Active Boundary Study Proposals

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

NP. I don’t think the boundary review process is making curriculum changes like that. Probably also an issue you should take up with the schools that it would affect, like FS. That would be a significant change to an established school community.

I am a different advisory committee member, and we are definitely talking about programmatic options at the schools and feeders across the city. Families travel across the city to attend schools that have certain programs from our of bounds, and it would be ideal if there were options for programs in all parts of city so there would be less need travel. Not sure if you are the same poster who wrote about this IB topic a few months ago, but after I read a thread mentioning that a few months ago I brought it up in discussion at our meeting. If you want to submit it as an idea you can log on to the townhalls in a few weeks, but there is also a link to provide input here
https://forms.office.com/pages/responsepage.aspx?id=8Unkj5SLt0-ZBm-Tnagtczxvnk3MmepBgILrceqyWwFUQ0wyT09DRURJRVZITU5CNU5INjk2UUU3RiQlQCN0PWcu

That is good to hear. Are you looking at access to dual language programs?

AC member 1 here: yes, that's a major topic, including potentially crossover feeder patterns from DCPS to charter and vice versa

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

[Anonymous]

Committee members, is there any talk of actually providing above-grade-level work, instead of just pretending to?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

In elementary and at least part of middle it’s a framework for all kids, a style of teaching and approaching learning. It’s a school commitment, not really a district one. Requires strong instructional leadership and good teachers. EH has that. I think Eastern is on its way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

In elementary and at least part of middle it’s a framework for all kids, a style of teaching and approaching learning. It’s a school commitment, not really a district one. Requires strong instructional leadership and good teachers. EH has that. I think Eastern is on its way.

How do you know? And what does that even really mean, given Eastern's PARCC scores. Is anyone going to look at Eastern and say "Literally all the kids are below grade level in math, but they have IB so I'm fine with that"?

[Anonymous]

Anonymous wrote:Committee members, is there any talk of actually providing above-grade-level work, instead of just pretending to?

That's outside of our scope. And remember, we are only providing recommendations to the Mayor, who can take or leave them, and subject to available budget.

We talk about "access to high-quality schools" but keep asking what "high-quality" actually means.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Committee members, is there any talk of actually providing above-grade-level work, instead of just pretending to?

That's outside of our scope. And remember, we are only providing recommendations to the Mayor, who can take or leave them, and subject to available budget.

We talk about "access to high-quality schools" but keep asking what "high-quality" actually means.

Why is dual language within your scope but grade level content not within it?

[Anonymous]

Will equity be the guiding principle in school boundary adjustment?

[Anonymous]

For starters, a high quality school is a school where they are honest about what they're teaching. Where they don't tell you it's "honors" when really it's just grade level. And where the advanced kids are taught advanced work not just parked on tablets and ignored. DCPS has no credibility with parents because of its refusal to treat us like we aren't idiots.

While you're at it, tell us the truth about why the principal of Miner got fired.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

In elementary and at least part of middle it’s a framework for all kids, a style of teaching and approaching learning. It’s a school commitment, not really a district one. Requires strong instructional leadership and good teachers. EH has that. I think Eastern is on its way.

Sorry but you're not going to like Eastern whether it has IB or not. Because almost all of the kids at Eastern are below grade level, and no amount of "IB" is going to get you to send your own kid into that environment in real life. Oh, if we had strong instructional leadership and good teachers-- genius plan! What on earth makes you think that's going to happen in real life? Come on. Stop fooling yourself. Adding one more layer to the tangled mess of feeder patterns and programming isn't going to help anything. The only thing that helps is getting more kids on grade level. And it's not going to happen because it would cost a tremendous amount of money to actually accomplish it. A little IB window dressing sounds great to DCPS, because they can say they've done it, but it doesn't fundamentally change anything and they know it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

In elementary and at least part of middle it’s a framework for all kids, a style of teaching and approaching learning. It’s a school commitment, not really a district one. Requires strong instructional leadership and good teachers. EH has that. I think Eastern is on its way.

How do you know? And what does that even really mean, given Eastern's PARCC scores. Is anyone going to look at Eastern and say "Literally all the kids are below grade level in math, but they have IB so I'm fine with that"?

Fair question!

At EH, I know because IB, an independent global nonprofit, doesn’t let a middle school call itself IB unless it meets IBs standards for instruction, course offerings, professional development, you name it. They visit and essentially do an independent audit of the school. They don’t take DCPS’ word for it, trust me. The standards are the same for schools all over the world. It takes a good leader with a strong staff to meet that high bar, so if EH got IBs blessing, it must have those things in place. (Jefferson for example pursued IB.)

I like the outside seal of approval cause I’d rather send my kid to a school with strong teachers and leaders than one with meh teachers and “honors” classes that only looks good because it has a socio-economically advantaged population. Which describes a lot of supposedly awesome suburban middles.

On Eastern, see above. They have at least some quality instruction in place, for some kids, or they couldn’t offer IB at all. The test scores are low overall because the program is pretty tiny.

I live in Ward 2 and send my kid to schools here. No plans to move to the Hill. I don’t have a kid at EH and it’s not my feeder. I like IB as a program but have no reason to booster EH. Or Eastern for that matter.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

In elementary and at least part of middle it’s a framework for all kids, a style of teaching and approaching learning. It’s a school commitment, not really a district one. Requires strong instructional leadership and good teachers. EH has that. I think Eastern is on its way.

How do you know? And what does that even really mean, given Eastern's PARCC scores. Is anyone going to look at Eastern and say "Literally all the kids are below grade level in math, but they have IB so I'm fine with that"?

Fair question!

At EH, I know because IB, an independent global nonprofit, doesn’t let a middle school call itself IB unless it meets IBs standards for instruction, course offerings, professional development, you name it. They visit and essentially do an independent audit of the school. They don’t take DCPS’ word for it, trust me. The standards are the same for schools all over the world. It takes a good leader with a strong staff to meet that high bar, so if EH got IBs blessing, it must have those things in place. (Jefferson for example pursued IB.)

I like the outside seal of approval cause I’d rather send my kid to a school with strong teachers and leaders than one with meh teachers and “honors” classes that only looks good because it has a socio-economically advantaged population. Which describes a lot of supposedly awesome suburban middles.

On Eastern, see above. They have at least some quality instruction in place, for some kids, or they couldn’t offer IB at all. The test scores are low overall because the program is pretty tiny.

I live in Ward 2 and send my kid to schools here. No plans to move to the Hill. I don’t have a kid at EH and it’s not my feeder. I like IB as a program but have no reason to booster EH. Or Eastern for that matter.

Thank you for actually answering. But that only begs the question of why the program at Eastern is so tiny. And until Eastern manages to get a reportable number of kids, in any grade, to pass the Algebra I PARCC I will remain skeptical.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

In elementary and at least part of middle it’s a framework for all kids, a style of teaching and approaching learning. It’s a school commitment, not really a district one. Requires strong instructional leadership and good teachers. EH has that. I think Eastern is on its way.

How do you know? And what does that even really mean, given Eastern's PARCC scores. Is anyone going to look at Eastern and say "Literally all the kids are below grade level in math, but they have IB so I'm fine with that"?

Fair question!

At EH, I know because IB, an independent global nonprofit, doesn’t let a middle school call itself IB unless it meets IBs standards for instruction, course offerings, professional development, you name it. They visit and essentially do an independent audit of the school. They don’t take DCPS’ word for it, trust me. The standards are the same for schools all over the world. It takes a good leader with a strong staff to meet that high bar, so if EH got IBs blessing, it must have those things in place. (Jefferson for example pursued IB.)

I like the outside seal of approval cause I’d rather send my kid to a school with strong teachers and leaders than one with meh teachers and “honors” classes that only looks good because it has a socio-economically advantaged population. Which describes a lot of supposedly awesome suburban middles.

On Eastern, see above. They have at least some quality instruction in place, for some kids, or they couldn’t offer IB at all. The test scores are low overall because the program is pretty tiny.

I live in Ward 2 and send my kid to schools here. No plans to move to the Hill. I don’t have a kid at EH and it’s not my feeder. I like IB as a program but have no reason to booster EH. Or Eastern for that matter.

Thank you for actually answering. But that only begs the question of why the program at Eastern is so tiny. And until Eastern manages to get a reportable number of kids, in any grade, to pass the Algebra I PARCC I will remain skeptical.

I get the skepticism for sure! My understanding is that since most Hill families don’t choose Eastern and it’s in a safe area, it attracts kids from other parts of the city that didn’t come from a middle school that prepared them well. So even if Eastern has a good staff outside the IB program (I can’t pretend to know) that’s a lot of catch up for them in a really short time.

But given that Eastern can at least offer quality instruction to some kids, albeit a tiny number, I think you guys have more reason to be optimistic about Eastern in say five years, than those of us in Ward 2 do about Cardozo. Not saying much I know!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. So it sounds like I am less dense than I thought. The possibilities are being unveiled to each school community they may impact, one at a time, right, boundary study committee member?

Also since you guys are obviously reading this thread...I'm wondering how I can advocate for the boundary study committee to take a look at my school (an International Baccalaureate elementary) and potentially offer an IB middle option, ideally at our very good feeder middle. I like the elementary (Thomson). I like the middle (SWW@F-S). I just want to continue the International Baccalaureate framework because I think it's powerful.

Can SWW@F-S get this program (ideal) or can Thomson families get some sort of preference at Eliot-Hine or Deal, which also have it, in addition to SWW@F-S? (Don't want to lose our great current feeder, families love it!)

Did I miss the window for asking for that?

EH parent here. I like that idea!

Doesn’t Eastern have IB too? That would create a potential pathway through 12 especially if a Ward 6 elementary adopted it.

It's only going to work if DCPS commits to actually teaching the IB content. Which they won't.

In elementary and at least part of middle it’s a framework for all kids, a style of teaching and approaching learning. It’s a school commitment, not really a district one. Requires strong instructional leadership and good teachers. EH has that. I think Eastern is on its way.

How do you know? And what does that even really mean, given Eastern's PARCC scores. Is anyone going to look at Eastern and say "Literally all the kids are below grade level in math, but they have IB so I'm fine with that"?

Fair question!

At EH, I know because IB, an independent global nonprofit, doesn’t let a middle school call itself IB unless it meets IBs standards for instruction, course offerings, professional development, you name it. They visit and essentially do an independent audit of the school. They don’t take DCPS’ word for it, trust me. The standards are the same for schools all over the world. It takes a good leader with a strong staff to meet that high bar, so if EH got IBs blessing, it must have those things in place. (Jefferson for example pursued IB.)

I like the outside seal of approval cause I’d rather send my kid to a school with strong teachers and leaders than one with meh teachers and “honors” classes that only looks good because it has a socio-economically advantaged population. Which describes a lot of supposedly awesome suburban middles.

On Eastern, see above. They have at least some quality instruction in place, for some kids, or they couldn’t offer IB at all. The test scores are low overall because the program is pretty tiny.

I live in Ward 2 and send my kid to schools here. No plans to move to the Hill. I don’t have a kid at EH and it’s not my feeder. I like IB as a program but have no reason to booster EH. Or Eastern for that matter.

Thank you for actually answering. But that only begs the question of why the program at Eastern is so tiny. And until Eastern manages to get a reportable number of kids, in any grade, to pass the Algebra I PARCC I will remain skeptical.

I get the skepticism for sure! My understanding is that since most Hill families don’t choose Eastern and it’s in a safe area, it attracts kids from other parts of the city that didn’t come from a middle school that prepared them well. So even if Eastern has a good staff outside the IB program (I can’t pretend to know) that’s a lot of catch up for them in a really short time.

But given that Eastern can at least offer quality instruction to some kids, albeit a tiny number, I think you guys have more reason to be optimistic about Eastern in say five years, than those of us in Ward 2 do about Cardozo. Not saying much I know!

Four years isn't enough time to get 10 kids to pass Algebra I? Come on. I want Eastern to succeed too, but this kind of rationalizing is not persuading anyone.