Crossing fingers for you, but given that it is a CSS Profile school, I wouldn't be worrying about it at all. They had all the necessary info (and then some) with the CSS Profile, and I assume that pkg was offered before the school saw an SAI anyway.

Four hours of sleep? That would be my hill to die on. If he hasn't seen it, maybe ask him to watch Matt Walker's TED talk.

Is he using an academic planner? We started using Scholaric in middle school. You can view a week at a time. Since it is online, I can take a look at it any time to see what has been accomplished and what is still left. I know lots of people like Homeschool Planet or Homeschool Tracker instead. My older one transitioned to using Google calendar once she got to college, and that works fine too.

Yup, I think applying early to IU is a good idea. Even though IU transitioned away from rolling admissions this year, those who applied earlier got acceptances and merit offers in late November or early December. My kid applied a few days before the EA deadline and didn't hear back until early January.

For one scholarship app (Indiana University Wells Scholarship) the letter of recommendation had to be uploaded to the scholarship portal by the guidance counselor (me). Otherwise they were all submitted via the Common App as described above.

Out of curiosity, I did some Googling. Browsing Reddit discussions suggests that the difference is more math and more proofs in the Physics 1 series compared to the Physics 5 series. However, there is calculus in Physics 5. Here is Pearson's brief description of text used in Physics 5: University Physics for the Life Sciences [by Knight] helps premed students understand the connection between physics and biology. By blending light calculus-based physics with biology and consistently presenting medical applications, you can see the relevance and real-world application of physics to your career. Informed by Physics Education Research (PER), Knight/Jones/Field with contributor Catherine Crouch prepare life-science students, like yourself, for success on the MCAT by showing connections between true biology and physics principles.

Does she have to wait until she is enrolled to take it? Can she take it more than once? My older daughter had to take a computer competency test before she could start community college classes. She took it without preparing. It was aimed more at adults who may not be familiar with computers, and might struggle with simple things like email or word processing, not at teens who have been using computers since preK.

Will this ever end? From yesterday's update (bolding mine): The ability for students to make update and corrections to their FAFSA forms will be available in the first half of April. In advance of that implementation, the Department will provide detailed information to partners, students, and families on how to correct the most common FAFSA form errors including no signatures and selecting ‘yes’ to applying for unsubsidized loans only (Question 8). The Department will start reprocessing applications impacted by a previously identified issue shortly after student corrections are made available. The Department recently identified a vendor issue that was incorrectly calculating the Student Aid Index for records of dependent students with assets. This issue affected less than 10 percent of the 4 million records that have already been processed and has been resolved since the issue was identified. As these records are reprocessed, they will be identified as a system-generated transaction in the transaction source field (ISIR field 16). https://fsapartners.ed.gov/knowledge-center/library/electronic-announcements/2024-03-25/update-2024-25-fafsa-processing Edit to add: for the record, Question 8 was the very confusingly worded question about whether a student's parents were unwilling to provide their information.🙄

UGA is May 15 for in-state students only. OOS is still May 1. That's a little bit mean IMO, given that there could be OOS students on the bubble for Pell grants. But that's not our situation, and maybe the official federal aid estimator webpage is accurate for Pell grant eligibility. (And presumably everyone will know actual Pell grant status by May 1 . . . right? 😳)

The OnlineG3 class is using Born in Blood and Fire this year. It is great. I love that the author went out of his way to mention notable women in Latin American history. I'm not much of an audiobook fan, but I really enjoyed listening to the Audible version while on morning walks during the height of the pandemic. The OnlineG3 class is also using the accompanying primary sources book and Ada Ferrer's book Cuba. I haven't gotten around to reading either of those, but my daughter is thoroughly enjoying the reading. (She says the class discussions aren't adding much for her though.)

I can relate, both with watching a long distance relationship prevent full engagement in the here and now, and also with watching a kid struggle to get out of a social rut. It is so hard to watch them going through these things. It is not that I didn't have similar issues, but I definitely wasn't sharing them with my parents. I am glad these kids are more willing to open up to us. Eos, are you a member of or can you join a parent FB group for your kid's school? I've been listening in to parent FB groups at schools my senior has applied to, and parents often post asking for suggestions in this kind of situation. Sometimes responses include another parent saying their kid is in the same boat and eager to meet new people, so they try to connect them for coffee or a workout or just meeting for lunch in the cafeteria. Sometimes responses suggest clubs or activities that might not be as well known, but provide rich social support. Sometimes responses include been there done that accounts, and parents report that things got better sophomore year (esp as students get more engaged with their major departments), or a parent reports that their kid transferred and is much happier now.

With my younger kid I used Jacobs Geometry 2nd edition (ISBN 071671745X) plus the teacher guide (ISBN 0716717484) and test masters (ISBN 0716717476). We absolutely loved the 2nd edition. That text is narrative-style and very funny at times, and it is such a contrast to the visually overstimulating math textbooks that are so common now. If a parent is willing to teach the material with the help of the facsimilie overhead transparencies in the teacher guide, there would be no need for additional video instruction. (I searched in vain for scans of the full-size transparencies, but I was able to make do with the mini versions in the teacher guide.)

I'm a rebel. We've always done DIY department visits, both before and after acceptances. Going via the official channels, it seems the holdup is usually coordinating with the student ambassador, so we leave that part for last, since it does involve the department admin. I have my student directly email the instructor of one or two classes she wants to sit in on (most colleges have a searchable public course schedule), as well as any profs she might like to chat with. Then after those two pieces are ironed out, she contacts the dept admin and asks if there's a student ambassador available during the time she's free to have lunch with, tour the LLC, etc. We also check the department and school webpages and social media to see if there are any events or activities that she might be able to attend, like a foreign language conversation table, student presentations, a movie night, club meeting, etc.

I've heard good things about Breaking the Barrier, so in your shoes I'd be exploring that. You might also look at CMU's Open Learning Initiative French 2 for independent learners. My daughter didn't use it, but I did. I think I could give high school French 3 credit for completion. To it I would add weekly iTalki tutoring. (If you need a tutor suggestion, I can look up who my daughter used when she was at that level of French.) Cost to access it is extremely low at $10 per user. In the menu on the left, click on "Learning Objectives by Module" to see the concepts covered (it will be a lot of scrolling). I will say that it might be best to start at the very beginning with their French 1 and work through that course at a faster pace. It would not be a waste of time at all, because it would help the student develop the necessary oral comprehension (it is not easy, but so satisfying when you prevail!). Also, it would not be a bad idea for a parent (hopefully with some French exposure) to work through it at the same time, so you could support each other as co-learners. CMU French 2: https://oli.cmu.edu/courses/elementary-french-ii-independent-paid/ CMU French 1: https://oli.cmu.edu/courses/elementary-french-i-independent-paid/

Have you talked to Mrs. Barstow about the schedule conflict? You might be able to work out something with her, some sort of asynchronous participation using the recordings plus perhaps a scheduled weekly check-in. Or why not transition to one of the French 3 classes offered by WTMA (MWF at 2pm or 4pm Eastern) or CLRC (TW 2pm Pacific = 5pm Eastern)? My kid transitioned from independent study to WTMA French, and she has taken both Spanish and Russian with CLRC. She was happy with both providers for languages. CLRC's website seems to be having issues right now, so an email or phone call might be necessary to get more info.