Mundo Verde principal resigning

[Anonymous]

Anonymous wrote:She's been at the school a while and didn't make it a year as principal.

It seems like a move that was in the works before the union conversation came from teachers, so my guess is that it comes from the same (or similar) root causes around transparency or autonomy or trust.

One thing she brought was an understanding of the demands of teaching at MV into her administrative role. I wish the school well in finding someone for those shoes!

And I hope they may have learned some lessons in needing to empower administrators if they want to keep them.

Where is she going? Cap City
Classic Cap City leadership move.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My goodness. This school feels like its imploding.

Its in a precarious position, not imploding. The teachers supported my kids amazingly over the past few months, even with the unionization going on. Both kids had a great year, including the older one who is scoring above grade level in reading/writing/math in both English and Spanish. I prioritize both academics and language immersion, and most of the MV parents I know feel the same way.

but is your kid who is above grade level being appropriately challenged in math?

Read the post again. PP also said above grade level in math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My goodness. This school feels like its imploding.

Its in a precarious position, not imploding. The teachers supported my kids amazingly over the past few months, even with the unionization going on. Both kids had a great year, including the older one who is scoring above grade level in reading/writing/math in both English and Spanish. I prioritize both academics and language immersion, and most of the MV parents I know feel the same way.

but is your kid who is above grade level being appropriately challenged in math?

Read the post again. PP also said above grade level in math.

PP here. My kid tests at above grade level in math but that doesn't mean the school is challenging him or providing work at his level. I was curious if the earlier poster had better luck than I did.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My goodness. This school feels like its imploding.

Its in a precarious position, not imploding. The teachers supported my kids amazingly over the past few months, even with the unionization going on. Both kids had a great year, including the older one who is scoring above grade level in reading/writing/math in both English and Spanish. I prioritize both academics and language immersion, and most of the MV parents I know feel the same way.

We know someone whose child is in a Spanish immersion program elsewhere, and he is 2 grade levels above everything in both languages. Parent also said the parents at their school are very involved and place a high importance on their child’s academic performance.

It sounds as if this child attends Oyster Adams.

Doubtful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My goodness. This school feels like its imploding.

Its in a precarious position, not imploding. The teachers supported my kids amazingly over the past few months, even with the unionization going on. Both kids had a great year, including the older one who is scoring above grade level in reading/writing/math in both English and Spanish. I prioritize both academics and language immersion, and most of the MV parents I know feel the same way.

We know someone whose child is in a Spanish immersion program elsewhere, and he is 2 grade levels above everything in both languages. Parent also said the parents at their school are very involved and place a high importance on their child’s academic performance.

It sounds as if this child attends Oyster Adams.

No this is someone that is not in the area that we talked to in regards to their experience.

That makes sense.

Oyster doesn’t properly teach grammar in my opinion.

[Anonymous]

We are a MV family of 5+ years, and I would advise families - if they have a choice - to go elsewhere.
I feel like we've been duped.
They constantly tout their waitlist numbers - as that is, by far, their most impressive data point.
An Academic Review Committee, comprised of parents, who are also education professionals, was formed this year, and the data that they found was mind-blowing.
As in, mind-blowingly bad.
Long story short, of the five language immersion elementary charters that feed into DCI, MV students are the lowest scoring and lowest performing.
We hope that, with the formation of the new Union, things might improve, but it will take time.
The grading system changes from year to year, so there is no comparing apples to apples longitudinally. As pathetic as it sounds, I've given up on trying to figure out how my child is performing against the Common Core standards.
It is not uncommon - at all - for teachers to leave midyear (this has happened twice for my child) - yet the school does an incredibly poor job of conveying what is happening, what has happened, and what the plan is moving forward.
And regarding the principal, she told me herself that she was leaving because of organizational culture issues.
She, herself, was a teacher at MV, prior to being appointed principal, and I'm sure walked a difficult line in understanding teachers' needs and frustrations, yet not being able to adequately serve them as a school leader. Many families feel that she was always set up for failure.
Fortunately, we have just one more year...

[Anonymous]

Anonymous wrote:We are a MV family of 5+ years, and I would advise families - if they have a choice - to go elsewhere.
I feel like we've been duped.
They constantly tout their waitlist numbers - as that is, by far, their most impressive data point.
An Academic Review Committee, comprised of parents, who are also education professionals, was formed this year, and the data that they found was mind-blowing.
As in, mind-blowingly bad.
Long story short, of the five language immersion elementary charters that feed into DCI, MV students are the lowest scoring and lowest performing.
We hope that, with the formation of the new Union, things might improve, but it will take time.
The grading system changes from year to year, so there is no comparing apples to apples longitudinally. As pathetic as it sounds, I've given up on trying to figure out how my child is performing against the Common Core standards.
It is not uncommon - at all - for teachers to leave midyear (this has happened twice for my child) - yet the school does an incredibly poor job of conveying what is happening, what has happened, and what the plan is moving forward.
And regarding the principal, she told me herself that she was leaving because of organizational culture issues.
She, herself, was a teacher at MV, prior to being appointed principal, and I'm sure walked a difficult line in understanding teachers' needs and frustrations, yet not being able to adequately serve them as a school leader. Many families feel that she was always set up for failure.
Fortunately, we have just one more year...

Thank you for your candor, PP. It really helps us on the waitlist considering our options. I attribute MV's long waitlist to its central location, feeder rights, and the weakness of Langley, Cleveland, and Walker-Jones.

I did notice that Stokes has surprisingly low math scores too. It is surprising that schools with such a disproportionately high income student body aren't doing better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We are a MV family of 5+ years, and I would advise families - if they have a choice - to go elsewhere.
I feel like we've been duped.
They constantly tout their waitlist numbers - as that is, by far, their most impressive data point.
An Academic Review Committee, comprised of parents, who are also education professionals, was formed this year, and the data that they found was mind-blowing.
As in, mind-blowingly bad.
Long story short, of the five language immersion elementary charters that feed into DCI, MV students are the lowest scoring and lowest performing.
We hope that, with the formation of the new Union, things might improve, but it will take time.
The grading system changes from year to year, so there is no comparing apples to apples longitudinally. As pathetic as it sounds, I've given up on trying to figure out how my child is performing against the Common Core standards.
It is not uncommon - at all - for teachers to leave midyear (this has happened twice for my child) - yet the school does an incredibly poor job of conveying what is happening, what has happened, and what the plan is moving forward.
And regarding the principal, she told me herself that she was leaving because of organizational culture issues.
She, herself, was a teacher at MV, prior to being appointed principal, and I'm sure walked a difficult line in understanding teachers' needs and frustrations, yet not being able to adequately serve them as a school leader. Many families feel that she was always set up for failure.
Fortunately, we have just one more year...

Thank you for your candor, PP. It really helps us on the waitlist considering our options. I attribute MV's long waitlist to its central location, feeder rights, and the weakness of Langley, Cleveland, and Walker-Jones.

I did notice that Stokes has surprisingly low math scores too. It is surprising that schools with such a disproportionately high income student body aren't doing better.

Stokes isn't really high income. Just under half the students are economically disadvantaged. 13% are at-risk. https://www.dcpcsb.org/school/elsie-whitlow-stokes-community-freedom-pcs-brookland
MV has 27% economically disadvantaged and 11% at risk. https://www.dcpcsb.org/school/mundo-verde-bilingual-pcs

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are a MV family of 5+ years, and I would advise families - if they have a choice - to go elsewhere.
I feel like we've been duped.
They constantly tout their waitlist numbers - as that is, by far, their most impressive data point.
An Academic Review Committee, comprised of parents, who are also education professionals, was formed this year, and the data that they found was mind-blowing.
As in, mind-blowingly bad.
Long story short, of the five language immersion elementary charters that feed into DCI, MV students are the lowest scoring and lowest performing.
We hope that, with the formation of the new Union, things might improve, but it will take time.
The grading system changes from year to year, so there is no comparing apples to apples longitudinally. As pathetic as it sounds, I've given up on trying to figure out how my child is performing against the Common Core standards.
It is not uncommon - at all - for teachers to leave midyear (this has happened twice for my child) - yet the school does an incredibly poor job of conveying what is happening, what has happened, and what the plan is moving forward.
And regarding the principal, she told me herself that she was leaving because of organizational culture issues.
She, herself, was a teacher at MV, prior to being appointed principal, and I'm sure walked a difficult line in understanding teachers' needs and frustrations, yet not being able to adequately serve them as a school leader. Many families feel that she was always set up for failure.
Fortunately, we have just one more year...

Thank you for your candor, PP. It really helps us on the waitlist considering our options. I attribute MV's long waitlist to its central location, feeder rights, and the weakness of Langley, Cleveland, and Walker-Jones.

I did notice that Stokes has surprisingly low math scores too. It is surprising that schools with such a disproportionately high income student body aren't doing better.

Stokes isn't really high income. Just under half the students are economically disadvantaged. 13% are at-risk. https://www.dcpcsb.org/school/elsie-whitlow-stokes-community-freedom-pcs-brookland
MV has 27% economically disadvantaged and 11% at risk. https://www.dcpcsb.org/school/mundo-verde-bilingual-pcs

That's really low at-risk, for the area. Bunker Hill is 48%, Burroughs is 43%, and Noyes is 74%.

[Anonymous]

Anonymous wrote:We are a MV family of 5+ years, and I would advise families - if they have a choice - to go elsewhere.
I feel like we've been duped.
They constantly tout their waitlist numbers - as that is, by far, their most impressive data point.
An Academic Review Committee, comprised of parents, who are also education professionals, was formed this year, and the data that they found was mind-blowing.
As in, mind-blowingly bad.
Long story short, of the five language immersion elementary charters that feed into DCI, MV students are the lowest scoring and lowest performing.
We hope that, with the formation of the new Union, things might improve, but it will take time.
The grading system changes from year to year, so there is no comparing apples to apples longitudinally. As pathetic as it sounds, I've given up on trying to figure out how my child is performing against the Common Core standards.
It is not uncommon - at all - for teachers to leave midyear (this has happened twice for my child) - yet the school does an incredibly poor job of conveying what is happening, what has happened, and what the plan is moving forward.
And regarding the principal, she told me herself that she was leaving because of organizational culture issues.
She, herself, was a teacher at MV, prior to being appointed principal, and I'm sure walked a difficult line in understanding teachers' needs and frustrations, yet not being able to adequately serve them as a school leader. Many families feel that she was always set up for failure.
Fortunately, we have just one more year...

Thank you, PP. Are you going on to DCI or do you feel like it has the same problems?

[Anonymous]

DCI is really good and getting better every year! It appears to take a couple of years for the kids from a couple of the feeders to settle into IB and behavioral norms. It's tough--lots of differences between the feeders and then the joys of middle schoolers to boot....The real success is seen at the HS level: the kids have adapted to a big school, IB, and adolescence! Our child has thrived there and wouldn't want to be anywhere else.

[Anonymous]

Anonymous wrote:We are a MV family of 5+ years, and I would advise families - if they have a choice - to go elsewhere.
I feel like we've been duped.
They constantly tout their waitlist numbers - as that is, by far, their most impressive data point.
An Academic Review Committee, comprised of parents, who are also education professionals, was formed this year, and the data that they found was mind-blowing.
As in, mind-blowingly bad.
Long story short, of the five language immersion elementary charters that feed into DCI, MV students are the lowest scoring and lowest performing.
We hope that, with the formation of the new Union, things might improve, but it will take time.

Thanks, PP. Do you know if the data is available for review by families considering MV? We are on the WL and have a pretty good number so if we are offered a spot, I'd love to have some insight into this internal review and its findings.

[Anonymous]

Anonymous wrote:MV told us they are are philosophically opposed to providing accelerated instruction.

[Anonymous]

As non DC resident, notice tons of MV drama on Listserve.....

[Anonymous]

Anonymous wrote:As non DC resident, notice tons of MV drama on Listserve.....

The bigger the school, the more parents to b*tch online.