The Foreign Service Journal, June 2014

72 JUNE 2014 | THE FOREIGN SERVICE JOURNAL EDUCATION SUPPLEMENT she spends excessive time on her assign- ments. Sometimes her comprehension has holes, as seen on pop quizzes. As a child, you noticed she struggled with sight words but could sound out words. These are all concrete and helpful observations. Include your child . Consider including your middle school or high school student in meetings. Students often have amaz- ing insights into their own problems. At the very least, including your adolescent provides them a sense of ownership over their own education. Step Three: What Next? Explicitly outline how whatever plan you decide on will be monitored, and make sure everyone shares the same expectation of what follow-up will look like. Will there be daily notes home, weekly calls? Do not conclude a meeting without scheduling a follow-up session. Depend- ing on the severity of the situation, this could be one week later or six. Meetings will serve to keep the situation on every- one’s radar. Sometimes nothing seems to work, however. How do you know when you have exhausted all the options at a par- ticular school? You may wish to ask your school allies, perhaps privately, “Have we reached the end of the road? Do you think this school is the best fit for my child?” Consider their opinions carefully—if you do not agree, that is okay. My own rule of thumb is to allow three months, depending on the issue. Typically, if you and the school have been working diligently and there is absolutely no change after that long, it may be time to be officially “concerned.” Next, ask yourself (and your family), “Are we ready for alternatives?” It may be time to consult with an educational/ therapeutic consultant or other expert who knows placements and understands learning and behavior. Alternatives could be a summer read- ing remediation program or a summer camp for kids with attention-deficit hyper- activity disorder or social skills deficits. Or it could mean a boarding school that caters to learning differences, or a more nurturing therapeutic school. The options vary as widely as children, but they are out there. n