Seaton vs. ITS

[Anonymous]

Re: middle school. We are planning to stay. I know some families in my kid's cohort will make other decisions. In relative order of importance in that decision-making:

1. We choose to do what works until it's no longer working. Inspired is working for my kid, it works for our family's commutes, we are happy with the teachers and school leadership, the school knows my kid, etc.
2. We are comfortable with a small middle school (there are pros and cons, obviously).
3. We are confident that the high school placement process will work.

[Anonymous]

Anonymous wrote:Re: middle school. We are planning to stay. I know some families in my kid's cohort will make other decisions. In relative order of importance in that decision-making:

1. We choose to do what works until it's no longer working. Inspired is working for my kid, it works for our family's commutes, we are happy with the teachers and school leadership, the school knows my kid, etc.
2. We are comfortable with a small middle school (there are pros and cons, obviously).
3. We are confident that the high school placement process will work.

Thanks PP. Can you outline the pros and cons as you see them, and the placement process? We are pondering ITS vs DCI for our 4th grader and really they couldn't be more different...

[Anonymous]

Anonymous wrote:

Anonymous wrote:Re: middle school. We are planning to stay. I know some families in my kid's cohort will make other decisions. In relative order of importance in that decision-making:

1. We choose to do what works until it's no longer working. Inspired is working for my kid, it works for our family's commutes, we are happy with the teachers and school leadership, the school knows my kid, etc.
2. We are comfortable with a small middle school (there are pros and cons, obviously).
3. We are confident that the high school placement process will work.

Thanks PP. Can you outline the pros and cons as you see them, and the placement process? We are pondering ITS vs DCI for our 4th grader and really they couldn't be more different...

There are a lot of current threads about ITS that can provide some of this

[Anonymous]

Some big changes coming to ITS middle school. And lower school to a lesser extent. Recognition of some things that aren’t working that well currently. Some promotion from within that seems healthy...

[Anonymous]

Anonymous wrote:Some big changes coming to ITS middle school. And lower school to a lesser extent. Recognition of some things that aren’t working that well currently. Some promotion from within that seems healthy...

I saw that email but as an incoming parent who knows little about the middle school's current operation, I didn't really grasp it. What is the current arrangement relative to the new plan? It does seem very nice and like the kids will get a ton of individual attention.

[Anonymous]

Keep your kid at seating. You’re happy, they’re happy. This is elementary school. Stop shaving for percentages and jerking kids around. Seaton has great mojo. ITS seems to be a good school, but has been wobbly in later graders. We are at a similar midtown DCPS. Older child got into A very highly regarded school for 4th. We took the spot. Honestly my child has had a hard time adjust and misses old friends and the old school, which by the way had s lot of culture problems but top notch teaching. My child is at the top of the class in both schools, but we do kind of regret the move. You get child wants to stay at school 1 all the way through. We’ll see. It does feel good to help build a school community. Ours has been trash, but we’ve made great friends.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Some big changes coming to ITS middle school. And lower school to a lesser extent. Recognition of some things that aren’t working that well currently. Some promotion from within that seems healthy...

I saw that email but as an incoming parent who knows little about the middle school's current operation, I didn't really grasp it. What is the current arrangement relative to the new plan? It does seem very nice and like the kids will get a ton of individual attention.

Can someone share here? I have a top 10 WL number at ITS in a grade past 2nd. Middle school is a factor. (NP, not Seaton person, sorry I stole your thread)

[Anonymous]

Anonymous wrote:Keep your kid at seating. You’re happy, they’re happy. This is elementary school. Stop shaving for percentages and jerking kids around. Seaton has great mojo. ITS seems to be a good school, but has been wobbly in later graders. We are at a similar midtown DCPS. Older child got into A very highly regarded school for 4th. We took the spot. Honestly my child has had a hard time adjust and misses old friends and the old school, which by the way had s lot of culture problems but top notch teaching. My child is at the top of the class in both schools, but we do kind of regret the move. You get child wants to stay at school 1 all the way through. We’ll see. It does feel good to help build a school community. Ours has been trash, but we’ve made great friends.

We are later year (middle) at ITS and don’t feel it’s wobbly at all. I’d like to hear about your wobbly experience.

[Anonymous]

NP. I don't know if this article has been shared elsewhere, but we liked this third party perspective: https://www.the74million.org/article/a-d-c-school-meant-to-inspire-teachers-and-students/

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some big changes coming to ITS middle school. And lower school to a lesser extent. Recognition of some things that aren’t working that well currently. Some promotion from within that seems healthy...

I saw that email but as an incoming parent who knows little about the middle school's current operation, I didn't really grasp it. What is the current arrangement relative to the new plan? It does seem very nice and like the kids will get a ton of individual attention.

Can someone share here? I have a top 10 WL number at ITS in a grade past 2nd. Middle school is a factor. (NP, not Seaton person, sorry I stole your thread)

Basically they are adding more administrative support school wide (3 principals plus a a chief of inclusion and equity). At middle school they are differentiating the 5/6 grade experiences from the 7/8. Teachers within these levels will be able to collaborate more with designated instructional support, etc to create individual academic plans for every student . Fewer class transitions for younger grades, one teacher who is the main point of contact for families (instead of 7 different instructors), and a homeroom start and end to the day to provide some more cohesion to the day for the younger kids. 7th/8th will still have more class transitions to different instructors and a daily meeting with their teacher/instructional coach advisor. Older students will be supported as they create codified culture and behavior expectations for all and create vehicles to hold one another accountable to those expectations. (Very strong approach developmentally)

I’m pretty pleased about it. I’m hopeful the new admin structure provides the school-wide capacity to achieve a more equitable student experience and achievement

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some big changes coming to ITS middle school. And lower school to a lesser extent. Recognition of some things that aren’t working that well currently. Some promotion from within that seems healthy...

I saw that email but as an incoming parent who knows little about the middle school's current operation, I didn't really grasp it. What is the current arrangement relative to the new plan? It does seem very nice and like the kids will get a ton of individual attention.

Can someone share here? I have a top 10 WL number at ITS in a grade past 2nd. Middle school is a factor. (NP, not Seaton person, sorry I stole your thread)

Basically they are adding more administrative support school wide (3 principals plus a a chief of inclusion and equity). At middle school they are differentiating the 5/6 grade experiences from the 7/8. Teachers within these levels will be able to collaborate more with designated instructional support, etc to create individual academic plans for every student . Fewer class transitions for younger grades, one teacher who is the main point of contact for families (instead of 7 different instructors), and a homeroom start and end to the day to provide some more cohesion to the day for the younger kids. 7th/8th will still have more class transitions to different instructors and a daily meeting with their teacher/instructional coach advisor. Older students will be supported as they create codified culture and behavior expectations for all and create vehicles to hold one another accountable to those expectations. (Very strong approach developmentally)

I’m pretty pleased about it. I’m hopeful the new admin structure provides the school-wide capacity to achieve a more equitable student experience and achievement

Sorry I am so clueless (incoming PK3 mom here) but what was their structure before and what problems is this intended to solve?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some big changes coming to ITS middle school. And lower school to a lesser extent. Recognition of some things that aren’t working that well currently. Some promotion from within that seems healthy...

I saw that email but as an incoming parent who knows little about the middle school's current operation, I didn't really grasp it. What is the current arrangement relative to the new plan? It does seem very nice and like the kids will get a ton of individual attention.

Can someone share here? I have a top 10 WL number at ITS in a grade past 2nd. Middle school is a factor. (NP, not Seaton person, sorry I stole your thread)

Basically they are adding more administrative support school wide (3 principals plus a a chief of inclusion and equity). At middle school they are differentiating the 5/6 grade experiences from the 7/8. Teachers within these levels will be able to collaborate more with designated instructional support, etc to create individual academic plans for every student . Fewer class transitions for younger grades, one teacher who is the main point of contact for families (instead of 7 different instructors), and a homeroom start and end to the day to provide some more cohesion to the day for the younger kids. 7th/8th will still have more class transitions to different instructors and a daily meeting with their teacher/instructional coach advisor. Older students will be supported as they create codified culture and behavior expectations for all and create vehicles to hold one another accountable to those expectations. (Very strong approach developmentally)

I’m pretty pleased about it. I’m hopeful the new admin structure provides the school-wide capacity to achieve a more equitable student experience and achievement

Sorry I am so clueless (incoming PK3 mom here) but what was their structure before and what problems is this intended to solve?

5th and 6th were treated the same way as 7th and 8th with regard to the various teachers. Current lower school elementary principal is becoming the chief of inclusion of equity across all grades to ensure full school is unified, 2 current rock star teachers are becoming principals of lower grade bands. This is all great news IMO.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some big changes coming to ITS middle school. And lower school to a lesser extent. Recognition of some things that aren’t working that well currently. Some promotion from within that seems healthy...

I saw that email but as an incoming parent who knows little about the middle school's current operation, I didn't really grasp it. What is the current arrangement relative to the new plan? It does seem very nice and like the kids will get a ton of individual attention.

Can someone share here? I have a top 10 WL number at ITS in a grade past 2nd. Middle school is a factor. (NP, not Seaton person, sorry I stole your thread)

Basically they are adding more administrative support school wide (3 principals plus a a chief of inclusion and equity). At middle school they are differentiating the 5/6 grade experiences from the 7/8. Teachers within these levels will be able to collaborate more with designated instructional support, etc to create individual academic plans for every student . Fewer class transitions for younger grades, one teacher who is the main point of contact for families (instead of 7 different instructors), and a homeroom start and end to the day to provide some more cohesion to the day for the younger kids. 7th/8th will still have more class transitions to different instructors and a daily meeting with their teacher/instructional coach advisor. Older students will be supported as they create codified culture and behavior expectations for all and create vehicles to hold one another accountable to those expectations. (Very strong approach developmentally)

I’m pretty pleased about it. I’m hopeful the new admin structure provides the school-wide capacity to achieve a more equitable student experience and achievement

Sorry I am so clueless (incoming PK3 mom here) but what was their structure before and what problems is this intended to solve?

5th and 6th were treated the same way as 7th and 8th with regard to the various teachers. Current lower school elementary principal is becoming the chief of inclusion of equity across all grades to ensure full school is unified, 2 current rock star teachers are becoming principals of lower grade bands. This is all great news IMO.

Agreed. Additionally, it’s increasing capacity at the principal level which will benefit an incoming pk3 family. I don’t think this was detailed in the announcement but I would assume one of the new principals will focus on ECE and one for 1st -4th or something like that.

For families of older kids it’s nice to see the MS structure investing in the individual support which plays to its strength as a smaller school

[Anonymous]

We just did a new families tour. I have to say I really liked to hear they are willing to make changes to meet students where they are. I don't know if these things will change again before my K students is in upper grades or middle school. It does give me a good feeling to know the school is following their mission and willing to make changes. Something most dcps have their hands tied on and can not do to the same extent.
I am sad to leave our IB, but it doesn't offer the individual attention or the ability to change with students needs like ITS.

[Anonymous]

NP. My experience with Seaton has been that they do offer individual attention and meet children where they are. It's a familial environment and teachers and staff know every child well. Seaton has strong ECE, ESL and special needs programs. In terms of challenges for advanced learners, my own child has had ample opportunities for advanced curriculum and individualized learning since K.