Three experts answered your questions about negotiating local schools: Lisa Bond, immediate past president of the Seattle Council PTSA; Judy Bushnell, president of the Bellevue School Board and former teacher; and Lori Longo, Shoreline District principal and former administrator and teacher in Lake Washington and Northshore districts. Thanks to all who participated.

My son had a teacher that was way below par in math. First, can I find out if this person is still teaching so I can report him? Second, how can I get my son to get ahead in math? Summer school is only being offered for kids to make up a failing grade (in Puyallup).

— James , Federal Way

Lisa Bond: I am assuming that the teacher is not at your school any longer. You could contact the school district to try to find out if the teacher is in another school. Because this is a personnel issue, it may be difficult to get specific information on the teacher.

All of our schools are under pressure to help students get up to grade level in reading and math. Contact your child's school to find out what programs they have in place to get kids up to speed. They might have tutoring, after-school math clubs, or special programs during the school day. You might ask if they recommend a private tutoring program in your area. There are also activities you can do at home to help your child catch up or get ahead. These would vary depending on the grade level. Talk to you child's teacher in the fall to get ideas of how you can supplement at home.

There are lots of fun, free math resources for parents and for students on the Internet.

Lori Longo: Success in math is key, so you are right to keep on top of your son's progress. First check with your son's counselor to see if there are school-based programs to enroll in. Also look to see if an after-school study club is available. Several avenues are open to you outside of the school as well: professional tutors, local high-school students who excel in math or commercial learning centers. Some districts allow nondistrict students to enroll in their summer-school program with space available. Check that out for next year as a way to catch up or strengthen math skills.

Sharing your concerns about the teacher with the building principal and the district office are the recommended steps to take.

---

My son has Asperger Syndrome. What is being done at the district to address the needs of these students? I haven't heard of anything specific.

— Dianna, Bellevue

Judy Bushnell: In the last few years we have had a growing number of children with special needs, and, in particular, Asperger Syndrome. We have a strong special-education director who has tried to keep up with the latest research in effective strategies to help these children be successful. At the elementary level we work in partnership with the University of Washington and try to use their expertise as well.

I'm not sure how old your child is. For prekindergarten we have a program at Phantom Lake that includes children diagnosed early and they are given the support dictated and are immersed with regular children as well. The earlier the diagnosis and the more quickly these children are placed in an environment where teachers understand their difficulties, the stronger and faster the improvement. In each of our elementary schools our special-education teachers would work to develop an Individual Education Plan (IEP) program for any Asperger's child. Depending on the severity of the condition, which varies greatly, the special-education teacher and the regular classroom teacher work together to find appropriate and effective ways to help these children learn. If the child is very severe they could also be placed in a centered program, located at Enatai or Sherwood Forest elementary schools. If severe at the secondary level, these students would be centered at Interlake High School or Highland Middle School.

For the most part, however, with each individual child, identified for special needs, we work diligently to find their abilities or obstacles and to develop a program that's appropriate for them. That may be centered program or a mainstream program. Or a mainstream program with extra support or a specialist support. Again, like all special-education students, the needs of your specific child would drive the program created.

An Aspergers student spoke two years ago at our annual Bellevue Schools Foundation fund-raising luncheon. He described the specifics of his condition, his strengths and his limitations. He then explained what successes he had had and the teacher accommodations that had worked for him.

We are learning more every day about this condition and as that research and experience with these children improves we will try to use that to continue to improve the strategies and programs offered.

---

My son has an opportunity to attend either Enumclaw or Tahoma high school this fall due to living-arrangement possiblities. I am wondering what your advice would be about the two districts. My son is a very serious student, who is in advanced-level courses, and is currently enrolled in Tahoma High School. I want him to be in the best environment to best prepare him for college. Which district is the right one? Suggestions? With appreciation!

— Amy, Maple Valley

Lisa Bond: I'm not familiar with these two schools. I'd like to address getting the best match for your child/family. Visit the schools - observe how students move through the halls between classes and at lunch. Do students stay on campus for lunch or go to area restaurants? Do they socialize in mixed groups or cliques? Do they treat each other with respect? Is the school clean and friendly? You may or may not be able to sit in on classes, but you should be able to get a feel for the school climate through the offices, halls and grounds.

Talk to both current parents and students. Does the school have a reputation in the community? See if you can find copies of recent parent newsletters or student newspapers. Find out about student clubs and activities. These factors can be as important as the academic program.

Judy Bushnell: I am not specifically knowledgeable about either school but here would be the suggestions I have for you. Every high school has different offerings. Some have a full array of honors or advanced-level classes and others have very few. Either through their Web site or talking to the school staff, find what classes each has to offer to your student. Advance Placement classes and International Baccalaureate classes are nationally recognized as rigorous and they also are highly regarded for college admission and even college credit.

Check to see how high the levels are for each curricular area, especially if there is an area that your son is particularly interested or skilled in. For example, what sciences are offered that are higher-level learnings than just regular physics, chemistry or biology. I would check with the counselors to find the numbers of students graduating with advanced classes to know that he would be surrounded by others with similar abilities and attitudes.

You might also want to visit the schools. Different schools have different rules on that so you would have to clear that through their administrators. The last area for knowledge is to talk with neighbors and friends. Often they are great conduits for information about a school and what their children have found in terms of successful experiences.

---

Last year in seventh grade my son's math/science teacher was injured on the job. The school never replaced her with a permanent substitute teacher. Instead, the students had different subs every week, sometimes every day. As a result, his end-of-the-year grade was a pass or fail because no consistency of grading was available.

These students also took the WASL during this time. Now the school is telling us that depending on their WASL scores, some students may need to be in a remedial math class. To me this is outrageous. If they have failed to teach these students the skills they need to advance to pre-algebra, shouldn't they be held accountable?

I simply want to know what my rights as a parent are. Can I demand that they provide a tutor for my child at my convenience? I want my son to be sucessful and not have to struggle because they dropped the ball. Thank you!

— Peggy Steevens, Federal Way

Lori Longo: The fist step is to check with your son's school to see what options are available for these students. Some schools offer an elective support class that allows the student to progress to the next level of math while receiving intervention and building math skills. Others may have after-school programs. An appeal of this nature typically begins with the building principal.

Math is a critical content area with skills that need to be learned in sequence. Making the necessary gains is best accomplished in middle school so they are on track for high school. For his success, encourage your son to work positively with the final solution.

---

My son's test scores didn't quite reach what is required for the "gifted" program. I appealed in July (he tested in June since we just moved to the area), but have received no response. He had scores like 99 percent on a year ahead in reading. If he doesn't get in the gifted program via appeal, what can I do to get him classwork more relevant to his level?

There seem to be extra services for kids who are behind, but nothing for those ahead in some areas, except the gifted program which is so tough to get into. Do I have to homeschool to get him challenged? Any comments would be greatly appreciated.

— Ryam Hill, Bellevue

Judy Bushnell: First, I would call the individual with whom you spoke concerning the appeal and find whether that was successful or not.

If not, then here are a few things to think about. I'm assuming this is an elementary student. If you are talking about denial to the Prism program then you still have the option of the enrichment programs offered at several schools. There is one at Bennett, Somerset, Medina and a few others. Call your neighborhood elementary school and ask the process for enrollment in that program as well.

If both options for gifted programs are not available to you I would suggest that you look carefully at your closest elementary school or you can also open enroll in a few other Bellevue schools that are not at capacity. In general the school district has a quite challenging curriculum for students. At the high-school level, as a result of strong academics in the elementary and middle schools, 85 percent of our students are enrolled in some Advanced Placement or International Baccalaurate program. We have made a big effort to have a rigorous curriculum.

As a final option, I would ask the principal and the classroom teacher what efforts are being made to meet the needs of highly capable, high-performing students in the regular classroom.

---

I live in Bellevue and have a fifth-grade son with ADHD. Do you have any advice on where I should send him for middle school?

— Liz Albertson, Bellevue

Judy Bushnell: Every middle school in Bellevue has a growing number of Attention Deficit Hyperactivity Disorder (ADHD) students and all have worked to try to provide effective accommodations for these children. We are successful in many regards but we are all still trying different strategies to help these children be successful. Not all the children respond to the same strategies, so we need to individualize.

I don't know which neighborhood school serves you, but I would suggest you talk to the counselor and/or the special-education teacher and ask what accommodations are being made and the success they are having.

If you clearly do not think the neighborhood school will serve your son, you can open-enroll him in several other schools that are not at capacity. I think that includes Tillicum, Tyee, Odle and Highland.

ADHD is a growing condition and we are seeing more and more children finding ways to learn despite this obstacle. We have a strong special-education director who is constantly seeking ways to address this with children. I would also suggest that perhaps you talk to other parents who have children with ADHD and find out their experiences in the school and who has helped meet the needs of their student.

Finally, last year several of the middle schools began class tutorials. It is an actual scheduled period whereby children are given extra time and teacher support to learn the concepts and complete the work. I would suggest that you look into what your local school has established in this regard. I visited several last year and was impressed with the student progress.

I am assuming that your student has an IEP. If not check to see if that is appropriate. If he does, keep abreast to assure that the teachers are aware of it and are following the accomodations prescribed. If you have seen specific strategies work for your child, share those with the teachers or school.

---

We moved to Seattle about a year ago from Israel. Since we arrived just in time for first day of school, and since my two daughters did not speak any English, we enrolled them in a local Jewish school. This year they are going to first and second grade and we want to put them in a public school. They were tested by the system and found to be right for the ESL program, but they are registered to two different schools (Sacagawea and Bryant).

This is problematic logistically since the schools are distant from each other and both start and end at the same time, but mostly we are worried with the mental effect that this segregation might have: After we have moved them away from home, and now again from their school, at least they can have each other at the beginning of school, which would make the transfer much easier mentally.

My question is for a possible solution on how to make it that they would go to the same school, and if this is not possible, how to make this transfer as easy as it can be for both Thanks very much for your help and for your patience on reading this long story.

— Limor, Seattle

Lisa Bond: There are a couple of offices in Seattle Public Schools that may be able to help you:
Customer Service 206-252-0010
Bilingual Office 206-252-0070
Student Assignment 206-252-0410

I'd suggest starting with the principals at the two schools. Sacajawea's office is 206-252-5550, Bryant's is 206-252-5200. Both principals are great people who care deeply about their students. Ask each principal if there is room for your other child at the school and if they would be willing to help you get them placed at the same school. The principals are more likely to look at the child as an individual with specific needs and more willing to work with you to find the best situation. If it is not possible to arrange for them to be placed together, the principals may be able to help with the children's adjustment to separate placements.

Teachers will be in the school buildings before school starts, and it may ease the children's transition if you make an appointment for them to meet their teachers individually before school starts. It's best to call ahead rather than drop in as teachers are working hard to get ready for the first day. But remember that they want your children to have a successful year and will be willing to work with you to make that success happen.

Best of luck to you!

---

We will be hosting an exchange student this year. I am interested in hearing about high schools in the Seattle School District that have strong exchange student programs or success in that area, and also I believe he will be needing a strong education challenge. I realize we are way late in getting him enrolled in school, so our choices may be limited.

— Kim Wilson, Seattle

Lisa Bond: I know of several exchange students in Seattle's high schools and can report that they have all had great experiences. Because they are a novelty at school, the other students are curious and eager to make friends with them.

You are right that you are late in getting him placed in a school, depending on where you live. Once he is in a school, he may have a hard time getting into the classes he wants as class schedules have been put together already. It may help to see the exchange itself as the learning experience, so that if he can't get into a special class - calculus or other advanced classes - he can see the benefits of learning about life in the United States.

Encourage him to get involved with sports and/or other school activities to take full advantage of this opportunity.

Lori Longo: The Seattle District office would be the first stop to get information on all the high schools. Look at the Web sites for the various high schools to see if any identify an exchange program. If not, check out the honors or advanced classes offered to assist in your decision. Also look at the clubs offered. Many high schools have an international club that may be of interest to your exchange student.

---