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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]CMI scored very high on emotional support in the classroom (over 90%).  While it scored very low on K-2 math, it scored high on preschool math, preschool reading or K-2 reading.  I was surprised that the math scores drop that much from preschool to K-2, considering that the younger program should be well-established by now.

However, I was not surprised that the upper grades do not do well at CMI.  I visited the program and the school mission seems well integrated with a focus on the whole child, teamwork, and communication, but there seems to be no "meat" to the school in terms of math, science, academics, or even grammar.  The upper grades suffer the most from this lack of academic rigor interwoven with the "feel good" mission of the school[/quote]

I am a happy CMI parent and thrilled to be Tier 2.  We are over-sold by a few Koolaid moms as "academically rigorous" when it's not true.  Those of us who like the small, quiet, non-academic environment lose out as new families expect more "math, science, academics, or even grammar."  I don't need the academics to improve.  I would prefer CMI to focus on emotional support.  We are not at CMI despite the academics, but instead, we are at CMI because they don't focus or do academics, and we are not the only family that feels that way.  The increased in testing that I've seen over the years at CMI is upsetting since that's not why we went there in the first place.[/quote]

So what is your plan for upper elementary/middle/high/college?  When do you want your child to be, you know, learning?[/quote]

PP did say that the school is not for everyone.

But, check out the Fairhaven school.  My kid doesn't go there, but it does seem to work.  Many of these families are looking for an alternative because either their children cannot emotionally or mentally handle a traditional school and this offers an alternative (especially for SN students, but also for anxiety-prone students, or non-diagnosed students).  I have heard (via DCUM) that many current CMI families plan to leave for upper elementary/middle/high/college (if their child can handle a traditional environment and are only at CMI for the lower grades).

Personally, I also believe that there are many types of learning -- some are traditional and some are exploratory.  It may be more difficult to test the second, but that second path is more important to some families and students.[/quote]

SN students actually need structure usually, not a "lord of the flies" situation.  [/quote]

SN parent here and at CMI.  My child seems to thrive at CMI because it is a "fluid" environment/structure -- a term used a lot at CMI.  I wouldn't call it a "lord of the flies" situation but not overly structured either. Students are welcome to walk around the classroom (not stay in seats) and even leave the classroom when necessary. Students sit on the floor or in chairs as they want.  When there is a lesson and a student needs to "zone out", reading, drawing, and other non-disruptive activities are allowed.  I have seen it work there for many years and all students (not just SN students because every human is a "SN" person some days) benefit from this flexibility, adaptability, and understanding.  Obviously, students are not disruptive and it works.  You have to visit to see it happen, because it does sound like "chaos" but I'd describe it more as "organized chaos."[/quote]

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