Anonymous wrote:13:38 OP here - thank you for taking time to write a detailed summary about TR.

This is an excellent summary, on so many levels. I'm a TRY parent to a rising 1st grader, and have had a great experience with TR's special ed staff. My son's focus issues were observed and evaluated this year (and confirmed), and we'll have an IEP in place next year.

Anonymous wrote:Also, OP-- if you're looking at 4th St., apparently the entire middle school program will be moved over to the Young campus eventually. So consider if you'd be willing to make the drive when the time comes.

Your kid will be able to take public transit.

Wow the breakdown was awesome. I felt the same way OP, and we are in for K @ TRY. I'm even more excited since reading here.

Current TR4 elementary parent, and 13:38 is such a good reply, I just want to second it all and give kudos to them for writing it out so thoroughly. I'd only add that for me, while the commute to Young for MS is sure to be a complete headache for our family, I am genuinely impressed and drawn to the TR MS model - which is to say I'm not just glad that I have A path to MS, I'm really excited to have THIS path.

I'd also add that of course no school is perfect, in retrospect some teachers aren't as strong as others, not all classroom dynamics are perfect, etc. but I'm very happy with the school overall and I admire how consistent they are in the application of their educational approach.

(And I have no concerns about "gaps" as a result of expeditionary learning - in my experience that's just not a relevant concern at all when you understand and experience it.)

13:38 OP here - thank you for taking time to write a detailed summary about TR.

Make sure expeditionary learning is for you. It would not be my choice, as I would be too worried about gaps in their education. That said I don’t understand the point of TR and TRY, so that’s just my two cents. I guess if your DCPS isn’t good, it’s a better solution.

Some quick facts and observations about the MS situation, to be followed by observations in line with the OP's actual questions about the ES. Yes, TR4 and TRY will feed to one MS to be built at the TRY campus. Total enrollment will be 100 per grade (50 each from TR4 and TRY) for a grand total of 300 in all three grades. That's bigger than some DCPS MS and smaller than others. The increased size should allow for enhanced opportunities for sports/extracurriculars, as should the significant amount of and ready access to fields, indoor space etc. As a parent of children at TR4 I'm nonplussed about the commuting issue, but know that the physical limitations of the 4th Street campus would have presented some limitations for which even an unlimited budget (which we do not have) could not have solved.

On to the ES. First off, there is a cadence and culture at TR that is very strong and very well settled. If you are a parent that thinks that you or other room parents should be in the room with administrators and principals as they make decisions about how they run the school then this isn't the school for you. Make no mistake, the administration is omnipresent (they are the door greeting every kid by name each and every day; that includes principals, chief academic officer, Executive Director, etc.) and very receptive, but this is not one of those schools where the administration seems to be afraid of or takes their cues from a cabal of parents. The entire place seems set up to avoid drama and focus on the mission. That seems to be embraced by the community. (Anecdotal note: If you look back at DCUM you may notice that where some schools seem to just attract drama, there's little or none of that referencing TR.) That's not to say that TR is perfect or families have no issues, but my impression is that the school attracts and retains people who have better things to do than whine and complain on an anonymous forum. The physical limitations are exactly what you think they are; the outdoor space is not ideal and there is no swanky gym (or really a real gym for that matter). TR does a ton of testing and reporting on those results. A mid-year or year end conference (even in PK and K) will include detailed testing results of where your kid started, where they are and how to progress. I don't wonder if my kid is learning to read; I can see the testing results and testing and see where they made mistakes on the testing. Especially in younger years the testing is hidden; they only know they are filling in worksheets or working 1-on-1 with the teacher, not that they are being tested. TR also has high expectations for families. Basic things that I don't appreciate because we have been there from the start, but transfers in marvel at. An example is the drop off start time and window. They unlock the doors at 8:15am and close them at 8:30. If you show up with your kid at 8:30pm and 29 seconds Ms. Melanie will kindly provide you with a late slip. If you show up late on a Wednesday (community meeting days) then your kid waits in the lobby until the meeting is over so that the meeting is not disturbed. My friends that came from other ES tell me that even with wider windows for drop-off, kids just roll on in whenever. TR also does not suffer behaviors that would bother me. I vote in another DCPS ES and I am always shocked by what I hear come out of kids' and their parents' mouths, as well as their behavior. The culture and cadence at the school sets an expectation on day 1. TR manages to do all of this with a demographic set that looks very much like DC (in terms of race, at need, etc.) That diversity was important to me, but not something I would have been willing to settle for if it had come with foregoing the strong educational foundation and culture that is also present. TR invests heavily in art programming. Music, drama and art. Much if this is paid for by the annual fundraiser that brings in excess of $100,000. The commitment to the arts extends to specials, where, for instance, Senior Cody incorporates performance into his Spanish lessons (to great effect).

As is probably clear from what I have written above we have been incredibly happy at the school (started at PK3 with an incredibly lucky lottery outcome). The idea of no HS path does concern me a bit; I won't lie about that. I attended a TR MS event last year and they brought back 10-12 kids who were in HS all over the city. They were asked to talk about why they chose the school they did. It was really interesting to hear them talk about the focus of the school, or the culture, or other things that drew them to the school. It got me thinking about picking a HS when a kid is in 5th (which is essentially what you do when you move a kid to Latin or Basis in 5th.) I have no idea whether I or my kid will know who or what they are in 5th, but that seems awfully early to try and figure it out. There's something to the idea of waiting until 8th to try and find out what kind of kid you are. Obviously that comes with some risk; what if you don't match? Do I think we will enter the lottery for at least Latin in 5th? I do. Because it is cost free to do so. But these are the MS/HS dynamics with which my family wrestles, as do many others. But we have a path through MS because we are at TR, and that gives me comfort and a longer runway to figure it out.

Anonymous wrote:I have two kids at TR. My older child will be attending MS in the Fall. Overall I've been very happy. I like the focus on community and holistic learning. Also, if your child has any special needs, the support staff is fantastic. My biggest concern has been a lack of focus on writing fundamentals. There is a lot of focus on writing from a content perspective, but much less on grammar and hand writing. I was concerned that there is no High School feeder-but I've been learning this year that the MS puts significant effort in to assisting students with finding and applying to area High Schools. Good luck with your decision.

OP - thank you for the feedback. I hope we get in!

I have two kids at TR. My older child will be attending MS in the Fall. Overall I've been very happy. I like the focus on community and holistic learning. Also, if your child has any special needs, the support staff is fantastic. My biggest concern has been a lack of focus on writing fundamentals. There is a lot of focus on writing from a content perspective, but much less on grammar and hand writing. I was concerned that there is no High School feeder-but I've been learning this year that the MS puts significant effort in to assisting students with finding and applying to area High Schools. Good luck with your decision.

Also, OP-- if you're looking at 4th St., apparently the entire middle school program will be moved over to the Young campus eventually. So consider if you'd be willing to make the drive when the time comes.

Anonymous wrote:

Anonymous wrote:What? Every DCPS school has a MS

Good catch PP! I left out the word viable. So, do you have any insight on TR?

What I will tell you, OP, is that a small charter middle school may seem appealing to you as a preschool parent, but you might like it a lot less as you come to realize the tradeoffs. This isn't to knock Two Rivers, because I don't know how big a middle school they would have by the time your child were in middle school. But personally, I prefer a larger middle school that can offer more programming and has a larger absolute number of high-performing kids to fill out advanced classes. Also, a small middle school can place a lot of pressure on social relationships.

A lot of charters add middle school because they want to serve those grades and because yes, a lot of middle schools in DCPS (charter and neighborhood both) are unappealing. But sometimes the small, cozy feel that seems appealing many years in advance doesn't actually have the things your child happens to want. I think overall Two Rivers is a very solid school and I would have no qualms about enrolling. Just don't make the mistake preschool parents sometimes do, of assuming you'll love the middle school just because you like the elementary school.

Anonymous wrote:What? Every DCPS school has a MS

Good catch PP! I left out the word viable. So, do you have any insight on TR?

What? Every DCPS school has a MS

We are currently at our IB school which we love but has no MS feeder. We are on the waitlist for TR4 for pk4 and think we may have a low enough # to get in by Oct. We toured the facility and realize there are some deficiencies (little outdoor play space, no cafeteria, the commute is also a little challenging but doable ) but the school has an amazing reputation and we are interested in the teaching philosophy. We know we might (if we are lucky enough to get off the waitlist need to make a decision ASAP). So... can current families tell me why you chose the school, what you like and dislike? I would really app hearing first hand experiences so if we get the call we can make our decision fully knowing we are fully informed. I have to admit I didn’t think we would have a chance to attend and would be thrilled to get off the WL but because of this I didn’t do a lot of research. Thanks DCUM!