Walls GPA cut off
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Anonymous
| DC is at Walls. I think they look for a certain type of personality in the interview. Communicative, gregarious, flexible, comfortable with adults, independent kids. The walls kids I’ve met so far all have these traits. |
Anonymous
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When I attended a Walls open house, those are the type of students I met. They had a maturity about them. Not necessarily extroverts, but they definitively seemed older than their age.
In fact, it was difficult to tell some of the students from the teachers. One student came over to us and talked at length about the school saying “…the kids are studious and each brings wonderful talents.” I thought she was a young teacher but she was a senior. That type of experience happened a few times. |
Anonymous
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My DC is a senior at Walls. The class includes a wide variety of personalities. The only thing that seems to unite them is that none are behaviorally disruptive in school.
Incidentally, DCUM always seems to talk about how much standards have slipped, particularly starting with DC's class, being the first one (I think) that didn't have to take an entrance exam. But these kids are having tremendously good college admissions results thus far. Not many college decisions have been reported on Instagram yet, but hopefully more news will be shared publicly soon. Students are going very impressive places, some with extremely competitive scholarships. |
Anonymous
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Here's the recommendation form from a few years ago (not sure if this is the current format and some Qs have likely changed). The format which didn't copy over is a table. Each row has a statement (eg "Reading ability in relation to age and grade level") and the evaluator selects N/A or 1-5 for each statement. The scores for each row are then totaled. Each evaluation also has a free text section.
Teacher Recommendation English Reading ability in relation to age and grade level Not Applicable 1 Below average reading ability in relation to age and grade level 2 Reads at or around expectations for age and grade level 3 Reads somewhat above expectations for age and grade level 4 Reads well above expectations for age and grade level 5 Reading level is far advanced for age and grade level Completes assigned work Not Applicable 1 rarely completes assignments 2 occasionally completes assignments 3 usually completes assignments 4 consistently completes assigned work 5 seeks additional work Communication Skills (oral) Not Applicable 1 Not able to express ideas clearly or effectively 2 Sometimes able to communicate clearly and effectively 3 Usually able to communicate ideas clearly and effectively 4 Communicates complex ideas clearly and effectively 5 Communicates complex ideas with style; Polished and persuasive Communication Skills (written) Not Applicable 1 Not able to express ideas clearly or effectively 2 Sometimes able to communicate clearly and effectively 3 Usually able to communicate ideas clearly and effectively 4 Communicates complex ideas clearly and effectively 5 Communicates complex ideas with style; Polished and persuasive Seeks out advanced work Not Applicable 1 Declines opportunities for challenges or advanced work 2 Rarely seeks out advanced work, sometimes persists through challenging work 3 Occasionally seeks out advanced work, usually persists through challenging work 4 Often seeks out advanced work, consistently persists through challenging work 5 Always seeks opportunities for advanced work and persists through challenges, proactive learner Positive Interactions with Teachers and other School Adults Not Applicable 1 rarely engages in positive interactions with teacher / school adults 2 occasionally engages in positive interactions with teacher / school adults 3 usually engages in positive interactions with teacher / school adults 4 consistently engages in positive interactions with teacher / school adults 5 always engages in positive interactions with teacher / school adults Level of collaboration with peers in class Not Applicable 1 Rarely engages collaboratively with peers in class 2 Sometimes engages collaboratively with peers in class 3 Usually engages collaboratively with peers in class 4 Consistently able to engage productively with peers in class. 5 Proactive problem-solver or leader with peers in class. Willingness to persevere through challenges Not Applicable 1 Unable to work through challenges that arise 2 Sometimes able to work through challenges that arise 3 Most times able to work through challenges that arise 4 Successful in working through any challenges that arise 5 Excels in working through any challenges that arise Initiative Not Applicable 1 rarely exhibits initiative 2 occasionally exhibits initiative 3 usually exhibits initiative 4 consistently exhibits initiative 5 Extremely motivated and innovative Leadership Not Applicable 1 rarely takes on leadership role 2 occasionally takes on leadership role 3 usually takes on leadership role 4 consistently takes on leadership role 5 strong, positive and effective leader Responsibility Not Applicable 1 rarely takes responsibility for actions 2 occasionally takes responsibility for actions 3 usually takes responsibility for actions 4 consistently takes responsibility for actions 5 assumes full responsibility for all actions Level of commitment to community Not Applicable 1 rarely commits to community activities 2 occasionally commits to community activities 3 usually commits to community activities 4 consistently commits to community activities 5 exceptional dedication to their community Please discuss the applicant’s attitude toward school in terms of (a) strengths and weaknesses, (b) achievements, and (c) motivation and capacity for hard work. Please elaborate on or explain any areas where your responses above may be inconsistent with grades, performance, or your ultimate recommendation. (Response space provided) TABLE FORMAT: Overall recommendation for this student for ____________specialized high school* 1 Not Recommended 2 Recommend with reservations 3 Recommend 4 Highly recommend *Individual row to appear for each Specialized High School that student is applying to. Free text: Teacher’s Name: Teacher’s Electronic Signature with date: Subject: School: Year that you instructed applicant (choose one): Average Grade received: How long you have known the applicant: |
Anonymous
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Teacher Recommendation - Math
Mathematic ability in relation to age and grade level Not Applicable 1 Below average math ability in relation to age and grade level 2 Math ability at or around expectations for age and grade level 3 Math ability somewhat above expectations for age and grade level 4 Math ability well above expectations for age and grade level 5 Math ability is far advanced for age and grade level Seeks out advanced work Not Applicable 1 Declines opportunities for challenges or advanced work 2 Rarely seeks out advanced work, sometimes persists through challenging work 3 Occasionally seeks out advanced work, usually persists through challenging work 4 Often seeks out advanced work, consistently persists through challenging work 5 Always seeks opportunities for advanced work and persists through challenges, proactive learner Completes assigned work Not Applicable 1 rarely completes assignments 2 occasionally completes assignments 3 usually completes assignments 4 consistently completes assigned work 5 seeks additional work Computation Skills Not Applicable 1 Below average math fluency for grade level 2 Average math fluency for grade level 3 Above average math fluency for grade level 4 Advanced math fluency for grade level 5 Exceptional math fluency for grade level Problem Solving Skills Not Applicable 1 Unable to problem solve with support 2 Able to problem solve with support 3 Able to problem solve independently 4 Independently can solve advanced problems 5 Exceptional at independently problem solving above grade level Level of Abstract Reasoning Not Applicable 1 Unable to explain themes and apply ideas without step by step direction 2 Able to explain themes and apply ideas with support 3 Sometimes able to explain themes and apply ideas independently 4 Most of the time able to clearly explain themes and apply ideas 5 Always able to clearly explain themes and apply ideas Positive Interactions with Teachers and other School Adults Not Applicable 1 rarely engages in positive interactions with teacher / school adults 2 occasionally engages in positive interactions with teacher / school adults 3 usually engages in positive interactions with teacher / school adults 4 consistently engages in positive interactions with teacher / school adults 5 always engages in positive interactions with teacher / school adults Ability to collaborate with peers in class Not Applicable 1 Rarely engages collaboratively with peers in class 2 Sometimes engages collaboratively with peers in class 3 Usually engages collaboratively with peers in class 4 Consistently able to engage productively with peers in class. 5 Proactive problem-solver or leader with peers in class. Initiative Not Applicable 1 rarely exhibits initiative 2 occasionally exhibits initiative 3 usually exhibits initiative 4 consistently exhibits initiative 5 Extremely motivated and innovative Leadership Not Applicable 1 rarely takes on leadership role 2 occasionally takes on leadership role 3 usually takes on leadership role 4 consistently takes on leadership role 5 strong, positive and effective leader Responsibility Not Applicable 1 rarely takes responsibility for actions 2 occasionally takes responsibility for actions 3 usually takes responsibility for actions 4 consistently takes responsibility for actions 5 assumes full responsibility for all actions Level of commitment to community Not Applicable 1 rarely commits to community activities 2 occasionally commits to community activities 3 usually commits to community activities 4 consistently commits to community activities 5 exceptional dedication to their community Please discuss the applicant’s attitude toward school in terms of (a) strengths and weaknesses, (b) achievements, and (c) motivation and capacity for hard work. Please elaborate on or explain any areas where your responses above may be inconsistent with grades, performance, or your ultimate recommendation. (Response space provided) [TABLE FORMAT] Overall recommendation for this student for ____________specialized high school* 1 Not Recommended 2 Recommend with reservations 3 Recommend 4 Highly recommend *Individual row to appear for each Specialized High School that student is applying to. Teacher’s Name: Teacher’s Electronic Signature with date: Subject: School: Year that you instructed applicant (choose one): Average Grade received: How long you have known the applicant: |
Anonymous
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Counselor Recommendation
Name of the Counselor: Email of the Counselor: How long you have known applicant: Counselor’s Recommendation: Please discuss the applicant’s school adjustment and accomplishments both socially and academically. Include any information you may have regarding the student’s long range educational and career plans. (Response space provided) [TABLE FORMAT] Overall recommendation for this student for ____________specialized high school* 1 Not Recommended 2 Recommend with reservations 3 Recommend 4 Highly recommend *Individual row to appear for each Specialized High School that student is applying to. Counselor's Signature: Counselor Name: Name of the Applicant: |
Anonymous
| Are these forms for Walls? Do 8th graders in DCPS have counselors? |
Anonymous
Parents are the heart and soul of high-performing schools for better and sometimes worse. So unless parental engagement tanks, SWW will continue to roll. |
Anonymous
If that’s true then who cares what the criteria are for entry? And also who cares whether you send your kid to Banneker, Walls or JR? As long as you have a cohort of engaged parents. |
Anonymous
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my impression of Banneker to date is that parents aren't the heart and soul, the culture is the heart and soul, and the leadership, longtime staff, and alumni keep it going.
The students are rapidly inculcated with the culture. The parents are a nice adjunct. |
Anonymous
We're in the process of doing the lottery and Banneker is asking for a rec from a counselor/school admin. |
Anonymous
| Walls early decision and action admits have been fantastic- full scholarships, Ivies, top 20 schools, POSSE, etc. Very impressive. |
Anonymous
But, But the school is trash now....This is faux news! LOL.... |
Anonymous
PP and I forgot- academics are trash, the physical building is trash, these kids didn’t even take an admissions test to get in, etc etc. just preempting the responses that will come! |