Not Ward 3 - What changes are you looking for so that you would want to attend local school

[Anonymous]

As has been debated over and over, the issue is scarcity. At least on this board, there has not been a lot of support for a lottery option. So what needs to happen to make your neighborhood school workable so you will not choose OOB or charter? What are the criteria you are looking for? What makes it so it works from K-5? What does the middle school look like?

Personally-

I would like some diversity of races and maybe a limited SES range. i.e. title one status is an issue for me. Resources just don't match kids needs.

I want a full range of art/music/pe/librarian

I want some noticeable progression of success on tests and at least 50% of the kids scoring proficient

Not sure I need tracking, but I want to see that a program is in place for all grades to address advanced students

I do not want to see constant drilling on tests- not event the subterfuge of it-

I want the teachers to want to be there and to not hate the principal

Personally have this now in an OOB school, but we drive 45 minutes to get it. If I could reclaim that time I would take it, but right now I would not say that Ward 5 where I live has a school meeting this criteria.

[Anonymous]

Here's my list. Just two points.

1. Teaching at grade level. Currently Kramer MS (my IB) teaches below grade level.
You can achieve teaching at grade level only if you:
a) do not promote to next level kids who do not show basic level skills at the end of the year. This would turn in keeping in current level about 25% of kids each year on average.
b) introduce a two-level teaching at least for Math and English (Math and test-in advanced Math/ English and test-in advanced English)

2. Enhanced security. Full-time professional security officer on duty. Camcorders in main common areas and lockers.

Parent IB for Kramer MS

[Anonymous]

Anonymous wrote:As has been debated over and over, the issue is scarcity. At least on this board, there has not been a lot of support for a lottery option. So what needs to happen to make your neighborhood school workable so you will not choose OOB or charter? What are the criteria you are looking for? What makes it so it works from K-5? What does the middle school look like?

Personally-

I would like some diversity of races and maybe a limited SES range. i.e. title one status is an issue for me. Resources just don't match kids needs.

I want a full range of art/music/pe/librarian

I want some noticeable progression of success on tests and at least 50% of the kids scoring proficient

Not sure I need tracking, but I want to see that a program is in place for all grades to address advanced students

I do not want to see constant drilling on tests- not event the subterfuge of it-

I want the teachers to want to be there and to not hate the principal

Personally have this now in an OOB school, but we drive 45 minutes to get it. If I could reclaim that time I would take it, but right now I would not say that Ward 5 where I live has a school meeting this criteria.

are you saying your school does not have a full range of art/music/pe/librarian?

As for the demographic mix -- does it exist in the neighborhood, as far as you know, but not in the schools? If so, there's a chance neighbors could get together and make changes -- IF DCPS cooperated with you and they really should -- as supporting neighborhood schools is their job.

[Anonymous]

Anonymous wrote:Here's my list. Just two points.

1. Teaching at grade level. Currently Kramer MS (my IB) teaches below grade level.
You can achieve teaching at grade level only if you:
a) do not promote to next level kids who do not show basic level skills at the end of the year. This would turn in keeping in current level about 25% of kids each year on average.
b) introduce a two-level teaching at least for Math and English (Math and test-in advanced Math/ English and test-in advanced English)

2. Enhanced security. Full-time professional security officer on duty. Camcorders in main common areas and lockers.

Parent IB for Kramer MS

you wish list is pretty basic, teaching at grade level and school safety. is the school that bad?

[dcmom]

Currently, my school has about 30% proficient/advanced. We are trying it out for PK. However, we won't stay past PK or maybe K if they can't get the #s up. When 70% of the students are failing, those who are in the 30% at or above grade level cannot have their needs met. That is my top issue.

I also want a new principal for our school--one who really cares about transforming the school and getting IB families to attend. The principal at my school does not return emails from families and never shows up at PTA meetings. This principal seems to have no interest in actually making the school attractive to families. I see what Richard Trogish (sp?) has done for SWW@F-S and think someone like that could make a huge difference for my IB school.

I also would like to see more SES/racial diversity at the school. It is hard to be an "only," even at a school where test scores are on the rise.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here's my list. Just two points.

1. Teaching at grade level. Currently Kramer MS (my IB) teaches below grade level.
You can achieve teaching at grade level only if you:
a) do not promote to next level kids who do not show basic level skills at the end of the year. This would turn in keeping in current level about 25% of kids each year on average.
b) introduce a two-level teaching at least for Math and English (Math and test-in advanced Math/ English and test-in advanced English)

2. Enhanced security. Full-time professional security officer on duty. Camcorders in main common areas and lockers.

Parent IB for Kramer MS

you wish list is pretty basic, teaching at grade level and school safety. is the school that bad?

For "local" standards, the school is not bad at all, with 25% of students proficient or above... And the Principal is a driver of change, strong professional profile and motivated.
However note that my list is not basic at all. Point 1 would entail a drastic change and would not be popular: either stop advancing to next class 25% of kids each year (25% are below basic according to the DC-CAS); or introduce advanced FULLY SEPARATED classes for the 20% proficient students.

[Anonymous]

Takoma Education Campus IB parent here:

Test-in advanced Math and test-in advanced English would make us consider the school for MS.

Our daughter is OB 4th grader at Murch (DC-CAD Proficient or Advanced) but the commuting is killing us (and her). We have one more year to try to see if Takoma EC will work for her.

Such a beautiful neighborhood and none of us attending the IB school. What a shame.

[Anonymous]

My wishes are simple. I want more people "like me" to send their kids to the local school. That isn't code for race. I don't care one bit what race the parents are. What I care about is involved parents. I'd also like some more educated parents to be involved. At the end of the day a school that had more diversity - socio-economically in particular - would be more appealing to me.

The current teaching staff and principal are actually very good and I feel that the school is improving.

[Anonymous]

I want a bilingual program. My IBs (Tubman) feeds to a bilingual middle school (CHEC), but isn't bilingual. That's beyond absurd.

I'd like a talented and gifted program.

I'd like racial and SES diversity.

I'd like experienced and caring teachers- not newbie teach for america type hipsters who could care a less.

I'd like parents to be welcomed to the PTA. not treated like an outside invader.

Maybe in 10 to 20 years this will happen. Right now it's not. So, in my charter, we will stay! The 45 minute commute is so worth it for my child to have a chance.

[Anonymous]

Why can't ward 3 parents answer?

Anyway. I live in CCDC but send kids to private because our IB school is not good enough: too big, too much standardized / NCLB prep, DCCAS testing has a trickle-down effect on curriculum despite "autonomy" status and the fact that my neighbor peer parents claim it does not impact what gets taught and for how long.

If our neighborhood ES had a curriculm like MV or possibly CM -- which I don't think is as compelling -- we'd have given it a shot. Though there's still the endless testing problem.

[Anonymous]

Anonymous wrote:Why can't ward 3 parents answer?

Anyway. I live in CCDC but send kids to private because our IB school is not good enough: too big, too much standardized / NCLB prep, DCCAS testing has a trickle-down effect on curriculum despite "autonomy" status and the fact that my neighbor peer parents claim it does not impact what gets taught and for how long.

If our neighborhood ES had a curriculm like MV or possibly CM -- which I don't think is as compelling -- we'd have given it a shot. Though there's still the endless testing problem.

What is the endless testing and test prep? I assume you mean Lafayette or Murch. If your children do not go there how do you know how much test prep there is? I don't know your school, we are at Janney and beyond keeping the school quiet during the testing week and letting the kids chew gum during the tests, there is no test prep. If the curriculum is being taught well it is not needed. I think all of dcps gives interim assessments (anets) to see if kids are learning the materials, is that what you mean?

I don't want to derail this thread, but I think this is relevant to what makes a strong school. I have heard of schools focusing on kids on the border to tip them into proficient, I did not think that was happening at WOTP schools.

Is this a problem at eotp schools?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why can't ward 3 parents answer?

Anyway. I live in CCDC but send kids to private because our IB school is not good enough: too big, too much standardized / NCLB prep, DCCAS testing has a trickle-down effect on curriculum despite "autonomy" status and the fact that my neighbor peer parents claim it does not impact what gets taught and for how long.

If our neighborhood ES had a curriculm like MV or possibly CM -- which I don't think is as compelling -- we'd have given it a shot. Though there's still the endless testing problem.

What is the endless testing and test prep? I assume you mean Lafayette or Murch. If your children do not go there how do you know how much test prep there is? I don't know your school, we are at Janney and beyond keeping the school quiet during the testing week and letting the kids chew gum during the tests, there is no test prep. If the curriculum is being taught well it is not needed. I think all of dcps gives interim assessments (anets) to see if kids are learning the materials, is that what you mean?

I don't want to derail this thread, but I think this is relevant to what makes a strong school. I have heard of schools focusing on kids on the border to tip them into proficient, I did not think that was happening at WOTP schools.

Is this a problem at eotp schools?

If there is little test prep at a school, it's because the principal knows the majority or all of the kids are already proficient and don't need cramming to do better -- and make the school look better - which is what test prep is all about. It doesn't help the kids at all.

[Anonymous]

We are headed to our EOTP in bounds school in the fall. It has an dual language program, which I really like. We will be there for at least a couple of years.

We will stay longer if the language arts program in the upper grades offers material with more challenging vocabulary, if the math program puts my child on track for seventh grade algebra, if there is a science fair etc.

[Anonymous]

I really wanted to give my IB middle school a chance, but I toured it and found:
1. The classes weren't taught at grade level. Sixth grade math was fourth grade math.
2. The environment was prison-like. There was just no life to the school. Kids weren't allowed to visit their lockers during the day. Boys and girls had separate lunches. I can't imagine any kid enjoying school.

I realize that safety is a concern for many, and this school has a pretty good reputation for safety inside the building. I guess that's the tradeoff.

[Anonymous]

Anonymous wrote:I really wanted to give my IB middle school a chance, but I toured it and found:
1. The classes weren't taught at grade level. Sixth grade math was fourth grade math.
2. The environment was prison-like. There was just no life to the school. Kids weren't allowed to visit their lockers during the day. Boys and girls had separate lunches. I can't imagine any kid enjoying school.

I realize that safety is a concern for many, and this school has a pretty good reputation for safety inside the building. I guess that's the tradeoff.

Hardy?

I want to see evidence that ms grades are ready for and can success in advanced classes in hs. That is what I told the hardy principal and unfortunately the school is not there.