Anonymous wrote:

Anonymous wrote:Walls early decision and action admits have been fantastic- full scholarships, Ivies, top 20 schools, POSSE, etc. Very impressive.

But, But the school is trash now....This is faux news! LOL....

PP and I forgot- academics are trash, the physical building is trash, these kids didn’t even take an admissions test to get in, etc etc. just preempting the responses that will come!

Anonymous wrote:Walls early decision and action admits have been fantastic- full scholarships, Ivies, top 20 schools, POSSE, etc. Very impressive.

But, But the school is trash now....This is faux news! LOL....

Walls early decision and action admits have been fantastic- full scholarships, Ivies, top 20 schools, POSSE, etc. Very impressive.

Anonymous wrote:Are these forms for Walls? Do 8th graders in DCPS have counselors?

We're in the process of doing the lottery and Banneker is asking for a rec from a counselor/school admin.

my impression of Banneker to date is that parents aren't the heart and soul, the culture is the heart and soul, and the leadership, longtime staff, and alumni keep it going.

The students are rapidly inculcated with the culture.

The parents are a nice adjunct.

Anonymous wrote:

Anonymous wrote:My DC is a senior at Walls. The class includes a wide variety of personalities. The only thing that seems to unite them is that none are behaviorally disruptive in school.

Incidentally, DCUM always seems to talk about how much standards have slipped, particularly starting with DC's class, being the first one (I think) that didn't have to take an entrance exam. But these kids are having tremendously good college admissions results thus far. Not many college decisions have been reported on Instagram yet, but hopefully more news will be shared publicly soon. Students are going very impressive places, some with extremely competitive scholarships.

Parents are the heart and soul of high-performing schools for better and sometimes worse. So unless parental engagement tanks, SWW will continue to roll.

If that’s true then who cares what the criteria are for entry? And also who cares whether you send your kid to Banneker, Walls or JR? As long as you have a cohort of engaged parents.

Anonymous wrote:My DC is a senior at Walls. The class includes a wide variety of personalities. The only thing that seems to unite them is that none are behaviorally disruptive in school.

Incidentally, DCUM always seems to talk about how much standards have slipped, particularly starting with DC's class, being the first one (I think) that didn't have to take an entrance exam. But these kids are having tremendously good college admissions results thus far. Not many college decisions have been reported on Instagram yet, but hopefully more news will be shared publicly soon. Students are going very impressive places, some with extremely competitive scholarships.

Parents are the heart and soul of high-performing schools for better and sometimes worse. So unless parental engagement tanks, SWW will continue to roll.

Are these forms for Walls? Do 8th graders in DCPS have counselors?

Counselor Recommendation
Name of the Counselor:
Email of the Counselor:
How long you have known applicant:

Counselor’s Recommendation: Please discuss the applicant’s school adjustment and accomplishments both socially and academically. Include any information you may have regarding the student’s long range educational and career plans.
(Response space provided)

[TABLE FORMAT]
Overall recommendation for this student for ____________specialized high school*
1
Not Recommended
2
Recommend with reservations
3
Recommend
4
Highly recommend
*Individual row to appear for each Specialized High School that student is applying to.

Counselor's Signature:
Counselor Name:
Name of the Applicant:

Teacher Recommendation - Math

Mathematic ability in relation to age and grade level
Not Applicable
1
Below average math ability in relation to age and grade level
2
Math ability at or around expectations for age and grade level
3
Math ability somewhat above expectations for age and grade level
4
Math ability well above expectations for age and grade level
5
Math ability is far advanced for age and grade level

Seeks out advanced work
Not Applicable
1 Declines opportunities for challenges or advanced work
2 Rarely seeks out advanced work, sometimes persists through challenging work
3 Occasionally seeks out advanced work, usually persists through challenging work
4 Often seeks out advanced work, consistently persists through challenging work
5 Always seeks opportunities for advanced work and persists through challenges, proactive learner

Completes assigned work
Not Applicable
1
rarely completes assignments
2
occasionally completes assignments
3
usually completes assignments
4
consistently completes assigned work
5
seeks additional work

Computation Skills
Not Applicable
1
Below average math fluency for grade level
2
Average math fluency for grade level
3
Above average math fluency for grade level
4
Advanced math fluency for grade level
5
Exceptional math fluency for grade level

Problem Solving Skills
Not Applicable
1
Unable to problem solve with support
2
Able to problem solve with support
3
Able to problem solve independently
4
Independently can solve advanced problems
5
Exceptional at independently problem solving above grade level

Level of Abstract Reasoning
Not Applicable
1
Unable to explain themes and apply ideas without step by step direction
2
Able to explain themes and apply ideas with support
3
Sometimes able to explain themes and apply ideas independently
4
Most of the time able to clearly explain themes and apply ideas
5
Always able to clearly explain themes and apply ideas

Positive Interactions with Teachers and other School Adults
Not Applicable
1
rarely engages in positive interactions with teacher / school adults
2
occasionally engages in positive interactions with teacher / school adults
3
usually engages in positive interactions with teacher / school adults
4
consistently engages in positive interactions with teacher / school adults
5
always engages in positive interactions with teacher / school adults

Ability to collaborate with peers in class
Not Applicable
1 Rarely engages collaboratively with peers in class
2 Sometimes engages collaboratively with peers in class
3 Usually engages collaboratively with peers in class
4 Consistently able to engage productively with peers in class.
5 Proactive problem-solver or leader with peers in class.

Initiative
Not Applicable
1
rarely exhibits initiative
2
occasionally exhibits initiative
3
usually exhibits initiative
4
consistently exhibits initiative
5
Extremely motivated and innovative

Leadership
Not Applicable
1
rarely takes on leadership role
2
occasionally takes on leadership role
3
usually takes on leadership role
4
consistently takes on leadership role
5
strong, positive and effective leader

Responsibility
Not Applicable
1
rarely takes responsibility for actions
2
occasionally takes responsibility for actions
3
usually takes responsibility for actions
4
consistently takes responsibility for actions
5
assumes full responsibility for all actions

Level of commitment to community
Not Applicable
1
rarely
commits to community activities
2
occasionally commits to community activities
3
usually commits to community activities
4
consistently commits to community activities
5
exceptional dedication to their community

Please discuss the applicant’s attitude toward school in terms of (a) strengths and weaknesses, (b) achievements, and (c) motivation and capacity for hard work. Please elaborate on or explain any areas where your responses above may be inconsistent with grades, performance, or your ultimate recommendation. (Response space provided)

[TABLE FORMAT]
Overall recommendation for this student for ____________specialized high school*
1
Not Recommended
2
Recommend with reservations
3
Recommend
4
Highly recommend
*Individual row to appear for each Specialized High School that student is applying to.

Teacher’s Name:
Teacher’s Electronic Signature with date:
Subject:
School:
Year that you instructed applicant (choose one):
Average Grade received:
How long you have known the applicant:

Here's the recommendation form from a few years ago (not sure if this is the current format and some Qs have likely changed). The format which didn't copy over is a table. Each row has a statement (eg "Reading ability in relation to age and grade level") and the evaluator selects N/A or 1-5 for each statement. The scores for each row are then totaled. Each evaluation also has a free text section.

Teacher Recommendation English
Reading ability in relation to age and grade level
Not Applicable
1
Below average reading ability in relation to age and grade level
2
Reads at or around expectations for age and grade level
3
Reads somewhat above expectations for age and grade level
4
Reads well above expectations for age and grade level
5
Reading level is far advanced for age and grade level

Completes assigned work
Not Applicable
1
rarely completes assignments
2
occasionally completes assignments
3
usually completes assignments
4
consistently completes assigned work
5
seeks additional work

Communication Skills (oral)
Not Applicable
1
Not able to express ideas clearly or effectively
2
Sometimes able to communicate clearly and effectively
3
Usually able to communicate ideas clearly and effectively
4
Communicates complex ideas clearly and effectively
5
Communicates complex ideas with style; Polished and persuasive

Communication Skills (written)
Not Applicable
1
Not able to express ideas clearly or effectively
2
Sometimes able to communicate clearly and effectively
3
Usually able to communicate ideas clearly and effectively
4
Communicates complex ideas clearly and effectively
5
Communicates complex ideas with style; Polished and persuasive

Seeks out advanced work
Not Applicable
1
Declines opportunities for challenges or advanced work
2
Rarely seeks out advanced work, sometimes persists through challenging work
3
Occasionally seeks out advanced work, usually persists through challenging work
4
Often seeks out advanced work, consistently persists through challenging work
5
Always seeks opportunities for advanced work and persists through challenges, proactive learner

Positive Interactions with Teachers and other School Adults
Not Applicable
1
rarely engages in positive interactions with teacher / school adults
2
occasionally engages in positive interactions with teacher / school adults
3
usually engages in positive interactions with teacher / school adults
4
consistently engages in positive interactions with teacher / school adults
5
always engages in positive interactions with teacher / school adults

Level of collaboration with peers in class
Not Applicable
1
Rarely engages collaboratively with peers in class
2
Sometimes engages collaboratively with peers in class
3
Usually engages collaboratively with peers in class
4
Consistently able to engage productively with peers in class.
5
Proactive problem-solver or leader with peers in class.

Willingness to persevere through challenges
Not Applicable
1
Unable to work through challenges that arise
2
Sometimes able to work through challenges that arise
3
Most times able to work through challenges that arise
4
Successful in working through any challenges that arise
5
Excels in working through any challenges that arise

Initiative
Not Applicable
1
rarely exhibits initiative
2
occasionally exhibits initiative
3
usually exhibits initiative
4
consistently exhibits initiative
5
Extremely motivated and innovative

Leadership
Not Applicable
1
rarely takes on leadership role
2
occasionally takes on leadership role
3
usually takes on leadership role
4
consistently takes on leadership role
5
strong, positive and effective leader

Responsibility
Not Applicable
1
rarely takes responsibility for actions
2
occasionally takes responsibility for actions
3
usually takes responsibility for actions
4
consistently takes responsibility for actions
5
assumes full responsibility for all actions

Level of commitment to community
Not Applicable
1
rarely
commits to community activities
2
occasionally commits to community activities
3
usually commits to community activities
4
consistently commits to community activities
5
exceptional dedication to their community

Please discuss the applicant’s attitude toward school in terms of (a) strengths and weaknesses, (b) achievements, and (c) motivation and capacity for hard work. Please elaborate on or explain any areas where your responses above may be inconsistent with grades, performance, or your ultimate recommendation. (Response space provided)

TABLE FORMAT:
Overall recommendation for this student for ____________specialized high school*
1
Not Recommended
2
Recommend with reservations
3
Recommend
4
Highly recommend
*Individual row to appear for each Specialized High School that student is applying to.

Free text:
Teacher’s Name:
Teacher’s Electronic Signature with date:
Subject:
School:
Year that you instructed applicant (choose one):
Average Grade received:
How long you have known the applicant:

My DC is a senior at Walls. The class includes a wide variety of personalities. The only thing that seems to unite them is that none are behaviorally disruptive in school.

Incidentally, DCUM always seems to talk about how much standards have slipped, particularly starting with DC's class, being the first one (I think) that didn't have to take an entrance exam. But these kids are having tremendously good college admissions results thus far. Not many college decisions have been reported on Instagram yet, but hopefully more news will be shared publicly soon. Students are going very impressive places, some with extremely competitive scholarships.

When I attended a Walls open house, those are the type of students I met. They had a maturity about them. Not necessarily extroverts, but they definitively seemed older than their age.

In fact, it was difficult to tell some of the students from the teachers. One student came over to us and talked at length about the school saying “…the kids are studious and each brings wonderful talents.” I thought she was a young teacher but she was a senior. That type of experience happened a few times.

DC is at Walls. I think they look for a certain type of personality in the interview. Communicative, gregarious, flexible, comfortable with adults, independent kids. The walls kids I’ve met so far all have these traits.