Public school K questions

[Anonymous]

Our MoCo school has 170 kindergartners. So I don't think 100 is all that big.

[Anonymous]

Anonymous wrote:Our MoCo school has 170 kindergartners. So I don't think 100 is all that big.

Would that be Oakland Terrace in Silver Spring? I believe they have 10 kindergarten classes and are the most overcrowded school in the county. I think they are forecasted to hit 800 kids for the upcoming school year.

[Anonymous]

My oldest is about to start K in MoCo in a great school district in the fall. We went to the registration/orientation and I was literally floored by the talking points the principal and teachers spouted out. It all centered on reading, assessments, and "being on the college trajectory." They even sent us home with flashcards (no joke). I went to private school K-12 and was exposed to so many different subjects --- and while we had some sort of assessment testing each year, it wasn't like what MoCo does now. I know teachers in MCPS who admit that they can go weeks without doing anything other than reading and math (to heck with social studies and science!). So sad. I wish I could afford private school just so the pressure would be off --- I'm sorry, but MCPS just doesn't sound like an environment that fosters a love for learning.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our MoCo school has 170 kindergartners. So I don't think 100 is all that big.

Would that be Oakland Terrace in Silver Spring? I believe they have 10 kindergarten classes and are the most overcrowded school in the county. I think they are forecasted to hit 800 kids for the upcoming school year.

Yup!

[Anonymous]

Hi OP: My son just finished K in a MOCO school, and it was EXACTLY like you describe it. DS actually had more worksheets "thrown' at him because he was well-behaved and the teacher had to occupy herself with managing the kids who were out-of-control in the classroom.

[Anonymous]

23:41 - Did a lot of the other families high-tail it for private as well? I'm so sorry you had to go through that.

[Anonymous]

Anonymous wrote:Hi OP: My son just finished K in a MOCO school, and it was EXACTLY like you describe it. DS actually had more worksheets "thrown' at him because he was well-behaved and the teacher had to occupy herself with managing the kids who were out-of-control in the classroom.

Hmmm. I wonder why there were so many out of control kids in the classroom. Maybe b/c what they were asking them to do isn't developmentally appropriate. I doubt it was the same story back when K was child centered instead of test driven.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. Can the people who are happy w/ their child's K program tell me how it differs from what I described about my son's day?

Neither of my children did worksheets.

Both of my children had reading homework. We watched a DVD with cute songs with the words highlighted on the screen. (Waterford program)

As for their schedule, they had:

Morning Introductions -- where they introduced themselves to each other and talked about the day (is it cold out? hot out? raining? Calendar info, etc.)

Then they had Morning Meeting -- they talked about interesting things that have happened in their lives since they last met (which was great on Mondays!)

Next they would have language arts, where they were in groups (16 children were split into 4 groups) and a couple of the groups would do centers, one group would work with the teacher, and another group would work with the aide

After about 20 minutes, these groups would "shift", so the ones working with the teacher would go to centers, one group in centers would go with the teacher, etc.

Then they had centers (I think it was 30 minutes of center time)

Then they would do math. They were in groups again (different groups of children, based on ability), but use the center and teacher and aide approach.

Then they went to lunch

Then they had recess

Then they had quiet time (30 minutes)

Then they had social studies or science or a special (PE, music, art, library). I think their schedule shifted a bit when music, art, or library was done as I think art was in the morning

Then they had writing time

Then they had dismissal

We had a parent/teacher conference in early November and then another parent-teacher conference in late May/early June. The conference had a list of strengths for each child and then a list of goals going forward. Many items on the list focused on social skills vs. "academic stuff"

Public school? Which district, PP?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Can the people who are happy w/ their child's K program tell me how it differs from what I described about my son's day?

Neither of my children did worksheets...

Public school? Which district, PP?

Answer on p2-public, Fairfax county

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Can the people who are happy w/ their child's K program tell me how it differs from what I described about my son's day?

Neither of my children did worksheets.

Both of my children had reading homework. We watched a DVD with cute songs with the words highlighted on the screen. (Waterford program)

As for their schedule, they had:

Morning Introductions -- where they introduced themselves to each other and talked about the day (is it cold out? hot out? raining? Calendar info, etc.)

Then they had Morning Meeting -- they talked about interesting things that have happened in their lives since they last met (which was great on Mondays!)

Next they would have language arts, where they were in groups (16 children were split into 4 groups) and a couple of the groups would do centers, one group would work with the teacher, and another group would work with the aide

After about 20 minutes, these groups would "shift", so the ones working with the teacher would go to centers, one group in centers would go with the teacher, etc.

Then they had centers (I think it was 30 minutes of center time)

Then they would do math. They were in groups again (different groups of children, based on ability), but use the center and teacher and aide approach.

Then they went to lunch

Then they had recess

Then they had quiet time (30 minutes)

Then they had social studies or science or a special (PE, music, art, library). I think their schedule shifted a bit when music, art, or library was done as I think art was in the morning

Then they had writing time

Then they had dismissal

We had a parent/teacher conference in early November and then another parent-teacher conference in late May/early June. The conference had a list of strengths for each child and then a list of goals going forward. Many items on the list focused on social skills vs. "academic stuff"

OP, I'm the PG county mom, and this is similar to how my son's K class ran. Also, I'm the one that exclaimed surprise at the size. We're admittedly at a smaller school. Mt. Rainier Elementary.

[Anonymous]

Our FCPS full day K was very similar to what is described above.

[Anonymous]

At least you had full day. My DC just finished 1/2 day K in FFX. Talk about a waste.

We're hanging in for some great teachers in 1st and 2nd grade.

[Anonymous]

I thought making K all day would allow the class more time to do developmentally appropriate activities and let the kids have time to socialize and play. Nope. They use the extra time for more academics. As if they don't get enough all morning long. What a shame.