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PILOT!EXIT!SURVEY!REPORT!AND!CALL!TO!ACTION!!
!
PRESENTED!TO!THE!PVCICS!BOARD!OF!TRUSTEES!!
On!May!5,!2016!
By!Christin!Glodek!
!
!
!
!
!
I. Presentation!to!the!Board!
II. Immediate!Action!Items!and!Recommendations!
III. Pilot!Exit!Survey!Summary!Report!
IV. Survey!Instrument!
V. Supplemental!Materials!
a. Selections!from!the!PVCICS!2014J2015!Annual!Report!!
b. Executive!Director!Lobbying!Handout,!February!24,!
2016!
!
!
!
!
PRESENTATION*ON*FAMILY*EXIT*INTERVIEWS**
A*TALE*OF*TWO*SCHOOLS?*
*
PRESENTED*TO*THE*PVCICS*BOARD*OF*TRUSTEES*
On#May#5,#2016#
by#Christin#Glodek#
*
*
Mr.$Chair,$members$of$the$board,$thank$you$for$allocating$this$time$for$me$to$speak$
today.$$
$
For$those$of$you$who$dont$know$our$family,$we$have$been$huge$supporters$of$
PVCICS$over$the$years.$$Both$of$our$children,$now$in$4th$and$6th$grades$entered$the$
school$in$kindergarten.$When$the$schools$charter$was$under$threat$several$years$
ago,$my$husband$Andrew$and$I$travelled$to$Malden$to$speak$in$front$of$the$DESE$on$
behalf$of$PVCI.$I$served$for$two$years$as$the$CoIChair$of$the$PVCI$family$association$
and$spoke$at$the$groundIbreaking$ceremony$when$the$USDA$presented$the$school$
with$our$building$expansion$loan.$We$have$served$as$room$parents,$basketball$
coaches,$supported$fundraisers,$and$more.$We$are$not$antiIcharter$school$and$we$do$
not$bring$up$the$issues$we$will$raise$today$to$attract$negative$attention$to$the$school.$
We$truly$and$strongly$believe$that$PVCI$can$do$better.$$
$
I$am$here$today$to$present$the$findings$of$a$pilot$exit$survey$of$13$families$who$have$
removed$one$or$more$of$their$children$from$PVCICS12$of$these$families$removed$
their$child$or$children$in$the$last$two$years.$And$while$the$narratives$of$these$
families$may$not$represent$all$families$who$have$left$the$school,$they$do$raise$
serious$concerns$about$particular$aspects$of$PVCI$and$leave$lingering$questions$
about$who$we$choose$to$support$and$retain$at$PVCI.$
$
My$conversations$around$these$issues$have$conjured$in$me$a$sense$that$PVCI$
children$and$families$are$experiencing$two$very$different$schools.$$
*
The$first$PVCICS$exists$for$those$students$who$dont$require$much$and$dont$ask$
much$from$the$school.$These$families$may$never$face$the$same$challenges$and$
treatment$I$am$about$to$describe$and$cant$imagine$the$scenarios$included$in$this$
report$happening$at$our$school.$Three$years$ago,$I$would$have$considered$myself$
among$them.$$
$
The$second$PVCICS$exists$for$those$students$who$may$be$experiencing$a$difficult$
phase$in$their$socioIemotional$development.$Or$who$may$need$more$formal$
supports$that$require$a$Response$to$Intervention$plan$or$Special$Education$services$
to$help$them$navigate$behavioral$or$academic$difficulties.$It$also$exists$for$some$
families$whose$children$may$require$additional$support$in$Chinese$to$fully$access$
the$educational$curriculum.$Many$of$these$families$come$into$contact$with$a$very$
different$PVCICS.$
$
I$want$to$briefly$address$some$of$the$data$and$issues$raised$in$the$report$you$have$
before$you.$
$
As$you$can$see,$13$families$responded$to$the$survey$and$not$a$single$one$was$asked$
by$the$PVCI$administration$why$they$had$chosen$to$remove$their$child.$You$will$also$
note$that$every$single$one$of$these$families$felt$that$it$was$absolutely$essential$that$
the$school$gather$this$information$(especially$when$8$of$the$13$families$removed$
their$children$in$the$middle$of$a$school$yearoften$a$strong$indication$that$
something$has$gone$wrong.)$$
$
More$concerning,$however,$was$the$profile$of$children$who$were$removed:$11$of$the$
13$families$who$completed$the$survey$had$children$who$were$involved$in$an$IEP,$
504,$or$RTI$plan.$Of$those$11$families,$every$single$one$reported$that$the$handling$of$
their$childs$accommodations$was$one$of$the$primary$reasons$that$they$left$the$
school.$$
$
In$these$narratives,$some$families$report$poor$professional$practicestaking$away$
recess$or$movement$breaks$as$punishment$for$unfinished$homework$or$teachers$
and$staff$using$methods$that$escalate$and$punish$rather$than$manage$student$
behaviors$included$in$their$behavioral$plan.$Others$report$neglecta$lack$of$
effective$mechanisms$to$identify$children$requiring$academic$support$(one$family$
was$repeatedly$told$their$child$was$a$little$behind$in$reading$until$he$was$
diagnosed$with$dyslexia$in$5th$grade.)$Perhaps$most$concerning$though$are$practices$
that$are,$or$border$on,$illegalityviolation$of$state$law$governing$requests$for$
testing$or$SPED$meetings,$the$principal$or$teachers$refusing$to$implement$IEP$
provisions,$and$ignorance$of$state$law$for$working$with$transgender$students,$to$
name$a$few$of$the$issues$raised.$
$
Some$among$you$will$be$thinking$or$may$have$even$said$aloud$that$these$kids$are$
just$not$a$good$fit$for$PVCI.$I$would$argue$that$neglecting$to$provide$students$with$
the$effective$supports$and$services$they$need$to$be$successful$has$nothing$to$do$with$
fit.$It$has$to$do$with$an$administrative$strategy$about$where$to$allocate$school$
resources$and$an$administrative$climate$that$sends$a$message$to$teachers$and$staff$
that$some$students$are$valued$and$others$are$not.$$
$
Indeed,$when$parents$expressed$concerns$that$PVCI$would$not$be$a$good$fit$for$their$
athletically$inclined$child$because$the$school$lacked$a$middle$and$high$school$sports$
program,$PVCI$mobilized$resources$to$hire$an$athletic$director$and$coaches$and$
launched$its$inaugural$sports$season$this$yearIwith$a$promise$for$more$sports$
options$and$support$in$the$years$to$come.$The$principal$even$sent$out$an$end$of$the$
year$survey$to$assess$the$effectiveness$of$the$athletic$staff$and$programming.$
$
No$such$attention$has$been$paid$to$provide$a$better$fit$for$special$education$
students$or$to$allow$families$an$opportunity$to$assess$the$effectiveness$of$teachers$
and$staff$involved$in$providing$academic$and$behavioral$support$services.$$
$
The$school$will$report$that$there$is$no$need$for$this$because$they$have$hired$a$caring,$
highly$qualified$special$education$staff$and$will$point$to$a$host$of$special$education$
services$that$the$school$provides.$However,$these$efforts$do$not$translate$into$the$
effective$implementation$or$follow$through$of$these$services.$Resource$allocation$
speaks$loudly:$the$Director$of$Special$Education$Services$is$a$contract$employee$
hired$to$spend$one$day$a$week$overseeing$all#special$education$staff,$and$reviewing$
and$managing$the$caseloads$of$all#52$students$receiving$IEP$and$504$plans.$And$
students$enrolled$in$the$RTI$program$dont$have$access$to$her$training$or$insight$
even$though$families$report$that$the$school$uses$RTI$as$a$way$to$avoid$providing$
special$education$services.$$
$
As$so$many$of$us$have$heard$Richard$Alcorn$saylet$them$leave.$We$have$waiting$
lists$of$kids$wrapping$around$the$block$clamoring$to$get$in.$$This$sends$a$clear$
message$to$families,$teachers,$and$staff$that$certain$children$are$expendablethat$
some$kids$and$families$arent$worth$the$schools$time,$attention,$and$resources$to$
retain$them.$And$when$this$message$is$coupled$with$Mr.$Alcorns$plan$to$backfill$
school$spots$with$the$preferred$selection$of$native$Mandarin$speakers,$it$creates$a$
moral$hazard$and$a$potential$conflict$of$interest$for$our$special$education$staff$and$
school$administrators.$$
$
The$sentiments$Richard$has$expressed$put$our$school$at$risk.$They$produce$a$sense$
that$there$is$ill$will$on$the$part$of$school$administration.$They$create$frustration$and$
anger$on$the$part$of$families$who$have$experienced$poor$treatment.$They$act$as$a$
lightning$rod$for$the$antiIcharter$school$movement.$$
$
The$schools$treatment$of$children$in$need$of$special$education$or$academic$and$
behavioral$support$services$puts$our$school$at$risk.$Not$only$does$it$draw$outside$
criticism$from$local$practitioners$and$receiving$schools$who$experience$the$
aftermath$of$kids$who$have$been$negatively$impacted,$it$puts$our$school$at$risk$of$
legal$action$to$resolve$problems$that$are$well$within$our$power$to$remedy.$$
$
Lets$be$clearit$is$not$the$families$and$students$who$have$experienced$bullying,$
neglect,$and$hostility$that$are$putting$our$school$at$riskthe$PVCI$administration$
has$created$an$environment$where$these$problems$are$allowed$to$persist$year$after$
year.$
$
But$dont$take$my$word$for$it.$Its$possible$that$these$13$families$are$the$only#families$
that$feel$this$way.$And$dont$take$the$schools$word$for$itaccording$to$Kathy$and$
certain$school$administrators,$we$dont$have$a$problem$at$all.$$
$
As$you$know,$conditions$were$placed$on$our$charter$a$few$years$ago$because$the$
Board$did$not$act$independently$of$the$school$administration.$$Today$you$have$an$
opportunity$to$gather$critical$information$to$inform$yourselves,$protect$our$children$
and$the$school,$and$guide$the$future$direction$of$PVCI.$$
$
And$so,$on$behalf$of$the$families$that$have$removed$their$children$from$PVCI.$And$
for$those$families$who$have$children$at$the$school$who$are$trying$desperately$to$
keep$their$kids$afloatI$urge$you$to$take$action.$$
$
$
!
PRESENTATION!ON!FAMILY!EXIT!INTERVIEWS!!
IMMEDIATE!ACTIONS!AND!RECOMMENDATIONS!!
!
PRESENTED!TO!THE!PVCICS!BOARD!OF!TRUSTEES!
On#May#5,#2016#by#Christin#Glodek#
!
!
FOR!IMMEDIATE!ACTION!
!
1. Develop!a!plan!of!action!to!address!the!issues!raised!in!the!report!by!putting!
special! education,! the! provision! of! academic! support! services,! and!
disciplinary!practices!on!the!next!BoT!meeting!agenda!as!well!as!include!it!as!
a!critical!issue!to!address!at!the!Board!retreat.!!
!
2. Establish!a!Board!of!Trustees!subcommittee!or!task!force!to!collect!and!
analyze!data!in!order!to!monitor!the!experiences!of!children!and!families!
involved!with!special!education,!504,!and!RTI!programs.!This!committee!
must!be!independent!of!school!staff!and!administration.!
!
3. Conduct! an! exit! interview! with! every! family! who! has! removed! a! child! from!
PVCICS!in!the!last!5!years!to!gain!a!more!representative!understanding!of!the!
reasons!families!chose!to!take!their!children!out!of!PVCICS.!!This!survey!must!
be! conducted! independently! from! the! school! administration! and!
confidentiality!must!be!assured!to!families!who!respond.!
!
4. Conduct!an!independent!allLschool!survey!for!existing!families!to!identify!and!
address!common!concerns!with!a!particular!focus!on!the!issues!raised!in!the!
pilot! survey! (discipline,! communication,! special! education,! academic! and!
behavioral!support!services,!and!school!climate.)!
!
!
RECOMMENDATIONS!
!
Improve,!Implement,!and!Monitor!Special!Education!Services!
The!school!must!prioritize!the!allocation!of!resources!to!special!education!staffing,!
training,! and! assessment! in! order! to! build! a! robust! academic! support! system! for!
children!with!academic!and!behavioral!needs.!!
!
L Hire! a! fullHtime! Director! of! Special! Education! and! Student! Services! to!
oversee!staff,!teachers,!and!special!education!students!as!well!as!to!monitor!
RTI! staff! and! interventions.! The! current! Director! of! Special! Education! is! a!
contractor! who! devotes! only! 1! day! a! week! to! special! education! staff! and!
students!(and!this!oversight!does!not!include!students!enrolled!in!RTI!plans).!!
!
L Review!the!job!description,!duties,!and!credentials!for!the!Director!of!Student!
Services! position! to! determine! appropriate! use! of! this! staff! member.! The!
current!Director!of!Student!Services!does!not!have!the!training!or!credentials!
that! would! qualify! her! to! work! with! students! receiving! IEP! or! 504! services!
and! yet! she! often! serves! as! gatekeeper! to! these! services.! She! also! regularly!
writes,!reviews,!and!signs!special!education!and!504!plans.!!
!
L Ensure! that! IEP,! 504,! and! RTI! plans! are! well! articulated! and! effectively!
implemented! in! the! classroom! (as! determined! by! regular! review! and!
assessment!of!services!by!the!Director!of!Special!Education)!
!
L Monitor! and! regularly! provide! concrete! data! on! student! performance! and!
progress!to!parents/!guardians!
!
L Ensure!that!students!are!not!being!punished!for!behaviors!included!in!their!
IEP,!504,!and!RTI!plans!
!
L Provide! assistive! technology! and! train! teachers! and! staff! how! to! use! and!
incorporate!it!effectively!in!their!classrooms!
!
L Provide! mandatory! training! to! general! education! teachers! in! methods! to!
improve!pedagogy,!classroom!management,!anger!management,!and!conflict!
resolution!in!developmentally!appropriate!ways!
!
!
Gather!Reliable!Data!to!Guide!Good!Practice!and!Improve!Transparency!!
1) Conduct! an! independent! exit! interview! with! every! parent! who! removes! a!
child!from!the!school!including:!
a. The!reasons!for!removing!their!child!
b. IEP/! 504/! RTI! Status! and! whether! the! implementation! of! their! plan!
influenced!their!decision!to!remove!their!child!
c. What!the!school!could!have!done!to!retain!the!child!
The! BoT! should! receive! quarterly! reports! and! conduct! an! annual! review! to!
look! for! patterns! of! departure.! (The! report! should! include! a! students! race,!
free/reduced!price!lunch!status,!and!community!of!residence.)!!
!
2) SEPAC/! BoT! should! conduct! an! independent,! annual! survey! of! all! families!
who!receive!IEP/!504/!RTI!services!to!assess!effectiveness,!communication,!
and!quality!of!accommodations!as!well!as!to!identify!areas!for!investigation!
and!improvement!
!
3) Conduct!an!independent,!annual!survey!of!all!existing!families!with!respect!to!
issues!raised!in!the!report:!
a. School!climate!and!culture!
b. Disciplinary!practices!
c. Communication!between!teachers,!staff,!parents!!
!
4) Gather!additional!data!that!address!specific!issues!as!needed!to!improve!and!
strengthen!school!function!and!transparency!
!
Resolve!Conflicts!of!Interest!
1) Retract!the!school!request!to!backfill!available!classroom!spaces!with!native!
Mandarin! speaking! students! The! school! should! instead! work! on! strategies!
that!incorporate!new!students!into!the!classroom!at!every!level.!
!
2) The! principal! should! not! also! be! the! Title! IX! coordinator! and! Civil! Rights!
Liaison!
!
3) The!Director!of!Student!Services!should!not!be!a!PAC!representative!!
!
5) The! current! Director! of! Student! Services! should! not! be! working! in! any!
capacity! with! the! special! education! program! since! she! does! not! have!
adequate!training!or!credentials!to!work!with!this!student!population!!
!
Improve!Communication!to!Improve!Transparency!
PVCI!families!come!from!39!communities!spread!across!the!Pioneer!Valley!and!this!
will!surely!increase!as!enrollment!is!expanded.!!Parents!have!repeatedly!asked!for!a!
better!classroomLtoLhome!communication!system!but!little!has!been!done.!!
!
Asking! parents! and! teachers! to! find! independent! solutions! to! the! schools!
communication!problem!unfairly!burdens!working!parents,!families!whos!children!
ride!the!bus,!parents!who!may!not!feel!comfortable!approaching!teachers!because!of!
language!or!other!barriers,!etc.!
!
L The! Board! should! insist! that! the! administration! look! into! best! practices! for!
classroomLtoLhome! communication! including! investing! in! online! software!
(For! ex.,! http://www.powerschool.com/powerschoolLsis/! used! in! the!
Amherst!Public!Schools)!!
!
L Board! meeting! minutes,! PAC! minutes,! SPEDPAC! minutes,! and! minutes! or!
notes!from!other!regular!and!special!meetings!should!be!disseminated!via!eL
mail,!on!the!web,!and!through!the!list!host!in!a!timely!fashion.!!
!
L Alternative! means! to! communicate! parent! and! student! issues! to! the! BoT!
should!be!developed!for!mutual!benefit.!!
!
L Hire!a!Director!of!communications!(as!the!school!expands,!he!principle!and!
executive!director!cannot!be!all!things!to!all!people)!
!
!
Work!to!develop!a!more!positive!and!supportive!school!environment!and!
culture!for!all!children!in!and!out!of!the!classroom!
Replace!punitive,!discretionary!policies!with!positive!behavioral!interventions!(see!
Positive!Behavior!Interventions!and!Supports!model!under!review!in!SEPAC)!
!
!
INDEPENDENT PVCICS EXIT SURVEY
REPORT SUMMARY
PREPARED BY CHRISTIN GLODEK

April 12, 2016


!
!
THE SURVEY
This% report% is% based% on% a% pilot% survey% of% 14% families% who% have% removed% their%
children%from%the%school.%These%families%were%identified%through%word%of%mouth%and%
may% not% be% representative% of% all% families% who% have% left% the% school.% However,% the%
survey% responses% do% identify% certain% themes% and% trends% that% should% be% of% serious%
concern%to%parents,%administration,%and%the%PVCICS%Board%of%Trustees.%
%
A! note! on! theme! reporting:! For% the% sake% of% confidentiality,% each% family% that%
responded%to%the%survey%was%assigned%a%code.%F1%for%family%1,%F2%for%family%2,%etc.%If%
more%than%one%parent%from%a%single%family%responded%to%the%survey,%their%comments%
were%incorporated%into%the%code%for%that%particular%family.%%
%
Immediately% after% each% theme,% you% will% find% a% list% of% family% codes% indicating% those%
families%who%identified%that%issue%as%contributing%to%their%decision%to%remove%their%
child% from% the% school.% Family% codes% are% separated% from% individual% comments% to%
ensure%confidentiality.%%More%than%one%comment%per%family%may%be%listed%under%each%
theme% but% at# least# one# comment% from# each# family# will# be# included# if# they# have#
identified#that#theme#as#an#issue.%%
%
In% addition,% a% given% comment,% or% portion% of% a% comment,% may% appear% under% more%
than%one%theme%if%it%provides%a%relevant%contribution%to%that%issue.%%
%
!
SUMMARY DATA
93%:!Survey%Response%Rate%(13%out%of%14%families%responded%to%the%survey)!
%
Of!the!respondents:!
!
0! out! of! 13:%Families%who%received%a%followLup%from%the%administration%about%the%
reason%for%removing%their%child(ren)%
%
13! out! of! 13:% Families% reporting% that% the% administration% should% have% followed% up%
with%them%about%why%they%chose%to%remove%their%child%from%the%school%%
%

Page 1 of 16
8! out! of! 13:% Families% who% reported% taking% one% or% more% of% their% children% out% of%
PVCICS% in% the% middle% of% the% school% year% (again,% with% no% follow% up% by% the%
administration)%
%
11! out! of! 13:% Number% of% families% who% reported% children% having% a% formalized% IEP,%
504,%or%RTI%plan%
%
11!out!of!11:%Number%of%families%whose%child%had%a%504,%IEP,%or%RTI%plan%reporting%
that% PVCICS% handling% of% their% childs% accommodations% had% a% significant% impact% on%
their%decision%to%leave%the%school.%%
%
!
REPORT THEMES
An%analysis%of%the%narratives%asking%families%to%state,%in%their%own%words,%why%they%
chose%to%remove%their%child%from%PVCICS%yielded%a%set%of%common%issues%that%have%
been%organized%here%into%the%following%themes:%
%
L Academic%Support/%SPED/%RTI%Issues%(13%out%of%13%families%reported)%
L School%Climate%(11%out%of%13%families%reported)%
L Administration/%Staff/%Principal%Issues%(12%out%of%13%families%reported)%
L Teacher/%Classroom%Issues%(11%out%of%13%families%reported)%
L Lack%of/%Inadequate%Communication%(10%out%of%13%families%reported)%
L Length%of%School%Day%(3%out%of%9%families%reported)%
%
!
ACADEMIC SUPPORT/ SPED/ RTI ISSUES
%
Families:#(F1,#F2,#F3,#F4,#F5,#F6,#F7,#F8,#F9,#F10,#F11,#F12,#F13)#
%
I%was%told,%directly,%by%[the%principal]%,%that%my%daughter's%IEP%would%not%be%
upheld/followed%as%she%entered%the%higher%grades%of%High%School.%I%was%told%that%
because%the%school%was%offering,%"IB%for%all"%that%the%accommodations%and%
modifications%listed%on%my%daughter's%IEP%would%not%be%honored%by%the%school.%Not%
only%did%[the%principal]%say%this%to%me%directly,%she%also%repeated%it%at%a%meeting%held%
with%a%friend%of%mine%who%came%along%as%a%support%person.%
%
%This%is%a%separate%family%from%the%one%directly%above:%%
There%were%2%meetings%that%ultimately%led%to%me%making%the%final%choice%about%
removing%my%children.%The%first%was%a%meeting%about%[my%child]%where%the%school%
told%me%that%the%high%school%had%become%an%IB%program%and%no%special%services%
would%be%provided.%Well,%my%daughter%is%on%and%IEP%so%that%would%mean%I%would%
have%to%move%her%for%9th%grade.%They%basically%in%the%meeting%made%me%feel%like%they%
had%done%the%best%they%could%with%her%but%she%wasn't%passing%the%mcas%and%with%the%
school%being%an%IB%they%wanted%to%let%me%know.%

Page 2 of 16
%
The% two% years% before% we% left% were% a% constant% struggle,% in% terms% of% getting% the%
services% she% needed% and% the% accommodations/modifications/supports% that% were%
documented%as%necessary%and%crucial%on%her%IEP.%
%
There%were%many%ways%in%which%our%child's%special%needs%were%not%addressed%and%
many% essential% decisions% were% made% by% staff% without% relevant% training,%
unsurprisingly% resulting% in% negative% outcomes% for% our% child% Our% child% was%
punished%for%behavior%that%was%disability%related%(instead%of%addressed%in%a%manner%
which% would% address% the% behavior% in% a% way% that% would% actually% lead% to% positive%
change% in% the% desired% direction).% % Overall,% the% environment% seemed% to% cause% a%
worsening%of%our%child's%struggles.%%%
%
Our%child%was%not%identified%as%dyslexic%until%5th%grade.%In%second%grade%we%asked%
the%reading%specialist%if%our%child%might%be%dyslexic%and%again%asked%the%psychologist%
during% testing% in% 3rd% grade% the% same% question.% Both% times% we% were% told% our% child%
was%just%a%little%behind%and%would%catch%up.%In%4th%grade%PVCICS%proposed%removing%
reading% services% from% his% IEP.% We% requested% outside% testing% to% which% they% agreed.%
Our%child%was%tested%at%Curtis%Blake%in%Sept.%2015%and%was%diagnosed%as%dyslexic.%We%
feel%the%school%was%unhelpful%in%identifying%our%childs%disability.%And%even%when%we%
had% a% diagnosis% of% dyslexia,% they% asked% if% maybe% he% had% a% bad% day% on% the% day% of%
testing%at%Curtis%Blake.%After%receiving%the%Curtis%Blake%evaluation%they%provided%us%
with% a% draft% IEP% that% did% not% include% any% pull% out% reading% services% and% did% not%
mention%the%results%of%the%Curtis%Blake%evaluation%or%the%diagnosis%of%dyslexia.%It%was%
evident% to% us% that% they% did% not% want% to% recognize% this% disability% or% provide% the%
services%that%were%recommended%for%our%child.%
%
The% school's% obvious% focus% on% having% their% IB% program% be% a% showcase% for% the%
country%clearly%leaves%students%with%special%needs%in%the%dust.%
%
My%daughter%started%6th%grade%at%PVCICS.%I%found%that%she%got%much%more%support%
from%the%special%education%area%and%for%the%first%time%ever%she%was%meeting%bench%
marks% on% her% IEP% so% now% my% daughter% was% in% 7th.% This% is% when% everything%
changed%for%us.%My%daughter%told%me%that%support%was%limited%and%it%wasn't%like%it%
use%to%be.%
%
[The%Director%of%Student%Services],%who%in%reality%runs%the%Special%Ed%program,%even%
if%the%school%administration%denies%it,%is%unqualified%and%incompetent%to%the%point%of%
playing% a% damaging% role% for% children% who% come% to% her% under% the% auspices% of% her%
help.% % Instead% of% receiving% supports,% our% child% received% repeated% punishments% for%
things%that%were%included%on%his%504%plan.%The%exhausting%amount%of%time%it%took%to%
educate%the%school%and%advocate%for%our%child%was%ridiculous.%
%
[Our%daughter]%was%behind%in%school,%had%an% IEP%(for%6%months)%and%had%support%
but%it%wasn't%helping.%We%attended%a%team%meeting%where%it%was%clear%that%she%was%

Page 3 of 16
shutting% down% and,% while% there% were% some% suggestions% for% improvements% for% her,%
there%was%a%mutual%feeling%that%PVCICS%wasn't%the%best%school%for%her.%
%
We%did%have%a%"transfer"%meeting%with%the%Special%Education%staff%at%the%school%my%
daughter%transferred%to,%but%at%that%time%we%were%not%certain%she%would%be%leaving%
PVCICS.%Interestingly,%at%that%transfer%meeting,%the%two%Special%Ed.%staff%from%PVCICS%
did%not%hesitate%in%explaining%my%daughter's%needs%and%how%BEST%to%meet%her%needs%
at%the%NEW%school!%
%
PVCICS% was% provided% an% assessment% by% a% third% party% which% identified% our% child's%
below%average%performance%in%reading%and%writing.%When%we%arrived%the%meeting,%
we% were% informed% that% no% one% at% the% school% had% reviewed% the% evaluation% we% had%
provided%prior%to%the%meeting.%The%teachers%had%indicated%our%son%did%have%difficulty%
in% reading% and% writing% and% was% performing% in% the% low% average% range% for% his% peer%
group.% When% asked% to% provide% an% IEP% we% were% told% he% did% not% qualify% but% would%
receive%a%504%plan.%The%school%sent%a%504%plan%for%review%only%after%being%reminded.%
The%action%steps%in%the%504%were%so%grammatically%incorrect%and%full%of%misspellings%
their%meaning%could%not%be%interpreted.%Our%second%child%was%also%showing%evidence%
of% learning% disabilities.% Even% though% progress% reports% and% school% evaluations%
indicated%he%could%use%support,%he%too%was%deemed%not%qualified%for%services.%A%third%
party%evaluation%confirmed%our%suspicion%of%ADHD.%He%now%receives%services%at%his%
current%school.%
%
Despite%being%only%slightly%below%gradeLlevel%for%reading%and%working%on%at%least%an%
average%level%for%other%subjects,%including%Chinese%language%arts,%she%called%herself%
"stupid,"%especially%when%pulled%from%class%for%her%IEP%sessions%(mostly%for%speech).%
%
It%was%at%the%beginning%of%the%year%and%I%requested%that%[my%child]%move%to%the%new%
group%of%6th%graders%who%take%initial%Chinese%at%the%same%time%but%again%I%was%told%
this%was%impossible.%So%the%teacher%gave%him%some%things%to%copy%and%that%is%all%he%
does.%A%complete%waste%of%time.%He%will%leave%the%school%next%year.%
%
Meetings% were% spent% going% over% everything% that% was% problematic% for% our% child%
rather%than%looking%for%ways%to%support%and%help%with%the%disabilities.%PVCICS%staff%
repeatedly%told%us%that%we%should%think%about%whether%PVCICS%is%the%right%school%for%
our%child.%Our%feeling%was%that%they%did%not%believe%our%child%could%be%successful%at%
their%school%and%that%they%did%not%want%to%take%the%time%or%put%in%the%extra%effort%and%
resources%to%teach%our%child.%
%
Our% childs% IEP% was% well% written% and% included% services% and% accommodations.% But%
many%of%the%accommodations%in%our%childs%IEP%were%not%followed%in%the%classroom.%
Our% child% said% that% when% advocating% for% accommodations% or% asking% for% help% in% the%
classroom%the%teachers%would%get%mad.%During%an%IEP%Meeting,%one%of%the%teachers%
said%that%she%did%not%have%the%time%to%stop%everything%and%help%our%child%in%class.%The%
teacher's%negative%attitudes%and%responses%toward%our%child%made%our%child%feel%bad%
and%our%child%lost%incentive%to%participate.%He%was%afraid%of%some%of%his%teachers.%

Page 4 of 16
%
We%did%not%share%our%decision%to%withdraw%from%the%school%when%we%went%in%to%our%
rescheduled%parentLteacher%conference.%The%counselor%had%said%she%would%be%there,%
but% wasn't.% She% later% explained% that% another% student's% needs% kept% her% from%
attending.%
%
The%school%only%teaches%a%certain%population,%while%some%are%left%to%fall%through%the%
cracks.%
%
My%daughter%was%placed%in%a%Tier%3%category%on%the%RTI%scale%in%fourth%grade%by%her%
homeroom%teacher.%According%to%this%status%on%the%PVCICS%website:%%%%"Tier%3%%%%%%%1L
5%%of%students%L%Intensive,%individual%interventions.%Assessment%based."%%%%She%never%
received% intensive,% individual% intervention.% There% was% no% assessment% or% feedback.%
The%school%told%me%she%did%not%qualify%for%individual%help,%which%lead%me%to%believe%
the% school% did% not% follow% this% published% RTI% intervention% model.% The% eLmail%
response%had%more%content%regarding%the%character%flaws%about%my%daughter%than%
her%academic%progress%I%could%go%on%with%many,%many%more%accounts%very%similar%
to% this,% but% the% overall% theme% I% experienced% at% PVCICS% was% that% children% like% my%
daughter%fell%though%the%cracks.%
%
We%had%to%fight%to%even%get%a%504%plan%to%protect%our%child%from%seemingly%arbitrary%
(and%unevenly%applied)%punishment.%Once%we%had%the%plan,%it%was%like%pulling%teeth%
to% get% the% school% to% implement% itL% instead,% most% of% the% behaviors% were% regularly%
punished.% Preferential% seating% for% my% wiggly% child% amounted% to% sitting% half% way%
across%the%room,%isolated%from%the%class%where%he%couldnt%hear%what%was%going%on,%
while%everyone%else%was%sitting%on%the%rug.%
%
My%sons%transition%was%not%smooth%and%he%had%a%very%difficult%time%well%they%told%
me%that%I%was%brave%for%bringing%him%in%4th%grade%because%the%day%is%50%%Chinese%
and%4th%grade%is%a%transition%year%for%kids%and%he's%just%lost%and%then%they%suggested%
he% be% tested% for% ADHD.% When% I% asked% the% school% why% they% have% openings% in% 4th%
grade%if%it%is%so%hard%they%said%well,%by%law%we%have%to.%
%
I% requested% that% [my% child]% join% the% initial% level% of% Chinese% open% for% the% new% 9th%
grade%group%and%but%[the%principal]%told%me%that%[my%child]%could%catch%up%with%her%
class%by%taking%a%level%2%online%Chinese%course.%We%paid%for%the%online%course%but%the%
level%of%Chinese%was%way%more%advanced%than%she%could%handle%and%we%had%nobody%
at% home% that% she% could% ask% for% help.% We% were% all% really% frustrated% and% she% failed.% I%
then%requested%the%school%to%place%my%daughter%at%the%initial%level%with%the%group%of%
new% 9th% students,% so% she% could% start% at% an% appropriate% level% but% was% told% that% for%
administrative%reasons%this%could%not%be%possible.%
%
At%the%end,%we%were%receiving%one%or%more%harassing%eLmails%a%day%from%teachers%
and% staff% about% minor% infractions% that% were% covered% in% our% 504% plan.% It% was%
exhausting%and%felt%like%a%strategy%to%push%us%out.%
%

Page 5 of 16
in% a% later% IEP% meeting,% his% English% teacher,% who% was% not% involved% in% the% 1st% IEP%
meeting,% asked% why% he% wasn't% in% the% extra% class% that% a% few% other% kids% who% were%
struggling%were%taking.%%In%that%instant,%[the%principal]%shot%daggers%from%her%eyes%at%
the% teacher% &% then% left% the% table.% % She% was% caught% in% a% lie.% % In% the% end,% I% was% in% my%
rights%to%sue%that%school%for%neglect%of%my%son's%needs,%but%my%daughter%was%still%a%
student%there%&%I%love%all%the%teachers,%student%&%families%there.%%The%administration%
however,%is%an%abomination.%
%%%%%%
!
SCHOOL CLIMATE!!
%
Families:%(F2,#F3,#F4,#F5,#F6,#F7,#F8,#F9,#F10,#F11,#F12)%
%
My% daughter% complained% about% being% shamed% in% many% ways% and% this% deeply%
affected% her% self% esteem.% She% was% isolated% to% finish% work% and% the% classroom%
practices,% instead% of% guiding% her,% shamed% her% into% feeling% stupid.% My% son% chose% to%
leave%on%his%own%in%the%middle%of%third%grade%because%he%watched%what%my%daughter%
(and%our%whole%family)%went%through%in%fourth%grade%and%he%wanted%out.%
%
My% [child]% constantly% complained% about% teachers% yelling.% Especially% in% fourth% and%
fifth%grade.%This%affected%her%deeply%and%affected%her%self%esteem.%She%found%it%hard%
to%learn%and%concentrate.%%%%%%%
%
Overall% KL2% was% a% mostly% positive% experience% and% I% am% grateful% that% my% children%
have%had%the%language%experience.%But%here%is%a%quote%from%just%this%week%from%my%
daughter.%%%%That%school%wrecked%me.%%%%She%also%reports%about%her%new%school%that.%
'They%let%you%laugh.%
%
The%ONLY%reason%we%ever%chose%to%put%our%children%there%was%to%learn%Chinese,%and%
when%I%really%looked%at%all%the%negatives%it%just%outweighed%that.%%While%it%would%be%
really%great%for%them%to%be%bilingual%their%overall%happiness,%self%worth%and%peace%of%
mind%just%far%outweighed%it.%
%
%it%became%evident%that%my%daughter,%though%determined%to%learn,%was%not%going%
to%flourish%as%a%person%there%either%&%we%decided%to%remove%her%too.%%%
%
They% also% seemed% to% have% a% way% of% making% them% feel% stupid% when% they% didn't%
understand%something%academically.%
%
After% he% left% PVCI,% our% child% said% to% us,% I% love% school.% I% really% love% school.% I% even%
loved%school%at%PVCI%but%they%made%it%really%hard%to%feel%that%way.%
%
The% school's% obvious% focus% on% having% their% IB% program% be% a% showcase% for% the%
country%clearly%leaves%students%with%special%needs%in%the%dust.%
%

Page 6 of 16
I%also%felt%that%my%daughter%was%at%risk%of%being%harmed%by%the%administrators%and%
the%teachers%
%
My% daughter% hated% going% to% school% and% pleaded% with% us% to% go% to% another% school.%
Early%in%her%4th%year,%in%3rd%grade,%we%finally%got%it%and%listened.%Leaving%her%friends%
was%difficult%but%her%anxiety%and%lack%of%self%worth%was%increasing.%
%
PVCICSs%focus%on%high%academic%achievement%and%test%scores%was%overemphasized%
at% the% expense% of% the% physical% and% emotional% needs% of% our% child.% Our% very% smart,%
curious,% enthusiastic% child% left% PVCICS% feeling% stupid.% We% chose% a% healthier,% better%
balanced,%growth%mindset%learning%environment%for%our%child.%
%
It%has%been%my%experience%that%the%school%is%very%quick%to%blame%students%labeling%
them%as%lazy%or%not%disciplined%enough%and,%at%the%same%time,%not%willing%to%provide%
support% or% to% accommodate% the% students% learning% needs.% Initially% I% thought% this%
might%be%my%kids'%problem,%that%they%might%lack%organizational%skills%or%something%
like%that.%Now%I%see%it%differently.%
%
My% daughter% went% to% 5th% grade% for% about% a% month% and% a% half% before% she% couldn't%
handle%anymore.%She%started%having%severe%stomach%aches%and%head%aches%whenever%
she% was% at% school.% We% were% called% to% pick% her% up% almost% every% day% at% the% nurses%
office.%Finally%we%decided%to%pull%her%and%I%homeschooled%her%this%year%
%
She%felt%defeated,%stupid,%and%incapable.%No%child%should%ever%have%to%feel%this%way.%%%
%
I% think% the% school% is% so% focused% on% gaining% high% scores% and% shiny% reviews% that% it%
leaves%behind%all%those%students%that%require%support.%I%think%its%very%easy%to%blame%
students.% As% a% consequence,% my% kids'% morale% and% motivation% to% learn% has% been%
crushed,%they%left%feeling%like%a%failure%and%no%kid%should%feel%like%that!%%%%%%%%%%
%
!
ADMINISTRATION/STAFF/ PRINCIPAL ISSUES
#
Families:#(F1,#F2,#F3,#F4,#F5,#F6,#F7,#F8,#F9,#F10,#F12)#
#
Throughout% the% two% and% a% half% years% of% identifying% our% childs% disabilities% and%
negotiating%for%special%education%services%at%PVCICS%we%found%the%administration%to%
be%unhelpful,%discouraging%and%unresponsive%to%our%childs%special%needs.%
#
Our%child%was%in%RTI%from%1st%grade%on.%Staff%told%us%that%our%child%was%only%a%little%
behind% in% reading% and% would% catch% up.% When% we% finally% requested% testing% in% 3rd%
grade,%[the%director%of%student%services]%discouraged%us.%After%asking%if%our%child%was%
an% only% child% she% said% We% test% these% kids% all% the% time% and% they% are% fine.% In% an%
educational%assessment%dated%3/27/14,%in%response%to%the%prompt,%Have%there%been%
any% schoolLrelated% events/issues% that% have% impacted% the% students% learning?% [the%

Page 7 of 16
director%of%student%services]%wrote,%high%family%expectations.%We%feel%that%any%child%
in%RTI%for%an%extended%period%of%time%should%have%been%referred%for%testing%and%that%
[the% director% of% student% services]% dismissive% attitude% toward% our% parent% concerns%
was%inappropriate.%Had%our%child%been%recommended%for%testing%sooner%and%had%the%
testing% been% more% comprehensive% we% would% have% gotten% a% diagnosed% of% dyslexia%
sooner.% Early% interventions% could% have% been% put% in% place% and% the% negative% self%
esteem%issues%our%child%is%experiencing%might%have%been%avoided.%
#
I%also%felt%that%my%daughter%was%at%risk%of%being%harmed%by%the%administrators%and%
the%teacherswho%clearly%no%longer%believed%she%was%worth%their%effort%to%provide%
the%specific%accommodations%and%services%on%her%IEP.%
#
We%experienced%a%distinct%lack%of%diplomacy%and%an%inability%on%the%part%of%various%
staff% to% reason% beyond% steadfast% "rules."We% also% received% a% letter% detailing% the%
school's%tardy%policy,%threatening%our%child's%enrollment,%and%asserting%we%needed%to%
set%up%a%meeting%"to%discuss%the%issue"%with%either%[the%principal]%or%[the%director%of%
student%services].%We%did%have%five%tardies%from%the%beginning%of%the%year.%We%had%
had% MANY% more% tardies% the% year% before,% and% had% never% received% this% letter.% Most%
notably,% our% child% had% already% been% *riding% the% bus*% for% over% a% month% before% this%
letter%was%sent.)%%%%%
%
My%complaints%to%administration%fell%on%deaf%ears.%%We%tried%to%help%her%but%it%was%
impossible.%I%felt%like%her%childhood%was%over.%%%
%
lack%of%effective%principal%%
%
PVCICS%staff%did%not%help%identify%our%childs%learning%disabilities,%they%did%not%track%
our% childs% progress% accurately,% and% they% did% not% provide% the% special% education%
services%or%accommodations%our%child%needed%to%be%successful%in%the%classroom.%
%
In%that%instant,%[the%principal]%shot%daggers%from%her%eyes%at%the%teacher%&%then%left%
the%table.%%She%was%caught%in%a%lie.%
%
I%love%all%the%teachers,%student%&%families%there.%%The%administration%however,%is%an%
abomination.%
%
[The% principal]% knows% so% many% of% the% awful% things% that% are% going% on% with% certain%
teachers%and%staff%but%makes%the%choice%to%protect%her%own%rather%than%protect%the%
children% in% her% care.% She% denies,% to% a% parents% face,% that% she% has% ever% heard% their%
particular%complaint,%when%in%fact,%shes%heard%it%many,%many%times%but%chooses%to%
ignore%it.%Why?%
%
When%leaving%[the%director%of%student%services]%office%one%time%after%discussing%an%
incident%with%my%child%(where%I%didnt%agree%with%the%punishment)%she%made%sure%to%
tell%me,%in%a%casual%tone,%that%my%kids%had%a%lot%of%unexcused%absences%this%year%and,%I%
should% know% that% they% could% lose% their% spot% for% the% next% school% year.% Yes,% my% kids%

Page 8 of 16
had%missed%some%schoolL%my%husbands%father%died%and%both%kids%had%the%fluL%both%of%
which% were% documented% (though% not% logged% in% the% school% database% apparently).% It%
felt%very%much%like%a%threat%was%being%made.%
%
Communication% with% the% administration% was% very% difficult.% It% often% took% multiple%
emails%over%the%course%of%weeks/months%before%getting%a%response.%Testing%and%IEP%
meetings%did%not%happen%in%the%proper%timeframe.%
%
There% were% numerous% problems% in% my% child's% grade% but% there% was% no% consistent%
staff%to%handle%the%problems%until%2014/2015%when%Cindy%Burch%was%hired.%
%
Our%child%was%repeatedly%told%that%he%needed%to%stop%crying,%it%wasnt%going%to%work%
this% time% when% he% was% sent% to% [the% director% of% student% services]% office% (often% for%
issues%that%should%have%been%easily%managed%by%trained%and%competent%teachers%and%
guided% by% his% established% 504% plan).% She% often% escalated% the% situation% to% the% point%
that%our%child%was%inconsolable%and%we%would%have%to%come%and%pick%him%up%from%
school.%This%happened%several%times%(one%time%the%Chinese%teacher%let%him%call%from%
her% personal% cell% phone% to% be% picked% up% so% he% could% avoid% [the% director% of% student%
services]%and%[the%principal]).%This%meant%that%he%missed%out%on%a%lot%of%classroom%
instruction%time.%
%
One%time%[the%director%of%student%services]%told%my%4th%grader%that,%at%his%age,%he%
could%get%slapped%with%a%sexual%harassment%lawsuit%for%pushing%the%person%in%front%
of%him%on%the%stairs%(a%friend%who%happened%to%be%a%girl)%by%the%butt%so%they%would%
move% more% quickly.% The% odd% thing% was% that% [the% director% of% student% services]%
relayed%this%story%to%me%as%wellL%as%though%this%was%not%problematic%for%her%to%say%to%
a%4th%grader!%(Plenty%of%things%would%have%happened%before%a%lawsuit%was%filedL%like%a%
conversation% among% parents,% perhaps?)% The% fact% that% she% would% sexualize% this%
incident% in% 4th% grade% was% inappropriate.% Ive% heard% a% similar% story% from% another%
family.%
%
!
TEACHER/ CLASSROOM ISSUES
!
Families:#(F1,#F2,#F3,#F4,#F5,#F7,#F8,#F10,#F11,#F12)%
%
Our%kids%also%expressed%their%frustration%with%classroom%structure%and%inability%to%
progress%further%in%math%and%science.%
%
Some% teachers% were% excellent.% Some% were% not.% Many% screamed% and% several% had%
very%poor%pedagogical%practices.%Fourth%grade%was%a%nightmare%in%terms%of%teaching%
a% child% morals.% % This% is% when% it% all% started% going% downhill% for% us.% The% homework%
content% and% load% was% inappropriate.% There% was% also% a% LOT% of% screaming% in% fifth%
grade.%It%always%felt%very%disorganized%and%chaotic.%
%

Page 9 of 16
Our%child%said%that%when%advocating%for%accommodations%or%asking%for%help%in%the%
classroom%the%teachers%would%get%mad.%During%an%IEP%Meeting,%one%of%the%teachers%
said%that%she%did%not%have%the%time%to%stop%everything%and%help%our%child%in%class.%The%
teacher's%negative%attitudes%and%responses%toward%our%child%made%our%child%feel%bad%
and%our%child%lost%incentive%to%participate.%He%was%afraid%of%some%of%his%teachers.%
%
The%teachers%did%not%accommodate%diverse%learning%styles%in%the%classroom%and%the%
negative%attitudes%of%some%of%the%teachers%toward%our%child%were%unacceptable.%
%
I%also%felt%that%my%daughter%was%at%risk%of%being%harmed%by%the%administrators%and%
the%teachers%who%clearly%no%longer%believed%she%was%worth%their%effort%to%provide%
the%specific%accommodations%and%services%on%her%IEP.%
%
We%had%decent%experiences%with%the%school%when%my%oldest%started%in%kindergarten%
until%4th%grade.%To%put%it%bluntly%4th%grade%was%hell%for%my%daughter.%The%workload%
that% was% expected% of% her,% of% all% the% children,% was% unattainable.% She% began% to% feel%
stressed% and% anxious% all% the% time.% % Home% life% was% miserable% because% it% was%
impossible%for%her%to%keep%up%and%she%started%to%give%up.%%When%we%tried%to%discuss%
this%with%her%English%teacher%we%were%told%that%she%expects%a%lot%of%children%at%this%
age%and%my%daughter%was%not%trying%hard%enough.%
%
Though%[our%other%child]%has%struggled%with%social%issues,%the%classroom%shaming%
(when%1%student%is%responsible%for%making%20%stay%in%from%recess),%and%the%frequent%
turn%over%with%the%teachers.%For%now,%she%stays.%
%
Teachers% often% did% not% bring% the% students% outside% for% recess% or% took% away% recess%
time%as%punishment.%
%
L% curriculum% (not% cohesive% between% grades)% poor% English% curriculum% % % L% lack% of%
teacher% involvement% both% academically% and% socially% with% students.% Had% a% way% of%
making%kids%feel%stupid%and%hurt%self%esteem%%%%
%
[Taken% from% a% private% communication% about% the% survey]% I'm% guessing% since% you%
pulled% [your% child]% it% had% something% to% do% with% the% infamous% 4th% grade%
teacher?%%That%was%a%factor%in%our%decision%as%well%in%that%I%had%no%desire%to%subject%
[my%child]%to%her%after%having%dealt%with%her%before.%
%
This%year%my%son%deteriorated%in%kindergarten.%He%has%developed%so%much%anxiety%
because%he%has%a%hard%time%with%the%Chinese.%He%has%gotten%almost%no%extra%help%in%
Chinese%although%we%have%tried%to%get%that%for%him%many%times%this%year.%%While%we%
didn't%remove%all%our%children%this%year%I%deeply%regret%sending%him%to%kindergarten%
here.% He% will% go% to% another% school% next% year% and% repeat% kindergarten% because% he%
missed%so%much%this%year.%Again%we%will%be%pulling%all%our%children%at%the%end%of%this%
year.%
%

Page 10 of 16
Our% child% entered% second% grade% being% VERY% enthused% and% optimistic.% But% her%
classroom% and% overall% school% experience% caused% everything% to% crash% down.% She%
quickly% declared% she% *detested*% school.% The% second% grade% English% teachers,%
particularly% Ms.% Cheung% (the% whole% second% grade% team% was% new% this% year),% often%
told%the%kids%"we%have%very%high%expectations%of%you."%They%are%also%quoted%as%telling%
them,% "If% you% think% this% was% hard,% just% wait!"% During% curriculum% night,% Ms.% Cheung%
replied%to%a%question%about%field%trips%by%saying%they'd%have%to%see%if%the%class%could%
"handle"%a%field%trip.%(Most%of%these%kids%had%been%on%several%successful%field%trips%in%
kindergarten%and%first%grade!)%
%
After%the%accident,%when%we%were%finally%starting%to%try%to%get%back%to%more%normal%
routines% at% home,% I% helped% (encourage)% my% child% to% get% her% homework% done.% She%
handed% in% everything% except% the% week's% reading% log.% She% came% home% in% tears% that%
day,% asking% if% we% could% please% get% back% to% doing% the% reading% log.% Ms.% Cheung% had%
actually%said%to%her,%"At%least%you%have%SOME%of%your%homework."%
%
The% classroom% environment% was% extremely% strict.% And% our% child% started% getting%
picked% on% a% lot% more% whenever% the% kids% had% any% breathing% space,% like% at% gym% or%
recess.%She%regressed%a%lot,%back%to%getting%"stuck"%and%frustrated%and%unable%to%ask%
for%help%before%silently%crying%in%class.%What%is%worse,%the%teachers%made%her%feel%like%
she%was%not%allowed%to%cry.%"Second%graders%don't%cry"%over%such%"small"%things,%etc.%
This%did%not%help%her%learn%or%remember%how%to%cope,%but%rather%made%her%feel%more%
miserable%and%more%like%crying.%%%%%
%
I% also% did% not% find% the% teachers% to% be% very% good% across% the% board.% %They% were% not%
supportive%of%the%students%academically%or%emotionally.%%
%
%
LACK OF/ INADEQUATE COMMUNICATION
!
Families:#(F1,#F2,#F3,#F4,#F5,#F6,#F7,#F8,#F9,#F10)#
#
We%left%PVCICS%after%repeated%attempts%to%get%504%or%IEP%plans%for%our%two%children.%
Responses%and%solutions%provided%were%sloppy,%vague%and%inadequate.%%%
%
I% was% always% concerned% about% the% curriculum,% policies,% lack% of% a% principal,% high%
teacher% turn% around,% and% overall% home% to% school% communication.% %I% had% no% idea%
where%my%kids% stood% academically%until%a%report%card%came% home%and%did% not% like%
the%whole%grading%policy%as%it's%very%subjective.%
%
the%communication%on%the%part%of%the%school%was%deficient%from%the%start.%%
%
poor% communication% about% kids% academics.% grading% policy% too% subjective% and%
teachers%had%different%policies%between%grades/teachers%%
%

Page 11 of 16
Concrete% data% on% our% childs% level% of% performance,% rather% than% antidotal% progress%
reports,% would% have% given% us% a% better% picture% of% our% childs% needs% and% would% have%
made%it%easier%to%identify%and%focus%on%areas%of%need.%
%
Communication% with% the% administration% was% very% difficult.% It% often% took% multiple%
emails%over%the%course%of%weeks/months%before%getting%a%response.%Testing%and%IEP%
meetings% did% not% happen% in% the% proper% timeframe.% We% found% it% difficult% to% get% test%
results%and%data%on%our%childs%progress,%making%it%difficult%to%get%a%clear%picture%of%
our%childs%level%or%performance.%The%administration%repeatedly%gave%us%inaccurate%
information,%delayed%us,%and%made%inappropriate%comments%to%us%in%our%quest%to%get%
our%child%support.%
%
My%complaints%to%administration%fell%on%deaf%ears.%
%
When% you% have% an% administration% that% doesn't% oversee% their% teachers% %or% the%
curriculum%correctly%or%listen%when%numerous%parents%complain%about%a%teacher/s%
and%do%nothing,%it%was%just%time%to%leave.%%
%
The% school% should% constantly% solicit% feedback% from% families% to% ensure% that% it% is%
meeting%families'%needs!%
%
There%were%many%time%points%from%the%first%meeting%on%where%the%school%did%not%
faithfully% or% competently% implement% the% IEP,% the% communication% from% school% was%
deficient,% and% too% many% critical% decisions% were% made% by% staff% with% no% special% ed%
credentials.%
%
You% would% think% they% would% want% to% know% why% a% student% was% pulled% from% the%
school% especially% mid% year.% So% many% things% should% have% been% done% differently.%
STARTING%with%a%follow%up%call%or%ANYTHING%to%find%out%why%a%child%has%been%taken%
out.%
%
[With% regard% to% Parent/% teacher% conferences]% Our% meeting% was% similar% to% what% I%
had% heard% from% other% parents.% The% Chinese% teachers% barely% said% two% sentences%
between% them.% The% English% teachers% stated% how% our% child% was% doing% academically.%
Then%they%emphasized%what%needs%more%work%and%improvement.%Very%little%praise,%
and% almost% nothing% personal% except% after% I% pressed% them% about% our% concerns% for%
how%is%SHE%doing.%The%meeting%was%neither%informative%nor%swaying%in%our%decision%
to%withdraw%our%child.%
%
[With%respect%to%RTI%communication]%There%was%no%assessment%or%feedback.%When%
I%tried%contacting%the%person%who%was%supposed%to%be%working%with%her,%it%took%six%
eLmails% and% six% weeks% to% receive% a% response% about% her% progress.% It% was% then% I%
learned%she%did%not%receive%individual%instruction,%it%was%a%small%group,%and%not%very%
often%as%the%staffing%was%very%limited.%
%

Page 12 of 16
[With%respect%to%providing%IEP%services]%During%our%1st%IEP%meeting%in%October%of%
his% 1st% year% there% in% 1st% grade,% I% asked% for% him% to% get% extra% help% to% support% his%
learning.% % In% response,% the% principal% said% that% there% was% not% a% support% to% help% him%
keep%up%with%the%rest%of%the%class.%%Later%that%school%year,%in%a%later%IEP%meeting,%his%
English%teacher,%who%was%not%involved%in%the%1st%IEP%meeting,%asked%why%he%wasn't%
in% the% extra% class% that% a% few% other% kids% who% were% struggling% were% taking.% % In% that%
instant,% [the% principal]% shot% daggers% from% her% eyes% at% the% teacher% &% then% left% the%
table.%%
%
I%was%always%told%that%[my%child]%is%a%bit%behind%but%it%was%not%until%this%year%that%I%
found%he%is%not%only%a%bit%behind%he%is%unable%to%follow%the%class%at%all.%
%
%
LENGTH!OF!SCHOOL!DAY!
!
Families:#(F2,#F3,#F6)#
!
Three%families%mentioned%that%the%length%of%the%school%day%was%also%an%issues.%%
!
ARE THERE PARTICULAR SUPPORTS, SERVICES, OR OTHER FACTORS THAT,
IF PROVIDED, MIGHT HAVE ALLOWED YOU TO KEEP YOUR CHILD(REN) AT
PVCICS?

!
Families:#(F1,#F2,#F3,#F4,#F6,#F7,#F8,#F9,#F10,#F11,#F12)#
#
If% the% classroom% teacher% had% implemented% many% of% the% accommodations% in% our%
childs%IEP,%it%would%have%made%all%the%difference.%Encouragement%from%the%teachers%
when%our%child%asked%for%help%would%have%set%up%a%trusting%relationship%and%enabled%
our% child% to% thrive.% Closer% observation% of% our% childs% emotional% state% would% have%
helped% in% identifying% situations% in% which% our% child% felt% overwhelmed% by% tasks% that%
were% affected% by% learning% disabilities.% Concrete% data% on% our% childs% level% of%
performance,% rather% than% antidotal% progress% reports,% would% have% given% us% a% better%
picture%of%our%childs%needs%and%would%have%made%it%easier%to%identify%and%focus%on%
areas%of%need.%Assistive%technology%in%the%classroom%and%proper%instruction%on%how%
to% use% the% equipment% would% have% made% a% huge% difference% in% providing% our% child%
access% to% the% curriculum% and% the% opportunity% to% keep% up% with% peers% in% the%
classroom.%A%listening%device%that%made%it%possible%for%our%child%to%better%understand%
oral% presentations% and% verbal% directions% was% determined% by% PVCICS% to% be%
ineffective.% The% use% of% this% equipment% could% have% made% it% possible% for% our% child% to%
hear%everything%that%all%the%other%students%hear.%More%physical%activity%in%the%weekly%
school%schedule%would%have%benefited%our%childs%physical%and%emotional%well%being.%
In%5th%grade,%health%class%took%up%one%of%the%two%PE%classes%per%week.%%
!

Page 13 of 16
Any%sort%of%support%for%our%kids%regarding%documented%learning%disabilities%would%
have%made%us%much%more%likely%to%stay.%
!
The% public% school% our% child% now% attends% has% highly% competent% and% experienced%
professionals% at% every% level% (including% principal% and% viceLprincipal% with% relevant%
training% and% credentials)% who% are% committed% to% our% child's% success.% The%
implementation%of%the%IEP%is%well%done%there%(in%stark%contrast%to%PVCICS)%and%the%
communication% between% school% and% family% is% outstanding.% The% overall% school%
environment%is%much%more%positively%oriented.%Having%an%administration%committed%
to% serving% children% with% special% needs% and% with% the% relevant% experience% to% do% so,%
would%be%essential%for%a%child's%success%at%PVCICS%and%they%only%way%we%could%keep%
our%child%enrolled%there.%
!
Yes,%of%course.%First,%if%I%knew%that%my%daughter%would%continue%getting%the%
supports%identified%on%her%IEP,%regardless%of%the%school's%mission%to%develop%an%IB%
program,%and%second,%if%other%parents%who%had%similar%concerns%could%have%also%
stepped%up%to%formally%complain%about%the%school's%propensity%to%either%ignore%or%
undermine%the%needs%of%students%with%IEPs%and%504%plans.%
!
A%real%individual%educational%plan%for%how%my%child%learns%and%how%my%child%feels%
in%the%world.%For%example,%the%services%that%she%did%receive%seemed%to%increase%her%
anxiety;%she%was%working%one%on%one%with%timed%math%problems%and%the%pressure%
was%too%much.%
!
Without% the% necessary% support% to% be% successful% in% the% classroom% our% childs% self%
esteem%dropped%and%our%child%became%anxious.%We%felt%keeping%our%child%at%PVCICS%
was%doing%more%harm%than%good.%Given%that%our%child%would%not%graduate%with%his%
classmates%which%he%had%spent%5.5%years,%we%felt%it%was%better%for%our%child%to%change%
schools%even%though%it%was%midyear.%
!
Provided%Chinese%at%different%levels%so%children%can%advance%at%their%own%pace.%
!
I% have% no% idea.% Much% of% our% discontent% stems% from% what% seems% to% be% a% systemic%
attitude%at%the%school.%
!
Absolutely.%But%not%only%was%there%no%interest%in%providing%a%full%support%system%of%
services,%they%refused%stuff%that%they%provided%for%other%kids.%According%to%my%son's%
Dr.,%he%should%have%been%with%a%1%to%1%aide,%but%they%wouldn't%even%give%him%what%
other% kids% that% weren't% as% needy% had.% They% wanted% to% squeeze% him% out% because% it%
was% too% much% expense% for% them.% I% believe% that% this% is% rampant% throughout% their%
school% as% a% matter% of% secret% policy% &% is% their% way% of% making% their% school% perform%
well%in%standards%that%they%believe%are%important.%I%find%it%disgusting.%It%is%exactly%the%
kind% of% thing% that% gives% charter% schools% a% bad% name% in% towns.% Taking% the%
"performance"% kids% &% spitting% back% out% the% kids% that% don't% fit% their% desires.% It%
happened%to%my%family.%
!

Page 14 of 16
1.% Teacher% Training:% for% improved% pedagogy,% classroom% management,% anger%
management,% and% conflict% resolution.% 2.% RTI% implementation.% This% system% was% a%
published%and%never%implemented.%So,%staffing%for%this%area.%
!
Fixed%all%of%the%above%
!
While% I% believe% that% their% services% are% seriously% lacking% in% both% substance% and%
availability,%nothing%would%have%us%bring%the%kids%back%to%this%school.%%
!
!
RESPONSES! ON! WHETHER! THE! SCHOOL! SHOULD! HAVE! FOLLOWED! UP! TO! FIND! OUT! WHY! A!
FAMILY!WAS!REMOVING!THEIR!CHILD!
!
Families:#(F1,#F2,#F3,#F4,#F5,#F6,#F7,#F8,#F9,#F10,#F11,#F12)#
!
Yes.% I% would% have% expected% the% administration% to% be% interested% in% our% 5.5% year%
experience% at% PVCICS% and% would% have% had% an% exit% interview% to% talk% about% why% we%
chose% to% leave% midyear% and% what% they% could% have% done% differently% to% retain% our%
special%ed%student.%
%
Good% question.% You% would% think% they% would% want% to% know% why% a% student% was%
pulled%from%the%school%especially%mid%year.%%
%
Yes!%The%school%should%constantly%solicit%feedback%from%families%to%ensure%that%it%is%
meeting%families'%needs!%
%
Of%course%they%should%have,%but%ultimately%they%didn't.%We%did%have%a%"transfer"%
meeting%with%the%Special%Education%staff%at%the%school%my%daughter%transferred%to,%
but%at%that%time%we%were%not%certain%she%would%be%leaving%PVCICS.%Interestingly,%at%
that%transfer%meeting,%the%two%Special%Ed.%staff%from%PVCICS%did%not%hesitate%in%
explaining%my%daughter's%needs%and%how%BEST%to%meet%her%needs%at%the%NEW%
school!%
%
Vicki%Caruso%was%the%only%one%that%was%great%about%the%whole%thing%and%even%
followed%up%with%me%to%see%how%my%daughter%was%doing.%I%reached%out%to%one%of%my%
daughters%teachers%that%had%a%big%impact%to%thank%her%and%she%didn't%bother%
responding.%
%
Yes.%To%show%value%to%the%student%and%to%gain%knowledge.%
%
Absolutely%but%it%is%clear%that%they%would%rather%not%know%because%they%would%then%
have%to%do%something%about%it.%It%is%unconscionable.%
%
Absolutely,%though%we%weren't%surprised%that%no%one%did.%
%

Page 15 of 16
It% makes% sense% to% have% a% follow% up% conversation% with% the% administration% if% the%
school%were%really%interested%in%a%self%evaluation.%They%are%not,%so%no%point%of%telling%
them%anything.%
%
Probably,%for%damage%control%reasons.%We%could%have%sued%them%&%it%was%only%up%to%
our%whims%that%we%did%not.%
%
Absolutely.%But%I%think%that%through%the%school%model%and%practices,%families%like%us%
are%not%welcome%or%encouraged%to%stay.%I%don't%believe%they%are%interested%in%keep%
families%like%us%who%might%require%more%academic%assistance.%
%
Yes,%but%I%doubt%I%would%have%gotten%more%than%a%shrug%and%vague%suggestion%about%
"school%fit"%since%so%many%of%our%complaints%are%so%general.%
%
I%did%receive%an%email%from%[the%principal]%wishing%us%well.%
%
%
%
!

Page 16 of 16
Independent PVCICS Exit Survey

Independent Exit Survey for PVCICS families

This survey is completely voluntary and is not officially connected with PVCICS or the school
administration. It is an independent effort by concerned current and former PVCICS parents to
provide data to the PVCICS Board of Trustees and others in order to help the school build an
environment and services that can support and retain families and students.

This survey is CONFIDENTIAL and your name and other identifying features (such as the grades of
your other children) WILL NOT BE SHARED unless you EXPLICITLY GIVE YOUR WRITTEN
PERMISSION to do so. The reason we ask for your name in the survey is to ensure validity. The
information gathered in this survey will be reported as aggregated data and not at an individual
level.

The decision to participate in this survey isCOMPLETELY VOLUNTARY and you can choose to
respond or skip any of the questions and may choose to terminate your participation in the survey
AT ANY POINT.

Independent PVCICS Exit Survey

Basic Information

1. What is your name?

1
2. At what grade did your child(ren) enter PVCICS? (if you have/had multiple children at the school, please
check all that apply)

Kindergarten

1st Grade

2nd Grade

3rd grade

4th grade

5th grade

6th grade

7th grade

8th grade

9th grade

10th grade

3. If you have/ had multiple children in the same grade at PVCICS, please indicate which grade.

Independent PVCICS Exit Survey

Decision to Leave PVCICS

The next few questions will ask about the reason(s) you chose to remove your child(ren) from
PVCICS.

2
4. Please explain, in your own words, why you chose to remove your child(ren) from PVCICS. Please
include as much or as little information as you feel comfortable sharing (if possible, including the grade and
year in which your child(ren) left PVCICS.)

5. Are there particular supports, services, or other factors that, if provided, might have allowed you to keep
your child(ren) at PVCICS?

3
6. Did your child(ren) begin a new school...

After the end of a complete school year (i.e., in the fall when the school calendar begins for most children)

At the end of the Fall term (after fall report cards are distributed in December/January but before Spring term has begun)

When Fall term was in process (before fall report cards were distributed)

When Spring term was in process (after spring term had begun but before spring report cards were distributed)

Other

7. If your child(ren) began a new school while PVCICS was still in session, please explain.

8. If you had more than one child at PVCICS, did you remove all of your children from the school?

Yes

No

9. If you would like, you can provide more detail here about the decision your family made to remove all or
only some of your children from PVCICS.

4
10. After you removed your child from PVCICS, did anyone from the administration (the Executive Director,
the Principal, other school or administrative staff) follow up with you to ask why you made this decision?

Yes

No

11. If yes, did you provide the school with an explanation that is similar to what you have reported here?

Yes

No

12. If no, why not?

5
13. If no, do you think someone should have followed up with you?

Independent PVCICS Exit Survey

The Role of School Accommodations

The next questions will gather information about whether your child received special education or
other accommodations at PVCICS and whether this had any influence on your decision to remove
your child from the school. Again, you can choose to respond or skip any of these questions.

14. Did your child receive special education accommodations at PVCICS? (an IEP or 504 plan)

Yes

No

15. Did the handling of your child's/ children's accommodations by PVCICS administration or teachers
influence your decision to remove them from PVCICS?

Yes

No

6
16. If yes, please explain.

17. Was your child involved in a Response to Intervention (RTI) plan?

Yes

No

18. Did the handling of your child's/ children's RTI plan by PVCICS administration or teachers affect your
decision to remove them from PVCICS in any way?

Yes

No

7
19. If yes, please explain.

Independent PVCICS Exit Survey

Additional Questions and/or Clarification

20. We understand that the decision to remove your child from PVCICS was likely complicated and required
quite a bit of time and emotional energy. We greatly appreciate your input for this survey.

Because we are still developing our ideas about the best way to use this information to help PVCICS
become a positive and supportive for ALL children, may we contact you will follow up questions and/or
clarification?

Yes

No

21. If yes, you are willing to provide additional clarification or information, please provide the best way to
contact you (list phone # and/or e-mail address)

Independent PVCICS Exit Survey

8
Much Thanks, Follow-up from the Survey, and Where to Direct Questions

Thank you for completing this survey. When we have finished gathering data, we will send you a
copy of the finished report. We will also update you about plans to communicate important
messages from this report to the PVCICS Board of Trustees so that they have a better
understanding of the choices parents are weighing when removing their child(ren) from PVCICS.

To reiterate, WE WILL NOT SHARE IDENTIFYING INFORMATION about you or your child(ren)
without written permission from you.

If you have questions or would like to continue this discussion, please e-mail Christin Glodek
cglodek@gmail.com.

9
!
SUPPLEMENTAL*MATERIAL*
FROM*THE*PVCICS*ANNUAL*REPORT,*201472015:*
*
Recruitment*Plan*Strategies,*p.*16*
PVCICS!will!work!to!make!explicit!in!the!schools!recruitment!efforts!the!special!
education,!social,!emotional!and!academic!support!services!available!at!PVCICS.!
Services!are!described!at!information!sessions!and!on!the!public!website.!As!
occurred!last!year,!a!special!education!teacher!will!host!an!information!session;!
information!sessions!will!include!time!for!parents!and!students!to!receive!additional!
information!about!special!education!services.!PVCICS!will!work!to!improve!the!
services!provided!to!special!education!students.!PVCICS!will!enhance!2015!!2016!
recruitment!by!increasing!the!information!about!services!on!the!school!website.!
!
Implementation*Report*on*201472015*Retention*Plan,*p.*18**
PVCICS!has!licensed!staff!and!procedures!to!support!the!needs!of!diverse!learners,!
including!those!with!special!education!and!English!language!learner!needs.!See!the!
Program!Delivery!section!under!the!Academic!Program!Success!heading!of!this!
document!for!staffing!details.!PVCICS!has!small!and!large!resource!rooms!for!
students!who!need!special!instruction!or!services.!The!school!provides!small!group!
instruction!for!students!who!need!additional!academic!support!in!core!academic!
subjects!including!Chinese.!
!
Retention*Plan*Strategies,*p.*19*
PVCICS!will!continue!to!provide!social,!emotional!and!academic!support!for!special!
education!students.!PVCICS!uses!the!RtI!model!for!academic!intervention!and!has!
reading!specialists,!counselors,!SPED!teachers!and!other!specialists!(SLP,!OT,!PT)!on!
staff.!The!RtI!process!employs!progress!monitoring!and!escalating!intervention,!as!
needed.!PVCICS!will!continue!to!maintain!a!full!range!of!services!for!students!on!
IEPs.!PVCICS!will!continue!to!build!skill!by!providing!teacher!training.!PVCICS!
believes!that!by!delivering!appropriate!IEP!services,!IEP!student!retention!will!be!
raised.!
!
In!2014U2015,!PVCICS!was!in!its!fourth!year!implementing!the!Response!to!
Intervention!(RtI)!process!that!uses!a!multiUtiered!approach!for!delivering!academic,!
social!and/or!emotional!support!to!students.!RtI!is!a!regular!education!initiative!of!
differentiated!instruction!to!improve!learning!outcomes!for!students!without!a!
diagnosed!disability.!PVCICSs!RtI!team!of!teachers,!instructional!support!staff!and!
specialists,!met!monthly!to!consistently!monitor!information!showing!how!a!student!
is!progressing!and!make!recommendations!on!the!use!of!specific!teaching!
techniques,!the!collection!of!data,!and!additional!support.!
!
If!the!student!continues!to!have!difficulties,!the!student!is!referred!to!the!Student!
Support!Team!(SST)!where!either!it!is!recommended!that!additional!interventions!
be!implemented!or!a!referral!for!special!education!be!made.!The!school!has!a!
certified!special!education!coordinator!who!advises!the!Student!Support!Team!
(SST),!coordinates!inUhouse!and!contracted!special!education!services,!and!provides!
professional!development!regarding!special!education!for!staff.!Similarly,!PVCICS!
has!established!procedures!to!identify,!support!and!evaluate!students!who!are!
English!language!learners.!

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