Anonymous wrote:14:36, what school did you end up selecting?

Anonymous wrote:Where is IT?

Anonymous wrote:The school works for some and not others. Just like Kipp and appletree are great for some. It is never going to be the HRCS that some like to think it already is.

Anonymous wrote:

I posted last year during the lottery and commented about how uninspiring I found Inspired Teaching--and I so wanted to be inspired. We turned it down after being offered as space because it appeared to be just mediocre. And to boot, not that test scores are everything, but they still have not seen a big rise--despite the excuses I heard last year.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Funny you should say aftercare. It is excellent for our family. Affordable price also includes half days, spring break, other days off.

Some time ago a Lee parent (I assume) posted about observations of ITS aftercare on the (shared) playground. At the time I joined the conversation saying that I had not witnessed the type of issues that the poster described. Since then I have seen such problems, and they were spot on. The issues stem from poor supervision, unfortunately. I have no idea if other aspects of the aftercare are better, but I assume that's what PP is referring to.

95% of the issues I have seen on the playground after school have been with kids there with parents or other caregivers, NOT the Y.

Anonymous wrote:

Anonymous wrote:Funny you should say aftercare. It is excellent for our family. Affordable price also includes half days, spring break, other days off.

Some time ago a Lee parent (I assume) posted about observations of ITS aftercare on the (shared) playground. At the time I joined the conversation saying that I had not witnessed the type of issues that the poster described. Since then I have seen such problems, and they were spot on. The issues stem from poor supervision, unfortunately. I have no idea if other aspects of the aftercare are better, but I assume that's what PP is referring to.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It all depends what type of education you want for your child and when you are looking at your 3 year old it may be hard to figure out. For the young children meaning preK3 through K I think ITS has it figured out. What happens in 1st through 4th is a different story. The best I can describe our educational experience is mediocre. Yes, the partnership with the Philips Collection is special, but art integration does not really exist. The school PR feels like it should be expeditionary learning, but it's not. You want to believe that there is project based learning going on all the time, but it's sporadic and sometimes feels rushed for the learning showcases. Hardly any field trips; total underutilization of what DC has to offer to enhance learning. Completely insufficient enhanced learning opportunities if your child excels. That said, i believe that if you have a child who has learning needs, the school does a good job of providing support. It's the other end of the spectrum that they fall short. If it was project based learning, if it was more creative or inspired, they could meet the needs of kids who sit well above grade level, but it's not. They have a hard time figuring out how to integrate all the great ideas they had when they started the school. There are very few teachers who are Master Teachers (those who have more than 5 years of experience) or have completed the program at the Center for Inspired Teaching. They all get some sort of training at the beginning of the year, but they don't all go through the training program at the Center. Also, there are very few Resident Teachers and they are all concentrated in the lower grades with the exception of 3rd grade. It's a school that is still trying to figure out who they want to be and they will tell any griping parent that that's what you get with a new school. It may be true to an extent, but I feel they are giving themselves far too many pats on their own backs without working out the issues that are really important. Yes, the building is nice, yes the family community rocks, but it's a balancing game -- the trappings or a quality education? On Middle School, you couldn't ask for a more dynamic leader, but it remains to be seen how much room she will be given to move by the Head of School.

I think this post is spot on.

I posted last year during the lottery and commented about how uninspiring I found Inspired Teaching--and I so wanted to be inspired. We turned it down after being offered as space because it appeared to be just mediocre. And to boot, not that test scores are everything, but they still have not seen a big rise--despite the excuses I heard last year.

Anonymous wrote:

Anonymous wrote:It all depends what type of education you want for your child and when you are looking at your 3 year old it may be hard to figure out. For the young children meaning preK3 through K I think ITS has it figured out. What happens in 1st through 4th is a different story. The best I can describe our educational experience is mediocre. Yes, the partnership with the Philips Collection is special, but art integration does not really exist. The school PR feels like it should be expeditionary learning, but it's not. You want to believe that there is project based learning going on all the time, but it's sporadic and sometimes feels rushed for the learning showcases. Hardly any field trips; total underutilization of what DC has to offer to enhance learning. Completely insufficient enhanced learning opportunities if your child excels. That said, i believe that if you have a child who has learning needs, the school does a good job of providing support. It's the other end of the spectrum that they fall short. If it was project based learning, if it was more creative or inspired, they could meet the needs of kids who sit well above grade level, but it's not. They have a hard time figuring out how to integrate all the great ideas they had when they started the school. There are very few teachers who are Master Teachers (those who have more than 5 years of experience) or have completed the program at the Center for Inspired Teaching. They all get some sort of training at the beginning of the year, but they don't all go through the training program at the Center. Also, there are very few Resident Teachers and they are all concentrated in the lower grades with the exception of 3rd grade. It's a school that is still trying to figure out who they want to be and they will tell any griping parent that that's what you get with a new school. It may be true to an extent, but I feel they are giving themselves far too many pats on their own backs without working out the issues that are really important. Yes, the building is nice, yes the family community rocks, but it's a balancing game -- the trappings or a quality education? On Middle School, you couldn't ask for a more dynamic leader, but it remains to be seen how much room she will be given to move by the Head of School.

I think this post is spot on.

Anonymous wrote:Some of the concerns expressed on this thread are valid, and I think it's particularly hard to be a family in one of the "leading edge" classrooms (this year, 2nd and 6th) because of the fact that you are often "breaking in" new teachers to either the grade or to the school. The school is in a growth mode, and there are certainly challenges associated with that growth that are inevitable and won't go away overnight. In its 4th year, the school has moved twice, completed an enormous construction job in a very short amount of time, and serves 300+ kids at NINE different grade levels. It's a huge challenge, and I think the school leadership has met it well. It is also my understanding that the Center for Inspired Teaching changed a number of things about the fellows model for this year, and that had an impact on the pool of fellows available to the school - like many families, I hope to see more fellows next year. The retention level for lead and master teachers is high (nearly all moved with the school this past year) and the teachers are overwhelmingly capable and qualified. When there are problems, the school seems to handle them proactively.

We love the teachers, the kid-focused community, the families, the building, the outdoor space, and yes, the aftercare. There is no place in DC that I'd rather send my kids.