OP here. My oldest is WL'd #1 at SWS for 2nd grade. My PK3 got in. I'm not worried about my PK3 being challenged at this point. obviously. Or even my to-be second grader, so much. It's looking ahead that concerns me. Not saying my special snowflakes are gifted prodigies in need of specialized attention, I just want them to learn they have to work hard and can't just skate by on whatever natural abilities they may have. Anyway. Yes, I am probably looking a gift horse in the mouth, to the extent we actually got the gift. I haven't called the school yet to see what the chances of a spot in second grade actually opening up are. My alternative is to try to find a place to live near a neighborhood school, or look outside DC. We are planning a move to DC.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What grade, OP? That makes a difference. The other poster boosts a little too much.

PP - speaks from firsthand experience with multiple kids/grades

Other PP -- same level of experience with multiple kids and grades and I stand by my statement that they are better about this in some grades than others. If the OP is coming in as PS3, that is very different from coming in at 2nd grade. AND, I will say that worrying about your "advanced" 3 year old is a little much.

Agreed on ECE, but there is some differentiation in upper grades just from dealing with kids at varying ability levels and also providing sufficient challenge to everyone. The PP stating otherwise is flatly wrong on this point. The kid who's reading at basic or below level deserves every bit as much attention as one reading advanced for grade level.

Everyone at SWS is exceptionally bright. Your 3-year-old will fit right in.

Seriously, though, I'm a parent at SWS and I think that if this is a concern of yours and your kid is that little, this might not be the place for you. Not for your kid--she'd probably love it. But SWS is pretty crunchy (I love it!). Pushing kids to be academic overachievers is probably not their number one (or two) goal. I have no doubt that my kids are getting a good education there. They are learning to think critically and to be empathetic, thoughtful people. They dig deeply into different topics and gain the confidence of being "experts" on something--even in early grades.

Anonymous wrote:Current SWS parent with kids in multiple grades. There are some schools that have dedicated resources to pushing advanced students. SWS does not have that. They do have dedicated resources to help struggling students (struggling either socially/behaviourally or academically). At this point there are no plans for dedicated resources for advanced kids because there is no budget for it and also there is not a lot push for it.

Remember SWS is growing so there is no 4th or 5th grade yet - so if your kid is advanced and in the upper grades, it's harder to accommodate them - them's the cards you were dealt.

Also - remember, this is the first year SWS is taking the standardized testing - will be interesting to see the results.

PP here -- my kid is advanced at SWS and thriving. Doesn't need to be treated like a snowflake to gain academically and pushes self in and out of school beyond grade level expectations. And you're wrong about differentiation in upper grades -- they do occur, albeit limited and clustered by ability, mainly with leveled reading groups.

Eep - sorry about the typos:

Anonymous wrote:I think the best thing about SWS is that it fosters critical thinking skills.

Anonymous wrote:

Anonymous wrote:What grade, OP? That makes a difference. The other poster boosts a little too much.

PP - speaks from firsthand experience with multiple kids/grades

Other PP -- same level of experience with multiple kids and grades and I stand by my statement that they are better about this in some grades than others. If the OP is coming in as PS3, that is very different from coming in at 2nd grade. AND, I will say that worrying about your "advanced" 3 year old is a little much.

Current SWS parent with kids in multiple grades. There are some schools that have dedicated resources to pushing advanced students. SWS does not have that. They do have dedicated resources to help struggling students (struggling either socially/behaviourally or academically). At this point there are no plans for dedicated resources for advanced kids because there is no budget for it and also there is not a lot push for it.

Remember SWS is growing so there is no 4th or 5th grade yet - so if your kid is advanced and in the upper grades, it's harder to accommodate them - them's the cards you were dealt.

Also - remember, this is the first year SWS is taking the standardized testing - will be interesting to see the results.

I the best thing about SWS is that it fosters critical thinking skills.

What's your alternative? Do you think your IB option is going to do a better job?

I think most people would be really lucky to get their kids into SWS. It's good to question if the school is a good fit for your school, but in this area, I feel like you're looking a gift horse in the mouth.

Anonymous wrote:What grade, OP? That makes a difference. The other poster boosts a little too much.

PP - speaks from firsthand experience with multiple kids/grades

What grade, OP? That makes a difference. The other poster boosts a little too much.

Anonymous wrote:I would say on the upper end of the scale. So my concern is, are those students getting opportunities to push and grow, and not being allowed to slide by.

High achieving students tend to be self motivated and push themselves. SWS gives students the opportunity to work to their abilities. The school does an excellent job of teaching to wide spectrum of academic and social needs. No one "slides by" at any level (even the special ed kids). The advanced children enjoy project work and collaboration and gain from it equally as their less academically advanced peers. DC gets teamed up with people at the same level as well as those below and gains and contributes in both settings. Project work is one component but not the entirety of the curriculum. There are small groups, paired reading teams, etc, but each child has individual goals and responsibilities as well.

I would say on the upper end of the scale. So my concern is, are those students getting opportunities to push and grow, and not being allowed to slide by.

Anonymous wrote:Given the "collaborative" approach, do students get adequate differentiation--teaching at their individual level?

Everyone I know at SWS is thrilled with the school. What is your concern? Do you feel like your child is brighter or slower than his or her peers?

Given the "collaborative" approach, do students get adequate differentiation--teaching at their individual level?