For what it's worth, there is more than one type of strep titer. The two most commonly tested are ASO (antistreptolysin antibody) and anti-DNase B. They should be checked again later to see whether they are falling - this can take quite some time.

There are numerous PANS/PANDAS Facebook groups that you might join. Here are a few articles in case they may help: http://ndnr.com/autoimmuneallergy-medicine/elucidating-pandas/ http://discovermagazine.com/2017/april-2017/hidden-invaders http://www.mdedge.com/clinicalpsychiatrynews/article/131114/pediatrics/antibiotics-have-role-pans-even-no-infection (high titer for what, specifically?)

Look at the College Board requirements for accommodations for the SAT. Be aware that the process changed recently, I think just a few months ago, maybe January. So, there may not be many folks who have experience getting accommodations under the new process, but it may be easier than it formerly was. (If I recall, it may be easier for those attending schools with IEPs.) Note that the SAT allows more time per question than the ACT. I'd try both tests (practice tests with accurate timing) and decide which one is better suited for the student's strengths.

If this is a potential flare/exacerbation, I would be inclined to get a swab to rule out strep, but you know how I am. (No sooner did my kiddo finally get tonsils out a few weeks ago than two younger siblings turned up with strep. Not sure how long they had it, exactly...) (eta, I now buy swabs on amazon, fwiw...)

Go to the appt with the awareness that there is a *great* deal of controversy between the IDSA (Infectious Disease) on the one hand and ILADS on the other.

FWIW, when my big kids were young, I made them learn piano specifically for the benefits of both sides of the brain working together. As a bonus, there is sometimes the chance to use the metronome. There is an actual therapy called Interactive Metronome for the very purpose of improving processing speed. If you search the Learning Challenges forum, there have been several discussions about improving processing speed and how difficult that really is to accomplish, but there may be a few suggestions that may interest you. Also, to some extent, processing speed might improve with age (there is a curve), at least for neurotypical kids.

Be sure to take pictures of the rash, just in case you need them in the future.

FWIW, I would not put it quite that way. Top undergrad can be very helpful but is not required for admittance to a T14 law school - it's not that simple. While law school admission is a numbers game, the undergrad institution would play a role in the inherent value of the GPA portion of the equation. A 3.7 gpa at a school ranked 20 or 45 or 65 isn't evaluated the same as possibly even a 4.0 at a school ranked 200 or 300. The differences may not be parsed finely by the adcoms, especially inside the top-50 (or 60 or 70), but there are differences in the bigger picture. There is a continuum. As far as I can remember, I can't think of any of my classmates at a T14 law school who attended undergrad outside the top-100, though surely there must have been some; almost all my friends attended top-50 undergrads. I didn't look, but the list of undergrads attended from Stanford above does not indicate what proportion of students were from each school; there are over 500 students in a class (aren't most schools on that list top-100?).

ananemone, most days I just have bulletproof coffee for breakfast (coffee whipped with kerrygold unsalted butter); the fat holds me until lunch. (sigh, or until I have another cup but with heavy cream instead...) I never thought I could get rid of the sugar in my coffee until someone here introduced me to BPC, for the energy from the fat rather than needing to burn energy from sugar due to the caffeine, if that makes any sense. I am sometimes sensitive even to protein at breakfast; it depends. Those look yummy! Unfortunately they are high carb (banana plus oats).

I have only the vaguest notion of what industrial design might entail. From a financial aid perspective, I'd be inclined to look toward universities rather than standalone art schools. Also, there seem to be some universities with interesting majors/study areas along these lines. I'd look at CMU, Northeastern, RIT to see if any of them have a course of study that may be appealing.

It may depend on the person and how low-carb they are going, but FWIW, many people with insulin issues (i.e. going low-carb for a reason) have more trouble with carbs in the morning than later in the day. I'd only add veggies to breakfast as necessary for flavor and such - I'd save them for later in the day. I would avoid potatoes at any meal with the possible exception of a few tiny bites with dinner at most.

I make large quantities of Kroger breakfast sausage links and freeze them. Microwave two for about 35 seconds.

As far as being told that prep wouldn't help, that may have had a small grain of truth decades ago when the SAT was an ability test to a larger degree. Today, the SAT bills itself as an achievement test and accordingly may be more suited for prep. I was a slacker, yet I managed to do a few practice tests in a large book back in the old days (mid 80s) and had a pretty good result. If I had to do it all over again, I definitely would have prepped more even for a small increase.

When my kids ask for help for algebra 1 or geometry, I usually reach for AoPS first, especially if they need some instruction on the concept. If I don't find what I want there, I'll pull out a Dolciani (late 80s/early 90s editions; or for geometry, Jurgensen). For a refresher on the procedure only, I'll go to the Glencoe McGraw Hill study guide for their school text (available on random school websites).

Another vote for sinus infection. I might be a little reluctant on the flonase as it may be a double-edged sword. While it would be great to get better drainage going, I'm not keen on shutting off/decreasing immune system function in that area, particularly when it's likely that there's an infection.

I used MM when I pulled my oldest out of monessori in 4th. I don't see anything wrong with SM and/or BA for after montessori. In my experience, the early years of montessori provide a great foundation for math.

Of course the challenge problems make for a deeper learning experience. It doesn't have to be all or nothing; I liked to use them for review. Maybe just use selections? I'm not sure that AoPS Geometry will take much longer than Jacobs, especially if you are selecting smaller numbers of challenge problems. If I recall, the online course is 24 weeks. I think a school year should be sufficient.

I know the school keeps razors but I doubt they would suggest dry. Regardless, no one wants a demerit on the first day. Ok. For a kid who has never shaved before, maybe an electric razor? Just now I was noticing new chin growth too... by August, he will probably need to clean that up. (This is a kid who avoids trimming his nails lol)

Look at the colleges he has in mind, both for admission requirements (and considering the level of competitiveness) as well as the specific math courses required for the major(s) he would be interested in. Some majors will have their own specific stats courses, including stats courses that may be calc-based. Hard to be sure without looking, but if any math beyond algebra 2 is required, sure he could take it in college, but it may not make sense to pay tuition for something he could have easily learned in high school. I don't know about scholarships, but if he is aiming for competitive schools, stopping the sequence at algebra 2 may be not the best idea. (Indeed, my kids' private high school has a new rule, anyone enrolling in AP stats must also continue with precalc or calc.)

Questions I never thought I'd have to ponder: dress code requires being clean-shaven. Wondering if they need to remove the 14 y.o. fuzz "mustache." (for one of them, it's kind of dark.) sigh.

The funny thing about the urinary urgency issues in the case of PANDAS is that there can be a nervous system component regarding bladder sensation (there may be a name for that but I forgot) as well as OCD regarding the issue, where the combination makes it trickier to sort out. In my house, for one kid, we didn't realize it was all related but the urinary issue went away after strep was treated. For another kid, the urinary issue also went away with antibiotics and even though there are other ocd issues leftover still, there is no major ocd issue for urinary urgency - it was primarily a sensation problem, not so much ocd. OP, it may be well worth a swab. (What I do: buy them on amazon and then when they're positive or if I don't think I got a good swab, I go to the local urgent care.) PANDAS aside, there is a school of thought that where there is a sudden onset of a neuropsychiatric symptom, rule out infectious causes.

In that case, time for a chat with someone - probably the principal. I'd see about switching teachers, at least starting in the fall. (That can be a tricky request at some schools.) Or I'd leave the school.

BTDT. Pulled my oldest out mid-4th to homeschool. Next two I pulled in the middle of 7th (waited way too long), transferred to STEM charter. Next kid I transferred to the same school at the start of 5th (had been in MM4 in 4th grade at the Montessori no matter how much I advocated something higher; new school placed him in algebra 1). I still have two younger ones at our Montessori; how long they'll stay will depend on how it goes with the Upper Elementary teacher, but probably no later than 5th/6th. For my kids, the fit problem involved the failure of the teacher to require anything above grade level and my kids' lack of initiative (due to fear of failure/perfectionism, laziness, etc) to request it. Certain teachers still had the grade level mindset (it just so happens that now they are no longer working there) and the other ones were a bit too busy to manage one-on-one math for my advanced learners. Bearing in mind that all Montessori schools are different, Montessori worked well for us in the lower levels. In the upper levels, I have to wonder if the individualized learning pace becomes a bit too impractical for classroom management purposes. ETA, if your child isn't asking for appropriate-level work, that is a recipe for trouble in Upper El, with the possible exception of a very special teacher. I'd look ahead to middle school, where you want him to be (what school, what level of work) and how to make that happen.

AP calc AB is supposedly equivalent to calc 1. AP calc BC is supposedly equivalent to calc 1 and 2 (or in some schools, just calc 2 - it depends on how the school organizes its APs). Calculus beyond AP calc BC during high school - that is, Calc 3 (multivariable and DiffEq) - is possible in some high schools, especially where dual enrollment is available, but isn't super common nationally. While calc 3 would be nice for admission to the likes of MIT and Caltech, it is by no means necessary for admission to most elite colleges. Perhaps you might appreciate the following: Rusczyk's The Calculus Trap (short) and his 2009 talk on problem solving (long PDF or video). I have nothing against early algebra. My kids all attend school; I currently have a fifth grader taking algebra 1, two eight graders in geometry and algebra 2, and a 10th grader in algebra 2. That's just how it worked out, one year at a time. My quibble with your linked article is that there is a difference between taking an algebra 1 course and learning algebraic thinking. Many math programs include algebraic thinking in elementary, MM and Singapore included.

That is not correct. Algebra 1 in 8th grade DOES lead to calculus in 12th. 8th grade algebra 1 9th grade geometry 10th grade algebra 2 11th grade precalculus 12th grade calculus (if you want this to be equivalent to calc 2, then that would be AP calc BC)