DCI or Deal

[Anonymous]

Anonymous wrote:I am not disagreeing that DCPS curriculum might not be very challenging. What I find funny is that you thought a lackluster immersion programme would somehow make it challenging for your kid. But to each their own.

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

+1

[Anonymous]

I think I just figured out this thread. Some people are really trying hard to get people not to go to Deal by spreading false information ... now why could that be, I wonder?

[Anonymous]

My DD had a great 6th grade year at Deal. She had caring teachers who opened their classrooms up during lunch so that kids could get away from the crowded cafeteria. She found friends both on her team and outside her team. She enjoyed getting involved in several diverse clubs. She appreciated that the library was open in the morning and at lunch if she needed someplace quieter to hang out. She loved World Geography and became a more informed citizen as a result of what she learned and discussed in that class. The only deficiency we saw was in ELA. The teaching was redundant with that of 4th & 5th grade including using some of the same texts for critical reading and not at all challenging for her. We supplemented with a creative writing class at Writopia and will likely do so again next year.

[Anonymous]

Anonymous wrote:Your school-hopping speaks volumes.

Yes -- out of language immersion charter and DCPS program. It does speak volumes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am not disagreeing that DCPS curriculum might not be very challenging. What I find funny is that you thought a lackluster immersion programme would somehow make it challenging for your kid. But to each their own.

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

I would agree with you if DCI were actually implementing more effectively what it preaches. As of now, if the goal is to look for challenges and that is why your kid is at DCI, I doubt switching back and forth between languages is worth the trouble, when the kid will not even be bilingual after 10 years at DCI.

[Anonymous]

Some of these posters have got to be trolling.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not disagreeing that DCPS curriculum might not be very challenging. What I find funny is that you thought a lackluster immersion programme would somehow make it challenging for your kid. But to each their own.

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

I would agree with you if DCI were actually implementing more effectively what it preaches. As of now, if the goal is to look for challenges and that is why your kid is at DCI, I doubt switching back and forth between languages is worth the trouble, when the kid will not even be bilingual after 10 years at DCI.

Especially since a kid will literally only spend 7 years at DCI.

[Anonymous]

Anonymous wrote:Some of these posters have got to be trolling.

Yes, every native speaker who notices that it's normal for DCI students to struggle to communicate on a basic level in target languages they've supposedly studied via immersion since age 3 or 4 must be trolling.

Yes, every parent who realizes that their bright Deal student can't tell an adverb from a preposition from a participle is absolutely trolling. No question about that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Some of these posters have got to be trolling.

Yes, every native speaker who notices that it's normal for DCI students to struggle to communicate on a basic level in target languages they've supposedly studied via immersion since age 3 or 4 must be trolling.

Yes, every parent who realizes that their bright Deal student can't tell an adverb from a preposition from a participle is absolutely trolling. No question about that.

Lol. I have a Deal 6th grader and she/he has no idea what any of these are. I just asked him/her. And he/she got a final grade of A this year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not disagreeing that DCPS curriculum might not be very challenging. What I find funny is that you thought a lackluster immersion programme would somehow make it challenging for your kid. But to each their own.

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

I would agree with you if DCI were actually implementing more effectively what it preaches. As of now, if the goal is to look for challenges and that is why your kid is at DCI, I doubt switching back and forth between languages is worth the trouble, when the kid will not even be bilingual after 10 years at DCI.

I’m the PP and I’m talking about kids in immersion programs starting in elementary in prek, K. These kids are learning vocabulary, reading, writing in 2 languages and learning how to quickly differentiate and go back and forth between the 2. There are many families like us who want not only bilingual children but also to be in a more challenging curriculum than what DCPS provides in elementary.

We are also not the one looking for greener pastures going back and forth with schools. We plan on staying and then tracking to DCI for middle and high school although we can afford to move WOTP starting in middle school. No interest in honors for all and de-tracking.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not disagreeing that DCPS curriculum might not be very challenging. What I find funny is that you thought a lackluster immersion programme would somehow make it challenging for your kid. But to each their own.

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

I would agree with you if DCI were actually implementing more effectively what it preaches. As of now, if the goal is to look for challenges and that is why your kid is at DCI, I doubt switching back and forth between languages is worth the trouble, when the kid will not even be bilingual after 10 years at DCI.

I’m the PP and I’m talking about kids in immersion programs starting in elementary in prek, K. These kids are learning vocabulary, reading, writing in 2 languages and learning how to quickly differentiate and go back and forth between the 2. There are many families like us who want not only bilingual children but also to be in a more challenging curriculum than what DCPS provides in elementary.

We are also not the one looking for greener pastures going back and forth with schools. We plan on staying and then tracking to DCI for middle and high school although we can afford to move WOTP starting in middle school. No interest in honors for all and de-tracking.

Agree, more UMC families EOTP in immersion schools will go the DCI route over Deal/Wilson with honors for all. Also DCI is on the right trajectory and will likely continue to improve its programs

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not disagreeing that DCPS curriculum might not be very challenging. What I find funny is that you thought a lackluster immersion programme would somehow make it challenging for your kid. But to each their own.

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

I would agree with you if DCI were actually implementing more effectively what it preaches. As of now, if the goal is to look for challenges and that is why your kid is at DCI, I doubt switching back and forth between languages is worth the trouble, when the kid will not even be bilingual after 10 years at DCI.

I’m the PP and I’m talking about kids in immersion programs starting in elementary in prek, K. These kids are learning vocabulary, reading, writing in 2 languages and learning how to quickly differentiate and go back and forth between the 2. There are many families like us who want not only bilingual children but also to be in a more challenging curriculum than what DCPS provides in elementary.

We are also not the one looking for greener pastures going back and forth with schools. We plan on staying and then tracking to DCI for middle and high school although we can afford to move WOTP starting in middle school. No interest in honors for all and de-tracking.

How do you know what type of "curriculum DCPS provides in elementary" when your kids have been at a charter all along? IMHO, the curriculum itself isn't half as important as several critical inputs: the caliber of the school, peer group academics and the quality of instruction.

Our DCPS ES has a designated science teacher - does your charter? Our parent association used to pay the guy, and still hires classroom aides. Does your charter? Love it or hate it, our school's at-risk population is miniscule, unlike at your charter. The main challenge comes from our children having many classmates who work above grade level, coupled with very little teacher turnover. What does the stability of the teaching team look like at your charter?

BTW, my children are fully bilingual and biliterate, not just somewhat "proficient" in 2 languages learned in a charter program. We speak a language not taught in DC public at home, and have taken them to a rigorous weekend program to learn to reading/writing for years.

Not buying your charter-is-superior story, PP. Fact is, few parents WotP, or IB for Brent and Maury, run off to immersion charters.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not disagreeing that DCPS curriculum might not be very challenging. What I find funny is that you thought a lackluster immersion programme would somehow make it challenging for your kid. But to each their own.

I agree that DCPS curriculum is weak.

Being in an immersion program is more challenging than a traditional curriculum. The child is learning vocabulary, reading, writing in 2 completely different languages at the same time. In addition, they have to be able to switch back and forth between 2 languages which also helps develop executive functioning skills.

You might not think so and each person is entitled to their own opinion. But I can tell you that there are a number of families whose child is advanced that are going the language immersion route due to the more challenging curriculum.

I would agree with you if DCI were actually implementing more effectively what it preaches. As of now, if the goal is to look for challenges and that is why your kid is at DCI, I doubt switching back and forth between languages is worth the trouble, when the kid will not even be bilingual after 10 years at DCI.

I’m the PP and I’m talking about kids in immersion programs starting in elementary in prek, K. These kids are learning vocabulary, reading, writing in 2 languages and learning how to quickly differentiate and go back and forth between the 2. There are many families like us who want not only bilingual children but also to be in a more challenging curriculum than what DCPS provides in elementary.

We are also not the one looking for greener pastures going back and forth with schools. We plan on staying and then tracking to DCI for middle and high school although we can afford to move WOTP starting in middle school. No interest in honors for all and de-tracking.

How do you know what type of "curriculum DCPS provides in elementary" when your kids have been at a charter all along? IMHO, the curriculum itself isn't half as important as several critical inputs: the caliber of the school, peer group academics and the quality of instruction.

Our DCPS ES has a designated science teacher - does your charter? Our parent association used to pay the guy, and still hires classroom aides. Does your charter? Love it or hate it, our school's at-risk population is miniscule, unlike at your charter. The main challenge comes from our children having many classmates who work above grade level, coupled with very little teacher turnover. What does the stability of the teaching team look like at your charter?

BTW, my children are fully bilingual and biliterate, not just somewhat "proficient" in 2 languages learned in a charter program. We speak a language not taught in DC public at home, and have taken them to a rigorous weekend program to learn to reading/writing for years.

Not buying your charter-is-superior story, PP. Fact is, few parents WotP, or IB for Brent and Maury, run off to immersion charters.

Guess you did not thoroughly read my post did you? We are EOTP, not WOTP. And yes I know because I have talked to parents with kids at the DCPS school, interacted with administration, in addition to doing some volunteering there.

[Anonymous]

Sorry to burst your bubble, but these days, there are several EotP DCPS programs that are all-around better than any of the charters. We switched from one of the most popular charters to an EotP DCPS - so much better on almost every level. Don't tell me that you really want immersion. It's not immersion at the immersion charters. There aren't nearly enough native speakers, teacher turnover is far too high and weak admins aren't uncommon. You can do the immersion at home with au pairs if you can afford it, but that's where the immersion ends if you don't speak the target language at home.