Report Card Time!

It's been almost a month since the kids started school, and here's the lowdown.

Public School
Administrative Clarity: D+

• Student Eval didn't take place when it was scheduled.
• Twice over the summer Elliot's enrollment was questioned (Did you get a letter? Are you sure he's coming here?)
• When the student eval *did* happen, his enrollment was questioned, and his IEP was not there. The (+) comes into play because the group rolled with the eval (assuming the error was their's, not ours).
• Principal was inaccessible for at least one week.
• Orientation was poorly organized and showed a lack of understanding of the needs of young children: It was called "Parent Orientation." Children were there. We asked if we should go bring our child. We were told to do so. While Kevin went to collect Elliot, I sat through a meeting about first day logistics where the children sat or drove their parents crazy. I did not particularly enjoy getting a snapshot into this wide range of parenting styles. By the time Elliot arrived, orientation was over. Children had not been introduced to their teachers or classrooms. Nary a crayon on a table to occupy them. Did not look good.

Sense of Community for families: D/F

• I got a good taste of a thriving happy community at Open House for the K-6 program. Sadly, there have been no opportunities for pre-K parents to meet each other, and connect, especially now that friendships and relationships have been formed.
• Unintentional relationships are growing through drop off and pick up, but honestly, that's mostly a function of Elliot, who runs to hug each child and say "Good Morning," to silent clusters of parents.
• It's an amazing school community there, but I don't think they realize how to engage, and connect parents...it might be a little threatening. There's definitely a guarded involvement (through fundraisers for example), but nothing really authentic.
• There's kind of that "You need us, we don't need you" feeling...instead of being treated like a customer...and while some folks don't have a choice of what school will educate their child, it's everyone's choice to bring their child there each day. We should all be treated in such a manner.

Curriculum: A+

• I've got to hand it to his teachers--the curriculum is developmentally appropriate, exciting, and provoking. Hands-on learning is evident from the nature of his homework assignments: look for examples of your favorite color in magazines and cut them out. Determine (after reading Goldilocks) if each bed in your home is Small, Medium, or Large, and if it's Soft, Hard, or Just Right. No worksheets, but a few days ago, Elliot wrote his first "A."
• Parents receive a weekly newsletter with details about what's being studied, requests for connections with the home, like family pictures, a list of the week's homework (which I REALLY appreciate having in advance), questions to ask your child to make connections, and explanations of how do develop independence (have your child take his folder in and out of his bag. Have your child place his bag in the same place in your home each day).
• I am SO very relieved that the poorly planned orientation didn't reflect how well the teachers understand what kids need and respond to.
• I really want to deduct points for a crappy yard with no climbing equipment and no animals. I feel like the teachers do the most they can with what they have...

Least Restrictive Environment: A+

• I am confident that the objectives of Elliot's IEP are being met.
• He has a special ed aide with him in the typical classroom, helping him as needed. He is not "pulled out" except for a couple of therapies weekly. He's mostly with his peers, and it's evident through his development of friends, that HE is experiencing a sense of community, and feels very happy.

Teachers: B

• I believe his teachers are exceptional. I wish there was more involvement/volunteerism allowed: parents are relegated to entry points ONLY. I don't know if this is a school policy, or reflective of the teachers' comfort level.
• I am communicated with daily about his day through a notebook. His special ed teacher and I write longer notes to each other back and forth. His teacher has given me her cell phone number.
• His teachers are cheerful, and appear to love what they do. They all seem likeable as well.

Overall, my goal for moving Elliot to this program was for him to understand how to apply the lessons of our intimate AH to a larger setting with greater expectations for behavior, and more teacher-directed experiences. I wanted him to receive his services within one environment (as opposed to shuttling him around town all week). We want Elliot to be in an inclusive kindergarten, if he seems ready, and this larger pre-K seemed like the next natural step. I feel good about having him at Haxel Park. He's happy, enjoying learning, creating friendships, and he is well-cared for and loved. This move has been a definite step out of my comfort zone, but I understand better why parents of special needs children who are able to afford small private programs opt for the public school. There is a strong awareness of what the child's needs are, how they can be met, and the understanding that these are part of Elliot's fundamental rights to receive them. I don't know where we'll be next year, but I feel good about where we are today. And Elliot does too!

Private School

Administrative Clarity: C

• Having worked hard to learn the Art of the Parent Guide, I have to say, I was less than impressed at how confusing this first introduction to Ana's new kinder was: the information was alphabetized!? Is there first thing you want to learn about your child's school "Aftercare?" Random charts with no headers? In general, I became more confused as I read. Less than impressive.
• There are so many events, I'm not sure what's important and what's just social. It's actually quite dizzying. In the span of two weeks, there were at least 3 parent events at night. I don't know if this slows as the school year pace becomes familiar, but for someone who usually needs to get a babysitter, it would be helpful to know what's critical.
• Too many room parents, liaisons, helpers, board members, administrators have the password to the electronic "push page." I receive far too many notices in my email box...it's getting noisy. They need a better communication plan to sharpen the reception.

Sense of Community for families: A+

• Parent involvement is highly encouraged, in indirect and direct ways. I've already done a lesson on hand-washing, and have plans to show pictures from Madagascar since the class has some new cockroaches.
• Families are encouraged to be inclusive: invite all the kids in the class, or just one of them. Don't leave kids out.
• There are a number of social events (see above) to meet and greet to your heart's content.
• Parents receive a "Facebook" with pictures of all the kindergarteners and teachers in the PMK for the purpose of planning playdates. Love that idea.
• There is the feeling that the teachers know you, know your child, and want your child to succeed.

Curriculum: A+

• Intriguing. It's both rigorous and easy at the same time: Ana's reciting real poems, learning French phrase work, shapes of lips for phonemes (THAT is some crazy but fascinating stuff there), keyboarding, clock reading, intense math...with real expectations (higher than mine might have been?) that she is meeting.
• Classic. She's learning songs that every kid should know--Camptown Races, When the Saints Go Marching In, Swinging on a Star, Hit the Road Jack! She has to run long distances each day. She has to file into the atrium to beautiful music everyday.
• PMK- Every afternoon, the kindergarten has a whole building dedicated to "centers"--collage, printmaking, a science lab, a building room, a reading loft, chess, puppetry...what a nice way to finish a rigorous day.
• Library--The library has to be the most impressive in the city. I love that my child can take home all she can carry each Friday. Her first week she chose a book for each member of the family. I LOVE that the schools policies reflect the value of literacy.

Teachers: A+

• Innovative, Research-driven approaches. Each parent receives a guide to their approaches entitled, "Everything about Teaching and Learning in Room 4." It explains the how and the why of everything that is done. Way to include parents in on the purpose.
• Ms. M1ller has been doing this for so long, as evidenced by the calm control she has...love that her eyes sparkle as she talks about it all. She loves what she does. She's stricter than many CD teachers--which I like.
• There's a bunny that hops around her room. Did I say that already? I LOVE that.

Overall, Ana has yet to have a bad day of school. She comes home shining and tired (and sometimes surly when I ask too many questions). She loves her school, speaks with it passionately, is excited by the Middle Ages, the transmission of sounds, the vibrations our lips make when we pronounce certain letters, drawing on the computer, endangered animals, estimating seeds, the song of the day, chess, and marble runs. She's just happy. And what else could a mama want?

And, while I won't hold it against either school--just for the record, why? gift wrap and chocolate???