Huh. Was this just in general or for abused kids? There was a really fascinating one about how the early experiences of abused kids shape them -- The boy who was raised as a dog -- but that doesn't sound like precisely what you're looking for.

I really think that if R and S is progressing well (it seems he has moved from grades 3-5 so I would consider that progressing well), I would just continue working through that, but work 6-7 days a week (depending on if you need a break) and work through the summer. I would be extraordinarily hesitant to hop curriculum again looking for a magic fix.

I think it also depends somewhat on how big and how little. If you're a shark in a mud puddle, it's probably going to be really stifling.

Honestly for something like that I would give credit for anything that made sense within the context of the sentence. And yeah, I probably wouldn't buy it again.

I keep something else around that I can pop into my mouth with very little caloric alteration. Baby carrots are a good example -- even if you eat an entire pound of them, that's under 200 calories. Edit: I also put the food AWAY. If it's sitting out, that's an invitation to continue eating.

I like Lial's College Algebra + Trig better than I like their Precalculus:Graphing Approach.

Can you do the drive over 2 days instead? I would think that that would end up being about the same price-wise as greyhound and a lot less inconvenient, once you add in 2 extra nights in a cheap motel. The first evening should start comparatively late, so that leaves time to do 3-4 hours of driving that day to split it up, and still get in in time to have a rest-up before it starts. Taking two days to drive, you'd have ample time to drive no more than 2 hours at a time, then stop at a diner for milkshakes or something and a good long rest.

Check to make sure the intended course will transfer, but honestly I think one math class fall semester and nothing in the spring is totally reasonable for someone who doesn't intend a STEM major. If his major requires nothing more, I would actually take math for liberal arts or statistics instead of calculus -- it will be more relevant and hopefully more interesting.

I totally agree about the chaotic interface. I like MyFitnessPal. It's free. You might try it out before you pay for something else.

I can't see what possible benefit it is, for society or anyone else, to require someone who likely already has a minimum-wage job or thereabouts to pay for their own remediation before they can pursue any education. All it's going to do is to lock them out completely. There are many reasons why someone might not have learned in high school -- some of the stories I've heard from students who went to high school near me are simply atrocious, with regards to teachers not teaching and merely assigning busywork. Expecting a 14 year old to have the gumption to go out and teach themselves what the teacher should be teaching them is pretty ridiculous. Furthermore, even if it was that they were taught and just didn't bother to learn, I find the idea of telling a 35 year old that they have to privately fund their own remediation before they go back to college because of what they didn't do twenty years ago frankly appalling. Many of my best students in the developmental classes are in their 30s or 40s and really buckle down hard and try. Now, if someone signs up for remedial courses and then messes around and doesn't learn, fine, lock them out. I think we're far too generous with probation or one-term suspensions in many cases when people just aren't bothering. But for someone who's hard-working and conscientious while they're there, there should be chances of redemption.

Yep. I don't eat out all the time, but there were quite a lot of times that I just said "oh hell, 800 calories is my best guess" and moved on. I still lost just fine.

Only if we have to take off our shoes to enter the house.

I love my Tevas.

YES. A shopping cart full of cupcake hats in kilts left in the parking lot. Maybe we could bake them in a crockpot.

Cupcake hats.

Absolutely. I would also add that if you get Foerster and it is too challenging, it is very easy to put it back on the shelf for a few months and work on building maturity.

I gotta admit, though, that I do smirk to myself when I see someone who is pregnant with their first child talking about how their children are always going to _____ ... I think the karma bus will come for them soon :D

I'm serious, I damn well wouldn't host someone at the drop of a hat like that. I might very well *invite* a friend over at the last minute, but if they just informed me they were coming and required chauffeur service? Well, my thoughts would be unprintable, although I might manage to refrain from actually saying the words, but I would tell them to rent a car and hire the back room at a restaurant if they want to host gatherings. This is utterly ridiculous.

Pack up and take the kids to a hotel. Get room service every day and don't bother cooking.

For the record, I think almost all of my college students would fail if I handed them the math book and said "give me the tests when you are done" -- even the juniors and seniors who are normally hard-working students. I do not think this is a reasonable level to expect for high school students, although some highly motivated ones may achieve it. I think giving him a gap year now would, as suggested above, lead to him dropping out with nothing.

Leaving some things out cuts off far more careers than others. If a child cannot read and understand what they read, they may be able to be a coconut picker or a seal hunter, but there are a lot of other things that are not going to be in the cards without a LOT of remedial work. (and quite honestly, even as a mathematician I *do* consider reading more important and that a lack of reading closes more doors). If a child can't do basic arithmetic, this *also* closes a large number of doors, although nowhere near as many. If a child doesn't hit trigonometry or calculus, this closes far fewer doors. If they *do* need them, there are classes at the CC -- as long as they can do the basic arithmetic/algebraic reasoning necessary to actually succeed in those classes. For a neurotypical kid, almost any program will get them there if it is completed conscientiously and extra help is brought in when a kid is struggling with an area.

Haha, yes. More seriously, I think that it's more that we notice it when it's coming back to us.

Yes. I loathe evite.

I have friends who did WW and it was a godsend for them. Neither of them still goes but both of them have maintained a significant amount of weight loss and significantly improved health.

No. All we can do is the best we can and cross our fingers and hope for the best. If it wasn't good enough, that's what developmental classes are for -- and honestly, a kid who can read and understand what they read can usually catch up, although it might take a few trips through the lowest developmental class. However -- I do believe that if I had a student who just.did.not.get. conceptual teaching, I would absolutely work on procedural teaching with them, although I might continue conceptual work at a far lower level. But I wouldn't stop based on "they won't need this" until it either becomes obvious that college is not in the cards, or they pass a dual enrollment college algebra class (this transfers for most colleges and non-stem majors). And I would default to a procedural (edit -- I mean conceptual) method of teaching unless it became obvious that it really wasn't working for this kid.