Science: pretty decent at, especially the basic sort of stuff early 20th century humans know, or that shoggoths think is important for kids to know.

History: ...nope.

Civics: very spotty.

This is to be expected.

She may choose to take foreign language placement tests for any number of languages if she wants to test out of the requirement or into a high level!

She'll take just enough to test out of any requirements.

One language will do that, which one would she like to demonstrate?

(HMMMMMMMM...)

...Tapap?

She can test out of foreign language requirements pretty easy.

That's good!

Any other tests?

Nope!

Good. Her brain is very exhausted.

Time to go back to the house?

Yup. She gets her results the next morning in an email, not directly but saying what classes she's qualified for.

Good!

What are those?

They recommend "catchup" classes in all the subject-matter-knowledge type classes she's laggy in and a carefully neutral "group 2" math class, and she's in "group 2" on literature also, and "group 4" in gym. She can take introductory level electives insofar as she has room (she has extra space from testing out of languages, and may therefore take two concurrently). Electives available for this season for two year olds that will take a mid-season admit are Drawing 1, Cooking 1, Shop 1, Plants And Animals, Chorus 1, Fiber Crafts 1, Extra Literature, Extra History, Introduction to Electronics, and Life Skills (on closer inspection this seems to be small classes of kids grouped with similar disabilities impairing their functioning getting very personalized coaching on how to manage those disabilities when doing things like taking trains or filling out forms or handling money).

She doesn't think that's too bad?

She wants to take fiber crafts, and is kind of torn between extra history and introduction to electronics. She knows nothing about electronics.

What's the class descriptions of extra history and the electronics introduction?

Extra History: Covering topics that the regular history doesn't have time for, such as (for spring two-year-olds) ancient Kuhemni primitive caste systems, the history of farming, the history of medicine, and a special unit on paleoanthropology, this course is for kids who want to know more about the world of the past! Not intended as a direct remedial supplement to the standard history curriculum. Standard history curriculum accommodations protocols.

Introduction to Electronics: Learn about how circuits and chips work, construct some basic models - and take apart some less basic ones! Includes practical exercises you can use at home like replacing an everything battery, rewiring a lightswitch to work the other way around, and disabling stuff that goes beep in some appliances. Note: this course cannot accommodate all motor skill disabilities, talk to your counselor.

Extra History doesn't sound super useful to her, so she marks Introduction to Electronics as what she wants to take.

Anything else she should do before school?

She will need school supplies! A decent pocket everything, the following recommended software, a way to carry it around such as a purse or a suitable pocket or a hip holster, paper and pencils if she wants to take notes on paper instead of her everything, and gym clothes and shoes and a swimsuit (if she isn't planning to just shapeshift those). They have a dress code, too. If she wants to pick her own bouncy ball to sit on instead of borrowing a school one she can do that. She might want a lunchbox if she wants to sometimes pack lunch.

Her schedule is:

Fiber Crafts
History
Math
Science

Literature
Electronics
Gym
Civics

on alternating days. Occasionally an Electronics or Fiber Crafts or Gym session will be skipped or cut short for things like core subject review, standardized testing, tracking counselor meetings, and anything else that needs to take a bite out of the school day.

She's going to need help getting all this, so she emails Ude about it. (She definitely wants a notebook and pens and pencils and lunchboxes. In fun colors! Plus a bright orange bouncy ball. She does not need new clothes, but she does look at their dress code.)

Ude has all the things she wants delivered to her house within a couple hours of this email.

The dress code requires fabrics that do not make noise, shoes that do not light up and do not have wheels in them, no use of scented products, that the student be able to fasten and unfasten everything themselves or that they come to an agreement with their aide about what kind of fasteners they'll wear, caste-appropriate hair colors unless you have special permission to wear a hat instead and then you have to wear your hat, no inappropriate hat colors, adequate skin coverage for the season and no skirts without leggings underneath in winter, no offensive symbols or words (if any other student or faculty complains, even once, it is too offensive), clothing must be well-maintained without stains holes or tears, nothing that presents a trip risk, no piercings till you're four.

Those make some sense. She doesn't know what's offensive so she'll just not have symbols or words.

She wears a pretty orange dress with a big shiny bow at the back and ruffles, only knee length and still designed so she can run around it in, and her blue hair long and in a braid, black Mary Janes and dark blue leggings on her feet, for her first day of school. The dress has pockets for her pocket everything and other stuff she'll want to reach easily. She has a dark blue bag with orange stitching for her notebooks and pens and pencils and lunchbox and assorted other supplies. All of it's carefully made so it's not noisy; she even muffled the bottoms of the Mary Janes.

Then she will be all ready for her first day of school! The first stop is the accommodations office (again) to go over the protocols for her bouncy ball (she should bring it with her and park it in thus and such a place during recess so it doesn't get in the way) and see if she needs a locker or will keep her things with her.

She'll keep her things with her!

Then it is time for her to go to Fiber Arts!

Cool!

What're they doing today in Fiber Arts?

They are making pillows! This is a new project they're starting today, so she isn't behind on it besides not having learned the stitch; the teacher focuses on getting the stitch across to her once she's outlined the project to everyone. She can choose from this huge bucket o' fabric!

She picks the softest and fluffiest orange fabric she can find!