• English/Language Arts should include developmentally appropriate instruction in reading, writing, speaking, and listening skills. Formal writing and spelling are not typically included at the kindergarten level.
• The following areas not listed in the General Regulations are highly recommended:
  • Technology Education (e.g., computers, other technology, business, industrial arts)
  • Library/Media Skills
  • Foreign Language
• The K-8 program includes developmentally appropriate instruction in every area.
• The 9-12 program includes six or more credits of instruction per year. (One credit is equal to daily instruction for a full year.) This includes the following minimums:
  
  

  4 credits - English 3 credits - Mathematics (including concepts in algebra and geometry) 3 credits - Science (including earth, life, and physical sciences) 3.5 credits - Social Studies (usually World History, US History, American Govt.) 1 credit - Fine Arts (art, music, theatre, or dance) 1 credit - Physical Education .5 credit - Health 1 credit - Technology Education

  
  In addition to the 17 Core Credits listed above, students enrolled in grades 9-12 in the Baltimore County Public Schools are also required to have either:
  
  

  4 credits in a career technology program or 2 credits in technology and 2 credits in an elective or 2 credits in a Foreign Language and 2 credits in an elective

Documenting Regular, Thorough Instruction of Sufficient Duration

General Suggestions

• Give evidence of a regular, planned schedule of instruction.
• Maintain a planning book or log.
• Record your instructional plan for the year.
• Maintain a record of grades, e.g., issue quarterly report cards.
• Bring examples of instructional materials to the review.
• When the curriculum does not follow a prepared text or course, provide an outline of topics with a time schedule and resources (such as a bibliography).
• Describe how instruction in each area is structured, e.g., textbook, correspondence course, art lessons, participation in a structured sports program each season, or a planned syllabus.

Student Portfolio

• Adequate examples to document work for each subject throughout the period of instruction must be provided.
• Samples of the student’s writing, worksheets, workbooks, creative materials, and tests must be provided. Reading lists are recommended. Other means of documenting work include journals, photographs, certificates, awards, and programs.
• Work should be arranged chronologically by subject area.
• Each piece of work should be dated and identified as needed.
• Helpful hints:
  • Use a tabbed notebook or pocket portfolio.
  • Arrange subjects in the same order as indicated on the Home Schooling Profile form.
  • All materials remain the property of the family.

PORTFOLIO REVIEW GUIDELINES

Each subject area will be reviewed for clear evidence of instruction, as will the complete portfolio, according to the criteria below. Ratings will be indicated on the Portfolio Review form.

• ACCEPTABLE/CLEAR EVIDENCE indicates there is sufficient evidence of planning as well as physical evidence of student work to show that regular, thorough instruction has taken place on a regular basis during the school year and is of sufficient duration to implement the program.
• NEEDS BETTER EVIDENCE indicates there is insufficient evidence of instruction. It is expected that weaknesses will be addressed during the next portfolio review.
• UNACCEPTABLE indicates there is no evidence of instruction. The subject area or portfolio does not comply with COMAR 13A.10.01D. A portfolio receiving this rating must be revised and reviewed again within 30 days.
  
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