Anonymous wrote:I'm also interested in hearing about what DCI is doing (without discussing the technology conundrum). We're in a great feeder, but are really looking for a reason to stay. What is DCI doing a great job at? Why would it be a place to chose rather than a place to default to because there's nothing else?

I think this is it especially if you're not in a feeder elementary for Deal or able to score a spot at Latin.

I'm also interested in hearing about what DCI is doing (without discussing the technology conundrum). We're in a great feeder, but are really looking for a reason to stay. What is DCI doing a great job at? Why would it be a place to chose rather than a place to default to because there's nothing else?

Got it, thanks all for the explanation! I was aware the leading years or founding classes always have it really rough - in "perpetual gunea pig mode" - but hadn't heard the "bleeding edge" phrase before.

Many of us in popular charters have the "bleeding edge" classes and hardworking founders to thank for the schools we're now enjoying as later classes. Much thanks to all of you for taking those risks and your hard work!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I see a lot of science taught through the expeditions. Moreover, the gardening and cooking classes are invaluable in that respect. I'm wondering what PP would like to see taught in that regard at these levels. As for history and culture, hopefully the PP has become involved in the meetings that they are having about those aspects of the curriculum.

There have been some discipline issues in the bleeding years, but I actually see the school taking a lot of action to improve them. They added a social worker, and they are now doing individualized screenings to identify problems before they get out of control.

Hopefully that was supposed to be "the leading years" or something like that? Otherwise, what are "the bleeding years"??

The "bleeding edge," or the first years of any charter as they work out the kinks.

It's a term borrowed from the tech industry. Very early technology, still in the testing and troublesome phase, is sometimes described as being on the "bleeding edge" instead of "leading edge" because of the pain it causes users and developers.

http://en.wikipedia.org/wiki/Bleeding_edge_technology

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I see a lot of science taught through the expeditions. Moreover, the gardening and cooking classes are invaluable in that respect. I'm wondering what PP would like to see taught in that regard at these levels. As for history and culture, hopefully the PP has become involved in the meetings that they are having about those aspects of the curriculum.

There have been some discipline issues in the bleeding years, but I actually see the school taking a lot of action to improve them. They added a social worker, and they are now doing individualized screenings to identify problems before they get out of control.

Hopefully that was supposed to be "the leading years" or something like that? Otherwise, what are "the bleeding years"??

The "bleeding edge," or the first years of any charter as they work out the kinks.

Yes, unfortunately in any charter that grows by the year, the oldest kids will always be going through a new year for the school, so they experience more change than the others as the kinks are worked through. So, for MV, the current 3rd and 2nd years have had a lot more adjustments than the earlier years. By the time the other kids get there, the school has learned a lot about dealing with those ages. I think MV handles it pretty well, but to some degree it is an unavoidable problem. Luckily, those kids will not still be in the bleeding edge when they get to DCI, as DCI will already have several years of experience teaching those grades by the time the current 2nd and 3rd graders reach it.

Anonymous wrote:

Anonymous wrote:I see a lot of science taught through the expeditions. Moreover, the gardening and cooking classes are invaluable in that respect. I'm wondering what PP would like to see taught in that regard at these levels. As for history and culture, hopefully the PP has become involved in the meetings that they are having about those aspects of the curriculum.

There have been some discipline issues in the bleeding years, but I actually see the school taking a lot of action to improve them. They added a social worker, and they are now doing individualized screenings to identify problems before they get out of control.

Hopefully that was supposed to be "the leading years" or something like that? Otherwise, what are "the bleeding years"??

The "bleeding edge," or the first years of any charter as they work out the kinks.

Anonymous wrote:I see a lot of science taught through the expeditions. Moreover, the gardening and cooking classes are invaluable in that respect. I'm wondering what PP would like to see taught in that regard at these levels. As for history and culture, hopefully the PP has become involved in the meetings that they are having about those aspects of the curriculum.

There have been some discipline issues in the bleeding years, but I actually see the school taking a lot of action to improve them. They added a social worker, and they are now doing individualized screenings to identify problems before they get out of control.

Hopefully that was supposed to be "the leading years" or something like that? Otherwise, what are "the bleeding years"??

I see a lot of science taught through the expeditions. Moreover, the gardening and cooking classes are invaluable in that respect. I'm wondering what PP would like to see taught in that regard at these levels. As for history and culture, hopefully the PP has become involved in the meetings that they are having about those aspects of the curriculum.

There have been some discipline issues in the bleeding years, but I actually see the school taking a lot of action to improve them. They added a social worker, and they are now doing individualized screenings to identify problems before they get out of control.

Anonymous wrote:

Anonymous wrote:they teach reading and math well in both languages, but nothing else really. No history, science, SS. The expeditions are not true expeditions that incorporate all the subject into one project, but rather are themes studied with a little project involved.

There is no real discipline to speak of...no accountability at any level in the school, and if a problem arises, and a solution is proposed it will not be implemented 10 times out of 10. Parents are nice, but you either love the school, or you should really just shut up and trust them more...and they are not afraid to tell you just that.

Is this MV? Or DCI?

Pretty sure she's answering the question of what she's unhappy about at MV. Hard to believe there'd be nothing but math and reading at DCI.

Anonymous wrote:they teach reading and math well in both languages, but nothing else really. No history, science, SS. The expeditions are not true expeditions that incorporate all the subject into one project, but rather are themes studied with a little project involved.

There is no real discipline to speak of...no accountability at any level in the school, and if a problem arises, and a solution is proposed it will not be implemented 10 times out of 10. Parents are nice, but you either love the school, or you should really just shut up and trust them more...and they are not afraid to tell you just that.

Is this MV? Or DCI?

Is your kid in the leading class? Hopefully this is just growing pains as they develop the curriculum? I don't really remember anything but reading and math taught in elementary school when I grew up.

Another Mundo Parent wanting to Believe

Anonymous wrote:What is going badly at MV?

Also curious, thanks!

they teach reading and math well in both languages, but nothing else really. No history, science, SS. The expeditions are not true expeditions that incorporate all the subject into one project, but rather are themes studied with a little project involved.

There is no real discipline to speak of...no accountability at any level in the school, and if a problem arises, and a solution is proposed it will not be implemented 10 times out of 10. Parents are nice, but you either love the school, or you should really just shut up and trust them more...and they are not afraid to tell you just that.

What is going badly at MV?

Hi,

There is a whole debate about the Tech at DCI, which you can continue at that post. I wanted to know about the other parts of DCI. How is the instruction done? What are they learning? Are you happy with the community.

We are at Mundo Verde and its not going well. The Spanish is great and the clear path through schooling is enticing. But the rest leaves a lot to e desired. If DCI is as plagued with problems just like MV, we don't have a reason to stay...

Would love some realy parents' input on non-tech issues.