1st–5th at LAMB

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would be incredibly disappointed with my child’s school if supplementation was expected just to meet the standard. Expect more from your schools!

Agreed but worth it for the dci feed.

Is it though?

DCI is better than any dcps especially after ferebee ruined Walls.

Really??? DCI seems like an administrative dumpster fire right now. And they are bleeding teachers.

What is portrayed on this forum is not the same as what is actually happening in real life. I was really disappointed when my children were accepted into a dcps application school this year. Their stem curriculum is terrible, they had way less science courses, languages courses, and no opportunities to study abroad with the school (important for anxious kids). I did more research and didn’t realize how poor dcps middle and high schools were. We were super lucky to get lamb warts and all to have access to so many language and science and math classes at DCI. No school is perfect but most are still significantly better than dcps.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I would be incredibly disappointed with my child’s school if supplementation was expected just to meet the standard. Expect more from your schools!

Take what you read here with a grain of salt. There's a lot of people commenting who have no connection to or knowledge about LAMB.

Truly I think it’s really horrifying how bad DCPS and some charters are- I would be bitter too. I am bitter that we can’t just all transfer to a fantastic inbound school if a charter doesn’t work out. No matter how bad it’s gotten I know better than to risk it with dcps.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would be incredibly disappointed with my child’s school if supplementation was expected just to meet the standard. Expect more from your schools!

Take what you read here with a grain of salt. There's a lot of people commenting who have no connection to or knowledge about LAMB.

Truly I think it’s really horrifying how bad DCPS and some charters are- I would be bitter too. I am bitter that we can’t just all transfer to a fantastic inbound school if a charter doesn’t work out. No matter how bad it’s gotten I know better than to risk it with dcps.

LAMB is one of those schools (like BASIS) that people on DCUM love to criticize and say it's overrated and all that. But if you know the school, you can tell a lot of people here are just talking out of their asses. If you asked them any basic question about the school that isn't easily Google-able, they'd all get real quiet. They don't know anything.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would be incredibly disappointed with my child’s school if supplementation was expected just to meet the standard. Expect more from your schools!

Take what you read here with a grain of salt. There's a lot of people commenting who have no connection to or knowledge about LAMB.

Truly I think it’s really horrifying how bad DCPS and some charters are- I would be bitter too. I am bitter that we can’t just all transfer to a fantastic inbound school if a charter doesn’t work out. No matter how bad it’s gotten I know better than to risk it with dcps.

LAMB is one of those schools (like BASIS) that people on DCUM love to criticize and say it's overrated and all that. But if you know the school, you can tell a lot of people here are just talking out of their asses. If you asked them any basic question about the school that isn't easily Google-able, they'd all get real quiet. They don't know anything.

100%. There are a few really thoughtful long responses on here where the families clearly go to Lamb. Everyone else is just commenting on anecdotes at best or deliberately stirring up trouble at worst.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would be incredibly disappointed with my child’s school if supplementation was expected just to meet the standard. Expect more from your schools!

Take what you read here with a grain of salt. There's a lot of people commenting who have no connection to or knowledge about LAMB.

Truly I think it’s really horrifying how bad DCPS and some charters are- I would be bitter too. I am bitter that we can’t just all transfer to a fantastic inbound school if a charter doesn’t work out. No matter how bad it’s gotten I know better than to risk it with dcps.

LAMB is one of those schools (like BASIS) that people on DCUM love to criticize and say it's overrated and all that. But if you know the school, you can tell a lot of people here are just talking out of their asses. If you asked them any basic question about the school that isn't easily Google-able, they'd all get real quiet. They don't know anything.

100%. There are a few really thoughtful long responses on here where the families clearly go to Lamb. Everyone else is just commenting on anecdotes at best or deliberately stirring up trouble at worst.

I think it’s the same troll saying stuff about Stuart Hobson in another thread. They keep pretending to be different people and when you question them and ask for details, they provide none and get very aggressive and defensive. I don’t know why someone has such an axe to grind that they’d spend all day on here going after various schools. It’s weird and sad.

[Anonymous]

As a former teacher at LAMB, one of my biggest concerns was the effectiveness of the Spanish program.

It was surprising to me how many students spent Pre-K3, Pre-K4, and Kindergarten learning almost entirely in Spanish and still could not carry even a basic conversation in the language. By first grade, students are expected to read and write, and for children who are already struggling academically in English, having to complete half of their schoolwork in a language they do not fully understand can make things even more difficult.

What concerned me most was that these struggles often went unnoticed. Since evaluations and support services, including IEP assessments, focus primarily on English, students' difficulties in Spanish are not always identified or addressed. I often saw students copying down complex Spanish vocabulary, such as terms related to the anatomy of a flower, without understanding what the words meant. In many cases, they were simply copying from the board into their notebooks. Because classrooms were expected to remain quiet, they often had few opportunities to hear the words used naturally, ask questions, or practice speaking the language.

If you are considering the school, I would encourage you not to take my word for it. Find a fluent Spanish speaker you trust and ask them to have a conversation with the average LAMB student who is not from a Spanish-speaking household and does not receive Spanish instruction outside of school. You may be surprised by how limited many students' conversational skills are after several years in an immersion program.

To be fair, there are many things LAMB does well, and there are aspects of the school that I genuinely appreciate. However, based on my experience as a teacher there, I would not consider the Spanish program to be one of the school's strongest areas.

[Anonymous]

Anonymous wrote:As a former teacher at LAMB, one of my biggest concerns was the effectiveness of the Spanish program.

It was surprising to me how many students spent Pre-K3, Pre-K4, and Kindergarten learning almost entirely in Spanish and still could not carry even a basic conversation in the language. By first grade, students are expected to read and write, and for children who are already struggling academically in English, having to complete half of their schoolwork in a language they do not fully understand can make things even more difficult.

What concerned me most was that these struggles often went unnoticed. Since evaluations and support services, including IEP assessments, focus primarily on English, students' difficulties in Spanish are not always identified or addressed. I often saw students copying down complex Spanish vocabulary, such as terms related to the anatomy of a flower, without understanding what the words meant. In many cases, they were simply copying from the board into their notebooks. Because classrooms were expected to remain quiet, they often had few opportunities to hear the words used naturally, ask questions, or practice speaking the language.

If you are considering the school, I would encourage you not to take my word for it. Find a fluent Spanish speaker you trust and ask them to have a conversation with the average LAMB student who is not from a Spanish-speaking household and does not receive Spanish instruction outside of school. You may be surprised by how limited many students' conversational skills are after several years in an immersion program.

To be fair, there are many things LAMB does well, and there are aspects of the school that I genuinely appreciate. However, based on my experience as a teacher there, I would not consider the Spanish program to be one of the school's strongest areas.

You know a large percentage of LAMB parents are themselves fluent, right?

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a former teacher at LAMB, one of my biggest concerns was the effectiveness of the Spanish program.

It was surprising to me how many students spent Pre-K3, Pre-K4, and Kindergarten learning almost entirely in Spanish and still could not carry even a basic conversation in the language. By first grade, students are expected to read and write, and for children who are already struggling academically in English, having to complete half of their schoolwork in a language they do not fully understand can make things even more difficult.

What concerned me most was that these struggles often went unnoticed. Since evaluations and support services, including IEP assessments, focus primarily on English, students' difficulties in Spanish are not always identified or addressed. I often saw students copying down complex Spanish vocabulary, such as terms related to the anatomy of a flower, without understanding what the words meant. In many cases, they were simply copying from the board into their notebooks. Because classrooms were expected to remain quiet, they often had few opportunities to hear the words used naturally, ask questions, or practice speaking the language.

If you are considering the school, I would encourage you not to take my word for it. Find a fluent Spanish speaker you trust and ask them to have a conversation with the average LAMB student who is not from a Spanish-speaking household and does not receive Spanish instruction outside of school. You may be surprised by how limited many students' conversational skills are after several years in an immersion program.

To be fair, there are many things LAMB does well, and there are aspects of the school that I genuinely appreciate. However, based on my experience as a teacher there, I would not consider the Spanish program to be one of the school's strongest areas.

You know a large percentage of LAMB parents are themselves fluent, right?

Ha, ha you obviously are not a LAMB parent since this cannot be further from the truth. Most families are NOT native Spanish speakers.

[Anonymous]

For the families on here that supplement with tutors, I am very curious what that looks like in terms of schedule. At night? Weekends?