Anonymous
02/19/2026 21:33
Subject: Creative Minds feedback
Anonymous wrote:PreK is okay if you are looking for a daycare. There isn’t much teaching though. In the DC report card for early childhood they scored 2 out of 7 in Instructional Support. Higher grades have equally bad or worse results.
We did ECE at Creative Minds and it was absolutely fantastic. This was a few years ago so not sure if things have changed.
Great teachers, classroom, playground, etc…. It was all play based and exactly what we wanted. No, we didn’t want teaching with worksheets in math or ELA or screens, etc…
The teachers incorporated numbers, letters into the play.
Anonymous
02/19/2026 19:50
Subject: Creative Minds feedback
Looks like we dodged a bullet.
Anonymous
02/18/2026 10:55
Subject: Creative Minds feedback
PreK is okay if you are looking for a daycare. There isn’t much teaching though. In the DC report card for early childhood they scored 2 out of 7 in Instructional Support. Higher grades have equally bad or worse results.
Anonymous
02/17/2026 15:26
Subject: Creative Minds feedback
Anonymous wrote:My kid is in PK3 now and has had a good experience. We plan to stay for PK4 but will likely go to our inbound for K (Bruce Monroe).
BMPV parent, here. Unless you are a bilingual household with lots of Spanish exposure, why wait until K to opt for Bruce Monroe? You will have missed out on a year of immersion instruction, simpler commute, and making local/neighborhood friends.
Anonymous
02/08/2026 04:06
Subject: Re:Creative Minds feedback
This school does not hold the principal and staff accountable. As a parent, my 6th grade child has always shared different ways of disrespect from the principal and staff. In going to the school activities there seems to be a harsh aggressive attitude and tone given from the principal staff. My child and their classmates should be treated fairly, they should not be yelled at, reprimanded incorrectly, and poorly celebrated with undelivered promises for the end of the year. I am disappointed from the years being at this school. I am not sure about returning. I hope that the school makes a choice to really be true to listening to parents on what our kids drastically need now. I am so tired of the unprofessional way parents and students are treated. I am considering pulling my child to attend a school where parent and student views are valued with truth, honesty, proper advocacy, not attitudes, real service hours, and attention to offering the kids what they should be getting in a school and not a daycare.
Anonymous
02/05/2026 20:22
Subject: Creative Minds feedback
My kid is in PK3 now and has had a good experience. We plan to stay for PK4 but will likely go to our inbound for K (Bruce Monroe).
Anonymous
02/05/2026 11:51
Subject: Creative Minds feedback
One other someone tome posted about how their young kid kept coming home with unexplained injuries from school. And I wanted to scream why are you letting your kid get injured regularly?! I posted far earlier in this thread about how my kid was injured at CMI and how I pulled them out of the school 3 days later. I was just dumbfounded how you would subject your kid to personal violence.
Anonymous
02/05/2026 11:45
Subject: Re:Creative Minds feedback
Anonymous wrote:I recently attended a school meeting regarding my son’s academic performance. He is currently in the 5th grade but is performing at approximately a mid–2nd grade level and is not close to 6th-grade readiness. My son has a documented learning disability; however, his request for an IEP was denied.
The meeting included the 5th-grade principal, whose conduct I found to be unprofessional and dismissive. It was troubling to hear the administration acknowledge that all students in the 5th grade are approximately three grade levels behind, yet still insist that adequate support is being provided. With two teachers assigned to 16 students—many of whom are struggling academically—it is unclear how individualized support is realistically being delivered.
During the meeting, my son directly expressed to the principal that he needs academic support and identified the subjects he struggles with (reading, math, and writing). Despite this, his concerns were minimized. Students are being promoted academically without the foundational skills needed to succeed, particularly in reading comprehension, communication, and written expression. This approach places students at a significant disadvantage as they move on to higher grades or transition to other schools.
While teachers report “growth,” the data does not reflect meaningful progress. My son’s MAP test score increased by only five points over an entire school year. This level of progress is insufficient and does not demonstrate true academic growth, especially given the amount of time spent enrolled at the school. He continues to come home unable to complete homework independently, yet staff attribute this to a lack of confidence rather than a lack of instruction and appropriate intervention.
A 5th-grade student who cannot spell basic, everyday words cannot simply be encouraged into confidence without proper teaching and support. Confidence comes from competence, and competence comes from effective instruction.
As a parent who values education deeply and actively works with my child at home, I find it unacceptable for the administration to dismiss these concerns. Ending the meeting abruptly when challenged further reinforces the lack of accountability and professionalism.
I am originally from Connecticut, where meeting grade-level expectations and providing IEPs when necessary is taken seriously. Based on my experience, Creative Mind Charter School is not adequately supporting students who require additional academic and special education services.
Parents seeking strong academic rigor, transparency, and proper intervention for their children should carefully consider these issues before enrolling.
OMG. Get out of there as soon as possible. I'm so sorry your son and your family are going through this.
Anonymous
02/05/2026 11:06
Subject: Creative Minds feedback
Anonymous wrote:Anonymous wrote:its lottery season and you have a 5th grader. start researching middle schools. dont write-off the dcps middle school options.
You don't even need to wait. Get your kid into their inbound dcps now and get an IEP that carries over to middle school. Or talk to advocates for justice in education about how to get an IEP and if there's any way to get cmi to pay for compensatory services provided outside of school.
Seriously - get them out now. What are you waiting for?
Anonymous
02/04/2026 18:54
Subject: Creative Minds feedback
Anonymous wrote:its lottery season and you have a 5th grader. start researching middle schools. dont write-off the dcps middle school options.
You don't even need to wait. Get your kid into their inbound dcps now and get an IEP that carries over to middle school. Or talk to advocates for justice in education about how to get an IEP and if there's any way to get cmi to pay for compensatory services provided outside of school.
Anonymous
02/04/2026 13:55
Subject: Creative Minds feedback
"all parents at CMI know kids are not learning"
Quite a reputation!
Quite a reputation!
Anonymous
01/29/2026 15:49
Subject: Creative Minds feedback
“It was troubling to hear the administration acknowledge that all students in the 5th grade are approximately three grade levels behind, yet still insist that adequate support is being provided.”
I cannot believe an administrator would acknowledge this. I mean, all parents at CMI know kids are not learning but I have never heard an administrator acknowledge it. They always pretend things are okay.
I cannot believe an administrator would acknowledge this. I mean, all parents at CMI know kids are not learning but I have never heard an administrator acknowledge it. They always pretend things are okay.
Anonymous
01/25/2026 10:17
Subject: Creative Minds feedback
Years ago when DC was a third grader at CMI (DC is now a 12th grader) we encountered similar attitudes. We immediately consulted with an attorney about suing the school for reasonable accommodations. That attorney suggested it was easier to put DC in DCPS and then pursue litigation against DCPS if DC failed to thrive because DCPS was not following the IEP. So we did that—pulled DC from CMI, hired an educational advocate, withdrew all outside private supports and put kid in DCPS with plan to sue. Well our neighborhood DCPS did a great job with DC, even providing small group orton gillingham based reading instruction several days a week (DC diagnosed with dyslexia and ADHD). No lawsuit needed. So to echo a poster above, get your kid out of CMI and consider your local public.
Anonymous
01/23/2026 16:50
Subject: Creative Minds feedback
its lottery season and you have a 5th grader. start researching middle schools. dont write-off the dcps middle school options.
Anonymous
01/23/2026 08:01
Subject: Re:Creative Minds feedback
I recently attended a school meeting regarding my son’s academic performance. He is currently in the 5th grade but is performing at approximately a mid–2nd grade level and is not close to 6th-grade readiness. My son has a documented learning disability; however, his request for an IEP was denied.
The meeting included the 5th-grade principal, whose conduct I found to be unprofessional and dismissive. It was troubling to hear the administration acknowledge that all students in the 5th grade are approximately three grade levels behind, yet still insist that adequate support is being provided. With two teachers assigned to 16 students—many of whom are struggling academically—it is unclear how individualized support is realistically being delivered.
During the meeting, my son directly expressed to the principal that he needs academic support and identified the subjects he struggles with (reading, math, and writing). Despite this, his concerns were minimized. Students are being promoted academically without the foundational skills needed to succeed, particularly in reading comprehension, communication, and written expression. This approach places students at a significant disadvantage as they move on to higher grades or transition to other schools.
While teachers report “growth,” the data does not reflect meaningful progress. My son’s MAP test score increased by only five points over an entire school year. This level of progress is insufficient and does not demonstrate true academic growth, especially given the amount of time spent enrolled at the school. He continues to come home unable to complete homework independently, yet staff attribute this to a lack of confidence rather than a lack of instruction and appropriate intervention.
A 5th-grade student who cannot spell basic, everyday words cannot simply be encouraged into confidence without proper teaching and support. Confidence comes from competence, and competence comes from effective instruction.
As a parent who values education deeply and actively works with my child at home, I find it unacceptable for the administration to dismiss these concerns. Ending the meeting abruptly when challenged further reinforces the lack of accountability and professionalism.
I am originally from Connecticut, where meeting grade-level expectations and providing IEPs when necessary is taken seriously. Based on my experience, Creative Mind Charter School is not adequately supporting students who require additional academic and special education services.
Parents seeking strong academic rigor, transparency, and proper intervention for their children should carefully consider these issues before enrolling.
The meeting included the 5th-grade principal, whose conduct I found to be unprofessional and dismissive. It was troubling to hear the administration acknowledge that all students in the 5th grade are approximately three grade levels behind, yet still insist that adequate support is being provided. With two teachers assigned to 16 students—many of whom are struggling academically—it is unclear how individualized support is realistically being delivered.
During the meeting, my son directly expressed to the principal that he needs academic support and identified the subjects he struggles with (reading, math, and writing). Despite this, his concerns were minimized. Students are being promoted academically without the foundational skills needed to succeed, particularly in reading comprehension, communication, and written expression. This approach places students at a significant disadvantage as they move on to higher grades or transition to other schools.
While teachers report “growth,” the data does not reflect meaningful progress. My son’s MAP test score increased by only five points over an entire school year. This level of progress is insufficient and does not demonstrate true academic growth, especially given the amount of time spent enrolled at the school. He continues to come home unable to complete homework independently, yet staff attribute this to a lack of confidence rather than a lack of instruction and appropriate intervention.
A 5th-grade student who cannot spell basic, everyday words cannot simply be encouraged into confidence without proper teaching and support. Confidence comes from competence, and competence comes from effective instruction.
As a parent who values education deeply and actively works with my child at home, I find it unacceptable for the administration to dismiss these concerns. Ending the meeting abruptly when challenged further reinforces the lack of accountability and professionalism.
I am originally from Connecticut, where meeting grade-level expectations and providing IEPs when necessary is taken seriously. Based on my experience, Creative Mind Charter School is not adequately supporting students who require additional academic and special education services.
Parents seeking strong academic rigor, transparency, and proper intervention for their children should carefully consider these issues before enrolling.