they needed to have were workbooks and teaching materials for them to work on. (Mama: Were you thinking about scholastics or Word?) Both!--All kinds of teaching and education, workbooks and whatever else they have to have....We can buy workbooks for the standard subjects that are already made, we don't have time to make them and we've got to do it right now! We've got to spend whatever it takes to get materials for them to work with" (ML #2845:4,5, GN545).
       In light of these comments by Dad, and considering that the Love Charter will probably result in smaller, more indigenous Homes, often putting the responsibility for education more in the hands of busy parents, it seems that it would be helpful to have a self-teaching tool available for those who do not have the time or the experience and training to teach their children through the Family Home Schooling Program, or who would like to supplement the Family program with additional drill work and study material.
       We have been investigating a number of available courses and materials. In the material that has been studied over, one thing we have found is that no course is entirely suitable for the Family. Each one has its strong points, but no one course provides everything to everyone's liking.
       The Super Workbooks, for example, served as a "stopgap" measure to help us get started on a standard educational program for the whole Family. They were relatively inexpensive, enabling almost every student to have their own. But as time has gone on, the weaknesses in using these workbooks have become apparent. Their math program is weak. They do not provide sufficient teaching material, so the students cannot work through them independently. The teachers need to spend considerable time preparing lessons, and blending the Super Workbooks together with other teaching materials. There are a number of pages that must be "purged" from the Super Workbooks so as not to give our children the wrong impressions or information. They fill the need of providing some drill material for the students, but we believe there is better material available.
       Some people have found Beka to have good material and have been using it as a supplement for a number of years. Their math program is much stronger than Super Workbook. They have quite an extensive language arts program (however, the emphasis on this has created in some of our children an appetite for System novels). Beka places a stronger emphasis on scholastics than we generally consider necessary. When using Beka books, it is sometimes difficult to keep a good balance so that the emphasis on academic "excellence" doesn't override our Family, Word-based goals.
       The ACE program is simpler, less expensive and is Christian-based; however, it has quite a churchy flavor throughout.
       Some Family members have begun using a Christian correspondence course called Christian Liberty Academy. We are not familiar with these materials, but those using it testify, "The kids really enjoy the course and are making great progress with it."
       In the rest of this notice, we will present you with another option which could possibly serve as an alternative or supplementary home education course for busy Family members. This course is called Christian Light Education, or CLE. It is a Christian, Bible-based scholastic program, revised by the Mennonites from a program by the Alpha Omega publishers. This course provides a basic scholastic program and, especially because of the revisions the Mennonites have made, it seems it can fit or be adapted quite well to our Family lifestyle. CLE provides a scholastics curriculum via workbooks, self-paced and self-taught. While this program may not provide all of our children's schooling needs, we are presenting it here for your prayer and consideration as a structured program which may allow our teachers and children more time for witnessing and Word training.
       Many of our parents and teachers have been successfully using the Family Home Schooling Program and the Teacher's Planner, and have found good supplementary materials to go along with it. Others have been using a different scholastic curriculum (such as Beka or a local language course). In either case, in bringing the CLE program to your attention, we are not necessarily recommending that you change to this program. We are simply pointing out that CLE seems to be a possible and affordable option for those of you who may wish to use it. And if you decide to change to CLE, you may want to continue with some of the other supplementary scholastic materials you are already using if you have found they work well for you.
       If you choose to use CLE, or one of the above-mentioned programs, or another program, please stay on guard about the effect the constant input from such a program may have on the children in the long run, and remember how important it is to provide them with plenty of good input from Family materials and the Word. No matter what program you use for your children's scholastics, our Family pubs and materials will provide the best Word foundation. Thank the Lord for the abundance of wonderful Word material we have available! (Please see The Word Curriculum, Kidz 79DO, Hope 54 and FSM 258.)
       In choosing the direction you would like to go and what educational program you will use, we suggest you pray together as parents, teachers and as a Home. Prayerfully consider what will work best for you and your children and your situation. If the children are already using a local language curriculum, you may find you could use parts of the CLE program--or you may find it is not necessary. (Some CLE materials are available in Spanish, and they are working on producing them in German as well.) Teachers and parents may find it helpful to make a united Home decision on what schooling course to use, in order to simplify and to be able to share in the teaching of the children. Please keep in mind that not all children and teens have the same learning style; not everyone can learn from just using workbooks, and most will need other supplementary material and personal instruction as well.--And all students need individual training and variety!
       Along with this [EDITED: "FUN #30"] mailing, you will find two brochures from Christian Light Education which explain the program in more detail, and an order form. (A small color brochure entitled "Christian Light Education," and the 8-page "Home Study Options," as well as an order form for the diagnostic tests.) Also, coming to you in the near future, Lord willing, will be an advisory giving you more detailed information about the CLE program, how to do the diagnostic tests to determine what level each student should begin, as well as some comments from Family members who have used the program. [EDITED: "Note: This advisory follows this reprint. See page 4."]

Special Reduced Prices for the Family
       Some Family representatives visited the CLE publishers to see if they would be willing to give a discount for Family members who want to use their materials. God bless the dear CLE folks, who agreed to do so, considering it part of their ministry to the Lord to help supply this school material. As a result of these negotiations, any Family members ordering the CLE materials would be eligible for a discount. The discount will vary from year to year, depending on the total number of orders from Family members. This year, 1995, the discount will be 15% off their basic scholastic curriculum materials (except during their high season, July 15--September 15 [EDITED: "when it will be 10%"]) and a 10% discount all year round on all of their other materials. After this year, the discount will be determined by the number of Family orders made the previous year.
       The 15% discount is on their basic curriculum, which includes workbooks (called Lightunits) and "Answer Keys" for grades 1 through 12 of their five basic subjects: Bible, language arts, math, social studies and science. Any of their other supplementary books or materials, textbooks, diagnostic tests, etc., will be 10% off. For Family members, there are also some discounts on shipping and handling.
       The price for one year of Lightunits for all five subjects for one student is approximately U.S. $100 (without the discount). The Answer Keys for one year for all five subjects are an additional U.S. $100 (without the discount). (However, each student does not need their own set of Answer Keys; one set per Home or family is sufficient.) Neither do you need to order all five subjects, but can choose what you need. For example, you may choose to order only language arts and math Lightunits, and do Bible studies from Family materials, and use Family and other supplementary texts for science and social studies.
       CLE has a high season, July 15 through September 15, when they are extremely busy. Therefore they are not able to give a full 15% discount on your purchases of their basic curriculum during that time. If you need to order during this high season you will still have a 10% discount on all materials but there will be no discount for shipping and handling at this time. [EDITED: "Note: Shipping will now stay the same all year. See page 21."]
       Since it is new for CLE to handle overseas customers, they have asked that we lend a hand in processing our Homes' orders. Our agreement with CLE is that our Family representative in the U.S. will act as the distributor. The distributor will receive all Family orders straight from the Homes, check that the order forms were filled out properly and accurately with complete addresses, and that they contain the correct amount of funds in U.S. dollars in money orders, cashier's check or bank drafts that equals the total of the order and shipping. The orders with the payment checks will then be sent to CLE, who will fill your orders, do all the packaging and then ship directly to you via surface mail.
       (Security tip: In order to cut down on the number of names and GP addresses that are given out for these mailings, we suggest you consider deciding on one post office box or mail service address for those in your city or area to receive CLE mailings. By Homes ordering together and putting your separate order forms in one envelope using one shipping address, you will also save shipping expenses. To distinguish your order from another family or Home who are ordering with you, in the heading of the order form on the line asking for "PERSON PLACING ORDER", write in your family's Bible name or your Home's name. See upcoming advisory for more details. [EDITED: "Note: Please see page 21, "Shipping Costs, Combining Orders and Mailing Addresses," as these instructions have changed slightly."])
       In order to benefit from the discount for the Family, please send your orders to the following address:
       15106A FREDERICK ROAD #274
       ROCKVILLE, MD. 20850
       The soon-coming advisory [EDITED: "following this notice"] will have more details on the program, and on ordering and shipping, but we hope this, along with the accompanying brochures, is enough information to get you started on considering whether you would like to use this program. God bless you and your children with fruitful, inspired school time! [EDITED: "End of reprint."]



Keep all CLE related materials in one handy folder or envelope for quick, easy reference!
       --CLE brochures and forms sent to Homes with FUN#30 (May 1995):
       --Christian Light Education a small color brochure
       --Home Study Options 8 pages
       --CLE Diagnostic Test Order Form (for the Family) (Only use this form until you receive your new CLE Order Forms booklets.)

Forms sent with this FSM:
       --CLE's Ordering Instructions for the Family
       --Family's CLE Order Summary

Homes using CLE would benefit from obtaining:
       --(See CLE Order Forms booklet, or request these from CLE in your next order.)
       --Curriculum and Resources for the Christian Homeschool brochure
       --the free CLE catalog and other brochures and forms
       --the Scope and Sequence booklet of the full CLE curriculum, listing the study topics in each Lightunit for each level ($2) ($1.80 with Family discount plus $.18 for shipping) (To benefit most, order this at the same time as your diagnostic tests by just writing this in on your order form and adding in the funds to purchase and ship.)
       --the Procedures Manual ($3) ($2.70 with Family discount, plus $.27 for shipping)
       --Training Lightunits for teachers #'s 2 and 3 (Procedures), and #6 (Curriculum). For those teaching the first grade and reading, #8 (Basics for Beginners). All these Training Lightunits come with Answer Keys. These books, combined with the Procedures Manual, provide all the forms and records needed for the course.

NOTE: Only one set of Answer Keys for each level of the student Lightunits (workbooks) is needed per Home.


       Question: What about the Family Home Schooling Program, the Teacher's Planner and Super Workbooks? Does this mean we should continue their use and add CLE onto all of this? Or would we no longer need these?
       Answer: The purpose of bringing the CLE program to your attention is not to add it on to the curriculum you are already using so that you have to attempt to teach from the Home Schooling Kit, the Teacher's Planner, Super Workbooks and CLE. If you choose to use CLE, then you would no longer need to use the Super Workbooks, since CLE already provides drill work that goes along with the material being taught. CLE provides a complete sequential curriculum, so you would not need to follow the Teacher's Planner at the same time--although you may wish to use the Teacher's Planner for extra activities to liven up the program.
We do suggest, however, that parents and teachers who choose to use CLE, or any other course, hold on to their Home Schooling Program. The Family Home Schooling Program and the Childcare Handbooks 2 and 3 not only provide a good schooling course, and have received positive acclaim from a number of education departments in different countries (see testimonies on page 7), but also show our general education emphasis in the Family. You can also use the Family Home Schooling Program and Childcare Handbooks as supplements to the CLE, or other home schooling courses.
       The Teacher's Planner is good to hold on to for the same reasons, even if you choose to start using CLE. If for any reason you should be unable to continue getting the CLE materials, you can always continue again with the Family Home Schooling Program, Teacher's Planner and Childcare Handbooks, which provide a solid scholastic base for the students.
       Question: What about record keeping? Will we still need to do the records that are suggested in the Home Schooling Program?
       Answer: In the Love Charter (pg.33) it is suggested that the main school records that you should keep when home schooling are:
       (1) attendance record;
       (2) a log of scholastic activities;
(3) each student's portfolio, made up of selected work plus photos and records, etc., of other educational activities.
       If you use the CLE program, you may like to use some of their record-keeping material which is specifically created for their program. If you use some of their forms to record each student's plans and daily scholastic activities, that will probably take care of #2 above. (If you use the CLE material for selected subjects only, you should also keep a separate record of other scholastic subjects covered, and the supplementary material you use.)
       We suggest you either record attendance on a separate form (such as the one provided with the Family Home Schooling Program), or if each individual student has a daily log, dated, where they record their various educational activities, this could serve as the attendance record.
       Be sure that you continue to keep a good record of extra-curricular educational activities, such as excursions, learning activities, etc., that are not recorded with the CLE material, as well as students' portfolios as mentioned in #3 above.
       Suggestions from Family teachers on CLE records and forms:
       We are using some of the CLE records, but their forms only have four marking periods and we are used to having six. The instructions that are given with the forms can make it seem a little complicated. We modified and simplified them, including disregarding the dates given at the top of the page. If you decide to use some of their forms, they can be modified to fit your school year marking period and also be simplified in how they are filled out.
       (Editor's note: If you do this, be sure you have a specific plan and order in the changes and simplifications you make so your records can stand up to scrutiny and clearly show the students' progress in the course.)

While studying through the Training Lightunits, as well as the Procedures Manual, etc., I realized that CLE has a lot of forms that those following their program closely would have to fill in. There is a weekly form, monthly form, yearly form, report cards, etc. In our Home, we decided that I would give the parents a monthly report form filled in on each child. The monthly CLE Progress Form in the Procedures Manual can seem quite complicated for those who are not that familiar with CLE and all the procedures. So in order to make it simpler for our dear parents here in the Home, I simplified the form to fit our needs.
       In order to simplify the monthly form, I copied the basic layout from the Yearly Progress Report which clearly shows 1) the Lightunits worked in, 2) the date each Lightunit was started, 3) the date of the Lightunit test, and 4) the final result of the test. This way, the parents can see at a glance what the child or children are completing each month. At the bottom of this form, I added in the info on attendance, and added a little box in which to put any comments for the parents. I keep one of these for each child I teach and fill that in as I give out a Lightunit. That way, it's very easy to keep tabs on all the kids' workbooks, test scores, etc., to pass to their parents. (See "Monthly CLE Report" with this mailing.)
       Question: By suggesting the CLE program, does this mean that the Family Home Schooling Program (or Home Schooling Kit) is not sufficient, and does not give our children the schooling they need?
       Answer: On the contrary, the Family Home Schooling Program does provide sufficient schooling, and in fact has been quite highly acclaimed by educational authorities in many countries, as the following brief testimonies from Family members show. The reason we are presenting this alternative is because some Family parents and teachers have requested additional or different school material because of the time needed to prepare school lessons and material, time which they do not always have. Also, it seems that more teaching experience is needed in using our Home Schooling Program than with the CLE program. If you choose to use the CLE program, the time needed for school prep will be cut down considerably, although you will still need to spend some time to learn about the program and how it works. It is also important that someone in the Home is designated to monitor the CLE program, record keeping, book orders, etc., to ensure that the program will run efficiently in the Home.

Educational Authorities Verify Our Home Schooling Program

From Norway, 1993
       The people who came to see us, and looked through our books and our Home Schooling kit walked away impressed.
       We can testify that our Family standard and mode of operation in the education of our children does hold water with the System! Here in Norway the authorities can be sued by a child when he grows up, if he feels that the authorities did not do enough to ensure that he received a good enough education. This puts a certain amount of pressure on the authorities and means that they do want to be thorough in their checking. However we have still passed their checks with flying colors. Praise His Name!

From England, November '93
       Three inspectors from the local education authorities came to visit the Media Home.
       [EDITED: "One of the authorities"] studied the logs, the cumulative cards, the progress records, every detail of the Home Schooling kit. She spent hours and hours and hours going through this, checking out exactly how we put it into practice. They wanted to see all the resource material, they wanted to see all the progress cards, logs, accomplishment sheets, Teacher's Planners, outlines, everything we had, and to see how we were filing them. Well this was no problem at all, we had all of this organized and it went very well.

From Canada, December '93
       The supervisor [EDITED: "from the School Board"] reassured us if we ever get questioned by any authority that he would stand up for us... as he believes in what we do and admires us for how we raise the kids.
       The two supervisors from the School Board in Toronto came over to give us a second letter concerning their last visit which was short but very positive. They reassured us of how happy they are with the schooling of the children.

From Sweden, March '94
       We showed the inspector how our Home Schooling Program was organized, the report cards with emphasis on social development, work habits and spiritual growth. We also told him how life skills and practical application is such a big part of our scholastic training that we can't possibly teach the one without the other. We went over the vocational training of our teens and the side-by-side vision, how we are teaching and trusting them to take on responsibility gradually, adults and teens learning to teamwork and overcome the generation gap, etc.
       To say the least, he was very impressed and interested and confirmed that we through our home school seemed to have found the answers to things they were struggling with in the public schools.
       As he felt we were so on top of the situation, he suggested that instead of our kids being tested by the public school, we just give them our own tests, have them write an essay or something, and then hand the results in to [EDITED: "the school authorities"].
       At the end of his visit, when we asked him if he had gotten a good picture of what our schooling is like, he thanked us and said yes, but even more so, it had given him new ideas and thoughts that he felt would be valuable to bring back to the public school.

From Sweden, April '94
       We just received the outcome of the Home Schooling Report from the investigation here in Sweden. Overall, there were a lot of very positive comments both from the headmaster and from nurses who checked the general health of the kids visually. They commented on the warm atmosphere, orderly classes, well organized curriculum, positive values being taught, etc.
       We showed him how our Home Schooling Program works and is organized, what subjects, books, videos and computer programs it includes.... He told us our school plan was very ambitious and seemed to cover all subjects very well.

From Denmark, May '94
       The visiting supervisor will now write an official letter to the ministry and give us a top rating and then send it to us for correction before submitting it. He will also arrange a meeting at a school to see if there is anything we need that they have (e.g., wall maps, books, computer programs to teach Danish, etc.).

From Australia, June '94
       The Board of Studies visitors commented that they were very favorably surprised at how well organized our whole program is. They considered it quite thorough, with a good balance of following our curriculum but making allowance to also follow through on the children's interests. One commented how much he liked the Childcare Handbook #2 and #3, especially #3 which he felt was an excellent tool or summary to use as a jumping off point into further or more detailed studies where needed. He commented, "It would take our own school teachers years to come up with something as useful as this!"

       Some representatives from each Area took the Christian Light course to the Lord in prayer, asking Him to confirm if it was all right to present the CLE alternative to our Family, considering that it would be quite an investment. They asked the Lord if it would facilitate our educational needs sufficiently worldwide, and help our Family. Following is a summary of the leadings and impressions drawn from the prophecies the Lord gave:
       1. Godliness and simplicity: The Lord said that there was simplicity in the course, that it was Godly. He warned us against the corruption of other materials of the world. We felt the Lord was indicating that this Christian-based course would help to steer us away from too much intellectualism and getting into ungodly materials with too much System influence. This would help keep a Godly balance and Godly input.
       2. Entering into other men's labors (Jn.4:38): The Christian Light people have invested so much into making a Godly education for their children and we could benefit from it. Perhaps we could "enter into each other's labors" and benefit each other, as we share some of our educational tools with them.
       3. Filling educational gaps: The Lord showed in a vision that this program could help us fill our children's educational gaps and help them make steady progress in their scholastics.
       4. More time to witness: This CLE program may help us to more easily take care of our children's scholastic needs and thereby be free to plan more witnessing and outings with them.
       5. God will provide: The Lord emphasized that He would supply all our needs, that He would provide the necessary funds.
       6. "Teaching the Children Dream": The Lord referred to this Letter a couple of times in the prophecies. The CLE program is very simple and basic, but because it is clearly structured and easy for our teen and YA teachers to follow, this could help set the teens and YAs freer to be more inspired, Word-based teachers, just like Dad portrays in this Letter.

       CLE teaches all subjects from a Christian perspective, and although we do not agree with all of their beliefs, they are more in line with ours than other Christian curriculums we have viewed thus far. In using any secular or even Christian teaching materials, videos or music, we must pray for the Lord's help to choose the good and avoid that which is not as helpful or good for our children.
       The CLE program is published by the Mennonites, who live in religious communities; their main goal in life is to serve God. CLE is a non-profit publishing company, who see it as their service to the Lord to supply this material for schools and home schools.
       The CLE material contains sound basic Biblical doctrine in the most important things like Salvation, witnessing, living for God, loving God and others, and missionary work.
       There are, however, some references, doctrines and beliefs presented that we are not completely in agreement with, such as:
       -- The clothing of men and women is old-fashioned and conservative.
       -- Doctrine of total pacifism.
       -- Pro-Israel, anti-Arab doctrine (typical of many System church school programs).
       -- As in all Christian programs, it talks about going to church, but at least it is balanced in saying you can worship God anywhere.
       -- In older grades, from 6th grade social studies on, it gives the impression that all sex outside of marriage is wrong.
       -- Some of their unique interpretations of Bible passages may contradict our beliefs. Parents and teachers will need to keep their eyes open for these discrepancies, especially if using the science and social studies material.

Following are some possible remedies to these doctrinal differences:
       -- Talk to first graders about replacing the word "church" with "Family get-togethers or fellowship meetings," and replacing "Sister Mary" or "Brother James" with "Auntie Mary" and "Uncle James" as we do in the Family. Change "minister" to "shepherd."
       -- For second graders and older: Use differences in clothing and doctrine as a springboard to discuss how different churches have differences in many minor beliefs. Read age-appropriate ML quotes on our beliefs on dress, pacifism, Israel and Arabs, church, sex, and our bigger Family to contrast some of the Mennonite beliefs that come up. (Use the MOP.) Use the video movie "Friendly Persuasion" (with Gary Cooper) to discuss pacifism. Read an interesting brief history of the Mennonites and Amish from an encyclopedia as a class study.

       Other schooling programs we have researched also have doctrines we don't agree with, but thank the Lord, we are in agreement with the CLE publishers on the following things, so there's less to filter out:
       -- Some other courses have a churchy spirit. CLE is more simple, humble and tolerant. Many of the people who use this course are not Mennonites, but Christian home school families of various other denominations.
       -- Most other courses heavily emphasize patriotism, pledging to the U.S. flag, politicians, war, and worship of democracy, etc. A little of this shows up, but Mennonites are exempt from military service, swear no oaths or pledges, don't vote or hold public office, and abhor war or violence of any kind.
       --Other Christian courses stress "accelerated" education, pushing students along faster with the goal being college and high-paying influential careers. Mennonites often finish school after 8th grade, although high school is offered for those who want it. They stress living for the Lord as their first calling, and the simple life of farming, small businesses, or serving the Lord as ministers and missionaries.
       -- Missionary work is stressed, along with love for all people, and the beauty of all races, languages, and countries are positively represented. Because of their European origins, they don't have the strong "America is best" attitude that some other courses do, although there is some emphasis on America, especially in history, since the course is U.S.-based.
       -- They don't watch TV or listen to worldly music, so references to these things don't appear in the course.

       The 12 levels of their curriculum are not termed grade levels, but "performance levels" because they believe that it is more important that students be able to work successfully, than that they be in their chronological age/grade level. On each performance level CLE offers five basic subject areas--Bible, language arts, math, science and social studies. The CLE curriculum also includes numerous high school elective courses centered around practical vocational skills.

       By using symbols (e.g., a circle, square and a triangle), CLE's study procedures guide the student through the Lightunits and set a place and time for the teacher to check the student's work. In this way many students on different levels can study together, with the assistance of only one teacher or class monitor.
       All grading of work is designed to be done by the students, except the final test on each Lightunit.
       There is generally less need for reference books, if not available or convenient to transport. However, children's encyclopedias or other good textbooks such as our Childcare Handbooks, or good color educational books are recommended and useful, especially for three G's study.
       Please keep in mind that too much time spent in hours of desk work can cause "workbook burn-out"! Doing a full course of four or five subjects can require a lot of daily desk work, about two or three hours for younger children and four or five for older ones. To avoid workbook burn-out, one suggestion might be to use the Lightunits for only two or three subjects, including language arts and math, and teach other subjects using Family materials, reading other good textbooks on the subject, using videos, or doing experiments, projects, excursions, etc.
       Suggestions from Family teachers on study procedures:
       It's also advisable for the teacher or parent to periodically check the students' workbooks to make sure that all lessons are being done, work done neatly, etc., especially for the younger children. Beginners need lots of oversight and help.
       CLE's social studies course offers informative and well-illustrated textbooks which you may want to invest in. One idea might be to just take the textbook for the social studies course, for example, and teach from this without using the Lightunits. Bring the class alive with other projects, research, etc., and don't be bound to the workbook.

       There are quite a few younger kids in our group who are not very used to following instructions from a book. They look at a page and just decide to skip it instead of asking for help. This happened with a couple of kids in our 6- and 7-year-old group. We experimented with the children 7 and over learning how to correct their own workbooks, but as I checked their work periodically, I noticed that some things were being skipped. If left on their own to correct their own work, they would sometimes try to skip over the wrong answers, etc. If it is not possible for two teachers to be with a large group of kids, I would suggest that kids under 9 or 10 years of age should have the teacher oversee their correcting their workbooks with the Answer Keys and not just the children doing it completely on their own. One other thing we have tried that works well is to have our younger ones sit beside one of the JETTs or older OCs. That way, the JETT or OC can keep an "eye out for them" and be a help to them. This is also good training for our older ones!
       (Editor's note: The teacher/parent needs to be sure to teach the older child how to draw the answer out of the younger one and not just tell them the answers whenever they ask. Otherwise the younger one will just rely on the older one to tell them everything and they won't actually learn the material even though they have the right answers.)

       The student's workbooks (CLE calls them "Lightunits") are generally self-contained; that is, the textual material and the related student's learning activities are in the same book. For most subjects, all the teaching (except first grade) is done by the Lightunits themselves. Students will find the answers to all test questions within the text of their Lightunit exercises.
       Each major section of a Lightunit is followed by a self-check or self-assessment test. These self-checks act as a review, as well as helping the students to evaluate their understanding of the material. Each Lightunit has a corresponding Answer Key booklet so that the student can correct his or her own work.
       For each subject, the material that is to be studied on each performance level (approximately one year's work) is divided into 10 small student Lightunits. The first nine Lightunits of each performance level cover the basic concepts, while the tenth is a review of the previous nine.
       In each Lightunit is a test covering the material in that level. Before continuing on to the next Lightunit, the student should show mastery of the material by scoring at least 80% on the Lightunit test.
       A student can then proceed to the next Lightunit for that subject even though they may not be at the same level in all the other subjects they are studying.
       CLE has a metrics section at the back of many of the math Lightunits for students in countries outside of the USA.
       Using the CLE, there will be a greater volume of material to work with, comparatively speaking, than having one Super Workbook per year per student. The Lightunits generally vary from 40 to 60 pages each. So for one year of math, each student would have 10 small math Lightunits to work through, which means it may come to a total of 400 to 600 pages. However, it is good to keep in mind that for most subjects the Lightunits contain both the text and the workbook material. Also, since the material is broken down into small magazine-size workbooks, it makes it very convenient for the student to take the appropriate Lightunits along when traveling or on witnessing trips.

       CLE has a phonetic-based reading program beginning at performance level one. It provides the teacher with flash cards for words, phonograms and phrases. You may want to use their reading program, especially for children who are now school age but have not yet learned to read when younger. However, we would like to encourage parents not to wait until their children begin CLE (which may be at 5 or 6 years old) to start teaching them to read. There is no reason to wait and miss those very important earlier formative years when your child can usually learn to read more easily. We recommend that you continue to follow the early reading programs found in the GAP video series and {\ul \i Childcare Handbooks}, or a similar early reading program.
       If your children are reading earlier than age 5 or 6, it may be tempting to begin them on the CLE program when they are younger. However, many educators believe that it may not be to a child's advantage to do workbook and writing activities at a very young age, when other learning and play activities are more suited to their age. Younger children often do not have the fine coordination skills needed to do pencil work, or the attention span needed to spend considerable time doing paper-and-pencil workbook-type activities. More importantly, having them spend their time on the CLE Lightunits when they are very young would deprive them of the very important early learning activities that they should be experiencing, including play, practical and physical skills, and all of the wonderful Family Word material we have available for our young children--which should include not only reading to them and with them from the Word, and memorizing verses and quotes, but flannelgraphs, games and many more Word-based activities that should be a part of their daily lives. (Please pray for the new pub coming soon, "Teaching and Activity Guide for Babies and Children." ) So, please do not be in too big a rush to start them on the CLE program, even if they can read at a young age.
       (Note: If and when you do begin the CLE program, if a child is already reading well, you should probably skip the "Learning to Read" program and just begin in the language arts and math. If the work in the 100 level seems a bit too easy, you can either skip ahead, or just treat it as a review and look at it as strengthening their foundation.)
       Teachers who use the CLE Reading Program should study the Training Lightunit #8 ("Basics for Beginners"), and refer to the Teacher's Handbook to teach the "Learning to Read" course and first grade math.
       They will also find it helpful to refer to the Yearly Schedule charts on page (v) of the level 100 Learning to Read Teacher's Handbook, as these charts show how to coordinate the teaching of the other 100 level subjects with the reading program.
       Suggestions from Family teachers on CLE reading and preschool program:
       It seems the CLE reading program is not as good or as fun as our Family reading program; however, if this program is followed--adding from the GAP videos and Childcare Handbook, when possible--a parent can feel pretty confident that their children are getting a thorough and progressive reading program. This may be especially helpful for those children who haven't had a steady early learning program.
* * *

       Those who opt to use this reading program should feel free to adapt it to our Family way of teaching and not be "bound by the book." From our experience, trying to follow the CLE Learning to Read Teacher's Handbook step-by-step didn't prove very interesting for our kids. In comparing the CLE reading program and work for the younger kids (kindergarten), we have found that other publishers offer learning programs and color workbooks that hold the child's interest more, and present it in a more fun way for them.

       Our two teen teachers for the kindergarten group found it diffcult to follow the Learning to Read Teacher's Manual, as to them, it was a bit complicated. They both read Training Lightunit #8, and this was good for them. When they were encouraged not to be bound by the CLE manual, but to take the basics from each class, and enhance them with fun games and other colorful and fun books and to follow "Keys to Reading" in Childcare Handbook 2, pg. 83, the kids did great.

       CLE also offers an "ABC" preschool series of one Bible story book and six workbooks which provide some meaningful learning experiences for preschool children. You may want to use these to supplement the GAP video and Childcare Handbook early learning programs. If possible, it would also be good to research your local book stores as you may find other workbooks you and your children would like better. Those of you in countries where you are unable to locate other English preschool workbooks for your 4- to 5-year-olds might find the CLE preschool series of use.

       Since the CLE curriculum is mostly self-taught and self-paced, the parent or teacher does not have to plan the study material from day to day. The parent/teacher role is mainly a guide, encourager, helper, cheerleader, monitor, and individual tutor. The teacher, or monitor, should understand the study procedures, but it is not necessary to know the content of all the text. (These study procedures are given in detail in the Procedures Manual or in Training Lightunit #6.) Although the teaching is done mostly through the student's Lightunits, there will still be a need to monitor the progress of your students in order to check the quality of their work, as well as provide focused attention and assistance to individual students who need it.
       Remember that it is the parent/teachers' responsibility to plan ahead with the financing, making the CLE orders, supervising the program and maintaining accurate records. They will need to keep the materials organized and ready for use, ordered in advance, before the students will need to start the next Lightunits.
       The parent/teacher does not need a college education or to even be a native English-speaker as long as they have a good knowledge of English, and know the CLE procedures, and how to look for the answers in the books. Therefore it is ideal for our teen teachers, nationals, and inexperienced adult teachers to use. Teachers can learn as they teach!
       With large classes of more than 10-12 students, it may be helpful to have a teacher's aide. If not available, it may work to have the older students seated next to the younger ones who can help answer little questions or give spelling tests. In this way, you could even have every student in your Home from second grade through teens doing school together with one teacher.
       (NOTE: First graders who are learning to read using the CLE program need some individual time with their own teacher. The CLE teaching reading method is more traditional, with most things needing to be explained and demonstrated.)

Suggestions from Family teachers on tutoring and national teachers:
       Using CLE, we still do quite a bit of teaching, but it's just not teaching to the whole group like before. The amount of teaching has not been reduced, but changed from teaching a whole class to "individual tutoring." What has been cut the most has been the pre-planning of classes and having to gather all the material to be taught, etc. Also, now our group of students from grade two on up to teens has only one teacher instead of two. Due to the format of the curriculum you need fewer teachers. However, the teacher will not just be a monitor, but will still do a lot of teaching through individual tutoring.

       In order to teach English language arts it is important to know English fairly well, even if it isn't your native language. To teach language arts you should know how to read English well enough to comprehend what the text is trying to teach, in order to explain it to the students. Some of our students have needed extra tutoring in language arts, thus the teacher needs to know English grammar. A foreign speaker could teach the "Learning to Read" series and learn as they go, especially if they have the "Basic for Beginners" tape that gives the correct pronunciation.

       In order to know where each student should begin in each subject, CLE uses placement tests that are correlated with their curriculum. These are called diagnostic tests. You may order the diagnostic tests using the CLE "Diagnostic Test Order Form (for The Family)," which we hope you have already received. (If you have not received it, please ask your NPC about it.)
       From the results of these diagnostic tests, students are "placed" in each subject according to their learning needs and abilities, not by grade level according to age. For example, a student may be placed in the middle of the fourth performance level (4.5) in math, but placed at the beginning of the fifth performance level (5.0) in language arts.
       This placement testing and individualized approach permits any student to begin at his or her level of accomplishment at any time of the year, and to advance according to their individual ability. Having individual students working independently on different Lightunits according to their own ability allows students of different ages and abilities to work together in the same location or classroom. The CLE teaching materials can also be used to teach the whole class unitedly, if preferred.
       The diagnostic tests are used to determine where the student should begin in the course as well as where the "learning gaps" exist that need more study. So instead of assigning the student to an entire lower performance level in order to strengthen or relearn certain subject material, he or she is given only the Lightunits in which the specific missing concepts or subject material are taught. For example, if a student is found to be on the sixth performance level in math, but is still weak in one basic math concept taught on the fourth level, he will then be assigned the appropriate Lightunits from the fourth level.
       We suggest that those who use the diagnostic tests have a copy of CLE's {\ul \i Scope and Sequence} booklet, which briefly outlines the topics contained in every Lightunit in each performance level (cost: $2; with Family discount $1.80 and $.18 for shipping). This helps the parent/teacher see what is covered in the Lightunits that show up as a student's learning gaps, so they can decide if the student does indeed need to take the whole Lightunit, or if the missing points might be covered by simply studying from other available books, or by tutoring.
       Even if you are not planning to use the CLE curriculum, the tests can help parents or teachers determine where each child is at scholastically, and detect their weak learning areas so they can use Family teaching materials or other scholastic supplements to make progress.
       (For more details on the diagnostic tests, please see "More on the CLE Diagnostic Tests" on page 17.)

Suggestions from Family teachers on learning gaps:
       If it is not possible or affordable to get all the learning gap Lightunits, some parents and teachers may like to try what we did: I went through the diagnostic tests and noted all the weak areas for all the kids. From this, I just made up a big drill sheet using all these areas and expanding on them a little bit. I then placed the kids in their "normal" level workbooks, and one specific day each week, we just worked on our review worksheets together. That way, those who needed to learn something new got the opportunity to learn, and those who knew it already got to review it. That way, the kids catch up on what they need to learn, but at the same time they keep progressing with the course without getting frustrated. This has been working very well. Now when the kids come across these things in the workbooks, it comes easy for them!
       I also took the Lightunit #10 of the levels that the kids had weak areas in and we then worked on those areas of review in these books. For instance, most of our kids in language arts had learning gap 408, along with perhaps one other gap in the 400 level. In order for all to get the points they needed to cover, all in one book, I used the 410 Lightunit (which is a review of the 400 level). This worked very well and everyone was able to review at the same time!
       (Editor's note: In language arts this may work well but it may cause problems in math, as the mastery of each concept is often necessary to continue progressing. In some cases, the 10th or review Lightunit may be sufficient to get the student caught up, but this depends on the student. Work in other Lightunits in the subject may be necessary.)

       We thought these diagnostic tests were a very big help in assessing where our kids were at scholastically. However, we learned afterwards that we also have to follow our "common sense" in finding out where the child fits best and what his or her capabilities are. Even though the diagnostic test is very good in diagnosing where the child is at in his or her schooling, there are exceptions to the rule and so we have to use common sense in placing each child.
       I would suggest that perhaps parents or teachers who have been teaching the kids or know basically how they have been doing could help in finding the balance as to where to place the child in the course, based on their knowledge of each child's capabilities and their past performance, as well as the test results.

       If you have predetermined that your child should begin at the CLE level 100, it is probably not necessary to administer the diagnostic test for that level. For students who are probably going to start at the second or third grade level, the 100 test series could be beneficial to pinpoint their learning gaps.

       Students and teachers are not pressured to finish a certain number of Lightunits within a certain time period. Students can freely work ahead of, or behind other students, without the frustration of having to wait on teachers to prepare studies, or being pushed faster than the student is able. Students are encouraged to learn to make a plan and set personal goals. (Parents and teachers should, of course, keep an eye on the students' accomplishments and goals, encouraging them to do the best they can. If a student begins to lag far behind what the parent or teacher believes they are capable of, more personal tutoring may be needed.)
       JETTs and teens can continue their education independently. Students can continue their education through 8th grade or even high school in scholastics if they so desire, or use the electives (vocational training) in conjunction with the CVC (Christian Vocational College) program.

       We have a lot of Family material available for teacher training, including the Childcare Handbooks, childcare FSMs and many Letters. The soon-coming Christian Vocational College (CVC) program has a teachers' training course made up of Dad and Mama's Letters and other Family pubs, which we hope will help all of our teachers benefit from Word-based, Family-oriented teacher training.
       CLE also offers a teachers' training course made up of eight booklets (called Training Lightunits). If parents and teachers so desire, they can work through this training program, and afterwards receive a certificate from CLE.
       However, though all eight booklets are necessary for receiving a certificate from CLE, not all eight of the Training Lightunits are essential in order to learn to teach using the CLE material. Some of them are specifically about CLE schools and administration which may or may not be helpful for you. It seems that Training Lightunits 2, 3 and 6 are helpful reading and study material for anyone who will be using the program. Anyone using CLE materials to teach reading and first grade should also study Training Lightunit 8 (Basics for Beginners) since it explains how to use their first grade materials and program.
       The {\ul \i Procedures Manual} provides a condensed version of the Training Lightunits and is a very helpful item to have.

       Teaching basic scholastics, though essential, is only a means to an end and not our main goal. What's more important is that we are molding the characters and values of our children, not only as Christians, but as disciples of the Endtime. So, if using a program like this, please keep on the lookout for ways to adapt it to our life and service for the Lord, and do your best to give your children all the personal time and attention and tutoring you can. The CLE program works for you by eliminating a lot of the preparation of schooling materials, thus giving you more time and freedom to add in all the Word, witnessing, excursions and on-the-spot learning activities that come up in your daily lives. Using such a self-teaching workbook program can help the students work through their scholastics no matter where they are. The children don't have to be at a desk or in a classroom or depend on a teacher full time. See how you can adapt the use of this program to your own home schooling and witnessing!
       One of the biggest possible drawbacks to using CLE or any structured curriculum is not in the curriculum itself, but our tendency as parents and/or teachers to fall prey to too much dull routine desk work and reverting solely to book learning, thus getting away from the home schooling concept of turning every activity into a spontaneous learning experience. When teaching from a structured program, we can so easily lose sight of the important need to tailor or adapt our teaching program and curriculum to the children's needs and interests and break out of our ruts frequently. Schooling and learning should be more than an experience within the boundaries of a classroom--or a workbook.
       In Home-Spun Schools, Raymond and Dorothy Moore bring out this point: "In one sense you are teaching all your waking moments--as models to your offspring. Seldom are more than two or three hours of formal academic instruction a day appropriate. Many mothers and fathers limit their formal teaching to little more than an hour. Much more important is your working with your children in physical work, helping them learn practical skills and nobility of work--building character qualities of industry, neatness, order, responsibility and dependability, which are hard to find in even one in ten children or young adults today. Along with practical values you can by precept and example teach manners and graces which today are rare--kindness, thoughtfulness, tact, forgiveness, generosity, and a just plain kind of for-others love" (Raise 'em Right, pg.541).
       It's best not to look at CLE or any curriculum as the ultimate answer to all of our children's scholastic needs, but instead as a teaching aid and tool. Ideally, the children should only need a couple of hours a day of formal scholastic studies, following a structured curriculum.
       As Dad said: "PTL, I'm not worried about our children's education, they're getting the best education they could possibly get!--In the Word and the nurture and admonition of the Lord and growing in faith and living by faith and witnessing, litnessing and learning to be mobile and learning to survive" (ML #1036:57).

       Although five diagnostic tests are provided by CLE, according to their recommendation it is not necessary or advisable to take all of them. The most important tests to take are in language arts and math, provided the teacher has first determined the student's reading level, and is sure that the student is able to easily read the course material with good comprehension.
       The CLE program and Diagnostic Test Teacher's Manuals recommend taking the California Achievement Tests (CAT), or other tests to determine the student's grade level in the basic subjects of reading, math and language arts. However, some of our teachers who have started this program have found that this step is not essential to take, as long as you have some way of determining the student's reading level. A teacher or parent who is familiar with the student's reading may be able to determine their approximate reading level, simply by looking at the tests. Since CLE suggests students begin the testing two levels below their general academic level, it seems this approximate evaluation should be sufficient. An alternative is to determine a student's reading level by using the "Wide-Range Achievement Test--Reading" in Heavenly Helpers 2, pg.137. If this is used, be sure to also confirm the student's comprehension of the words given.
       Once a student's reading level is established, the diagnostic tests can be used to place them in their independent learning level in language arts and math. The Diagnostic Tests Teacher's Manuals recommend starting the students' testing at two levels below their approximate grade level. Just be sure not to start at so low a level that the tests take a long time and become boring for students. For some students you may only need to go down one level to begin the testing.
       It's not wise to "push" a child past his tested ability or his age level. It's not recommended to administer the tests to a child under seven years old, or to those who have not completed the first grade, or students who are not yet independent readers capable of following written instructions. (A possible exception could be an advanced 6-1/2 year old.)
       There is another CLE "Readiness Test" available for children about to start first grade or who are currently working on a first grade level. You may find this "Readiness Test" helpful, but you will also probably find that some questions are not applicable to our children, and will thus need to be discounted or skipped when doing the test. If you use this "Readiness Test," please apply the principles mentioned above, and use common sense in giving it to the children, and in grading it. You may want to copy the style of the "Readiness Test" to create your own test for the younger children who you would like to start using CLE.
       If you want to use CLE for science and social studies, but the students do not use the diagnostic tests for placement in social studies and science, they could either start at the beginning of the appropriate age/grade level at which they are reading, or the teacher could pick and choose subjects that go along with the Teacher's Planner/Home Schooling Program, or subjects that are of special interest to the group or individual. Also, see the Scope and Sequence booklet for interesting books and topics to study.

       The instructions for testing and placement can be found in each Diagnostic Test Teacher's Manual which is provided with the test booklets for each level and subject. Please try to closely follow as many of the guidelines in the Diagnostic Test Teacher's Manual as are appropriate for your situation.
       A teacher or parent or older teen can simply read the appropriate section in the Procedures Manual as well as the Diagnostic Test Teacher's Manual in order to administer the tests.
       It is best not to leave the students (not even teen students) alone when testing. The temptation to ask each other for answers may be too great for them and result in wrong placement, which could cause the students to experience failure and discouragement when they start to work on the program.
       Parents or teachers need to be careful not to "help" the child except to explain instructions. "Helping" can result in a wrong diagnosis and place the child in work too difficult which would be discouraging and tend to failure.
       The test scores should be recorded on the "Diagnostic Test Summary Form" found on page 60 of the Procedures Manual. This form is very helpful in recording the student's test results in a visual way that easily shows the learning gaps, as well as what Lightunit to begin in the curriculum. Please photocopy as many of these forms as you need.
       Please note that this test score form, as well as the test booklets themselves are referred to by different names in the Diagnostic Test Teacher's Manual, (as per the original Alpha Omega curriculum). The workbooks are called "Lifepacs" instead of "Lightunits," and the "Diagnostic Test Summary Forms," as CLE calls them, are termed "Student's Placement Worksheets."

       According to CLE, ideal placement in the different scholastic subjects is achieved when about 30% of the material encountered is new and the student is able to read independently with 90% comprehension. It is better to place a student slightly lower and let him build confidence as he works through the curriculum, than to place him too high and have him experience frustration and failure.
       In certain sections of the test you may find some obscure or irrelevant questions, such as questions on the book, Robin Hood. In these cases, don't count these questions wrong; use common sense in grading the test so that students won't have to make up unnecessary material in new Lightunits.
       Placing the students in certain levels according to the results of their tests sometimes has to be tempered with experience and an understanding of the abilities of each student.
       By referring to the CLE Scope and Sequence booklet, you can see the curriculum subjects that each course provides and the contents of each Lightunit. This is a great help after testing and scoring in determining whether you need to order certain Lightunits to make up the learning gaps, or if you have other schooling material for this purpose, or if you can skip that material altogether.
       It's better to start off with the work being relatively easy as the students adjust to the program and new procedures, so they can experience "success" and develop a positive impression from the first day. Place the student at a level where he or she can be successful from the very beginning; then you can make adjustments as you become more acquainted with the program.
       Students will usually work through the first books quickly. Adjustments can be made after the first books are completed and the new procedures have been mastered if you see that the work is too easy. If for any reason the first book is too difficult, an easier book should be substituted as quickly as possible before completing the difficult book.
       Placement of JETTs and teens or students who receive test results of one or more years behind their "normal" level can be difficult. This needs special attention, prayer and counsel with everyone involved, including teacher, parents, and students. Even if an older student tests quite low, it's not always wise to put them at the level they tested because the material will be aimed at such a young age group it could be offensive or discouraging. Often an older student who is behind can catch on to a book one or two years above where they tested, if they have a teacher or someone they can go to who can clearly explain the basics and guide them in understanding the new material. In these cases they will need a lot more help from a teacher, parent or a teen who is further along, in order to be successful and not get discouraged. If this type of tutoring help is not practical or available, the student should be encouraged to do well in an easier level, rather than struggle alone in one that is too hard.
       A permanent record should be kept for each student so that they won't be asked to repeat a Lightunit when they change to a new situation. There are various CLE forms available for this record found in the Procedures Manual.

       Most MCs and OCs take testing as a challenge, but those who have trouble concentrating or writing, or those who know they are very far behind, may need more encouragement. These can be helped by starting the test level at a grade that you know will be relatively easy for them so they can experience success from the start. Let them know that when everyone is finished you are planning a special activity to celebrate!
       From our experience it can take two or three days for the MCs to take their tests, or for some who haven't developed concentration or good study habits, maybe four or five days. (This is using three- to four-hour school days for testing with breaking up testing periods to keep them from being too long for these younger students.)
       For OCs and JETTs, if they work at it every school day for two-and-a-half to three hours a day, it could take four days or more. It's important to stress that anything they don't know they should skip and not spend a lot of time trying to figure things out.
       Some JETTs may be resistant if they have developed a negative attitude towards scholastics, or some may know they are behind their level. Same solution as above.--"Just try it," and start them off easy on a test level two grades below, as suggested in the teacher's training course. Offering a nice group reward that they choose or you know they would like, or a special snack for all once everyone is finished, will encourage even the slow ones to finish up.
       Teens who want to take the test will usually accomplish it easily. Those who may need it but don't want it may need a little private encouragement and explanation, or try a group reward like a dance night or an extra excursion if you would like all of them to press in and finish it quickly. The quicker it can be over the better, so they don't lose momentum.
       Most JETTs and teens who are behind scholastically should start on the 400 level test, because the 300 level will probably be too easy. Or perhaps if you know that some students have already completed 6th or 7th grade or worked on the Basic Skills Computer Program, you may want to start them on the 500 level and let them work up through 700 or 800 or as far as they can go.

       (Please also see "CLE's Ordering Instructions for the Family" and "The Family's CLE Order Summary" which you should receive along with this advisory.)

       Since CLE's busy period during which they are unable to give us the full 15% discount on "basic curriculum" materials (Lightunits and Answer Keys) is between July 15 and September 15, if you are planning to order CLE's basic curriculum materials for your children, it will probably be to your advantage to plan to send your order after September 15. If you place your order during the July to September busy period, you will need to calculate your prices with the 10% discount.
       Since the diagnostic tests are not considered part of the basic curriculum, it will not matter if you send your diagnostic tests order before September 15. The discount for the diagnostic tests is 10% year round.
       Planning ahead for your CLE orders does not mean that you have to order a full year ahead all at once. Instead, just schedule your orders by keeping in mind CLE's busy period, and the time it will take your order to arrive. For example, if you live overseas, your CLE order may take two or three months to arrive. So, in June you could order enough materials for September through November. (In order to take advantage of the 15% discount, your order would need to be with the Family distributor no later than July 7th.) Then in September, you could order your materials for January through March; and in January order your materials for March through August.
       If you have decided to use CLE, you will need to take this waiting period of two or three months for your order to arrive into consideration, as this means that even if you place an order right away, it's possible that you will not receive it until November or December. (Our Family distributor is researching quicker ways to have the overseas orders sent, so in the future this time may be reduced. But for now, this longer mailing time is probably what you will experience.) One option you might want to consider, if you are just now sending your order for the diagnostic tests, is at the same time order a few Lightunits at the levels you think your students might need. This way, you would have some material to begin your students on while you wait for your future order of the Lightunits that the diagnostic tests indicate they should do. This might be convenient for your JETT-age students, if you do not have a current scholastic program for them, and want to begin them in CLE as soon as possible.

       Our Family representatives will act as a clearing agent and will only be a channel for your orders. If for any reason CLE needs to make a change in your order or something was missed, they will not communicate with you, but instead will notify the Family distributor who will in turn communicate with you. Outside of being just a channel, the only decision the Family distributor will need to make concerning your order will be to make an adjustment to what is ordered in case the funds enclosed are insufficient to cover costs. In that case, materials will be subtracted from your order to lower your payment to meet the amount of funds that they received. Then you would simply need to place an additional order for whatever materials were subtracted from your original order, and make an additional payment. In the event this were to happen, or you wanted to return some of your materials, or should any other problem occur, it would be a good idea to always keep a photocopy of all your orders.

       Materials purchased at the 15% discount will also be given a discount for the shipping charges. Please refer to the "Shipping and Handling Cost" chart on the order form entitled "Family's CLE Order Summary," because as a Family member you will be given a special rate. Praise the Lord! As you will notice from Chart 4b on the "Family's CLE Order Summary," there is no discount for handling and shipping charges for materials that are not from the basic curriculum. (Just as they do with all their other customers, they will ship these to us with a shipping charge of 10% of the discounted total purchase price for those within the U.S. and 15% of the discounted total purchase price for those outside the U.S.)

       When ordering Lightunits, Answer Keys and other materials from CLE, use the CLE Order Forms booklet which will be sent to you from CLE when you order your diagnostic tests. Your order can be recorded on the actual pages of the booklet (or photocopies if you prefer), but your order summary should be done on the modified version of the order summary especially for the Family ("The Family's CLE Order Summary") which you should receive along with this advisory. Page 14 of the CLE Order Forms booklet has also been modified for the Family, so for ordering details, please refer to "CLE's Ordering Instructions for the Family" included in this mailing, rather than the instructions that are in the {\ul \i CLE Order Forms} booklet.
       Shipping and handling charges are given to you on the "The Family's CLE Order Summary" in chart form. Please use these two charts (4a and 4b) when calculating your shipping cost on each order. There are two different rates for shipping according to what is purchased.
       To save money on shipping and mailing, Family Homes, when and where it is feasible, are encouraged to combine orders into a single shipment to one address. Several Homes may choose to compile their individual orders on to one set of order forms including using only one "Family's CLE Order Summary" sheet. In other words, the materials purchased on the order form pages and the totals listed on the "Family's CLE Order Summary" would be the totals of several different families or Homes compiled into one set of order forms. Since all the materials in these orders will then be packaged together, to distinguish between the individual orders, be sure to keep a good record of the materials ordered and paid for by each Home or family.
       Please keep in mind that your shipping address will be on the CLE mailing list, so you will want to use a GP address.

       CLE will ship your diagnostic tests and Diagnostic Test Teacher's Manuals to you by their "rush" order service for the same price as you would pay for regular mail! This is a one-time special price for shipping your diagnostic tests. In other words, to calculate the shipping costs for your first order of diagnostic tests, use the following instructions:
       A. Follow Chart 4b on the "Family's CLE Order Summary."
       B. CLE requested that when ordering your diagnostic tests, to please write "Rush Order Please" on the bottom of the form. Diagnostic tests and Diagnostic Test Teacher's Manuals are not included in the basic curriculum, so they have a 10% discount off the purchasing price, making them each only $1.75.
       C. This is the best time to order the helpful Scope and Sequence of the CLE basic curriculum. It will cost $1.80. It is also the best time to order a Procedures Manual (cost $2.70), as this will be helpful to refer to when doing the tests, and it provides a form for recording the test results. Since these booklets and the free CLE catalog (which you may want to ask for) are not listed on the order form that you have, please request them on the bottom of the order form. Also, you would then need to add $4.50 ($1.80 and $2.70) plus shipping charges for the two items (10% for U.S. orders, 15% for foreign orders) to your total cost and payment check. You should receive these items in the same shipment as your diagnostic tests.

       I think the CLE program is a very good one, and that it will be a big help to the Family in general. In the three G's, one of the main advantages is that the course offers good textbooks and worksheets so that the children are able to study on their own, and at their own pace, with a little help and guidance from the overseeing parent, teacher or assistant, if need be.
       In a situation where there are some teachers or parents who have a little more time to prepare material to offer the kids, then I would encourage them to do so. For example, instead of having the child work on his own doing his three G classes, the teacher could make the classes more alive by having a whole group of kids together working on a special project or experiment, or doing research to help enhance the lesson. One suggestion is to simply follow the CLE textbook and either, 1) make your own worksheets from the book, or 2) take the workbook and add more activity-type questions to the assignment already given.

       The kids in our Home have for the past years been used to working together with one teacher giving a group class (such as our OC/JETT group working together as a class). In these situations, the kids were used to a lot of "hands on" learning, group discussion and the teacher constantly pouring into them, so to switch to the more individualized set-up for school at first was a little awesome for the kids! It took them about a month to get used to the idea of each one working individually in their books and taking the instructions from the book and not having the teacher there all the time. It has been very encouraging to see that now, after one and a half months, the kids all have their day "down pat," coming into the classroom, taking out their books and goal charts, sitting quietly for prayer, and then beginning to work through their books. They now need little assistance from the teacher, except for when help is really needed, or the teacher needs to double check their work and correct their tests. The kids have learned a bit of self-discipline through this course, which is encouraging.

       One observation we had, and which also came up in conversation with our OCs and JETTs, is regarding extra projects in the three R's, such as writing stories, poems, video documentary summaries, doing research from books and encyclopedias, etc. They all expressed that they missed doing such assignments which they had been quite used to doing before as part of their home schooling. The CLE course can sometimes tend to be a little boring for the kids after pages and pages of just workbooks, though most of the time, the kids are content and happy, TTL. Since then, we have made sure to take time to give them those extra activities to help them enjoy their learning more.
       Two weeks ago, they were asked to write an exciting testimony using all the rules of composition they had been learning in their CLE workbooks. We told them that when they finished, we would ask an adult to read the testimonies to the Home. This made it all the more exciting for them, and gave incentive to put their hearts into their writing, God bless them!
       Perhaps a suggestion would be to make sure to include such fun extra activities in their school day. In our Homes, the kids have opportunities to go out, experience exciting road trips, witnessing outings, see new places, visit people, etc., which could make excellent themes for fun "talk about" classes, compositions, or research topics! Don't forget to include this "other side" of learning to make it challenging for the kids.

       If at all possible, I would suggest that for the beginning stages (first month or so), it might be beneficial to have more than one overseer if the group consists of more than eight kids, or if there is quite an age/grade range in that group. The reason for this is to help the children adjust, as well as give attention to those who might really need it at the time. Not all children learn well from books. Some learn better from touching, feeling, seeing or hearing.
       When I was the sole teacher for the kids I found it helpful to encourage them to redeem the time when they had to wait to get needed help. There were times when I would be trying to attend to one child that was taking a while (perhaps they needed a new concept thoroughly explained with examples given, or walking them through something new which takes a bit of time), and there would be perhaps four other kids needing help! At times like these, I would ask the others (since they could not go on) to work in their other three R's workbook until I was able to get to them. This really helped, as they were able to continue working and accomplish something worthwhile during those waiting periods.

       We were able to get one set of the complete art curriculum for all levels through the 12th and have found this course very interesting. I have now been doing it for a month with all school-age children and they constantly ask for their art classes. The layout of the curriculum is very well done, and the progression of learning is very interesting. It is good if the teacher has some experience in art and is able to help the kids with some of the drawing, etc. Each package comes with a complete lesson plan for each class, and worksheets. In the instructions, it suggests that you get one package for each child, but we just had the pages photocopied, or sometimes I would have the kids trace the original which is good practice for them.
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       God bless and keep you! We pray that if you decide to use the CLE program, it will be a blessing to you and your children. We love you!


       1. The first step in deciding whether to use the CLE course is to pray together as a Home as to whether or not CLE will be your choice for a home schooling course. Perhaps some families will choose to use CLE, while others may prefer to continue using the Family Home Schooling Program and other supplementary materials.
       2. Be sure to read all the enclosures, brochures, and order forms about the CLE course, as well as this advisory, so you understand exactly what the course entails, the pros and cons, etc.
       3. Choose your Home Study option, as CLE offers three different types of programs to choose from. Please refer to the CLE Home Study Options pamphlet.
       4. Pray in and raise the funds. CLE has offered a 15% discount for the basic curriculum materials. By referring to the CLE brochures, catalog and order forms, you can estimate the cost per student per year including this discount.
       5. Using the CLE Diagnostic Test Order Form (for the Family), which you should have received with FUN #30, order the CLE diagnostic tests to help in the placement of your grade 2 through high school level students. At this time you should also order the Procedures Manual and the Scope and Sequence booklet. (See details in points 6 and 7 below.) For proper placement, a student need only to take diagnostic tests in language arts and math. Placement in science and social studies should be made according to the students reading level. The placement in language arts could serve as an indicator of their reading level.
       6. Proper use of the diagnostic tests and the Diagnostic Test Summary (found in Procedures Manual pg.60) will give you a reasonably clear picture of your students performance levels and major learning gaps (review areas), and will aid you in filling out your order for CLE workbooks Lightunits). Refer to pages 8-10 in the Procedures Manual for instructions.
       7. After you have filled out the Diagnostic Test Summary, use the Scope and Sequence booklet to evaluate the necessity of the Lightunits pinpointed as learning gaps for your students. You may determine through a thorough perusal of the Scope and Sequence booklet that some of the Lightunits pinpointed as learning gaps contain material irrevelant to your students, or that the material in them could be taught using other available material. By using Scope and Sequence, you can individualize your students curriculum. For example, the science and social studies Lightunits that are at your child's reading level may contain material that your child already knows, or for some reason you deem unnecessary. In this case, you can either skip the entire performance level in that subject or you can pick and choose the Lightunits that contain material that you feel is beneficial.
       8. You will receive the CLE Order Forms booklet, CLP Catalogue, and Curriculum and Resources for the Christian Home School brochure with your Diagnostic Tests. These will give a more detailed description of the curriculum as well as supplementary resources, material and high school electives. To place your order of materials, please be sure to read the instructions on the front of the CLE Order Forms booklet as well as the detailed instructions enclosed with this advisory in the CLE
       Ordering Instructions for the Family. Only use The Family's CLE Order Summary and not the one at the end of the CLE Order Forms booklet. Please note that this order form summary is your master copy and should be photocopied for each order. This is a customized form for the Family and is not available through CLE. Getting replacement copies from the Family distributor could mean a significant delay in placing your next order. Please file your master copy in a safe place.

       [EDITED: "End"]

Copyright 1996 The Family