So how many IB are going to really be at Hardy?

[Anonymous]

There seems to be at least one person throughout this thread who is obsessed with denigrating Hardy. S/He has obsessively typed in baseless innuendo and unsupported "facts" within the prior few pages. And we STILL haven't found out how many IB students are at Hardy THIS YEAR.

[Anonymous]

To the poster that is complaining about Hardy teacher passing judgement...Hate to break it to you, every teacher public and private passes judgements on parents. Are you a mess, obnoxious, pulled together, it has passed their mind. Can't imagine that every inbound parent to Hardy has come across as a nice parent of a child you would want at your school. Sure something may have been said, but it does not indicate it is a problem.

[Anonymous]

Anonymous wrote:

Anonymous wrote:^This is true. When we visited Hardy around 2010 it was clear that 6th grade students were at 4th or 5th grade feeder school levels. If there had been a track for on grade level students we would have considered it, but tracking is a no no around here.

Yes, I'm sure that when you walked through the school during that 30 minute visit you were able to take a reading level for every 6th grade student and assess their math levels because you and your spouse are long-time educators and only need a few minutes to determine the levels of 100+ students. You were able to take a quick look at the activity the teacher was doing with students in the class and were able to match it up with all the activities you saw in the feeder schools to make your judgement. Thanks so much for this very helpful comment. It really adds depth and dimension to this conversation.

Fine if you want to be sarcastic, but I assume PP would have been visiting when kid was in grade 4 or 5 at a feeder, in order to assess Hardy as an option, and could easily have compared Hardy classroom work with what their own kid was doing at school in grade 4 or 5. This is easy to do at any age. For example if you have a 5 year old, you know the developmental milestones for a 5 year old and you can compare. Same with grade 6. Same with grade 11. Maybe not a double-blind peer-reviewed study, but enough to make an intelligent assessment of a school as a parent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:^This is true. When we visited Hardy around 2010 it was clear that 6th grade students were at 4th or 5th grade feeder school levels. If there had been a track for on grade level students we would have considered it, but tracking is a no no around here.

Yes, I'm sure that when you walked through the school during that 30 minute visit you were able to take a reading level for every 6th grade student and assess their math levels because you and your spouse are long-time educators and only need a few minutes to determine the levels of 100+ students. You were able to take a quick look at the activity the teacher was doing with students in the class and were able to match it up with all the activities you saw in the feeder schools to make your judgement. Thanks so much for this very helpful comment. It really adds depth and dimension to this conversation.

Fine if you want to be sarcastic, but I assume PP would have been visiting when kid was in grade 4 or 5 at a feeder, in order to assess Hardy as an option, and could easily have compared Hardy classroom work with what their own kid was doing at school in grade 4 or 5. This is easy to do at any age. For example if you have a 5 year old, you know the developmental milestones for a 5 year old and you can compare. Same with grade 6. Same with grade 11. Maybe not a double-blind peer-reviewed study, but enough to make an intelligent assessment of a school as a parent.

Did you look at the books they were doing at Deal for 6th grade. None of them were beyond 5th grade reading level at least two years ago. How would you have passed this judgement? What is your process? Are you discussing developmental or academic capacity?

[Anonymous]

Whoever the complainer is, s/he is the life of the party. Keep his/her glass full at all times, and hope for an early exit.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:^This is true. When we visited Hardy around 2010 it was clear that 6th grade students were at 4th or 5th grade feeder school levels. If there had been a track for on grade level students we would have considered it, but tracking is a no no around here.

Yes, I'm sure that when you walked through the school during that 30 minute visit you were able to take a reading level for every 6th grade student and assess their math levels because you and your spouse are long-time educators and only need a few minutes to determine the levels of 100+ students. You were able to take a quick look at the activity the teacher was doing with students in the class and were able to match it up with all the activities you saw in the feeder schools to make your judgement. Thanks so much for this very helpful comment. It really adds depth and dimension to this conversation.

Fine if you want to be sarcastic, but I assume PP would have been visiting when kid was in grade 4 or 5 at a feeder, in order to assess Hardy as an option, and could easily have compared Hardy classroom work with what their own kid was doing at school in grade 4 or 5. This is easy to do at any age. For example if you have a 5 year old, you know the developmental milestones for a 5 year old and you can compare. Same with grade 6. Same with grade 11. Maybe not a double-blind peer-reviewed study, but enough to make an intelligent assessment of a school as a parent.

This is just funny. So "developmental milestones" are the same as academic standards and performance??? Ummm, not so much. A developmental milestone for an 11 year old is that they can begin to think abstractly and discuss terms such as "justice." I would bet my paycheck that most parents of 10 and 11 year olds could not tell you that off the top of their head. An appropriate grade level standard at that age is dividing fractions. The milestone is quite different from the standard.

Nice try, but no. Move along.

[Anonymous]

Anonymous wrote:There seems to be at least one person throughout this thread who is obsessed with denigrating Hardy. S/He has obsessively typed in baseless innuendo and unsupported "facts" within the prior few pages. And we STILL haven't found out how many IB students are at Hardy THIS YEAR.

Nobody who would post on DCUM knows how many IB students there are at Hardy THIS YEAR. The school itself won't know for sure until Count Day which is weeks away. It's not like you could tell just by looking at the students; they don't wear an I or an O like the bits in Tron.

[Anonymous]

Re # of IB kids-someone mentioned on this thread that hArdy met their goal of 50 IB 6th graders this year and met 100% capacity for that grade as well.

[Anonymous]

Anonymous wrote:Re # of IB kids-someone mentioned on this thread that hArdy met their goal of 50 IB 6th graders this year and met 100% capacity for that grade as well.

Is that based on DCPS methodology of counting where students actually live or using Principal Pride's system, in which OOB students who attended an IB feeder are considered "in boundary"?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Re # of IB kids-someone mentioned on this thread that hArdy met their goal of 50 IB 6th graders this year and met 100% capacity for that grade as well.

Is that based on DCPS methodology of counting where students actually live or using Principal Pride's system, in which OOB students who attended an IB feeder are considered "in boundary"?

Or is it just a made-up number?

[Anonymous]

Not a made up number-one straight from the horse's mouth, then later confirmed by 2 IB Hardy parents who had previously told me they had only reached 41 over the summer.

Way to be negative and wish for people investing in their community to fail!

[Anonymous]

Not negative, skeptical.

Just to be clear, when you say "straight from the horse's mouth," you're saying that Principal Pride is telling parents this? Because that would be the first direct attribution of the figure, even if it's anonymously posted. So far the number has only been anonymously attributed by anonymous posters.

[Anonymous]

Anonymous wrote:Not a made up number-one straight from the horse's mouth, then later confirmed by 2 IB Hardy parents who had previously told me they had only reached 41 over the summer.

Way to be negative and wish for people investing in their community to fail!

You shouldn't call Principal Pride a horse. Way to be negative.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Re # of IB kids-someone mentioned on this thread that hArdy met their goal of 50 IB 6th graders this year and met 100% capacity for that grade as well.

Is that based on DCPS methodology of counting where students actually live or using Principal Pride's system, in which OOB students who attended an IB feeder are considered "in boundary"?

Two observations on this question:

1. it is a good example of the goalpost-moving that occurs with potential Hardy parents. They announce they want something - more IB families - then when they get it, they announce that it's not quite right - not the right kind of IB families. Reminds me of a few years ago - IB families met with DCPS officials and asked for a gifted and talented program at Hardy. They got it - the SEM program - and it's great. But of course, it was mostly ignored by these same IB families because it was not the right kind of gifted and talented program.

2. People who complain about the wrong kind of IB families (ie, families that lotteried into IB schools)....I am not calling you racists. But can you at least understand the perception that this creates? There is some logic to saying "I want my kid to go to school with other kids from his high-performing school because I know these will be high-performing kids." But to say "I only want my kids to go to school with high-performing kids from the white part of town"? How are we supposed to view statements that have that message?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Re # of IB kids-someone mentioned on this thread that hArdy met their goal of 50 IB 6th graders this year and met 100% capacity for that grade as well.

Is that based on DCPS methodology of counting where students actually live or using Principal Pride's system, in which OOB students who attended an IB feeder are considered "in boundary"?

Two observations on this question:

1. it is a good example of the goalpost-moving that occurs with potential Hardy parents. They announce they want something - more IB families - then when they get it, they announce that it's not quite right - not the right kind of IB families. Reminds me of a few years ago - IB families met with DCPS officials and asked for a gifted and talented program at Hardy. They got it - the SEM program - and it's great. But of course, it was mostly ignored by these same IB families because it was not the right kind of gifted and talented program.

2. People who complain about the wrong kind of IB families (ie, families that lotteried into IB schools)....I am not calling you racists. But can you at least understand the perception that this creates? There is some logic to saying "I want my kid to go to school with other kids from his high-performing school because I know these will be high-performing kids." But to say "I only want my kids to go to school with high-performing kids from the white part of town"? How are we supposed to view statements that have that message?

You can try to twist it anyway you like but IB means one thing which isn't all that confusing.

Either there is IB community buyin like Pride had hoped or not.