The kids get 1 hour of recess total. My 1st grader gets 20 minutes of reading and 5 minutes of math. The math homework in first grade is given on Monday and expected back on Friday. It's not stressful work.

How much recess do CMI kids get (K onwards)? How much homework?

CMI has one hour of math and one our of reading each day when they focus on teaching those subjects the way common core and assessment linked to common core says kids need to know the material. So it is not true that they are mere standards. It is not enough to say that kids need to know how to add and subtract up to two place values with no carrying. They must also know how to demonstrate that in the way that common core mandates. So don't be fooled, at the end of the day, it is a public school and must follow the standards and the assessments. It is, however, a very good public school.

Anonymous wrote:

Anonymous wrote:For my kid the availability of the sensory room and just playing on the playground has been enough for him.

The only thing I don't like about CMI is the fact that it must implement the common core curriculum and give the many assessments that are required by the DCPCSB. The only way around this is to go private. Also, the math instruction could be better but they are working on it, and you can always supplement as many of my friends with kids in private do anyway. As public schools go, thumbs up all around. You can't do better, in my opinion. If I had to pick another public, I would pick Hearst (nice, diverse small school from what I know at Open House and from friends with kids there), but CMI's small class sizes, arts, language and emphasis on the whole child win out for our family.

Can I ask, how do they/can they integrate different learning styles etc if they are held to the CC curriculum and tests? Is what distinguishes CMI more a matter of instruction (project-based, differentiated, experiential, catering to whole-child) than of curriculum (which presumably is common core)?

I actually would have the same question for ITS and/or any other school trying to implement a progressive curriculum within the constraints of common core. How does it actually work?

Thanks

Common Core is actually standards (not a curriculum) so they basically state that a child needs to learn X, Y and Z for PK, but it doesn't set out how the school should teach X, Y and Z. So, how Creative Minds (which focuses on arts and language integration and the whole child) teaches X, Y and Z vs. how ITS or YY chooses to teach X, Y and Z - will be completely different.

In theory - when tested - all of the children should be able to know X and Y and Z. But the CMI child would have learned it via art and music and with Chinese and Spanish classes. The YY child will have learned it in Chinese immersion. The MV child will have learned it in a exploratory Spanish program.

Anonymous wrote:For my kid the availability of the sensory room and just playing on the playground has been enough for him.

The only thing I don't like about CMI is the fact that it must implement the common core curriculum and give the many assessments that are required by the DCPCSB. The only way around this is to go private. Also, the math instruction could be better but they are working on it, and you can always supplement as many of my friends with kids in private do anyway. As public schools go, thumbs up all around. You can't do better, in my opinion. If I had to pick another public, I would pick Hearst (nice, diverse small school from what I know at Open House and from friends with kids there), but CMI's small class sizes, arts, language and emphasis on the whole child win out for our family.

Can I ask, how do they/can they integrate different learning styles etc if they are held to the CC curriculum and tests? Is what distinguishes CMI more a matter of instruction (project-based, differentiated, experiential, catering to whole-child) than of curriculum (which presumably is common core)?

I actually would have the same question for ITS and/or any other school trying to implement a progressive curriculum within the constraints of common core. How does it actually work?

Thanks

CMI has been great, except for special needs services for the pre-school/pre-kindergarten grades. We would have chosen Bridges if we had to do it all over again, we've been very disappointed in that respect. That said, if that particular issue is not a concern, then it's a pretty amazing school and will only get better next year with the new building/facilities.

Anonymous wrote:The small class size is what attracts us to CMI. I'd like to know how they deal with behavior issues (do they use that stoplight system? hope not) and how they reconcile all the testing with their curricular model

The student handbook is on their website and specifically outlines their behavioral plan. They do not use the "stop light" system.

The small class size is what attracts us to CMI. I'd like to know how they deal with behavior issues (do they use that stoplight system? hope not) and how they reconcile all the testing with their curricular model

And I am another product of a small middle school...two classes each with 15 per class. Most of our class are very successful professionals who excelled in HS, undergrad, and grad school. In fact, there are many successful schools in DC like this today.

I also went to private school in the 80s. CMI is exactly what I was looking for my child. Just a lot less money.

Indeed. I went to the Field School in the 80's and had 32 in my graduating class. Not only did I not find this to be a problem it was the most caring and nurturing experience of my life. Now, if I could only come up with $37,000/year for my kids education.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't understand. They're commuted to two (soon three) classes per grade. Which is fabulous for elementary school. But how would that work for middle school??

What don't you understand?

Three classes for middle school? That's not enough to have social or academic diversity. Children need to switch classes, have different groupings. Unless they join with another school it just seems small.

Odd, since I know people who spend 20,000 a year just for that small middle school experience.

Anonymous wrote:I don't understand. They're commuted to two (soon three) classes per grade. Which is fabulous for elementary school. But how would that work for middle school??

If they do 5th-8th, they would likely have 200-250 students fully enrolled.

Here we go again, the naysayers who think that middle school with two or three classes per grade can't work. I had this in my parochial school growing up and it was just fine. Also there were just 47 students the year I graduated from my private all girls high school in the 90s. Small can work and work well.

Re bad things at CMI, the language classes are great for exposure but I doubt real fluency or understanding will be a result.

Anonymous wrote:

Anonymous wrote:I don't understand. They're commuted to two (soon three) classes per grade. Which is fabulous for elementary school. But how would that work for middle school??

What don't you understand?

Three classes for middle school? That's not enough to have social or academic diversity. Children need to switch classes, have different groupings. Unless they join with another school it just seems small.