Anonymous wrote:If your kid is Singapore Math material, Norwood will give her or him Singapore treatment, specially in the MS. There's lots of them in the school with very happy parents.

Does this mean you have to be good at math to be Singapore material?
Also, when the kids get the treatment, is it Singapore math that they use?

Anonymous wrote:If your kid is Singapore Math material, Norwood will give her or him Singapore treatment, specially in the MS. There's lots of them in the school with very happy parents.

What does this mean?

If your kid is Singapore Math material, Norwood will give her or him Singapore treatment, specially in the MS. There's lots of them in the school with very happy parents.

Lots of people love the current Lower School head and would strongly disagree with the poster. I'm not aware of any talk about her among administrators and that sort of stuff goes around. In my dealings with her, she was pretty proactive and efficient. If there are issues with her, I am confident the school will replace her soon. Clearly they have no problem doing so, even with teachers. Norwood is a place where changes happen if necessary.

The Math curriculum is really good, covers roughly the same as other independent schools like the big 3 if you check out their curriculums online. They all end up in Algebra in 8th grade. I know some Norwood students go beyond that each year. The ES curriculum can't be that bad since they all end up doing so well in MS and HS placement. Some parents just need to trust the results and process and not be so sure they know better than the professional educators. Homeroom teachers in the ES are really good and the specialists even better. Ability grouping for Math doesn't start until second or maybe third grade. Before then it is homeroom based.

The transitions during the day are quick, organized and not disruptive. They are part of the teaching tools not a crutch. They are one of the reasons many parents and kids love the school. Every year half a dozen kids join first grade from the public schools lured by the transitions in part. They re-energize and help kids focus. As with any mass education program, though, some kids have attention needs that are better suited by sitting in one room most of the day. For them Norwood might be not so advisable and I haven't seen any such kids yet.

Anonymous wrote:

Anonymous wrote:We chose Norwood because it has proven to be an institution that is willing to change. They did this recently when they revamped their math program and did it again when they found a new head of school. We are living in exciting times in Education, full of innovation, and I think it's critical to have a school willing to adapt. Is Norwood perfect? No. Will act rapidly when it identifies issues? I have a high degree of confidence that it will. The new head of school claims to have a strong track record of delivering outstanding academic results, fundraising, and recruiting. We are excited to welcome him to the school.

Norwood will make changes and become even better under the new leadership. But that's not to say it isn't already a great, sound school. Their placement rates speak for themselves. If you are a Norwood grad, you will get pretty much get into any high school you wish, including the competitive magnets like Blair and the sought after area private high schools. Norwood's academics are strong. Otherwise these HS programs would not open their doors year after year at such high rates to its graduates. Other K-8ths can't make this claim. Norwood is already a great place for the early years. It will only get better.

Yes, but there have been issues: the lower school headS. Yes, plural. The great male head was a joke who did a great job kicking the can until he got his next job. He was very lazy. The second one was a trouble maker and worked very little. This new one is in over her head, tries hard, but is not up for the job.
They made slight improvements with math. I wished they had gone with Singapore, but to be honest, I don't think that they thought the staff could handle the curriculum.
The musical chairs during the day that has kids roving around too much. The teachers love it since they can get rid of students. Some K teachers have only about 3 hours of student contact time with students. The teacher motivation issues have been discussed on another thread.
It is close to St. Andrews in that no one will make a student work hard. If you want that, you need to check out Holton.
Then that ability grouping...it is a win lose. Think they should come somewhere in between.
Overall, with all of this in mind, the school is a very warm welcoming place with few mean people.

All sounds great. But any chance they will get rid of the lower school head?

Anonymous wrote:We chose Norwood because it has proven to be an institution that is willing to change. They did this recently when they revamped their math program and did it again when they found a new head of school. We are living in exciting times in Education, full of innovation, and I think it's critical to have a school willing to adapt. Is Norwood perfect? No. Will act rapidly when it identifies issues? I have a high degree of confidence that it will. The new head of school claims to have a strong track record of delivering outstanding academic results, fundraising, and recruiting. We are excited to welcome him to the school.

Norwood will make changes and become even better under the new leadership. But that's not to say it isn't already a great, sound school. Their placement rates speak for themselves. If you are a Norwood grad, you will get pretty much get into any high school you wish, including the competitive magnets like Blair and the sought after area private high schools. Norwood's academics are strong. Otherwise these HS programs would not open their doors year after year at such high rates to its graduates. Other K-8ths can't make this claim. Norwood is already a great place for the early years. It will only get better.

We chose Norwood because it has proven to be an institution that is willing to change. They did this recently when they revamped their math program and did it again when they found a new head of school. We are living in exciting times in Education, full of innovation, and I think it's critical to have a school willing to adapt. Is Norwood perfect? No. Will act rapidly when it identifies issues? I have a high degree of confidence that it will. The new head of school claims to have a strong track record of delivering outstanding academic results, fundraising, and recruiting. We are excited to welcome him to the school.

Anonymous wrote:Rationalization and justification for sending your children to Norwood are fine and soothing but have nothing to do with the reality of the marketplace and the private school financial balance sheet and attrition/retention rates. Many parents echoed exactly these sentiments when sending their children to St Frances School in Potomac many years ago before the school merged with St Andrews. We all have our reasons for choosing one school over another (many reasons are unique and do not factor in attrition/retention rates).

These issues are separate and have nothing to do with appropriate fit and matching for a child, parent or family. I, too, logistically can't send my children to schools in DC ( if given the opportunity) regardless of the school's financial balance sheet, "lofty" status or longstanding viability.

There is no attrition or retention issues at Norwood. The numbers quoted don't show that. Norwood remains strongly within it's intended student body size. Their outstanding placement record and sound financials are unchanged. Norwood is well established and there for the long haul. No parents or administrators at the school are even talking or thinking about it. This "issue" is all in your head. Good luck to you and whichever school ends up with you as a parent. Lucky for me it sounds like it won't be Norwood.

Rationalization and justification for sending your children to Norwood are fine and soothing but have nothing to do with the reality of the marketplace and the private school financial balance sheet and attrition/retention rates. Many parents echoed exactly these sentiments when sending their children to St Frances School in Potomac many years ago before the school merged with St Andrews. We all have our reasons for choosing one school over another (many reasons are unique and do not factor in attrition/retention rates).

These issues are separate and have nothing to do with appropriate fit and matching for a child, parent or family. I, too, logistically can't send my children to schools in DC ( if given the opportunity) regardless of the school's financial balance sheet, "lofty" status or longstanding viability.

The numbers posted here are no negative indication. Norwood has the policy of keeping each grade to 50-60 kids per grade in 1st to 8th grade. K is purposefully kept smaller. So, the numbers posted are well within the school's goals predicated on their capabilities. Last year they rejected a lot of K and other applicants. Their fundraising is strong, so they can stay commited to taking only right fit families and right-sizing the school. Norwood graduates get into their top choice high school and excell there. They are happy and engaged and challenged while at Norwood. No need to invent issues where none exist. We also are sending our two WIPPSI 98th percentile kids there over the other schools. The big 3 are nice, but inconvenient geographically for us and don't have the community or beautiful architecture and fields. I love nature and did not want my kids playing on AstroTurf, no offense. Norwood is unique and special. The big 3 have the same purported academic issues, the need to keep evolving and stay with the times. No school is static or perfect for all. Norwood is a perfectly good school. Their numbers will keep on going up and down and mean nothing, other than the fact that the school is happy to stay within its pre established size.

NP here--we enthusiastically sent our two 99.9% WPPSII kids to Norwood, didn't apply to any of the supposed "Big 3" for either of them, and are very happy with our decisions. If any of the "Big 3" (five? six?) are a good fit for them when they are ready for high school, we are confident that Norwood will have provided them with the foundation to be accepted by those schools, and to thrive there. On the other hand, if by 8th grade it is clear that those schools are not a good fit, then why would we want them to be there? We are trying to help our kids become happy and successful people, not to build a supposedly impressive resume.

As to the comments about Norwood's supposed challenges, people really should talk to the school and current and former parents, as opposed to relying on comments in an anonymous forum. The new head of school is extremely impressive, and someone whom the community is exremely excited about and who promises to bring new energy to the school.

Also, every independent school in the area--including the Big 3--is dealing with new challenges in these post-2007 times. Enrollment figures do not tell a complete picture, at any school. More and more, schools are subisidizing a greater proportion of the student body, by implementing "empty seat" subsidies and the like, on top of regular financial aid programs. It is an issue that AIMS has recognized to be systemic and a future challenge. Parents who are looking at any independent school these days should be thinking about these issues.

Come on, do you think you are the only one here (on the internet and in an anonymous forum) with the ability to filter information? Who do you think is relying on comments in an anonymous forum? Obviously not you who have spawned a pair of 99.9% WPPSI kids. Most people here understand there are multiple sources for information -- including the school and this anonymous forum that you too patronize. Savvy folk do not rely completely on the school, admissions' director, school PR spokesperson or headmaster (President) for the truth (only in heaven and Church for some). There are many streams and sources for information and truth--including rags and anonymous forums. Just ask Snowdon.

NP here--we enthusiastically sent our two 99.9% WPPSII kids to Norwood, didn't apply to any of the supposed "Big 3" for either of them, and are very happy with our decisions. If any of the "Big 3" (five? six?) are a good fit for them when they are ready for high school, we are confident that Norwood will have provided them with the foundation to be accepted by those schools, and to thrive there. On the other hand, if by 8th grade it is clear that those schools are not a good fit, then why would we want them to be there? We are trying to help our kids become happy and successful people, not to build a supposedly impressive resume.

As to the comments about Norwood's supposed challenges, people really should talk to the school and current and former parents, as opposed to relying on comments in an anonymous forum. The new head of school is extremely impressive, and someone whom the community is exremely excited about and who promises to bring new energy to the school.

Also, every independent school in the area--including the Big 3--is dealing with new challenges in these post-2007 times. Enrollment figures do not tell a complete picture, at any school. More and more, schools are subisidizing a greater proportion of the student body, by implementing "empty seat" subsidies and the like, on top of regular financial aid programs. It is an issue that AIMS has recognized to be systemic and a future challenge. Parents who are looking at any independent school these days should be thinking about these issues.

I don't know why anyone listens to these random anonymous forums. They just seem to be fueled by nasty people with agendas. Talk to current parents and current students at open houses. Don't listen to innuendos from nameless posters.

Buyer's remorse or sour grapes?

Many posters have highlighted some of the problems at Norwood:

1. weak mathematics instruction and offerings (in the digital 21st century age)
2. dropping enrollments
3. attrition in the higher grades
4. endowment and fund raising needs

The new leadership has two options here:

1. fix 1 through 4 and right the ship
2. seek a merger (with synergies) with another educational institution

If option 1 is the chosen strategy by the Board and this fails 2 is the only viable option that remains