smart kid not really being fostered at a JKLM; what to do?

[Anonymous]

Anonymous wrote:OP, I am in a similar boat- my 4th grader at a JKLMM got PArcc scores just a bit below your child's, but more importantly I worry about the large class sizes she's had and that she is not getting any particular attention because the focus is on bringing low-scoring kids up and settling down the trouble-makers. A well-behaved, solidly performing girl is just not going to get much teacher special attention. And yet I know she is capable of doing so much more than the curriculum.
What really makes me concerned about my kids is that my 2nd grade Ds is leaps and bounds ahead of what his class is doing (math and reading), and I got pushback for requesting more challenging work from the teacher or some other outlet him to work at an advanced level.
Over the years I've gotten responses like "everything is fine", which seem like ways to assuage parents' concerns, but I've failed to dig deep and have complacently assumed that all is fine.(I WOH and have a lot on my plate--so I trust the school stuff is fine) Ultimately, my DD isn't thriving as I know she could be.
And I'm not referring to her zooming ahead in test scores, but I just know she could be developing her talents more.
She'll be lost in the crowd at Deal, I fear.We rent, and i've changed my home-buying plans to MoCo instead of NWDC.

I think you are more likely to get lost in MoCo than Deal. Check it out before you move. Your child will be in a school within a school of 130 students. Pretty hard to get lost that way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:what does murch do? genuinely interested

Murch does some enrichment classes - but it can be very hit or miss depending on the year so while it's nice when it happens - and this year is great so far so kudos to them. But, I don't fool myself into thinking it will continue on through the year or the next. We've lost our last two enrichment teachers in the middle of the school year which really hurts.

SEM is a part of it, but also scheduled Intervention/Enrichment block daily for all students, an advanced math teacher for grades 3-5 (e.g., teaching 6th grade math to a few 4th and 5th graders, who took 5th grade math last year as 3rd and 4th graders), pull outs and push ins for math problem solving, Jr. Great Books, academic contests, and programs like that, individualized advanced courses in rare, appropriate circumstances; inquiry-based learning model, project-based assessments (speeches, videos, plays, 3-d projects, reports, etc. all possibilities as assessments); teachers are departmentalized starting in 1st grade (science, math, ELA); PD training in differentiated instruction. And of course meaningful field trips, and guest presenters, and all the after school opportunities. They also have a new intervention program for special ed. (Response to Intervention). And the Reggio-inspired ECE model is a fantastic foundation for learning. I also really like the social curriculum, the focus on service projects, and bringing the international and professional community into the school. There is a lot going on to stimulate a bright mind and keep any kid interested and growing, gifted or not. And if you say, "This is great!" they say, "We can do better, and we will." They specifically say out loud and publicly about gifted kids. Gotta love that. Plus, small instructor:student ratios most of the time.

And I don't know for sure, but I doubt Murch is the only school doing these things; it just isn't always advertised. Add me to the camp that thinks my kids are well served. (2 kids, 98th and 99th percentiles for 2 years on PARCC and thriving, while participating in some, but not all of the programs described above and without parental intervention or requests). And while academics come easily to DCs, they are by no means bored (and no, it hasn't been all sunshine and roses -- I'm well aware of DCPS's flaws. I think the writing enrichment project is titled, "Of Mice and Mosquitos." ).

Wow - I'm a Murch parent and this sounds like someone on staff talking not an actual parent Or if it is a parent - a very helicoptery one. And a good part of it is total smoke and mirrors.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:what does murch do? genuinely interested

Murch does some enrichment classes - but it can be very hit or miss depending on the year so while it's nice when it happens - and this year is great so far so kudos to them. But, I don't fool myself into thinking it will continue on through the year or the next. We've lost our last two enrichment teachers in the middle of the school year which really hurts.

SEM is a part of it, but also scheduled Intervention/Enrichment block daily for all students, an advanced math teacher for grades 3-5 (e.g., teaching 6th grade math to a few 4th and 5th graders, who took 5th grade math last year as 3rd and 4th graders), pull outs and push ins for math problem solving, Jr. Great Books, academic contests, and programs like that, individualized advanced courses in rare, appropriate circumstances; inquiry-based learning model, project-based assessments (speeches, videos, plays, 3-d projects, reports, etc. all possibilities as assessments); teachers are departmentalized starting in 1st grade (science, math, ELA); PD training in differentiated instruction. And of course meaningful field trips, and guest presenters, and all the after school opportunities. They also have a new intervention program for special ed. (Response to Intervention). And the Reggio-inspired ECE model is a fantastic foundation for learning. I also really like the social curriculum, the focus on service projects, and bringing the international and professional community into the school. There is a lot going on to stimulate a bright mind and keep any kid interested and growing, gifted or not. And if you say, "This is great!" they say, "We can do better, and we will." They specifically say out loud and publicly about gifted kids. Gotta love that. Plus, small instructor:student ratios most of the time.

And I don't know for sure, but I doubt Murch is the only school doing these things; it just isn't always advertised. Add me to the camp that thinks my kids are well served. (2 kids, 98th and 99th percentiles for 2 years on PARCC and thriving, while participating in some, but not all of the programs described above and without parental intervention or requests). And while academics come easily to DCs, they are by no means bored (and no, it hasn't been all sunshine and roses -- I'm well aware of DCPS's flaws. I think the writing enrichment project is titled, "Of Mice and Mosquitos." ).

there is none of this at Janney.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:what does murch do? genuinely interested

Murch does some enrichment classes - but it can be very hit or miss depending on the year so while it's nice when it happens - and this year is great so far so kudos to them. But, I don't fool myself into thinking it will continue on through the year or the next. We've lost our last two enrichment teachers in the middle of the school year which really hurts.

SEM is a part of it, but also scheduled Intervention/Enrichment block daily for all students, an advanced math teacher for grades 3-5 (e.g., teaching 6th grade math to a few 4th and 5th graders, who took 5th grade math last year as 3rd and 4th graders), pull outs and push ins for math problem solving, Jr. Great Books, academic contests, and programs like that, individualized advanced courses in rare, appropriate circumstances; inquiry-based learning model, project-based assessments (speeches, videos, plays, 3-d projects, reports, etc. all possibilities as assessments); teachers are departmentalized starting in 1st grade (science, math, ELA); PD training in differentiated instruction. And of course meaningful field trips, and guest presenters, and all the after school opportunities. They also have a new intervention program for special ed. (Response to Intervention). And the Reggio-inspired ECE model is a fantastic foundation for learning. I also really like the social curriculum, the focus on service projects, and bringing the international and professional community into the school. There is a lot going on to stimulate a bright mind and keep any kid interested and growing, gifted or not. And if you say, "This is great!" they say, "We can do better, and we will." They specifically say out loud and publicly about gifted kids. Gotta love that. Plus, small instructor:student ratios most of the time.

And I don't know for sure, but I doubt Murch is the only school doing these things; it just isn't always advertised. Add me to the camp that thinks my kids are well served. (2 kids, 98th and 99th percentiles for 2 years on PARCC and thriving, while participating in some, but not all of the programs described above and without parental intervention or requests). And while academics come easily to DCs, they are by no means bored (and no, it hasn't been all sunshine and roses -- I'm well aware of DCPS's flaws. I think the writing enrichment project is titled, "Of Mice and Mosquitos." ).

Wow - I'm a Murch parent and this sounds like someone on staff talking not an actual parent Or if it is a parent - a very helicoptery one. And a good part of it is total smoke and mirrors.

You only need to got BTSN and talk to your own kid to know this stuff is going on.

[Anonymous]

Wow - I'm a Murch parent and this sounds like someone on staff talking not an actual parent Or if it is a parent - a very helicoptery one. And a good part of it is total smoke and mirrors.

Yes, yes it does. All of the eduspeak is the tip off.

[Anonymous]

Are the Murch thread - aside from the general jargon....

Response to intervention has been a part of standard special ed programs for 10-15 years. If it is just arriving at Murch that's NOT good.

Most parents of SN kids hate it since too often it's easy to twist into a way to delay services or additional evaluations.

[Anonymous]

Another Murch parent here, and 19:15 uses a lot of jargon, but s/he's pretty much right on, from my experience; my older child is in 5th grade, so I've been around for a while.

The foundation is differentiated instruction in heterogeneous classrooms; both of my kids have had this every year--fluid groups in math and ELA, based on formal evaluations and teacher observation.

The SEM stuff is nice, I guess, but not really the heart of program; as PPs have said, there's been a lot of turnover in the SEM coordinator position, which has made the whole thing feel a little haphazard.

Unlike others, I've *never* heard the word "gifted" used (publicly) at Murch--and that's fine by me. I have one kid who is way ahead in ELA and one who's quite advanced in math, and they are both challenged through grouping and pull-outs.

The principal is committed to making sure every child is taught at his/her level, and I've been very pleased with the results.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:what does murch do? genuinely interested

Murch does some enrichment classes - but it can be very hit or miss depending on the year so while it's nice when it happens - and this year is great so far so kudos to them. But, I don't fool myself into thinking it will continue on through the year or the next. We've lost our last two enrichment teachers in the middle of the school year which really hurts.

SEM is a part of it, but also scheduled Intervention/Enrichment block daily for all students, an advanced math teacher for grades 3-5 (e.g., teaching 6th grade math to a few 4th and 5th graders, who took 5th grade math last year as 3rd and 4th graders), pull outs and push ins for math problem solving, Jr. Great Books, academic contests, and programs like that, individualized advanced courses in rare, appropriate circumstances; inquiry-based learning model, project-based assessments (speeches, videos, plays, 3-d projects, reports, etc. all possibilities as assessments); teachers are departmentalized starting in 1st grade (science, math, ELA); PD training in differentiated instruction. And of course meaningful field trips, and guest presenters, and all the after school opportunities. They also have a new intervention program for special ed. (Response to Intervention). And the Reggio-inspired ECE model is a fantastic foundation for learning. I also really like the social curriculum, the focus on service projects, and bringing the international and professional community into the school. There is a lot going on to stimulate a bright mind and keep any kid interested and growing, gifted or not. And if you say, "This is great!" they say, "We can do better, and we will." They specifically say out loud and publicly about gifted kids. Gotta love that. Plus, small instructor:student ratios most of the time.

And I don't know for sure, but I doubt Murch is the only school doing these things; it just isn't always advertised. Add me to the camp that thinks my kids are well served. (2 kids, 98th and 99th percentiles for 2 years on PARCC and thriving, while participating in some, but not all of the programs described above and without parental intervention or requests). And while academics come easily to DCs, they are by no means bored (and no, it hasn't been all sunshine and roses -- I'm well aware of DCPS's flaws. I think the writing enrichment project is titled, "Of Mice and Mosquitos." ).

Wow - I'm a Murch parent and this sounds like someone on staff talking not an actual parent Or if it is a parent - a very helicoptery one. And a good part of it is total smoke and mirrors.

You only need to got BTSN and talk to your own kid to know this stuff is going on.

NP and Murch parent. I went to back to school night, talk to my second grader everyday about what he's doing in school, and am a room parent. Other than Junior Great Books, this sounds like a completely different school than my child attends. I haven't heard about any of these programs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:what does murch do? genuinely interested

Murch does some enrichment classes - but it can be very hit or miss depending on the year so while it's nice when it happens - and this year is great so far so kudos to them. But, I don't fool myself into thinking it will continue on through the year or the next. We've lost our last two enrichment teachers in the middle of the school year which really hurts.

SEM is a part of it, but also scheduled Intervention/Enrichment block daily for all students, an advanced math teacher for grades 3-5 (e.g., teaching 6th grade math to a few 4th and 5th graders, who took 5th grade math last year as 3rd and 4th graders), pull outs and push ins for math problem solving, Jr. Great Books, academic contests, and programs like that, individualized advanced courses in rare, appropriate circumstances; inquiry-based learning model, project-based assessments (speeches, videos, plays, 3-d projects, reports, etc. all possibilities as assessments); teachers are departmentalized starting in 1st grade (science, math, ELA); PD training in differentiated instruction. And of course meaningful field trips, and guest presenters, and all the after school opportunities. They also have a new intervention program for special ed. (Response to Intervention). And the Reggio-inspired ECE model is a fantastic foundation for learning. I also really like the social curriculum, the focus on service projects, and bringing the international and professional community into the school. There is a lot going on to stimulate a bright mind and keep any kid interested and growing, gifted or not. And if you say, "This is great!" they say, "We can do better, and we will." They specifically say out loud and publicly about gifted kids. Gotta love that. Plus, small instructor:student ratios most of the time.

And I don't know for sure, but I doubt Murch is the only school doing these things; it just isn't always advertised. Add me to the camp that thinks my kids are well served. (2 kids, 98th and 99th percentiles for 2 years on PARCC and thriving, while participating in some, but not all of the programs described above and without parental intervention or requests). And while academics come easily to DCs, they are by no means bored (and no, it hasn't been all sunshine and roses -- I'm well aware of DCPS's flaws. I think the writing enrichment project is titled, "Of Mice and Mosquitos." ).

Wow - I'm a Murch parent and this sounds like someone on staff talking not an actual parent Or if it is a parent - a very helicoptery one. And a good part of it is total smoke and mirrors.

You only need to got BTSN and talk to your own kid to know this stuff is going on.

NP and Murch parent. I went to back to school night, talk to my second grader everyday about what he's doing in school, and am a room parent. Other than Junior Great Books, this sounds like a completely different school than my child attends. I haven't heard about any of these programs.

For most kids, this starts in second grade (although I know a few first graders who had second grade math books years back).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:what does murch do? genuinely interested

Murch does some enrichment classes - but it can be very hit or miss depending on the year so while it's nice when it happens - and this year is great so far so kudos to them. But, I don't fool myself into thinking it will continue on through the year or the next. We've lost our last two enrichment teachers in the middle of the school year which really hurts.

SEM is a part of it, but also scheduled Intervention/Enrichment block daily for all students, an advanced math teacher for grades 3-5 (e.g., teaching 6th grade math to a few 4th and 5th graders, who took 5th grade math last year as 3rd and 4th graders), pull outs and push ins for math problem solving, Jr. Great Books, academic contests, and programs like that, individualized advanced courses in rare, appropriate circumstances; inquiry-based learning model, project-based assessments (speeches, videos, plays, 3-d projects, reports, etc. all possibilities as assessments); teachers are departmentalized starting in 1st grade (science, math, ELA); PD training in differentiated instruction. And of course meaningful field trips, and guest presenters, and all the after school opportunities. They also have a new intervention program for special ed. (Response to Intervention). And the Reggio-inspired ECE model is a fantastic foundation for learning. I also really like the social curriculum, the focus on service projects, and bringing the international and professional community into the school. There is a lot going on to stimulate a bright mind and keep any kid interested and growing, gifted or not. And if you say, "This is great!" they say, "We can do better, and we will." They specifically say out loud and publicly about gifted kids. Gotta love that. Plus, small instructor:student ratios most of the time.

And I don't know for sure, but I doubt Murch is the only school doing these things; it just isn't always advertised. Add me to the camp that thinks my kids are well served. (2 kids, 98th and 99th percentiles for 2 years on PARCC and thriving, while participating in some, but not all of the programs described above and without parental intervention or requests). And while academics come easily to DCs, they are by no means bored (and no, it hasn't been all sunshine and roses -- I'm well aware of DCPS's flaws. I think the writing enrichment project is titled, "Of Mice and Mosquitos." ).

Wow - I'm a Murch parent and this sounds like someone on staff talking not an actual parent Or if it is a parent - a very helicoptery one. And a good part of it is total smoke and mirrors.

You only need to got BTSN and talk to your own kid to know this stuff is going on.

NP and Murch parent. I went to back to school night, talk to my second grader everyday about what he's doing in school, and am a room parent. Other than Junior Great Books, this sounds like a completely different school than my child attends. I haven't heard about any of these programs.

For most kids, this starts in second grade (although I know a few first graders who had second grade math books years back).

Differentiated reading and math groups are in place from kindergarten on. The groups are usually created by the first week of October, after all of the individual evaluations are done. The advanced math pull-out groups are for 3rd-5th graders. SEM activities just kicked off a week or two ago.

[Anonymous]

Anonymous wrote:Are the Murch thread - aside from the general jargon....

Response to intervention has been a part of standard special ed programs for 10-15 years. If it is just arriving at Murch that's NOT good.

Most parents of SN kids hate it since too often it's easy to twist into a way to delay services or additional evaluations.

As a SN parent of a Murch student they are quick to deliver services and additional evaluations. You should explore the school a bit. They have a citywide SN program where the kids are put into the classroom when appropriate. Works amazingly well.

I am also a long time Murch parent but can never can figure out the SEM stuff. But the IE blocks are new this year and my 4th grader talks about it all the time.