Anonymous wrote:

Anonymous wrote:PP who is an MV parent--can you comment on what you think of the match/science curriculum at MV, especially in higher grades? Do you think that the focus on language means that math/science instruction is not as strong?

PP here: The science curriculum is integrated into some of the expeditions and the types of books the kids read for class with or without the teacher and writing assignments. So far, I am happy with the basic approach as it is similar to what I learned in a traditional program in elementary school. I think the school naturally moves toward science because of the green/environmental focus. Hard to discuss these topics without discussing science and social studies. I do hope for 4th and 5th grades MV focuses exclusively on science topics during the school day in preparation for middle school. Regarding math, again I am happy with the curriculum approach. I also have my child do standardized math workbooks and online assessments to make sure MV's math curriculum is meeting grade expectations and the common core. So far, my child has demonstrated an ability to do math beyond grade level (which has been reported by MV teachers) and through assessments my husband and I have given at home. My child likes math and seems to naturally get it, so I provide this advice with caution. I can say that my child's teachers have provided more advanced work in the classroom and raised expectations for my child, which I am happy with as my child was getting bored and finishing the math work too quickly/easily. I do wish the teachers would consider giving different levels of math homework like they do for reading and writing. There are quite a few parents at MV that don't want their kids doing a lot of homework, but I wish they would do more. This is not a big complaint that I would leave the school as I can supplement at home, which we do at times.

Thanks! I appreciate this. I wonder whether they will have more leveled math over time.

Anonymous wrote:PP who is an MV parent--can you comment on what you think of the match/science curriculum at MV, especially in higher grades? Do you think that the focus on language means that math/science instruction is not as strong?

PP here: The science curriculum is integrated into some of the expeditions and the types of books the kids read for class with or without the teacher and writing assignments. So far, I am happy with the basic approach as it is similar to what I learned in a traditional program in elementary school. I think the school naturally moves toward science because of the green/environmental focus. Hard to discuss these topics without discussing science and social studies. I do hope for 4th and 5th grades MV focuses exclusively on science topics during the school day in preparation for middle school. Regarding math, again I am happy with the curriculum approach. I also have my child do standardized math workbooks and online assessments to make sure MV's math curriculum is meeting grade expectations and the common core. So far, my child has demonstrated an ability to do math beyond grade level (which has been reported by MV teachers) and through assessments my husband and I have given at home. My child likes math and seems to naturally get it, so I provide this advice with caution. I can say that my child's teachers have provided more advanced work in the classroom and raised expectations for my child, which I am happy with as my child was getting bored and finishing the math work too quickly/easily. I do wish the teachers would consider giving different levels of math homework like they do for reading and writing. There are quite a few parents at MV that don't want their kids doing a lot of homework, but I wish they would do more. This is not a big complaint that I would leave the school as I can supplement at home, which we do at times.

Anonymous wrote:

Anonymous wrote:PP who is an MV parent--can you comment on what you think of the match/science curriculum at MV, especially in higher grades? Do you think that the focus on language means that math/science instruction is not as strong?

I'm not the earlier PP, who hopefully will answer also. But I am a parent. I'm not certain about the math program, but the science program is phenomenal. The expeditionary learning combined with the sustainability focus means that the kids are almost always engaged in very long-term science studies that involve very complicated and deep scientific studies. This actually starts in preschool and just gets more complicated as they age. They also have weekly gardening and cooking classes, and I believe there will be an open air science classroom next year (but I might be wrong about that).

Super helpful, thank you!

Anonymous wrote:PP who is an MV parent--can you comment on what you think of the match/science curriculum at MV, especially in higher grades? Do you think that the focus on language means that math/science instruction is not as strong?

I'm not the earlier PP, who hopefully will answer also. But I am a parent. I'm not certain about the math program, but the science program is phenomenal. The expeditionary learning combined with the sustainability focus means that the kids are almost always engaged in very long-term science studies that involve very complicated and deep scientific studies. This actually starts in preschool and just gets more complicated as they age. They also have weekly gardening and cooking classes, and I believe there will be an open air science classroom next year (but I might be wrong about that).

Anonymous wrote:

Anonymous wrote:I don't think that anyone at the school has any complaints about the Spanish teacher's abilities.

Wasn't there a whole thread dedicated to this issue (or non-issue, depending on who you ask) a year ago?

Yes, there was. A huge thread. Not one actual Mundo averse parent had this complaint about the Spanish teachers.

The issues were only with the Spanish spoken by people associated with the school that were not Spanish teachers. I'm sure I'm one of the people complained about as I'm a frequent volunteer (not in the classroom) who speaks Spanish but not all that well. Someone might hear me making an effort, but my failures should not be imputed to the school. There has since been a more organized strategy to get translations of parent-initiated communications done by volunteers who are native Spanish speakers, but sometimes people wing it. I applaud the parents who have volunteered to take on this onerous role, the parents who make the effort to be inclusive and practice their Spanish, and the school for providing a non-judgmental attitude for this to occur. But either way, it has nothing to do with the Spanish spoken in the classroom, about which I've heard zero complaints in my almost four years as a busy body parent.

PP who is an MV parent--can you comment on what you think of the match/science curriculum at MV, especially in higher grades? Do you think that the focus on language means that math/science instruction is not as strong?

Anonymous wrote:Not PP, but no, although the odds are extremely slim, somebody is going to get in. If you're going to put MV on your lottery list, you need some feedback in order to decide where to rank it.

I have heard some complaints that not all the teachers are native speakers. Also that the school at times struggles with discipline in the classroom. It's hard to figure out whether that is true through an open house so feedback is valuable.

Also, do the PreK-3 and PreK-4 kids have a tough or easy adjustment in the first 12 weeks or so.

MV parent here: I know of 3 non-native Spanish speaking teachers at the school. However, I have not heard any complaints from native Spanish speaking parents about the teachers. There have been some behavior management issues with 2 upper grade classrooms that the school is actively addressing (at least that is what the parents have told me that have kids in the classrooms). My child has not experienced these issues and has been at the school since PK. My child is doing well in English and Spanish literacy and also very well in Math. MV has a good sense of community, my child has a great set of friends and enjoys going to school and is well matched with the curriculum approach (EL and environmental/green focus). However, I can see where some kids need additional help with Spanish and/or English as their parents can't support the language at home or would benefit from a more traditional approach to literacy or math (most of the curriculum, including science/social studies, is delivered through expeditions). I think this is great for little kids and kids who are able to make abstract connections, are very curious and able to focus in the upper grades. I hope this makes sense, but if my child didn't quickly make connections/associations and excelled at learning through doing (hands on) I wouldn't consider EL as an approach to learning. For example, although basic math strategies are directly taught in the upper grades, making connections about math in the real world through an expedition is in our experience how the kids are expected to grasp concepts. Some kids seem to get it immediately via for example counting money or creating graphs to illustrate data--others need more direct instruction (traditional curriculum) before they can really understand these concepts. Hope this helps OP.

Anonymous wrote:I don't think that anyone at the school has any complaints about the Spanish teacher's abilities.

Wasn't there a whole thread dedicated to this issue (or non-issue, depending on who you ask) a year ago?

Anonymous wrote:Not PP, but no, although the odds are extremely slim, somebody is going to get in. If you're going to put MV on your lottery list, you need some feedback in order to decide where to rank it.

I have heard some complaints that not all the teachers are native speakers. Also that the school at times struggles with discipline in the classroom. It's hard to figure out whether that is true through an open house so feedback is valuable.

Also, do the PreK-3 and PreK-4 kids have a tough or easy adjustment in the first 12 weeks or so.

I observed 3 year olds having a difficult transition. The poor child was crying hystirically being consoled in Spanish and was clearly a non-native speaker.
My child had a lot of accidents initially and had been potty trained for quite a while - however I think this could have happened in any new environment for a 3 YO.

I don't think that anyone at the school has any complaints about the Spanish teacher's abilities.

Not PP, but no, although the odds are extremely slim, somebody is going to get in. If you're going to put MV on your lottery list, you need some feedback in order to decide where to rank it.

I have heard some complaints that not all the teachers are native speakers. Also that the school at times struggles with discipline in the classroom. It's hard to figure out whether that is true through an open house so feedback is valuable.

Also, do the PreK-3 and PreK-4 kids have a tough or easy adjustment in the first 12 weeks or so.

Anonymous wrote:I would say get feedback after you've landed a spot.

+1 Wait. You are only torturing yourself.

I would say get feedback after you've landed a spot.

Your chances of getting in are extremely slim to none.
If somehow you land a spot - it is a nice community with a solid expeditionary learning model.

Can anyone give me some general feedback on Mundo Verde, good or bad. Thanks.