Everyone raves about the schools in Oak Park. The high school is supposed to be in the top 500 for the whole nation. The OP two schools that I'm looking into -- Irving and Longfellow -- are never listed when people mention the best Oak Park grade schools, but people usually follow their "best" lists by assuring me, "There are no bad schools."
After touring Irving, I agree: It's not a bad school. Is it a good school? I dunno. It had all the programs and offerings that I really want for my daughters. Yet something seemed lacking. Energy and enthusiasm, I think. Some of the teachers I spoke with exuded a calm confidence and some enthusiasm, but not all. I looked into the art room and the art teacher seemed unenthused, the kids were coloring, and I didn't see any student artwork or many supplies around the room, just disorganized piles of paper. Since Nutmeg is very into art, the art teacher always has a big influence on me when I tour a school.
Also, I made an appointment with the principal, who was very nice and enthusiastic on the phone. But when I got there, the assistant principal gave me the tour. She didn't know the answers to a lot of my questions, and although she was nice and had a good rapport with the students, she seemed a bit lackadaisical to me.
Pros:
- Spanish starting in Grade 1.
- All the specials: Art, music (twice a week!), gym, library, and a weekly class focusing on social skills and character.
- A gifted coordinator/teacher for the school who pulls out kids from each class, twice a week for 45 minutes, to do math problem solving, more advanced reading, etc. The gifted teacher also makes a learning plan for the gifted kids (much like LD kids get) and works with their teachers. I love this, and yet -- the gifted teacher seemed lacking in enthusiasm when I met him, and the kids in his room seemed practically catatonic.
- After-school programs available starting in kindergarten.
- Recess 45 minutes a day, plus some teachers give additional recess
- School play once a year
- At least one teacher I observed was doing an engaging hands-on activity
- Library is large and looks well stocked
- I met a parent volunteer with several kids there who said she loves the school
Cons:
- More focus on computer use than I've seen at other schools. Kindergartners use a reading program 20 minutes a day AND go to the computer lab once a week.
- They show movies on indoor recess days.
- The overall low-key vibe that I mentioned before.
The problem with school tours is that it is so easy -- at least for me -- to be influenced by the tour guide in my overall impression of the school. It could be that this school has cool programs and activities like some of the other schools I liked better, but the guide didn't mention them. Obviously, I love that they have a gifted teacher.
Overall I'd say I'd be ok with my kid going to this school, but I like Lincolnwood in Evanston better. I'm interested to see if Longfellow, the other OP district where we have a property we like, is any better. I was supposed to tour Longfellow today, but when I was on the freeway on the way there, I called to tell them I'd be a little late, and they told me that the principal was out sick and they had no one else there to give me a tour. Not a great sign. What's worse, I had just dropped Nutmeg off at Epu's office so he could watch her during my tour, after having cancelled her co-op babysitter because Nutmeg is sick with a cold. What's worse than that, I can't even call to reschedule for 10 days because next week is spring break. We are getting closer to making a decision on a property, and I would hate to see the one we like go while I'm waiting to tour the g-d- school.
Showing posts with label Chicago Area Elementary Schools. Show all posts
Showing posts with label Chicago Area Elementary Schools. Show all posts
Friday, March 23, 2007
Friday, March 02, 2007
Evanston School Reviews
We saw some low-end houses in Evanston during Epu's week off, including a couple that we love. So Thursday I toured the two Evanston schools that corresponded with the two houses, Dewey and Lincolnwood. Here are my impressions:
Evanston schools in general: HUGELY more resources than city schools. Both schools seemed to be able to do more with the budgets the district provided them, and both also acknowledged significant help from PTA funds. While exciting programs at the better city schools I toured often came from grants applied for by teachers, in Evanston anything "extra" appears to be funded by the parents. This makes sense since Greatschools.net shows that the number of low-income students, the majority in the city schools I've toured, are a minority in Evanston.
All the same, I see some drawbacks to choosing the Evanston school system over Chicago's. You largely give up school choice, since Chicago has a good number of magnet schools within a short drive of where I want to live, and Evanston only has two magnets. Evanston has no gifted program since the district strongly believes that it's better to keep the brightest kids in class with the others and simply offer them more challenging activities from time to time.
As for what Evanston is doing with its budgetary resources, some choices I like and some I don't. For one thing, if I had extra budget money in my school system, the first thing I would do is hire enough foreign language teachers for an immersion program or for instruction every day at all grade levels. But at both schools I toured, there was NO foreign language instruction during the regular school day. More on that later. However, they are doing much better than Chicago on the arts and phys ed: The district mandates both art and music once a week, plus library and an additional "enrichment" period which is usually a repeat of art or music, plus drama for grades 3-5. (Evanston grade schools are K-5, while all the ones I toured in Chicago are K-8). The kids have 20 minutes of gym class EVERY DAY, in addition to a 20-minute noon recess, which is pretty good. In Chicago, the district provides either an art or a music teacher, and if the principal wants both they have to figure out the funding on their own, unless they're a fine arts magnet school and then they generally have the extra staff to have both.
Another thing I liked in Evanston is that the class sizes ran smaller than in the city.
On paper, these 2 schools like practically identical. Low percentage of non-native English speakers, about 1/3 low income, and about half white kids. Around 80% of the kids meet state standards at most subjects and levels. The interesting thing about that stat is that a teacher recently pointed out to me that the "achievement gap" in Evanston between black kids and white kids remains large despite integration efforts. Indeed: at both schools, the test scores for white kids in most categories approaches 100 percent. For the black kids with the very same teachers it's more like 50 percent.
Dewey
Pros:
Newer building than most city schools that appears safer in terms of peeling paint, etc.
Two-Way Immersion Program in Spanish -- One class at each grade level is a bilingual class that stays together as they advance. It starts off 80% Spanish in kindergarten and gradually adds more English as the years go on. Unfortunately, there are only 10 spots for native English speakers each year, and only 1/4 of those (i.e. 2-3 spots) are available to non-minority girls. The other spaces are doled out equally to minority girls, minority boys and non-minority boys. Demand is very high for those 10 spots. Four other Evanston schools also have TWI programs.
Before school French and Spanish clubs available once or twice a week.
Getting a brand new library next year; are considering asthetics in its design. A fundraising group will raise $50,000 for fixtures and furnishings.
Principal seemed very high-achieving and dedicated.
Teachers seem engaging; kids seem interested.
$3k annual book budget, currently focused on building up Spanish collection.
Cons:
Class sizes bigger than Lincolnwood at 17-25 kids.
While all the art supplies are provided by the school, the art room was not as well stocked as some others I have seen.
No drama for grades K-3 but an after-school drama club is available thanks to PTA funding.
Despite obvious high ability, the principal also seemed slightly annoyed by parents. However he did assure us that there is plenty of parental involvement in the school. In the classroom is at the discretion of the teachers, with some welcoming it and some discouraging it.
I didn't care for principal's answer to "What do you do with gifted kids?" He said he didn't like the term "gifted" which immediately made me feel like he is discounting parents' concern about this issue. He pointed out that the definition of a truly gifted child says they occurr about one in 100, meaning there would only be 3 such children at this school. Then he said that they get differentiated instruction in class, such as Junior Great Books discussions, and left it at that.
Bottom Line: Seemed like a fine, safe place to go to school, although the principal might be a bit of a pain to deal with. Aside from the Spanish program, which seems impossible to get into, there wasn't a lot special that jumped out at me, just an aura of overall competence.
Lincolnwood
Pros:
The school building is gorgeous. Looks like a mansion or a chichi private school. Bay windows in front make the libary and one of the kindergarten rooms sunny, wonderful spaces with window seats.
The 5th grade teacher who led my tour was bubbling with enthusiasm and obviously beloved by students of all ages, who were constantly approaching her in the halls for hugs.
Every teacher except two has a masters' degree; my guide is working on her Phd.
I have never seen a public school so well supplied. My guide put it this way: "If the teachers need anything, we have it... the PTA gets it for us... resources are unlimited." Examples: A computer lab full of new Macs and a smart white board. When other schools lost K-3 drama, Lincolnwood's PTA funded a part-time teacher to continue it. They recently hired a professional sound recorder for a student project in which they created a "blues club" in the auditorium and sang blues music. The teacher's copy room was overflowing with paper of all colors, their own laminating machine, a bookmaker and all kinds of other supplies that apparently other schools' teachers have to go to the city's teacher center to use. The PTA funds a literacy specialist for the school. Parents donate raffle prizes for the school's positive reinforcement behavior program.
Smaller class sizes -- 17-19 in most grades.
Science fair.
A lot of touchy-feely programs: Each class has a "buddy" class of older or younger kids. Each teacher has an in-school "family" of 10 "sons and daughters." Students get passes to leave class and help other teachers.
Spanish and CHINESE after-school clubs once a week.
The library: The cosiest and most inviting of any I've seen on my tours. The librarian gets authors in to speak four times a year, a recent visitor was David Shannon ("No, David!")
Other involvement from outside community -- proessional artists come in to work with kids, local pet store maintains a beautiful tropical aquarium in lobby.
Teachers seem engaging, kids seem very happy and excited.
One kindergarten class, Mrs. Matin's, stood out to me: It had a playhouse for reading and Mrs. Matin helps the kids make "class books" on topics they're learning about. When I visited the kids were lying down for 20 minutes of nap/quiet reading.
The PTA is pushing for foreign language instruction during the school day, and there is a possibility the school might find time for a once-a-week class.
According to my guide, this school is a very desirable school for teachers to work at, and has also been experiencing a boom in new students, prompting them to add a fourth class at the 1st and 2nd grade levels.
The school hosts a Chinese exchange student each year.
I loved my guide's answer when I asked what they do with gifted kids. She said the teachers have had a lot of continuing education in differentiated instruction within the classroom; she personally went to a gifted seminar this summer at Northwestern. She assured me that the teachers are looking out for kids with advanced abilities as well as those who need extra help and help get the kids started on independent projects and reading because "we want to value their curiosity and their wonderment." For young advanced readers, "we spend a good deal of time looking for books" that are advance but still age-appropriate. She offered to send me a video she shot as part of her PhD work that shows the kindergarten teachers using centers for differentiated instruction. While this concept of differentiated instruction within a class has been mentioned at several other schools, this was the only time a teacher spoke to me about it with excitement and pulled out concrete examples to show that it is really happening. She also recommended that we look into the center for talent development at Northwestern, which we have already planned to do.
Cons:
Well, hardly any except for the lack fo foreign language in the daily schedule.
Unless I am just being overly influenced by the enthusiasm of the one teacher who gave me the tour. On greatschools.net, the reviews of this school are mixed. There are several very positive ones from current parents, but then there are a couple that say that above or below average kids are ignored at this school. I certainly didn't get that impression, but it's certainly possible that my guide painted a rosier picture of the situation. Also, several reviewers note that the PTA is very insular and discourages the involvement of new people. From the pictures of their promlike fundraiser in the school newsletter, I can imagine that this is a group of rich snobby people, but you know, whatever.
Bottom Line: This school knocked me out with its resources and with the teacher enthusiasm for special projects, as well as all the hugging and affection going on between teachers and students. It really reminded me of an expensive private school -- except for the diverse student body. The school is surrounded by mansions and that explains the generosity of the PTA, but the district actually includes plenty of working class and poorer neighborhoods, including the one we're looking at. I'm really surprised that I don't hear more about this school.
Evanston schools in general: HUGELY more resources than city schools. Both schools seemed to be able to do more with the budgets the district provided them, and both also acknowledged significant help from PTA funds. While exciting programs at the better city schools I toured often came from grants applied for by teachers, in Evanston anything "extra" appears to be funded by the parents. This makes sense since Greatschools.net shows that the number of low-income students, the majority in the city schools I've toured, are a minority in Evanston.
All the same, I see some drawbacks to choosing the Evanston school system over Chicago's. You largely give up school choice, since Chicago has a good number of magnet schools within a short drive of where I want to live, and Evanston only has two magnets. Evanston has no gifted program since the district strongly believes that it's better to keep the brightest kids in class with the others and simply offer them more challenging activities from time to time.
As for what Evanston is doing with its budgetary resources, some choices I like and some I don't. For one thing, if I had extra budget money in my school system, the first thing I would do is hire enough foreign language teachers for an immersion program or for instruction every day at all grade levels. But at both schools I toured, there was NO foreign language instruction during the regular school day. More on that later. However, they are doing much better than Chicago on the arts and phys ed: The district mandates both art and music once a week, plus library and an additional "enrichment" period which is usually a repeat of art or music, plus drama for grades 3-5. (Evanston grade schools are K-5, while all the ones I toured in Chicago are K-8). The kids have 20 minutes of gym class EVERY DAY, in addition to a 20-minute noon recess, which is pretty good. In Chicago, the district provides either an art or a music teacher, and if the principal wants both they have to figure out the funding on their own, unless they're a fine arts magnet school and then they generally have the extra staff to have both.
Another thing I liked in Evanston is that the class sizes ran smaller than in the city.
On paper, these 2 schools like practically identical. Low percentage of non-native English speakers, about 1/3 low income, and about half white kids. Around 80% of the kids meet state standards at most subjects and levels. The interesting thing about that stat is that a teacher recently pointed out to me that the "achievement gap" in Evanston between black kids and white kids remains large despite integration efforts. Indeed: at both schools, the test scores for white kids in most categories approaches 100 percent. For the black kids with the very same teachers it's more like 50 percent.
Dewey
Pros:
Newer building than most city schools that appears safer in terms of peeling paint, etc.
Two-Way Immersion Program in Spanish -- One class at each grade level is a bilingual class that stays together as they advance. It starts off 80% Spanish in kindergarten and gradually adds more English as the years go on. Unfortunately, there are only 10 spots for native English speakers each year, and only 1/4 of those (i.e. 2-3 spots) are available to non-minority girls. The other spaces are doled out equally to minority girls, minority boys and non-minority boys. Demand is very high for those 10 spots. Four other Evanston schools also have TWI programs.
Before school French and Spanish clubs available once or twice a week.
Getting a brand new library next year; are considering asthetics in its design. A fundraising group will raise $50,000 for fixtures and furnishings.
Principal seemed very high-achieving and dedicated.
Teachers seem engaging; kids seem interested.
$3k annual book budget, currently focused on building up Spanish collection.
Cons:
Class sizes bigger than Lincolnwood at 17-25 kids.
While all the art supplies are provided by the school, the art room was not as well stocked as some others I have seen.
No drama for grades K-3 but an after-school drama club is available thanks to PTA funding.
Despite obvious high ability, the principal also seemed slightly annoyed by parents. However he did assure us that there is plenty of parental involvement in the school. In the classroom is at the discretion of the teachers, with some welcoming it and some discouraging it.
I didn't care for principal's answer to "What do you do with gifted kids?" He said he didn't like the term "gifted" which immediately made me feel like he is discounting parents' concern about this issue. He pointed out that the definition of a truly gifted child says they occurr about one in 100, meaning there would only be 3 such children at this school. Then he said that they get differentiated instruction in class, such as Junior Great Books discussions, and left it at that.
Bottom Line: Seemed like a fine, safe place to go to school, although the principal might be a bit of a pain to deal with. Aside from the Spanish program, which seems impossible to get into, there wasn't a lot special that jumped out at me, just an aura of overall competence.
Lincolnwood
Pros:
The school building is gorgeous. Looks like a mansion or a chichi private school. Bay windows in front make the libary and one of the kindergarten rooms sunny, wonderful spaces with window seats.
The 5th grade teacher who led my tour was bubbling with enthusiasm and obviously beloved by students of all ages, who were constantly approaching her in the halls for hugs.
Every teacher except two has a masters' degree; my guide is working on her Phd.
I have never seen a public school so well supplied. My guide put it this way: "If the teachers need anything, we have it... the PTA gets it for us... resources are unlimited." Examples: A computer lab full of new Macs and a smart white board. When other schools lost K-3 drama, Lincolnwood's PTA funded a part-time teacher to continue it. They recently hired a professional sound recorder for a student project in which they created a "blues club" in the auditorium and sang blues music. The teacher's copy room was overflowing with paper of all colors, their own laminating machine, a bookmaker and all kinds of other supplies that apparently other schools' teachers have to go to the city's teacher center to use. The PTA funds a literacy specialist for the school. Parents donate raffle prizes for the school's positive reinforcement behavior program.
Smaller class sizes -- 17-19 in most grades.
Science fair.
A lot of touchy-feely programs: Each class has a "buddy" class of older or younger kids. Each teacher has an in-school "family" of 10 "sons and daughters." Students get passes to leave class and help other teachers.
Spanish and CHINESE after-school clubs once a week.
The library: The cosiest and most inviting of any I've seen on my tours. The librarian gets authors in to speak four times a year, a recent visitor was David Shannon ("No, David!")
Other involvement from outside community -- proessional artists come in to work with kids, local pet store maintains a beautiful tropical aquarium in lobby.
Teachers seem engaging, kids seem very happy and excited.
One kindergarten class, Mrs. Matin's, stood out to me: It had a playhouse for reading and Mrs. Matin helps the kids make "class books" on topics they're learning about. When I visited the kids were lying down for 20 minutes of nap/quiet reading.
The PTA is pushing for foreign language instruction during the school day, and there is a possibility the school might find time for a once-a-week class.
According to my guide, this school is a very desirable school for teachers to work at, and has also been experiencing a boom in new students, prompting them to add a fourth class at the 1st and 2nd grade levels.
The school hosts a Chinese exchange student each year.
I loved my guide's answer when I asked what they do with gifted kids. She said the teachers have had a lot of continuing education in differentiated instruction within the classroom; she personally went to a gifted seminar this summer at Northwestern. She assured me that the teachers are looking out for kids with advanced abilities as well as those who need extra help and help get the kids started on independent projects and reading because "we want to value their curiosity and their wonderment." For young advanced readers, "we spend a good deal of time looking for books" that are advance but still age-appropriate. She offered to send me a video she shot as part of her PhD work that shows the kindergarten teachers using centers for differentiated instruction. While this concept of differentiated instruction within a class has been mentioned at several other schools, this was the only time a teacher spoke to me about it with excitement and pulled out concrete examples to show that it is really happening. She also recommended that we look into the center for talent development at Northwestern, which we have already planned to do.
Cons:
Well, hardly any except for the lack fo foreign language in the daily schedule.
Unless I am just being overly influenced by the enthusiasm of the one teacher who gave me the tour. On greatschools.net, the reviews of this school are mixed. There are several very positive ones from current parents, but then there are a couple that say that above or below average kids are ignored at this school. I certainly didn't get that impression, but it's certainly possible that my guide painted a rosier picture of the situation. Also, several reviewers note that the PTA is very insular and discourages the involvement of new people. From the pictures of their promlike fundraiser in the school newsletter, I can imagine that this is a group of rich snobby people, but you know, whatever.
Bottom Line: This school knocked me out with its resources and with the teacher enthusiasm for special projects, as well as all the hugging and affection going on between teachers and students. It really reminded me of an expensive private school -- except for the diverse student body. The school is surrounded by mansions and that explains the generosity of the PTA, but the district actually includes plenty of working class and poorer neighborhoods, including the one we're looking at. I'm really surprised that I don't hear more about this school.
Friday, February 02, 2007
North Side School Reviews
A few more contractions today, but mostly when I'm standing up from sitting or bending over to pick something up, and not when I'm sitting still and relaxing. Yes, I am trying a few of the well-known home induction measures, but not castor oil. Yuck. I have an induction scheduled Feb. 13, so ask me about castor oil on Feb. 12.
In the meantime, I toured another local school this morning. I'm going to use some of my peace and quiet today to catalog the pros and cons of the Chicago elementary schools I've toured so far. Obviously, these pros and cons are very subjective -- for instance, most parents wouldn't object to preschoolers using computers, but I do.
Coonley (toured today)
neighborhood: St. Ben's.
pros: small classes, seems well organized and run, facility appears safe and nicely maintained, band program, many after-school programs for parents who work all day including after-school Spanish and German available starting in first grade. State pre-k open to all kids (not just those who need help preparing for kindergarten as in past), not likely to have waiting list especially if you live in the neighborhood. Short recess after lunch. Gym, music and library every week for K-8. Friends of Coonley fundraising group and plans to start a second kindergarten indicate yuppie neighborhood interest that will probably improve the school over the next few years.
cons: NO ART TEACHER, no foreign language in the regular school day, some of the teachers appeared uninspired and boring -- i.e. reading aloud from a long document, listening to a novel on tape while the students followed along in their books, preparing for ISAT tests. Only one class per grade so no separation of accelerated students from slower ones (although they do try to address this by using small groups and centers in each classroom). Computers are one of the "centers" available in pre-k classrooms.
bottom line: While I wouldn't lose sleep over my children's safety or basic preparedness for further education, it's not a school I would seek out for my children. I think we will avoid buying in this district; if we do we will aggressively pursue nearby magnet schools, of which there are several promising choices such as Inter-American and the Bell gifted program.
McPherson:
neighborhood: Ravenswood
pros: International baccalaureate program for grades 6-8, PTO is applying for funding to get it for the younger kids as well. Spanish taught for 5-8. Short recess after lunch. Pre-k and K open to kids outside the neighborhood. K-8 get gym, music, art and library once a week. Principal has been there 21 years and most teachers are there for entire careers.
cons: Did NOT make Annual Yearly Progress required by No Child Left Behind, which the principal blames on having 10% special ed students. Principal started autism program to accommodate her own children. Pre-K students use computers. Kindergarten teacher sends videos home with kids.
bottom line: again, not a dangerous or disastrous school but not one I would go out of my way to live near.
Ravenswood
neighborhood: Ravenswood
pros: Spanish class once or twice a week starting in PRE-K. FANTASTIC board-certified art teacher who sends her own children to this school. Also have music, libarary and gym. Friends of Ravenswood parent group well established. State pre-k open to all, with no waiting list. Accept out-of-district students. 2 classes per grade (but not separated by ability).
cons: pre-k kids use computers
bottom line: I like this school very much and plan to shop in the district.
Waters
neighborhood: Lincoln Square
pros: As a fine arts magnet "cluster" school, gets 2 extra arts teachers but still takes all neighborhood applicants. Art room well stocked, teacher seems great. Art integrated into other classes. Ecology garden is extension of science program, staffed by a grant, classes have beds for growing plants and do soil samples, study insects, etc. Parent group has a lot of projects going including repainting interior of school and getting asphalt torn up for grass. Spanish taught EVERY DAY K-4. Large Spanish-speaking population mixed with English speakers for lunch and specials. 45-minute lunch/recess compared to 20-30 minutes at other schools.
cons: small library. State pre-k still screens and takes at risk kids first. Kindergarteners get a small amount of homework. Facility needs work -- there is peeling paint (which the parent group is working on). Computers in pre-k classes.
bottom line: This is my favorite school that I have toured so far, and I will shop in the district.
Coming some other time: Armstrong, Boone.
And an update: I have had at least one contraction while sitting still typing this. Of course, I am sitting here drinking red raspberry leaf tea, which does seem to bring them on. I will post later if anything starts happening.
Edited 2/21 to add:
Chappell School
Neighborhood: Ravenswood? Budlong?
pros: Spanish every day from grade 3 up; they have music and art, albeit taught by the same teacher; well-stocked art room and the school actually provided the supplies; nice facilities; seemed like a safe, calm and clean atmosphere; ok library; recess; gym twice a week; test scores comparable to Ravenswood
cons: the principal, who gave me the tour, was extremely lacking in enthusiasm -- however, he's retiring and there will be a new principal next year; very little sense of excitement or innovation in the school; state pre-k seems likely to fill up with high-needs kids leaving no room for the likes of Nutmeg; parent fundraising group was disbanded due to principal's imminent retirement; teaching looked ok but a little boring; didn't get the sense that many kids here excel or aspire to competitive high schools. Computers in pre-k class.
bottom line: While it didn't seem like a terrible place, I think that if I lived in this district I would probably try to get my kids into a magnet school instead. Will be interested to see if new principal punches things up at all or if parental involvement grows.
In the meantime, I toured another local school this morning. I'm going to use some of my peace and quiet today to catalog the pros and cons of the Chicago elementary schools I've toured so far. Obviously, these pros and cons are very subjective -- for instance, most parents wouldn't object to preschoolers using computers, but I do.
Coonley (toured today)
neighborhood: St. Ben's.
pros: small classes, seems well organized and run, facility appears safe and nicely maintained, band program, many after-school programs for parents who work all day including after-school Spanish and German available starting in first grade. State pre-k open to all kids (not just those who need help preparing for kindergarten as in past), not likely to have waiting list especially if you live in the neighborhood. Short recess after lunch. Gym, music and library every week for K-8. Friends of Coonley fundraising group and plans to start a second kindergarten indicate yuppie neighborhood interest that will probably improve the school over the next few years.
cons: NO ART TEACHER, no foreign language in the regular school day, some of the teachers appeared uninspired and boring -- i.e. reading aloud from a long document, listening to a novel on tape while the students followed along in their books, preparing for ISAT tests. Only one class per grade so no separation of accelerated students from slower ones (although they do try to address this by using small groups and centers in each classroom). Computers are one of the "centers" available in pre-k classrooms.
bottom line: While I wouldn't lose sleep over my children's safety or basic preparedness for further education, it's not a school I would seek out for my children. I think we will avoid buying in this district; if we do we will aggressively pursue nearby magnet schools, of which there are several promising choices such as Inter-American and the Bell gifted program.
McPherson:
neighborhood: Ravenswood
pros: International baccalaureate program for grades 6-8, PTO is applying for funding to get it for the younger kids as well. Spanish taught for 5-8. Short recess after lunch. Pre-k and K open to kids outside the neighborhood. K-8 get gym, music, art and library once a week. Principal has been there 21 years and most teachers are there for entire careers.
cons: Did NOT make Annual Yearly Progress required by No Child Left Behind, which the principal blames on having 10% special ed students. Principal started autism program to accommodate her own children. Pre-K students use computers. Kindergarten teacher sends videos home with kids.
bottom line: again, not a dangerous or disastrous school but not one I would go out of my way to live near.
Ravenswood
neighborhood: Ravenswood
pros: Spanish class once or twice a week starting in PRE-K. FANTASTIC board-certified art teacher who sends her own children to this school. Also have music, libarary and gym. Friends of Ravenswood parent group well established. State pre-k open to all, with no waiting list. Accept out-of-district students. 2 classes per grade (but not separated by ability).
cons: pre-k kids use computers
bottom line: I like this school very much and plan to shop in the district.
Waters
neighborhood: Lincoln Square
pros: As a fine arts magnet "cluster" school, gets 2 extra arts teachers but still takes all neighborhood applicants. Art room well stocked, teacher seems great. Art integrated into other classes. Ecology garden is extension of science program, staffed by a grant, classes have beds for growing plants and do soil samples, study insects, etc. Parent group has a lot of projects going including repainting interior of school and getting asphalt torn up for grass. Spanish taught EVERY DAY K-4. Large Spanish-speaking population mixed with English speakers for lunch and specials. 45-minute lunch/recess compared to 20-30 minutes at other schools.
cons: small library. State pre-k still screens and takes at risk kids first. Kindergarteners get a small amount of homework. Facility needs work -- there is peeling paint (which the parent group is working on). Computers in pre-k classes.
bottom line: This is my favorite school that I have toured so far, and I will shop in the district.
Coming some other time: Armstrong, Boone.
And an update: I have had at least one contraction while sitting still typing this. Of course, I am sitting here drinking red raspberry leaf tea, which does seem to bring them on. I will post later if anything starts happening.
Edited 2/21 to add:
Chappell School
Neighborhood: Ravenswood? Budlong?
pros: Spanish every day from grade 3 up; they have music and art, albeit taught by the same teacher; well-stocked art room and the school actually provided the supplies; nice facilities; seemed like a safe, calm and clean atmosphere; ok library; recess; gym twice a week; test scores comparable to Ravenswood
cons: the principal, who gave me the tour, was extremely lacking in enthusiasm -- however, he's retiring and there will be a new principal next year; very little sense of excitement or innovation in the school; state pre-k seems likely to fill up with high-needs kids leaving no room for the likes of Nutmeg; parent fundraising group was disbanded due to principal's imminent retirement; teaching looked ok but a little boring; didn't get the sense that many kids here excel or aspire to competitive high schools. Computers in pre-k class.
bottom line: While it didn't seem like a terrible place, I think that if I lived in this district I would probably try to get my kids into a magnet school instead. Will be interested to see if new principal punches things up at all or if parental involvement grows.
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