I would call/email AoPS and tell them.

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My dd also preferred Kernion to Lanctot. She switched teachers at the semester and was glad she did.

It shows a teenage boy leaning over the bed of this elderly woman, faces are inches apart. The caption reads: "<Name>, 19, at home on Spring Break, ... visited his 97 year old grandmother, <Name>, in a nursing facility on Tuesday." They are both smiling. A more appropriate caption might be: "Local teenager writes death warrant for 97 year old grandmother."

No joke. My dh and I had a morbid chuckle at this photo published in our local paper, that has since been pulled from their website for obvious reasons: Yeah, Nana Lita is not long for this Earth.

Yes, that's correct. Her chemistry final is take home and open book, open internet, but it's still timed.

In 2 of my dd's CS classes, she was offered the opportunity to take as her final grade, her current grade to date, and can skip the final. So the final is optional and you can take it if you want to raise your grade. That way the TAs get a break.

For the final two weeks of the winter quarter, beginning Monday, March 9, classes at Stanford will not meet in person. To the extent feasible, we will be moving classes to online formats in place of in-person instruction. Any winter quarter final exams that were scheduled to be administered in person will need to be administered in take-home format, complying with university rules for such exams. We recognize that this is a significant adjustment for many instructors. We are taking this step after thoughtful consideration, and I have been in touch today with the chair of the Faculty Senate, who concurs. We are committed to providing the support to help instructors in this effort. The teachanywhere.stanford.edu website has many resources to assist, and further guidance and tools will be provided shortly through the Office of the Vice Provost for Faculty Development, Teaching and Learning. (Additional information also will be coming soon to principal investigators regarding steps they should take with regard to ensuring research continuity.) Given the timing of this announcement, we are encouraging instructors with a scheduled class on Monday, March 9, to cancel that session if needed in order to have the time to make the necessary course changes. In addition, we encourage all instructors to email students in their courses this weekend to let them know their course plans. For the balance of the quarter. To the extent feasible, instructors will be expected to make their course content, including materials used in class, available via Canvas or other online options. In some cases, when the nature of a class or exam is not suited to remote delivery, other options, including submitting grades based on work conducted to this point, may be used. However, instructors are encouraged to provide students the opportunity to demonstrate their knowledge at the end of the quarter, and CTL staff are available to help instructors develop these opportunities. Faculty should consult with their department chairs in determining the most appropriate actions to take, placing student health and success first in all decision making. Where online instruction takes place, students will be expected to attend classes online at their regularly scheduled time, though we will continue to encourage instructors to be flexible with attendance and exam policies for any students who are ill.

We've got a lot of chromebooks lying around and I bought a couple for my parents. If you are already using Google Drive, with their word processing and spreadsheet and powerpoint programs, it will be seamless. The only thing I think might be superior with a Mac is editing movies and other artistic endeavors. For example, I have a tablet and stylus that I connect to my chromebook, but because it lacks the drivers for a chromebook, I apparently can't take advantage of the full functionality of the product. But because I'm using it only to write on a whiteboard and not to create art, it works for me. There are also online programming environments like python anywhere and Arduino Create. Happily there is also now a skype extension for chrome.

We did not care much about accreditation. But my dd was concerned about satisfying a-g requirements for University of California. At the time, they were listed as a-g, but then UC changed it's policy, and LB was no longer a-g approved by the time my dd applied to UC. Fortunately, lack of a-g approval didn't seem to be as important as we thought and she was admitted to Berkeley and UCLA anyway. Otherwise, accreditation was not a concern for us at all.

AoPS

Congratulations to your daughter! I think many young people think they are more important to the adults in their lives than they actually are. We're talking about professors, deans, and presidents here. Are they on the edge of their seats about your dd's decision? When you step back a bit, it becomes clear that your dd's academic career is one of many other things they are juggling in their lives. It seems like if they are paying great attention to your daughter, it's precisely because their reputation fails in comparison to the school she actually will attend. The fact that they are losing an extremely competitive applicant is good information for them to have, and they shouldn't take it personally.

We used Language Bird for Spanish and I see these are their current accreditations. My took Spanish 3 and Spanish 4 with them, and was able to speed through, saving her a lot of class time in the process. After she enrolled in college she took the SAT subject test in Spanish in order to satisfy their foreign language requirement. (The minimum score in that case was 630.) It looks like they offer test prep now at LB, but my dd just self-studied for the exam about a year after she finished her last Spanish class.

Agree with building up those algebra skills. I would add having a wide knowledge of general subjects in science and history and reading challenging material, whether you are reading out loud during lunch or while they do chores or they are reading an article you have assigned for discussion or for writing topics. Some good sources: National Geographic, Scientific American, NYT, WSJ, Atlantic, New Yorker, Economist, etc. These vary in difficulty so preread to find something that's challenging but not soul-sucking in difficulty. I've learned that students learn more efficiently when they have a scaffold of knowledge onto which they can hang new academic material. Also, reading challenging material is a great skill to have especially in high school and college when teacher quality varies widely.

Solid skills in prealgebra and algebra will so pay off later on. Take your time so your student will have a deep understanding of the most useful and important part of his math education.

We schooled year round until about halfway through high school. So if we finished PreA on Monday, then we start algebra on Tuesday, whether that's in September, February, or July. This came in hand for us because dd finished precalculus in the spring, so we continued the next day with AoPS calculus for the rest of the year. We stopped for the summer, and by that time she had covered derivatives, but not integrals. But it was nice because she got some extra time that first semester when she took AP calculus formally online beginning in September. I'm a big fan of schooling year round because you avoid the "summer slump" and you never know when you will need the extra time for opportunities like travel or for illnesses or other personal issues.

Yes, you sign up online for a specific day, time, and human. There were about 10 humans in a large community room sitting at small tables with a little table card so we knew where to go. At the appointed time we were instructed to go to our respective tables. It was all well supervised by library staff, and after time was up, the next group was invited to replace us. You can learn more here.

My public library has a Human Library, where you can check out a human being for a 20 minute conversation. I checked out a woman police officer and we had a nice conversation about her work. Checking now, the latest offerings include: Recovering Addict and Son, Gay Parent, Refugee, Formerly Homeless, Conservative (we don't have many here where I live), and Disabled.

Wonderful news! I looked up CLS and it sounds like a State Dept program, which sounds very prestigious. Could you tell us more about the applicant pool and qualifications? (No plans to apply here, just curious to hear the inside story.)

"Mere memorization is a mathematical malpractice" my high school teacher wrote at the top of our syllabus every year. You also have my permission to use your notes to refer to formulas as you are solving problems. The challenge will eventually be one of deciding which formulas to use in a given situation.

On a related note, when I am on a high school campus, I notice a lot of student-made posters on the walls, describing math or science concepts. I don't remember ever making a poster in high school. I'm wondering if this is replacing papers or exams as a way to show mastery of concepts? Or maybe extra credit?

I'm with you @Hadley. I can't learn by watching a video or listening to a lecture. I really need to read something. Even in high school and college, I would take notes, then go home and read them. Only then did I understand what was going on. On a related note, I'm terrible at foreign languages, and I think it's related to my inability to comprehend things by listening to them. I need to see them in print.

Also, I don't know if other letter writers feel the same way, but it really helps if I can get a bulleted list of items the student wants me to highlight. Especially if a year or more has passed, I may be sketchy on the details. Something like: It would be great if you could include in your letter: My A+ on the final paper How much I contributed to class discussion My tutoring of students in your other class Something like this makes my job a lot easier, but I'm not sure how other letter writers feel about this.

You can tell your dd that I agree with @Lori. In many areas of my life, I'm always grateful when I receive a reminder. I don't know if I'm alone in this, but when I start teaching a student, I feel my attitude about them changes. I'm suddenly on their team. As such, their success reflects on me. Last year I submitted 3 LoRs for 3 students who wanted to attend Stanford Online High School. All 3 were admitted. I'm hugely proud of my students and I feel like their success is partly owed to me, both for the letter, and for the teaching I did to prepare them. I tell this to other parents who are considering hiring me. If your dd doesn't like Lori's template, I can offer another more colloquial one that worked well for me. I'll respond to my original email with the links and lead withthis bit: "Bumping! In case this slipped out of your inbox..." I found that approach to be a friendly reminder without sounding too obnoxious. It may come off as too familiar so use your discretion. I just used this with a Harvard professor whom I emailed cold (no prior contact). He didn't respond to my first cold email, but when I followed up with the "Bumping!" email he did respond graciously.

You aren't alone, @Hadley While this wasn't the reason I originally started homeschooling (because I wasn't aware how bad things were in ps), it is the reason I persisted.