Lots of differentiation happening in my kids class. Kids are met where they are at, that helps for SN, advanced learners or those who need more help academically.

My child with an IEP is one of the most advancest in his class in math and literacy. The kids get taught in smaller groups so all their needs are met.

Why are people acting like they didn't know OP meant to write neurotypical in the subject line? A fruitful discussion can't be had if people are determined to start with their hackles up.

Anonymous wrote:What's a "typical" kid?

My child doesn't have any SN - if that is what you are asking. We have been there since the opening of CMI (and didn't know there was any sort of SN focus when we enrolled).

+1. L

On the one hand, SN kids have eyes, ears, mouth and a brain just like everyone else. On the other, every kid is a universe.

Ugh, shortchanged?

OP - do you know any SN kids?

I'm a CMI parent. My child is a "typical" kid (whatever that means).

Am I happy? Yes. My child is challenged at a level that fits her needs. She is far advanced in reading and receives support from her teacher so as not to be bored. She is just average at math - and I feel that is a great place for her to be.

Is my child getting "shortchanged" due to the SN children at the school? No.

I went to K-6th, then 9-12th with mainstreamed kids--some with some pretty severe neurological issues. I'm neurotypical and it was by far a net positive to me to share a classroom and then in high school occasional classes (PE, drama) with kids with SN.

I'm not saying every school does it well, but I will say that there are benefits to exposing NT kids to kids who learn differently/have DN/etc. when it comes to empathy, understanding difference, seeing what kids with a range of physical/cognitive abilities can do.

So far, my PK4 kid is having a good time at her high-SN neighborhood school, learning how to share a playground with kids whose bodies and brains work similarly & differently thank theirs. (I'm a year and half in, though. I do know things could change.)

Anonymous wrote:

Anonymous wrote:God forbid the "SN" kids contaminate your own special snowflake.

Can we please have a civil conversation. Snowflake is tired. I think there is a lot of misconception abut CMI that is not really cleared up at the open house. A school with 30% of the kids with potentially very serious SN is worth a discussion. Some of those kids may have mild ADD, same may have severe autism But 30% is a lot. Its a fair question to ask what supports are in place so that neither group of kids is short changed. No one said a word about contamination. But I think its a fair question to ask if neurotypical kid is in a class where potentially 20-30% of classmates have SN, is the teacher capable of managing this? Are there aids for kids who need it? Is there legitimate differentiation for kids who are doing more advanced work. Why are people so defensive. We all want a positive and challenging and supportive enviroment for our kids When you refuse to have the conversation then I can only assume you think your kid is being screwed over in some way and thats unfortunate.

I just have very little tolerance for people trying to create these boutique perfect school experienced for their kid - to the extent of suggesting that well-regarded charters are some kind if crypto-special needs institutions that will prejudice their "typical" child.

Anonymous wrote:

Anonymous wrote:God forbid the "SN" kids contaminate your own special snowflake.

Can we please have a civil conversation. Snowflake is tired. I think there is a lot of misconception abut CMI that is not really cleared up at the open house. A school with 30% of the kids with potentially very serious SN is worth a discussion. Some of those kids may have mild ADD, same may have severe autism But 30% is a lot. Its a fair question to ask what supports are in place so that neither group of kids is short changed. No one said a word about contamination. But I think its a fair question to ask if neurotypical kid is in a class where potentially 20-30% of classmates have SN, is the teacher capable of managing this? Are there aids for kids who need it? Is there legitimate differentiation for kids who are doing more advanced work. Why are people so defensive. We all want a positive and challenging and supportive enviroment for our kids When you refuse to have the conversation then I can only assume you think your kid is being screwed over in some way and thats unfortunate.

Please drill down on the LearnDc numbers (www.learndc.org, search for CMI and see the equity report). I think it will make you feel a bit better.

What you will see is that of the 33% of CMI kids with IEPs in 2014-15, 25% were Level 4. That means they need a pretty high level of support. But 60% are Level 1 (typically needing just 1-2 hours of interventions or services per week, e.g. speech or physical therapy). Whether a child has or needs an aide depends on the disability and what is called for in his/her IEP.

Also it could be the percentage of kids with IEPs this year, and next year is/will be different.

Anonymous wrote:God forbid the "SN" kids contaminate your own special snowflake.

Can we please have a civil conversation. Snowflake is tired. I think there is a lot of misconception abut CMI that is not really cleared up at the open house. A school with 30% of the kids with potentially very serious SN is worth a discussion. Some of those kids may have mild ADD, same may have severe autism But 30% is a lot. Its a fair question to ask what supports are in place so that neither group of kids is short changed. No one said a word about contamination. But I think its a fair question to ask if neurotypical kid is in a class where potentially 20-30% of classmates have SN, is the teacher capable of managing this? Are there aids for kids who need it? Is there legitimate differentiation for kids who are doing more advanced work. Why are people so defensive. We all want a positive and challenging and supportive enviroment for our kids When you refuse to have the conversation then I can only assume you think your kid is being screwed over in some way and thats unfortunate.

Anonymous wrote:God forbid the "SN" kids contaminate your own special snowflake.

I get this sentiment, but as the parent of a kid with special needs (not at CMI though looking so watching threads with interest), I think there's often a component of this concern that is truly valid, even if some concerns are a bit conflated (I don't think, for example, that being academically challenged and being shortchanged because of the attention to kids with special needs are flip sides to the same coin - there's some area in between where no one is getting shortchanged (or everyone is because the program overall is deficient and it has nothing to do with the kids with IEPs) and yet, some kids aren't academically challenged) or based on a lack of understanding. It's also telling, I think, to parents of kids with special needs, whether kids without feel like they're getting a good program, because if they're not, it indicates the school isn't staffing appropriately/providing appropriate support for it's kids with special needs - which really means EVERYONE is getting shortchanged, kids with extra needs included (I can say from experience). It's not quite that simple, but I don't think it's as simple as the above either.

Sorry for the digression.

God forbid the "SN" kids contaminate your own special snowflake.

What's a "typical" kid?

My child doesn't have any SN - if that is what you are asking. We have been there since the opening of CMI (and didn't know there was any sort of SN focus when we enrolled).

Hi! I am a CMI parent with two kids. One has an IEP? I disagree that the school is geared toward special needs kids, although it is true that there are lots of kids in the 5th grade with significant SN. That is more a function of who was willing to move their child in the 2nd grade, when the school opened 3 years ago. My kids each have one child with significant SN in their class. Those children each have a dedicated aide, so the other children are not getting shortchanged. In fact it's quite the opposite; those aides often function as beloved third teachers in the classroom, helping other kids in the class when their child is otherwise occupied. HTH!

the other thread on CMI was getting off course. Curious to hear from parents of typical kids (no IEP or SN) at CMI. Are you happy? Do you feel like your kid is being challenged academically or are they getting shortchanged due to the high number of SN kids? according to previous thread at least 30% of kids have IEPs and a lot of the kids are on the austim spectrum. At no point was this mentioned as the founders mission during the open house. There is a lot of debate over how CMI successfully serves these two populations. So I want to hear from parents in the upper grades of elem how you feel about the academics? Is the school providing enough support for the SN kids so that your own kid is still getting adequate attention? How are behavioral issue dealt with in the classroom? I love the school, its on our short list but now that I am hearing from parents that the school is primarily geared toward specail needs/austistic children it may not be the best fit as our kid hits 2nd or 3rd grade and needs a lot more academic focus.