Has anyone accepted a spot at a highly coveted DC Charter and then later been disappointed?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at Yu Ying that does not have prek3. For prek4, 19:3. For k, 17:3. Very happy.

That is great, but obviously the exception. And you are all getting hung up on the issue of ratios and ignoring completely the real basis of my original arguments. I'm the only one concerned about these issues? I don't think so, based on some of the earlier posts about kids being labeled as "problems" or "G&T" that I was responding to. This stuff goes on all the time - just go peruse the SN board to see all the parents whose preschoolers have IEPs. Preschoolers develop at wildly different rates, and I don't think the system is set up to allow for that.

If you stay around on the SN board, you'll find most people even in DC are pretty happy with Childfind and early intervention services. So much so that it all seems downhill from there once they have to rely on schools as the LEA. Preschoolers who have IEPs need them and free services and supports which an IEP provides are not given out willy-nilly or on a whim. IEPs are hard to get, costs the school system money and certainly the fact that "preschoolers develope at wildly different rates" are taken into account before an IEP is offered.

Well, in our case, I think the situation has been greatly overblown and that the school has been too inflexible in the classroom I.e. insisting on participation in every activity, free play that isn't free (the kids are assigned to centers in groups), etc. I used to work in a school and even at kindergarten, many kids have trouble staying on task, have off days where they don't want to participate and the like. I am of the opinion that none of this warrants "intervention.". It warrants teachers who can work with each child instead of enforcing rules, regulations, schedules, etc.

So the school suggested "interventions" but you think the issues are overblown. Well, good luck! Hopefully, a smaller class size with more flexible teachers and maturity/time will resolves all your kid's issues.

However, if your next school suggests "interventions", it's probably a good idea to take their advice rather than just changing to another school.

We did take their advice, so you can quit being a bitch now. I am my child's mother, I know him best, we've gotten all kinds of conflicting information, and my instincts tell me something is off. My child is largely no different from other children I know in different settings who are thriving with more attention and a chance to develop at their own pace, instead of according to some institutional guidelines that insist all kids fit the mold. If you want to be a sheep who goes through life entrusting your child's well being entirely to the opinions of others, knock yourself out. I'm not a sheep, and I will continue to think for myself, challenge things in that trouble me, and fight for what's best for my kid. You do it your way, I'll do it mine. I'm so sick of these debates with people like you.

I follow the advice of my kid's developemental pediatrician, educational consultant as well as the advice of other experts, Children's, etc who evaluated DC and work with DC everyday like her teachers. If that makes me a "sheep" so be it. Even though I'm the Mom, I realize I'm no expert in child development and know when I should seek help and advocate for my child. My child is in a classroom of 17:3 for kindergarten - all teachers including a bilingual sp ed teacher and gets services, supports and accommodations at school that lets her thrive. DC loves school and looks forward to going every day. No minuses at all and it's working for my child so I'm happy. Doesn't sound like it's working for you at all...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at Yu Ying that does not have prek3. For prek4, 19:3. For k, 17:3. Very happy.

That is great, but obviously the exception. And you are all getting hung up on the issue of ratios and ignoring completely the real basis of my original arguments. I'm the only one concerned about these issues? I don't think so, based on some of the earlier posts about kids being labeled as "problems" or "G&T" that I was responding to. This stuff goes on all the time - just go peruse the SN board to see all the parents whose preschoolers have IEPs. Preschoolers develop at wildly different rates, and I don't think the system is set up to allow for that.

If you stay around on the SN board, you'll find most people even in DC are pretty happy with Childfind and early intervention services. So much so that it all seems downhill from there once they have to rely on schools as the LEA. Preschoolers who have IEPs need them and free services and supports which an IEP provides are not given out willy-nilly or on a whim. IEPs are hard to get, costs the school system money and certainly the fact that "preschoolers develope at wildly different rates" are taken into account before an IEP is offered.

Well, in our case, I think the situation has been greatly overblown and that the school has been too inflexible in the classroom I.e. insisting on participation in every activity, free play that isn't free (the kids are assigned to centers in groups), etc. I used to work in a school and even at kindergarten, many kids have trouble staying on task, have off days where they don't want to participate and the like. I am of the opinion that none of this warrants "intervention.". It warrants teachers who can work with each child instead of enforcing rules, regulations, schedules, etc.

So the school suggested "interventions" but you think the issues are overblown. Well, good luck! Hopefully, a smaller class size with more flexible teachers and maturity/time will resolves all your kid's issues.

However, if your next school suggests "interventions", it's probably a good idea to take their advice rather than just changing to another school.

We did take their advice, so you can quit being a bitch now. I am my child's mother, I know him best, we've gotten all kinds of conflicting information, and my instincts tell me something is off. My child is largely no different from other children I know in different settings who are thriving with more attention and a chance to develop at their own pace, instead of according to some institutional guidelines that insist all kids fit the mold. If you want to be a sheep who goes through life entrusting your child's well being entirely to the opinions of others, knock yourself out. I'm not a sheep, and I will continue to think for myself, challenge things in that trouble me, and fight for what's best for my kid. You do it your way, I'll do it mine. I'm so sick of these debates with people like you.

I follow the advice of my kid's developemental pediatrician, educational consultant as well as the advice of other experts, Children's, etc who evaluated DC and work with DC everyday like her teachers. If that makes me a "sheep" so be it. Even though I'm the Mom, I realize I'm no expert in child development and know when I should seek help and advocate for my child. My child is in a classroom of 17:3 for kindergarten - all teachers including a bilingual sp ed teacher and gets services, supports and accommodations at school that lets her thrive. DC loves school and looks forward to going every day. No minuses at all and it's working for my child so I'm happy. Doesn't sound like it's working for you at all...

Well, no it isn't working for me at all - considering that we've called every developmental pediatrician within a 25 mile radius of DC and we are still waiting for an appointment 9 months later. I'm no childhood development expert either, but in the absence of actual expert opinions I'm not comfortable with the assessments and feedback we're being given. And I'm not going to spend hundreds or perhaps thousands on an educational consultant either until I am able to get an expert medical opinion. The divide between your experience and mine, once again, demonstrates that the system is not working for LOTS of kids. It's great to hear the success stories, but it doesn't change the fact that system continues to fail many, many kids. Nor does it allay my suspicion that many kids are being labeled with dubious syndromes at ever earlier ages because it is easier and more convenient than designing and funding programs that truly serve the needs of very young children. I don't buy the argument that "IEP's are expensive to design and the school doesn't want to implement them, blah blah blah." I've met several moms who, like me, feel that they and their children were rushed into this process on the basis of questionable assessments. We are all questioning where the line is between normal developmental differences and "special needs." Anyone who claims to know what this line is with absolute certainty is lying, so we are back to every parent has to do what is right. You are certainly not justified to judge my experience or my decisions based upon your experience, because your experience is not universal.

[Anonymous]

I wonder if PP is the same one who was having conflict with a teacher early in the year who thought her 3 y.o. should be reading? There is no doubt that *some* schools seem unreasonable in their expectations for very young children. Hope she can find a school that fits better with her child's needs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:uh huh. sounds like your kid was a problem, not a solution

+1. It's easier to think that your kid is GT than admit there is a problem.

Behavioral problems / G&T are two totally separate things, and one has little to do with nor is explained away by the other.

Not really. See the other poster above who describes a child with a high iq who was bored and probably understimulated at school.
Also, that wasn't my point. The above poster is probably a legit issue, but I feel like some parents seem to explain away behavior problems by believing that their kid is gifted. That often isn't the case and the school get blamed because the parent is in denial. Am I off base here?

Yes. You are off base and exceptionally smug about it. But for by the grace of God go you...

but for the grace of God go you? who are these people? the truth is tough to deal with sometimes...

I'm not that PP, but you really have no idea what the "truth" of anyone else's situation is so yeah, you do sound very smug. Does that hurt?

Uh, no?

Says a lot about you. I get it - it's easier to flame parents you don't know and insult their children than to engage in an intelligent conversation about the issues.

Sorry if you were offended. DCUM is a place where all perspectives are shared and people don't always agree to see eye to eye. Isn't it also flame behavior to be passive aggressive and harass people for being "exceptionally smug." Let's get back to the poster's original question.

Well, when your "perspective" is based on. . . .well, nothing, it's not worth much is it? How convenient that you now want to get back to the "original question" because you have been called out for essentially attacking a stranger's child on the internet, i.e. "the truth hurts." The truth of what? Your assumption that that poster's kid has "problems?" That was a lame move, you know it, and now you're being defensive. Sorry if I struck a nerve, honey.

I would actually like one intelligent person on here to address the substance of my arguments at 12:37 yesterday. Three pages later and all we have are people nit-picking the size of various programs (when really, the ratios are the same) and attacking children and their parents on the basis of absolutely nothing.

Angry much?

[Anonymous]

Anonymous wrote:I wonder if PP is the same one who was having conflict with a teacher early in the year who thought her 3 y.o. should be reading? There is no doubt that *some* schools seem unreasonable in their expectations for very young children. Hope she can find a school that fits better with her child's needs.

Yep, that's me. My school is not unique - I know of many similar stories throughout the DC public and public charter system. Maybe there are better programs out there, and I'm sure there are. I'm really glad for those of you who lucked into them. But I'm not sticking around to find out, because entrusting my child's future to a lottery process feels irresponsible to me when my family has better options and supports elsewhere.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:uh huh. sounds like your kid was a problem, not a solution

+1. It's easier to think that your kid is GT than admit there is a problem.

Behavioral problems / G&T are two totally separate things, and one has little to do with nor is explained away by the other.

Not really. See the other poster above who describes a child with a high iq who was bored and probably understimulated at school.
Also, that wasn't my point. The above poster is probably a legit issue, but I feel like some parents seem to explain away behavior problems by believing that their kid is gifted. That often isn't the case and the school get blamed because the parent is in denial. Am I off base here?

Yes. You are off base and exceptionally smug about it. But for by the grace of God go you...

but for the grace of God go you? who are these people? the truth is tough to deal with sometimes...

I'm not that PP, but you really have no idea what the "truth" of anyone else's situation is so yeah, you do sound very smug. Does that hurt?

Uh, no?

Says a lot about you. I get it - it's easier to flame parents you don't know and insult their children than to engage in an intelligent conversation about the issues.

Sorry if you were offended. DCUM is a place where all perspectives are shared and people don't always agree to see eye to eye. Isn't it also flame behavior to be passive aggressive and harass people for being "exceptionally smug." Let's get back to the poster's original question.

Well, when your "perspective" is based on. . . .well, nothing, it's not worth much is it? How convenient that you now want to get back to the "original question" because you have been called out for essentially attacking a stranger's child on the internet, i.e. "the truth hurts." The truth of what? Your assumption that that poster's kid has "problems?" That was a lame move, you know it, and now you're being defensive. Sorry if I struck a nerve, honey.

I would actually like one intelligent person on here to address the substance of my arguments at 12:37 yesterday. Three pages later and all we have are people nit-picking the size of various programs (when really, the ratios are the same) and attacking children and their parents on the basis of absolutely nothing.

Angry much?

I fail to see how pointing out the inability of other posters to make intelligent, informed arguments makes me "angry." Projecting much?

[Anonymous]

Does DCPS offer notably more extracurricular activities and outdoor spaces than Charter schools in the area?

[Anonymous]

^Ultimately, the diagnosis/assessment does not matter b/c you will end up with the same services. Services are determine by a child's needs not the diagnosis. While you wait for your appointment with a developmental pediatrician, realize that it's the school that is responsible for the services your child receives and even after you see a developmental pediatrician, the amount of support/services may not change at all. It will be in your child's best interests if you try to work with them even for the short amount of time you will stay there. By law, the school has to provide FAPE - free, appropriate public education - for all kids (yes, I know...).

I agree with you completely that DC special needs services are less than stellar on the whole but they do provide free preK3 and preK4 if one is lucky to win through the lottery. I think your issue is with SNs services not so much free universal preschool.

[Anonymous]

Anonymous wrote:^Ultimately, the diagnosis/assessment does not matter b/c you will end up with the same services. Services are determine by a child's needs not the diagnosis. While you wait for your appointment with a developmental pediatrician, realize that it's the school that is responsible for the services your child receives and even after you see a developmental pediatrician, the amount of support/services may not change at all. It will be in your child's best interests if you try to work with them even for the short amount of time you will stay there. By law, the school has to provide FAPE - free, appropriate public education - for all kids (yes, I know...).

I agree with you completely that DC special needs services are less than stellar on the whole but they do provide free preK3 and preK4 if one is lucky to win through the lottery. I think your issue is with SNs services not so much free universal preschool.

We are doing services because they have helped (our beef is with the school, not the service providers) but no, my issue is with the SN program administrators, the public model of universal preschool, and the insane lottery system in this city that makes everything a crapshoot for both parents and kids. It's no way to raise and educate children, IMO, and leaves everyone but the very rich with dubious "choices."

[Anonymous]

OMG - STOP PLEASE! Who has time to argue with anonymous strangers? I keep checking back to this thread hoping there is some useful information about the actual topic of the thread. Take your anonymous argument elsewhere.

[Anonymous]

Anonymous wrote:OMG - STOP PLEASE! Who has time to argue with anonymous strangers? I keep checking back to this thread hoping there is some useful information about the actual topic of the thread. Take your anonymous argument elsewhere.

+100000000000000000

[Anonymous]

Anonymous wrote:

Anonymous wrote:^Ultimately, the diagnosis/assessment does not matter b/c you will end up with the same services. Services are determine by a child's needs not the diagnosis. While you wait for your appointment with a developmental pediatrician, realize that it's the school that is responsible for the services your child receives and even after you see a developmental pediatrician, the amount of support/services may not change at all. It will be in your child's best interests if you try to work with them even for the short amount of time you will stay there. By law, the school has to provide FAPE - free, appropriate public education - for all kids (yes, I know...).

I agree with you completely that DC special needs services are less than stellar on the whole but they do provide free preK3 and preK4 if one is lucky to win through the lottery. I think your issue is with SNs services not so much free universal preschool.

We are doing services because they have helped (our beef is with the school, not the service providers) but no, my issue is with the SN program administrators, the public model of universal preschool, and the insane lottery system in this city that makes everything a crapshoot for both parents and kids. It's no way to raise and educate children, IMO, and leaves everyone but the very rich with dubious "choices."

You need to start another thread.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:^Ultimately, the diagnosis/assessment does not matter b/c you will end up with the same services. Services are determine by a child's needs not the diagnosis. While you wait for your appointment with a developmental pediatrician, realize that it's the school that is responsible for the services your child receives and even after you see a developmental pediatrician, the amount of support/services may not change at all. It will be in your child's best interests if you try to work with them even for the short amount of time you will stay there. By law, the school has to provide FAPE - free, appropriate public education - for all kids (yes, I know...).

I agree with you completely that DC special needs services are less than stellar on the whole but they do provide free preK3 and preK4 if one is lucky to win through the lottery. I think your issue is with SNs services not so much free universal preschool.

We are doing services because they have helped (our beef is with the school, not the service providers) but no, my issue is with the SN program administrators, the public model of universal preschool, and the insane lottery system in this city that makes everything a crapshoot for both parents and kids. It's no way to raise and educate children, IMO, and leaves everyone but the very rich with dubious "choices."

You need to start another thread.

I feel like this thread is now a lost cause. Perhaps we should start another thread with the same original question re-phrased?

[Anonymous]

Which school expect kids to read in preschool or preK? I've had kids at both Brent and Payne preschool - there were no expectations that they know how to read.

[Anonymous]

None that I know of and the poster refuses to name the school but continues to rave against "SN administrators, the public model of universal preschool, and the insane lottery system" all based on her experience at this unnamed school on this thread and now on a new thread like this version 2.

Wacko.