Walter Reed transfer back on schedule for DCI

[Anonymous]

I think the PP meant 8-12 kids in one grade left over the course of 3 years, which is more significant. I don't think PP meant 8-12 kids for all 3 grades combined. But maybe I misunderstood.....

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at a feeder. Although it was great when the kids were young, it seems more and more like they are ignoring the needs of children who are not outright failing.

Not all feeders seem to be created equal...

My concern is that this is a feeder that is considered good. If the good feeders aren't ensuring the needs of successful students aren't being met, how can DCI? Moreover, is DCI actually trying? I'm not trolling. I desperately want to know the answer to these questions before we make serious decisions.

Please define the "needs of successful students." PARRC scores of 4s and 5s for both reading and math across the board? Fluency in the target language by 5th grade?

Our charter does well on fluency, and not so well on PARRC scores. Neither of these are my concern. My concern is that there are so many students who are misbehaving in the classroom that there is no teaching other than remedial. All of the time is spent in dealing with the misbehaving students. All of the energy is put into making sure that the misbehaving students do not feel disciplined. None of the energy is put into making sure that students who are on grade level are actually learning anything.

The initial question is whether DCI provides a grade level education without daily (or hourly, if not more) interruptions for the children who actually want to learn. The follow-up is whether they provide additional support for students who may be more advanced or are those children just written off as not causing problems. If it is just more of the same with everyday wasted watching people misbehave, that won't work.

I feel this same pain. ECE is magical. Upper elementary is a heartbreaking. . Administration responds to parent concerns with a bunch of lingo.

[Anonymous]

Anonymous wrote:I think the PP meant 8-12 kids in one grade left over the course of 3 years, which is more significant. I don't think PP meant 8-12 kids for all 3 grades combined. But maybe I misunderstood.....

You did not misunderstand. I can only speak for the kids who were in my child's cohort, so that's what I reported.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think the PP meant 8-12 kids in one grade left over the course of 3 years, which is more significant. I don't think PP meant 8-12 kids for all 3 grades combined. But maybe I misunderstood.....

You did not misunderstand. I can only speak for the kids who were in my child's cohort, so that's what I reported.

By the way, I do not know how many decided against sixth grade DCI because my kid was one of the fifth grade departures.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at a feeder. Although it was great when the kids were young, it seems more and more like they are ignoring the needs of children who are not outright failing.

Not all feeders seem to be created equal...

My concern is that this is a feeder that is considered good. If the good feeders aren't ensuring the needs of successful students aren't being met, how can DCI? Moreover, is DCI actually trying? I'm not trolling. I desperately want to know the answer to these questions before we make serious decisions.

Please define the "needs of successful students." PARRC scores of 4s and 5s for both reading and math across the board? Fluency in the target language by 5th grade?

Our charter does well on fluency, and not so well on PARRC scores. Neither of these are my concern. My concern is that there are so many students who are misbehaving in the classroom that there is no teaching other than remedial. All of the time is spent in dealing with the misbehaving students. All of the energy is put into making sure that the misbehaving students do not feel disciplined. None of the energy is put into making sure that students who are on grade level are actually learning anything.

The initial question is whether DCI provides a grade level education without daily (or hourly, if not more) interruptions for the children who actually want to learn. The follow-up is whether they provide additional support for students who may be more advanced or are those children just written off as not causing problems. If it is just more of the same with everyday wasted watching people misbehave, that won't work.

I feel this same pain. ECE is magical. Upper elementary is a heartbreaking. . Administration responds to parent concerns with a bunch of lingo.

Ahem. You know there is no ECE at DCI, right?