Basis elements

[Anonymous]

I just need to vent.
I really wish they would make elements based on how accelerated or advanced the kids were.
Put the kids who consistently struggle across the board and need more support together, and put the kids who can move at brisker pace together and allow them to dig deeper into the content.

[Anonymous]

Hahaha you want more tracking at the school you chose because of the tracking…

[Anonymous]

OP- what end of the spectrum is your student?

[Anonymous]

I thought they did place kids in elements based on test scores. Has something changed?

[Anonymous]

Anonymous wrote:I thought they did place kids in elements based on test scores. Has something changed?

and they won’t publicly say it!

[Anonymous]

Anonymous wrote:I just need to vent.
I really wish they would make elements based on how accelerated or advanced the kids were.
Put the kids who consistently struggle across the board and need more support together, and put the kids who can move at brisker pace together and allow them to dig deeper into the content.

Not going to happen. BASIS' approach has always been to weed around half the middle school kids out before HS, to grind them into submission by making them miserable. This has been their MO in Arizona since the early 90s. Trust me, the kids who can't move at a "brisker pace" will mostly be gone by 9th grade. You simply need to be patient for the Hobbesian results to kick in.

[Anonymous]

Anonymous wrote:I just need to vent.
I really wish they would....

This is how I start most of my thoughts about Basis. Sigh.

[Anonymous]

Anonymous wrote:I just need to vent.
I really wish they would make elements based on how accelerated or advanced the kids were.
Put the kids who consistently struggle across the board and need more support together, and put the kids who can move at brisker pace together and allow them to dig deeper into the content.

Vent in private.

[Anonymous]

I think the main problem are the disruptive kids - and of course there will be several in each year. If a bunch of them end up in your kid's element it can really bring down the learning environment. My kid had a "bad" element in 5th grade (apparently everyone, including teachers knew it) and this year in 7th has a great (the "best") element. Night and day in terms of the experience/my kid's happiness level going to school. And they are clipping along at a fast pace (I wouldn't want it to be any more intense/in depth).

[Anonymous]

Anonymous wrote:

Anonymous wrote:I just need to vent.
I really wish they would make elements based on how accelerated or advanced the kids were.
Put the kids who consistently struggle across the board and need more support together, and put the kids who can move at brisker pace together and allow them to dig deeper into the content.

Vent in private.

Why? Basis is fund by public resources. The school merits no special protection from scrutiny because franchise leaders and local admins, teachers and booster parents want that.

[Anonymous]

Anonymous wrote:I think the main problem are the disruptive kids - and of course there will be several in each year. If a bunch of them end up in your kid's element it can really bring down the learning environment. My kid had a "bad" element in 5th grade (apparently everyone, including teachers knew it) and this year in 7th has a great (the "best") element. Night and day in terms of the experience/my kid's happiness level going to school. And they are clipping along at a fast pace (I wouldn't want it to be any more intense/in depth).

I think the main problem is the dearth of decent public middle school options in this city. Disruptive 5th and 6th graders, particularly boys, clearly wouldn't be as much of a problem if they had more recess, more space to move around, more activities and classes where they could shine.

[Anonymous]

Some of the Basis MS teachers lack strong classroom management and differentiation skills because they're not very experienced. Teacher turnover remains fairly high. The youngest and most inexperienced teachers tend to be assigned to 5th and 6th grades. By 7th grade, teachers tend to be more experienced and most of the disruptive kids have already left.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I just need to vent.
I really wish they would make elements based on how accelerated or advanced the kids were.
Put the kids who consistently struggle across the board and need more support together, and put the kids who can move at brisker pace together and allow them to dig deeper into the content.

Vent in private.

Why? Basis is fund by public resources. The school merits no special protection from scrutiny because franchise leaders and local admins, teachers and booster parents want that.

Because DCPS doesn't do tracking.

If you don't like it move to private or the burbs. Or go yell at the clouds.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I just need to vent.
I really wish they would make elements based on how accelerated or advanced the kids were.
Put the kids who consistently struggle across the board and need more support together, and put the kids who can move at brisker pace together and allow them to dig deeper into the content.

Not going to happen. BASIS' approach has always been to weed around half the middle school kids out before HS, to grind them into submission by making them miserable. This has been their MO in Arizona since the early 90s. Trust me, the kids who can't move at a "brisker pace" will mostly be gone by 9th grade. You simply need to be patient for the Hobbesian results to kick in.

Not sure where you get your information. The kids I know at Basis are happy and love the school.

[Anonymous]

How many 5th graders? 135? How many 9th graders? 60?

Most of the students may indeed be happy, but PP is not wrong.