Anonymous grousing about SWW!

[Anonymous]

Anonymous wrote:These are final projects for seniors who are already into college and have already taken the AP exam. And because of the way DCPS calculates grades, if they have As for the first three quarters, a kid can get a C- in the fourth quarter and still get an A- on the year. This sounds like a fun final project that keeps kids engaged. Kudos to the teacher.

It obviously wasn't enjoyed by all students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:These are final projects for seniors who are already into college and have already taken the AP exam. And because of the way DCPS calculates grades, if they have As for the first three quarters, a kid can get a C- in the fourth quarter and still get an A- on the year. This sounds like a fun final project that keeps kids engaged. Kudos to the teacher.

It obviously wasn't enjoyed by all students.

If your kid is that upset by being assigned work they don’t enjoy, they can take a WS. It will barely affect their grade.

[Anonymous]

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

That's depressing. Kids with high academic potential go through years of classes focused on students behind grade level, and then make into one of the few selective high schools, only to have the focus still on tstruggling students.

Maybe they should try to solve why the selective admissions process is letting through kids not prepared to thrive? Or maybe the kids that are not prepared for an accelerated experience should be allowed to return to their neighborhood high school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

It's still a public school! Like all schools, some kids are there because their parents made them attend. Smart and lazy are the worst combination.

Hate to disappoint you, math and science have been average at best. One of the math teachers passed away so there was a lag finding replacement. Still, was mediocre at best before that. Prepare for some enrichment or external tutoring.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

It's still a public school! Like all schools, some kids are there because their parents made them attend. Smart and lazy are the worst combination.

Hate to disappoint you, math and science have been average at best. One of the math teachers passed away so there was a lag finding replacement. Still, was mediocre at best before that. Prepare for some enrichment or external tutoring.

Your child hasn’t had any math or science teacher that is above average? I find that really depressing for a school with kids who want to learn (for the most part).

[Anonymous]

Calc BC teacher is fantastic!

[Anonymous]

Anonymous wrote:

Anonymous wrote:These are final projects for seniors who are already into college and have already taken the AP exam. And because of the way DCPS calculates grades, if they have As for the first three quarters, a kid can get a C- in the fourth quarter and still get an A- on the year. This sounds like a fun final project that keeps kids engaged. Kudos to the teacher.

It obviously wasn't enjoyed by all students.

Is there any other homework/project/class that this student does like and also complaining about? Did they like every single assignment in elementary and middle school? Good Luck in college!

[Anonymous]

^Does NOT like

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

That's depressing. Kids with high academic potential go through years of classes focused on students behind grade level, and then make into one of the few selective high schools, only to have the focus still on tstruggling students.

Maybe they should try to solve why the selective admissions process is letting through kids not prepared to thrive? Or maybe the kids that are not prepared for an accelerated experience should be allowed to return to their neighborhood high school?

“Return to their neighborhood high school”!! = This is an example of classism, individualism, privilege, lack of the spirit of building and supporting a community, and entitlement!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

That's depressing. Kids with high academic potential go through years of classes focused on students behind grade level, and then make into one of the few selective high schools, only to have the focus still on tstruggling students.

Maybe they should try to solve why the selective admissions process is letting through kids not prepared to thrive? Or maybe the kids that are not prepared for an accelerated experience should be allowed to return to their neighborhood high school?

“Return to their neighborhood high school”!! = This is an example of classism, individualism, privilege, lack of the spirit of building and supporting a community, and entitlement!

It's supposed to be an academically selective school. It's supposed to support high potential students -- be a community for them. If instead it has a significant chunk of struggling students, it's doing it wrong. 95% of schools in DCPS are designed to focus on those students.

[Anonymous]

Are these students struggling in ALL subjects, in everything across board? or perhaps they simply need a little hand holding in particular classes? Perhaps they did not have the privilege to be residing in a privileged ward and the opportunities to be exposed to accelerated or intense style, and they need some hand holding to get them up to speed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

That's depressing. Kids with high academic potential go through years of classes focused on students behind grade level, and then make into one of the few selective high schools, only to have the focus still on tstruggling students.

Maybe they should try to solve why the selective admissions process is letting through kids not prepared to thrive? Or maybe the kids that are not prepared for an accelerated experience should be allowed to return to their neighborhood high school?

“Return to their neighborhood high school”!! = This is an example of classism, individualism, privilege, lack of the spirit of building and supporting a community, and entitlement!

Why are only struggling students "entitled" to be the priority? Why can't advanced students get the support that serves them just once, just for high school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

That's depressing. Kids with high academic potential go through years of classes focused on students behind grade level, and then make into one of the few selective high schools, only to have the focus still on tstruggling students.

Maybe they should try to solve why the selective admissions process is letting through kids not prepared to thrive? Or maybe the kids that are not prepared for an accelerated experience should be allowed to return to their neighborhood high school?

“Return to their neighborhood high school”!! = This is an example of classism, individualism, privilege, lack of the spirit of building and supporting a community, and entitlement!

Why are only struggling students "entitled" to be the priority? Why can't advanced students get the support that serves them just once, just for high school?

Advanced kids at Walls already have accelerated math, access to GW, and a high-scoring peer group. And the college results suggest that these resources are serving them well. What else exactly do you think they need?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The schools with the best teachers are the schools with the best principals. Good principals know how to pick the excellent and energetic teachers, and then manage a positive workplace where the teachers can do a good job with support and with minimal drama.

I think this is the thing - and it ties with the other thread expressing concern about the leadership of the Walls principal. My kid is having a good peer experience at Walls and is bummed that classes are mostly lackluster and teaching is really uneven (in terms of curriculum/content, feedback provided to students, and expertise of teacher). Kid was hoping for a super-charged academic experience with highly engaged/motivated peers, and that's not the day to day experience in the classroom. I'm hopeful to read PP's post about strong math instruction - maybe that will be in my kid's future!

One thing that's surprised me (though probably it shouldn't) is that the Walls admin team seems to be expending a lot more energy on supporting kids who are struggling than on providing enrichment/opportunity for those who aren't.

That's depressing. Kids with high academic potential go through years of classes focused on students behind grade level, and then make into one of the few selective high schools, only to have the focus still on tstruggling students.

Maybe they should try to solve why the selective admissions process is letting through kids not prepared to thrive? Or maybe the kids that are not prepared for an accelerated experience should be allowed to return to their neighborhood high school?

“Return to their neighborhood high school”!! = This is an example of classism, individualism, privilege, lack of the spirit of building and supporting a community, and entitlement!

Why are only struggling students "entitled" to be the priority? Why can't advanced students get the support that serves them just once, just for high school?

Advanced kids at Walls already have accelerated math, access to GW, and a high-scoring peer group. And the college results suggest that these resources are serving them well. What else exactly do you think they need?

You know the struggling kids at Walls have access to those same resources, right? And yet they get extra attention from admin, as is true from pre-k on. When does anyone pay attention to whether high-performing kids are actually challenged, whether they are participating in contests and programs to maximize their achievement, whether their social-emotional health is good? It only happens at a handful of schools and otherwise it depends on the parents.

A lot of bright kids go all the way through DCPS without getting any individual attention from anyone ever. This is especially true for smart but not tippy-top kids.

That's why even city officials send their kids to private schools. Too bad we can't all afford it.