This has been an exceptionally crummy year for difficult child 1's academics. First quarter he was over his head in a science class that was way too large for him and a computer applications class that was similarly overcrowded. He seemed to just shut down and couldn't get anything done in class, fell behind and came close to failing. Second quarter the counselor and science teacher decide it would be best to move him to a "sheltered" science class -- same curriculum, smaller class, less homework, less pressure. He's now getting a solid "A" in that class. UNFORTUNATELY, changing the one class necessitated changing FIVE of his SEVEN classes -- and he was doing just fine in those classes! Of course, the change was monumentally disruptive. He was put into a language arts class that is loud, out of control and has several kids with behavior/discipline issues. He is often frustrated by the chaos in this class. He was moved to an algebra class where English is not the teacher's first language and his accent is very heavy. difficult child 1 often struggles to understand what's being said. No surprise that he is now struggling in these classes, for different reasons, and his grades are suffering. We traded one problem for three new ones. Now the language arts teacher tells me that she is concerned difficult child 1 is not working up to par and is at risk of failing this quarter. She says his work is minimal, at best and he is not following directions. He has yet to make up a test he missed due to absence. Here's part of what she wrote to me: My concerns: I need to know your expectations. There is nothing in his 504 that relates to accepting less than the standard. I don't know whether his lack of writing is a communication issue or whether he just doesn't like writing. Having experienced a writing meltdown with him at Christmas, I need your input. At this rate he will not pass my class by the end of the quarter. His CST scores show his ability and promise, but I don't want to compromise his health issues. Please let me know what your goals are for him in my class. Thanks for all your support. I know she is on our side. I'm just not sure how to respond yet. First, I need to talk to difficult child 1 after school today to get the specifics from him. I'm pretty sure I know what he's going to say, but we need to have the discussion again. Second, I'm not sure if I should reveal that I'm working on getting a private neuropsychologist evaluation for him. But I also don't want them to think I'm not being proactive. What I'd really like is for someone at the administrative level to recognize that he's struggling and needs help. Our school counselor lost her counterpart this year so she's handling both 7th and 8th grades on her own, so she's understandably up to her eyeballs, but I think this needs attention. Do I request a 504 meeting to discuss this with his four core teachers, solicit input, and ask what more can/should be done to support him? I can tell them why I think things are happening, but I'm not qualified to make diagnoses or specify services. If you've made it this far, thanks for sticking with me. I could really use some feedback on this. Gotta run to go pick him up now!