New Charter Tier Rankings Are Out

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:CMI scored very high on emotional support in the classroom (over 90%). While it scored very low on K-2 math, it scored high on preschool math, preschool reading or K-2 reading. I was surprised that the math scores drop that much from preschool to K-2, considering that the younger program should be well-established by now.

However, I was not surprised that the upper grades do not do well at CMI. I visited the program and the school mission seems well integrated with a focus on the whole child, teamwork, and communication, but there seems to be no "meat" to the school in terms of math, science, academics, or even grammar. The upper grades suffer the most from this lack of academic rigor interwoven with the "feel good" mission of the school

I am a happy CMI parent and thrilled to be Tier 2. We are over-sold by a few Koolaid moms as "academically rigorous" when it's not true. Those of us who like the small, quiet, non-academic environment lose out as new families expect more "math, science, academics, or even grammar." I don't need the academics to improve. I would prefer CMI to focus on emotional support. We are not at CMI despite the academics, but instead, we are at CMI because they don't focus or do academics, and we are not the only family that feels that way. The increased in testing that I've seen over the years at CMI is upsetting since that's not why we went there in the first place.

How do you completely discard "academics"? It is a school, after all. While the testing-and-worksheet grind really worry me for my rising K student, I'm not willing to say that I don't care anything at all about learning math and English for his whole elementary career.

I think a lot of families are there that are of the "unschooling" mentality but don't want to put in the effort of homeschooling. CMI offers that free, student-led, somewhat disorganized (but safe) environment. Students are emotionally cared for, but academics are just not a concern.

I do think that the students who suffer the most are the upper grades, but I can definitely see why it's an ideal place for preschool-3rd. I have even heard preschool parents complain about the academics that they do there -- the families at CMI are looking for a bubble outside of today's rat races.

It's not for everyone, but the families at CMI seem to love it. I do wonder about the middle school and future high school, but if you have heard of the Fairhaven school, it is similar and it DOES (surprisingly) seem to work through high school.

CMI is a public school and needs to move its students toward proficiency in the grade level standards. Tier 2 means they're doing ok at that. Not great, not awful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:CMI scored very high on emotional support in the classroom (over 90%). While it scored very low on K-2 math, it scored high on preschool math, preschool reading or K-2 reading. I was surprised that the math scores drop that much from preschool to K-2, considering that the younger program should be well-established by now.

However, I was not surprised that the upper grades do not do well at CMI. I visited the program and the school mission seems well integrated with a focus on the whole child, teamwork, and communication, but there seems to be no "meat" to the school in terms of math, science, academics, or even grammar. The upper grades suffer the most from this lack of academic rigor interwoven with the "feel good" mission of the school

I am a happy CMI parent and thrilled to be Tier 2. We are over-sold by a few Koolaid moms as "academically rigorous" when it's not true. Those of us who like the small, quiet, non-academic environment lose out as new families expect more "math, science, academics, or even grammar." I don't need the academics to improve. I would prefer CMI to focus on emotional support. We are not at CMI despite the academics, but instead, we are at CMI because they don't focus or do academics, and we are not the only family that feels that way. The increased in testing that I've seen over the years at CMI is upsetting since that's not why we went there in the first place.

So what is your plan for upper elementary/middle/high/college? When do you want your child to be, you know, learning?

PP did say that the school is not for everyone.

But, check out the Fairhaven school. My kid doesn't go there, but it does seem to work. Many of these families are looking for an alternative because either their children cannot emotionally or mentally handle a traditional school and this offers an alternative (especially for SN students, but also for anxiety-prone students, or non-diagnosed students). I have heard (via DCUM) that many current CMI families plan to leave for upper elementary/middle/high/college (if their child can handle a traditional environment and are only at CMI for the lower grades).

Personally, I also believe that there are many types of learning -- some are traditional and some are exploratory. It may be more difficult to test the second, but that second path is more important to some families and students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:CMI scored very high on emotional support in the classroom (over 90%). While it scored very low on K-2 math, it scored high on preschool math, preschool reading or K-2 reading. I was surprised that the math scores drop that much from preschool to K-2, considering that the younger program should be well-established by now.

However, I was not surprised that the upper grades do not do well at CMI. I visited the program and the school mission seems well integrated with a focus on the whole child, teamwork, and communication, but there seems to be no "meat" to the school in terms of math, science, academics, or even grammar. The upper grades suffer the most from this lack of academic rigor interwoven with the "feel good" mission of the school

I am a happy CMI parent and thrilled to be Tier 2. We are over-sold by a few Koolaid moms as "academically rigorous" when it's not true. Those of us who like the small, quiet, non-academic environment lose out as new families expect more "math, science, academics, or even grammar." I don't need the academics to improve. I would prefer CMI to focus on emotional support. We are not at CMI despite the academics, but instead, we are at CMI because they don't focus or do academics, and we are not the only family that feels that way. The increased in testing that I've seen over the years at CMI is upsetting since that's not why we went there in the first place.

So what is your plan for upper elementary/middle/high/college? When do you want your child to be, you know, learning?

PP did say that the school is not for everyone.

But, check out the Fairhaven school. My kid doesn't go there, but it does seem to work. Many of these families are looking for an alternative because either their children cannot emotionally or mentally handle a traditional school and this offers an alternative (especially for SN students, but also for anxiety-prone students, or non-diagnosed students). I have heard (via DCUM) that many current CMI families plan to leave for upper elementary/middle/high/college (if their child can handle a traditional environment and are only at CMI for the lower grades).

Personally, I also believe that there are many types of learning -- some are traditional and some are exploratory. It may be more difficult to test the second, but that second path is more important to some families and students.

SN students actually need structure usually, not a "lord of the flies" situation.

[Anonymous]

Anonymous wrote:It's really interesting to me that there are two Tier 1 charters accessible to Capitol Hill (Chamberlain and Eagle Academy) that have basically no white students; whereas two of DCUM's "HRCS" are tier 2.

Not to me. I think rich (mostly white) families want their children to go to a school that they never had as a child. They are looking for the words "student-led," "aesthetic environment," "whole-child," "gardening," "exposure to the arts". If you look at Georgetown Day School's elementary program, it's magnified times a thousand. Normal families are also looking for a school that they never had as a child -- they are looking for the words "college-ready," "college-focused," "college-bound." They are looking for academic rigor and a clear path to a future graduate degree, career, and financial success. That is simply not the concern for rich (mostly white) families who know that they can pay for any college and don't need scholarships. It's just different priorities and one is not better than the other.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So proud of DCB!

+1

Also, so very proud of Sela! They worked hard with Board meetings, staff meetings, professional input followed to the letter, and extra time & energy to bring up those scores. That "academic improvement" you see in their results is not by luck, chance, or coincidence -- they worked very hard with individual attention to every student to make sure that the school improved while providing a language-immersion environment.

Every school could learn from their example to make sure academic rigor is not at the expense of the child, learning a second language, or having an emotionally supportive environment!

Congrats, Sela!

Yay...redemption! Sela deserves the recognition.

[Anonymous]

Jeez, people make it sound like CMI is a bunch of hippie families sitting around hugging and talking about feelings.

My 1st grade child had a math worksheet last night for homework. Then we ate granola and danced by the light of the moon with the other CMI families.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:CMI scored very high on emotional support in the classroom (over 90%). While it scored very low on K-2 math, it scored high on preschool math, preschool reading or K-2 reading. I was surprised that the math scores drop that much from preschool to K-2, considering that the younger program should be well-established by now.

However, I was not surprised that the upper grades do not do well at CMI. I visited the program and the school mission seems well integrated with a focus on the whole child, teamwork, and communication, but there seems to be no "meat" to the school in terms of math, science, academics, or even grammar. The upper grades suffer the most from this lack of academic rigor interwoven with the "feel good" mission of the school

I am a happy CMI parent and thrilled to be Tier 2. We are over-sold by a few Koolaid moms as "academically rigorous" when it's not true. Those of us who like the small, quiet, non-academic environment lose out as new families expect more "math, science, academics, or even grammar." I don't need the academics to improve. I would prefer CMI to focus on emotional support. We are not at CMI despite the academics, but instead, we are at CMI because they don't focus or do academics, and we are not the only family that feels that way. The increased in testing that I've seen over the years at CMI is upsetting since that's not why we went there in the first place.

So what is your plan for upper elementary/middle/high/college? When do you want your child to be, you know, learning?

PP did say that the school is not for everyone.

But, check out the Fairhaven school. My kid doesn't go there, but it does seem to work. Many of these families are looking for an alternative because either their children cannot emotionally or mentally handle a traditional school and this offers an alternative (especially for SN students, but also for anxiety-prone students, or non-diagnosed students). I have heard (via DCUM) that many current CMI families plan to leave for upper elementary/middle/high/college (if their child can handle a traditional environment and are only at CMI for the lower grades).

Personally, I also believe that there are many types of learning -- some are traditional and some are exploratory. It may be more difficult to test the second, but that second path is more important to some families and students.

SN students actually need structure usually, not a "lord of the flies" situation.

SN parent here and at CMI. My child seems to thrive at CMI because it is a "fluid" environment/structure -- a term used a lot at CMI. I wouldn't call it a "lord of the flies" situation but not overly structured either. Students are welcome to walk around the classroom (not stay in seats) and even leave the classroom when necessary. Students sit on the floor or in chairs as they want. When there is a lesson and a student needs to "zone out", reading, drawing, and other non-disruptive activities are allowed. I have seen it work there for many years and all students (not just SN students because every human is a "SN" person some days) benefit from this flexibility, adaptability, and understanding. Obviously, students are not disruptive and it works. You have to visit to see it happen, because it does sound like "chaos" but I'd describe it more as "organized chaos."

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:CMI scored very high on emotional support in the classroom (over 90%). While it scored very low on K-2 math, it scored high on preschool math, preschool reading or K-2 reading. I was surprised that the math scores drop that much from preschool to K-2, considering that the younger program should be well-established by now.

However, I was not surprised that the upper grades do not do well at CMI. I visited the program and the school mission seems well integrated with a focus on the whole child, teamwork, and communication, but there seems to be no "meat" to the school in terms of math, science, academics, or even grammar. The upper grades suffer the most from this lack of academic rigor interwoven with the "feel good" mission of the school

I am a happy CMI parent and thrilled to be Tier 2. We are over-sold by a few Koolaid moms as "academically rigorous" when it's not true. Those of us who like the small, quiet, non-academic environment lose out as new families expect more "math, science, academics, or even grammar." I don't need the academics to improve. I would prefer CMI to focus on emotional support. We are not at CMI despite the academics, but instead, we are at CMI because they don't focus or do academics, and we are not the only family that feels that way. The increased in testing that I've seen over the years at CMI is upsetting since that's not why we went there in the first place.

So what is your plan for upper elementary/middle/high/college? When do you want your child to be, you know, learning?

PP did say that the school is not for everyone.

But, check out the Fairhaven school. My kid doesn't go there, but it does seem to work. Many of these families are looking for an alternative because either their children cannot emotionally or mentally handle a traditional school and this offers an alternative (especially for SN students, but also for anxiety-prone students, or non-diagnosed students). I have heard (via DCUM) that many current CMI families plan to leave for upper elementary/middle/high/college (if their child can handle a traditional environment and are only at CMI for the lower grades).

Personally, I also believe that there are many types of learning -- some are traditional and some are exploratory. It may be more difficult to test the second, but that second path is more important to some families and students.

SN students actually need structure usually, not a "lord of the flies" situation.

Yes. All SN are exactly the same and all sn kids have the exact same requirements.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It's really interesting to me that there are two Tier 1 charters accessible to Capitol Hill (Chamberlain and Eagle Academy) that have basically no white students; whereas two of DCUM's "HRCS" are tier 2.

Not to me. I think rich (mostly white) families want their children to go to a school that they never had as a child. They are looking for the words "student-led," "aesthetic environment," "whole-child," "gardening," "exposure to the arts". If you look at Georgetown Day School's elementary program, it's magnified times a thousand. Normal families are also looking for a school that they never had as a child -- they are looking for the words "college-ready," "college-focused," "college-bound." They are looking for academic rigor and a clear path to a future graduate degree, career, and financial success. That is simply not the concern for rich (mostly white) families who know that they can pay for any college and don't need scholarships. It's just different priorities and one is not better than the other.

I don't think that explanation works for Eagle Academy. If you read their website they're all about awe and wonderment and creativity. Their founding mission sounds actually pretty close to CMI.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sela and EL Haynes Tier 1

How?

We're new to this process. What is the difference between Tier 1 and 2, and what does the percentage mean?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Sela and EL Haynes Tier 1

How?

We're new to this process. What is the difference between Tier 1 and 2, and what does the percentage mean?

http://www.dcpcsb.org/sites/default/files/The%20Performance%20Management%20Framework%20Overview%20for%20web%202.12.16.pdf

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sela and EL Haynes Tier 1

How?

Gentrification.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:CMI scored very high on emotional support in the classroom (over 90%). While it scored very low on K-2 math, it scored high on preschool math, preschool reading or K-2 reading. I was surprised that the math scores drop that much from preschool to K-2, considering that the younger program should be well-established by now.

However, I was not surprised that the upper grades do not do well at CMI. I visited the program and the school mission seems well integrated with a focus on the whole child, teamwork, and communication, but there seems to be no "meat" to the school in terms of math, science, academics, or even grammar. The upper grades suffer the most from this lack of academic rigor interwoven with the "feel good" mission of the school

I am a happy CMI parent and thrilled to be Tier 2. We are over-sold by a few Koolaid moms as "academically rigorous" when it's not true. Those of us who like the small, quiet, non-academic environment lose out as new families expect more "math, science, academics, or even grammar." I don't need the academics to improve. I would prefer CMI to focus on emotional support. We are not at CMI despite the academics, but instead, we are at CMI because they don't focus or do academics, and we are not the only family that feels that way. The increased in testing that I've seen over the years at CMI is upsetting since that's not why we went there in the first place.

So what is your plan for upper elementary/middle/high/college? When do you want your child to be, you know, learning?

PP did say that the school is not for everyone.

But, check out the Fairhaven school. My kid doesn't go there, but it does seem to work. Many of these families are looking for an alternative because either their children cannot emotionally or mentally handle a traditional school and this offers an alternative (especially for SN students, but also for anxiety-prone students, or non-diagnosed students). I have heard (via DCUM) that many current CMI families plan to leave for upper elementary/middle/high/college (if their child can handle a traditional environment and are only at CMI for the lower grades).

Personally, I also believe that there are many types of learning -- some are traditional and some are exploratory. It may be more difficult to test the second, but that second path is more important to some families and students.

SN students actually need structure usually, not a "lord of the flies" situation.

SN parent here and at CMI. My child seems to thrive at CMI because it is a "fluid" environment/structure -- a term used a lot at CMI. I wouldn't call it a "lord of the flies" situation but not overly structured either. Students are welcome to walk around the classroom (not stay in seats) and even leave the classroom when necessary. Students sit on the floor or in chairs as they want. When there is a lesson and a student needs to "zone out", reading, drawing, and other non-disruptive activities are allowed. I have seen it work there for many years and all students (not just SN students because every human is a "SN" person some days) benefit from this flexibility, adaptability, and understanding. Obviously, students are not disruptive and it works. You have to visit to see it happen, because it does sound like "chaos" but I'd describe it more as "organized chaos."

That makes total sense -- based on reviews, I figured that CMI is a good place for all kinds of kids. I was just rebutting this idea that some people have that complete lack of structure and a high level of self-direction is good for SN kids. It sounds like CMI does have structure in the right ways.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Sela and EL Haynes Tier 1

How?

Gentrification.

Not true. We were there and the vast, vast, vast majority of the students were drawn from the local neighborhood. The successful AA director of the school is a great leader for the AA community there.

[Anonymous]

Does anyone have a link that gets into the weeds of the PMF methodology?