Did anyone find primary day too "academic" or structured?

[Anonymous]

Anonymous wrote:When my DC started K in MCPS, there were several noticeable differences that made me cringe that I had wasted so much money on PDS. First, as I noted above, the differentiation. For example, her MCPS K teacher noticed immediately that she could read and therefore gave her access to a special shelf of books for her to read while other kids were being taught the alphabet. All kids were ultimately grouped into Math and Reading groups based on ability while at PDS my older DC in PDS was struggling with boredom but wasn't given anything different to do because "it was outside the curriculum."

Second, I loved the quality difference in the facilities. The facilities at our MCPS school are just far and away better -- PDS has no gym, ours has a spectacular one; PDS has no cafeteria, ours had a great one where the kids could socialize at lunch (without a prayer first!); PDS has no Health Room, our has a staffed Health Room with beds, closet for individual needs (my DC requires equipment in case of a medical episode and it is kept onsite in the closet), bathroom, safe room, refrigerator and telephone for the kids to use; PDS has no counselor, ours has a counselor with her own spacious office with a couch and a table for lunch bunches to resolve issues among students as well as offering in-classroom character building lessons; PDS's director was inaccessible, our principal is available via phone, email, at drop-off and pick-up and for lunch bunches with the students themselves if they just want to hang with her; PDS has a dearth of musical instruments (though a wonderful music teacher while we were there) while our school has 2 music rooms and tons of instruments; PDS has no extracurricular activities run at the school, ours has all kinds of academic and sports programs run right at the school as well a huge theater production for upperclass students. I could go on and on, but you get my point.

Wow, your experience -- however many years ago it happened -- is quite outdated. I can speak for my kids who attend right now.

1) Differentiation definitely happens if the teachers deem appropriate. One of our kids got "advanced" work with the specialists this past year, both in math and reading.

2) The school nurse definitely has an office where students go for cuts, bruises, etc.

3) Current HOS is quite accessible and transparent with communication about where things are with the school and where they're headed.

4) For a school of 120 students, PDS seems to have plenty of musical instruments.

5) There are definitely extra-curriculars after school. When I pick up the kids from aftercare and see their classmates, it's often at the end of chess, robotics, dance, taekwondo, soccer, or tennis.

Sorry you didn't like PDS. I would never question that. But what you've described isn't remotely reflective of how things are now, and I don't know many current parents who are dissatisfied.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When my DC started K in MCPS, there were several noticeable differences that made me cringe that I had wasted so much money on PDS. First, as I noted above, the differentiation. For example, her MCPS K teacher noticed immediately that she could read and therefore gave her access to a special shelf of books for her to read while other kids were being taught the alphabet. All kids were ultimately grouped into Math and Reading groups based on ability while at PDS my older DC in PDS was struggling with boredom but wasn't given anything different to do because "it was outside the curriculum."

Second, I loved the quality difference in the facilities. The facilities at our MCPS school are just far and away better -- PDS has no gym, ours has a spectacular one; PDS has no cafeteria, ours had a great one where the kids could socialize at lunch (without a prayer first!); PDS has no Health Room, our has a staffed Health Room with beds, closet for individual needs (my DC requires equipment in case of a medical episode and it is kept onsite in the closet), bathroom, safe room, refrigerator and telephone for the kids to use; PDS has no counselor, ours has a counselor with her own spacious office with a couch and a table for lunch bunches to resolve issues among students as well as offering in-classroom character building lessons; PDS's director was inaccessible, our principal is available via phone, email, at drop-off and pick-up and for lunch bunches with the students themselves if they just want to hang with her; PDS has a dearth of musical instruments (though a wonderful music teacher while we were there) while our school has 2 music rooms and tons of instruments; PDS has no extracurricular activities run at the school, ours has all kinds of academic and sports programs run right at the school as well a huge theater production for upperclass students. I could go on and on, but you get my point.

Wow, your experience -- however many years ago it happened -- is quite outdated. I can speak for my kids who attend right now.

1) Differentiation definitely happens if the teachers deem appropriate. One of our kids got "advanced" work with the specialists this past year, both in math and reading.

2) The school nurse definitely has an office where students go for cuts, bruises, etc.

3) Current HOS is quite accessible and transparent with communication about where things are with the school and where they're headed.

4) For a school of 120 students, PDS seems to have plenty of musical instruments.

5) There are definitely extra-curriculars after school. When I pick up the kids from aftercare and see their classmates, it's often at the end of chess, robotics, dance, taekwondo, soccer, or tennis.

Sorry you didn't like PDS. I would never question that. But what you've described isn't remotely reflective of how things are now, and I don't know many current parents who are dissatisfied.

Interesting how much it has changed. None of what you described was there when we were there. I wonder how much of the change was due to the dissatisfaction of the parent community of my era (which was really not so long ago -- my kid who attended there is still a teen). Has the curriculum and repetitious Beako changed? Those were both mind-numbing.

[Anonymous]

The Beakos have become monthly in recent years. As for the curriculum, it's been constantly evolving. This past spring, the HOS and several faculty members met with parents to unveil what kinds of changes to expect in the upcoming year and why they're being made. Like I said before, there's lots of transparency at the school currently.

[Anonymous]

Wow MCPS mom is quite bitter, and still perusing DCUM Private schools despite only spending 1 year in a private K program.

We toured all three K-12 privates plus Beauvoir and PDS last Fall (2017). Plus our MCPS ES option and PTA mtgs. We were really attracted to PDS but could not make the logistics of kids in different schools for longer, work for us.

It's a great option for kickstarting a solid PK-2 before heading off to bigger publics or for seamlessly getting into top privates 3-12, K-12 or K-8s. Solid skills are taught in writing, math and reading plus science and exposure to 3 foreign languages and the verbal presentation skills.

[Anonymous]

PDS has a very 'new money' / snowflake feel. That may not be a turnoff for some, but as mentioned earlier there are aspects of the parent community that are pretty insufferable.

[Anonymous]

Anonymous wrote:PDS has a very 'new money' / snowflake feel. That may not be a turnoff for some, but as mentioned earlier there are aspects of the parent community that are pretty insufferable.

What is a "snowflake feel," besides something mentioned on DCUM?

[Anonymous]

Yes, can you explain what you mean? Does new money mean flashy and showy and snoflakey mean that the parents think their kids are perfect and always right? I’m surprised that this would be the dynamic. Since it’s not really a prestigious school I would think it would attract parents who really care about their kids education and don’t want them growing up too fast (maybe that’s the snowflake part).

[Anonymous]

Anonymous wrote:Yes, can you explain what you mean? Does new money mean flashy and showy and snoflakey mean that the parents think their kids are perfect and always right? I’m surprised that this would be the dynamic. Since it’s not really a prestigious school I would think it would attract parents who really care about their kids education and don’t want them growing up too fast (maybe that’s the snowflake part).

Pretty much, in my opinion. A lot of competitive-but-pretend-not-to-be moms with kids who are 'shy' or 'need extra attention' etc. IMO trying to wrangle a way into private school any way they can to keep up with the Joneses. YMMV..

[Anonymous]

Anonymous wrote:IMO trying to wrangle a way into private school any way they can to keep up with the Joneses.

What the hell does this even mean? Apart from a select handful, it's really not that hard to get in private schools around here.

[Anonymous]

Anonymous wrote:The Beakos have become monthly in recent years. As for the curriculum, it's been constantly evolving. This past spring, the HOS and several faculty members met with parents to unveil what kinds of changes to expect in the upcoming year and why they're being made. Like I said before, there's lots of transparency at the school currently.

I LOVE the monthly Beako programs! It’s a wonderful opportunity to get to see my kid perform at school and for him to have public speaking practice. I am always impressed by the music teacher and her ability to teach four different grades a new program every month.

The curriculum has evolved quite a bit. What I like is the hands on and fun way they teach. As an example, the PreK class had an economics unit of study this past year. They learned the difference bw goods and services, and took a field trip to buy the ingredients to make soap. They sold the soap to the teachers after making it in class. They took turns ringing up each sale on the cash register and counting the money. Great way to incorporate math into what they did. The kids loved it!

They incorporate movement into how they learn so kids are not expected to sit still for long periods. Math class one day in pre-K was a number hunt around the room for stickers labeled 1-100. Each kid had a hundreds chart and had to check off the numbers as they found them.

The point is that PDS makes learning fun. The small class sizes ensure the teachers know each kids strengths and weaknesses. They differentiate for both reading and math both individually and in small groups.

I have had no issues with parents in my child’s class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:IMO trying to wrangle a way into private school any way they can to keep up with the Joneses.

What the hell does this even mean? Apart from a select handful, it's really not that hard to get in private schools around here.

Well, the PDS boosters seem to talk extensively about how many go to Sidwell etc. Can't have it both ways..

[Anonymous]

Barely any of the posts in this thread are about admissions to Sidwell. Please drop the vendetta.

[Anonymous]

Anonymous wrote:Barely any of the posts in this thread are about admissions to Sidwell. Please drop the vendetta.

What?

[Anonymous]

I think PP's ridiculous accusation of "PDS boosters" is based on this thread from over a year ago, and not anything recent.

http://www.dcurbanmom.com/jforum/posts/list/628273.page

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:IMO trying to wrangle a way into private school any way they can to keep up with the Joneses.

What the hell does this even mean? Apart from a select handful, it's really not that hard to get in private schools around here.

Well, the PDS boosters seem to talk extensively about how many go to Sidwell etc. Can't have it both ways..

When I toured Sidwell for Pre-K, the staff told me that the school switches to a much more academic focus in 3rd grade. There is nothing wrong with Sidwell from Pre-K to Second Grade but they admit that they are much more focused on emotional and social development in the early years. This is not a criticism. It is actually very positive and it is part of what makes Sidwell different from other schools. Obviously, the kids selected for admission in Pre-K and Kindergarten are kids who will do well regardless when the focus shifts to more academics so it does not matter that the early years were more focused on social and emotional learning. Some people don't want to spent $40K+ a year for those early years and would rather transfer in at later grades (3rd, 6th, 9th) when the difference in academics at Sidwell might (to some) be considered worth the extra cost.