Brookline 2018-19 Climate Survey – Families

The results of the 2018-2019 District Climate Survey as responded to by the PSB families. Items in red are special education related (others may be as well). Click on the triangle next to a school name to see what the families had to say.

What is the one thing you value most about this school?

Baker School
  • a good education and an inclusive safe environment
  • Academically -many teachers are invested in the learning process.Many teachers put the time to know their strengths. Overall there is tolerance created to allow for individuals to be different.
  • Academics balanced with social and extracurricular programs.
  • Acceptance of cultural differences
  • All the teachers are very kind and attentive to each child.
  • Baker has been our “home” for over 10 years. It has educated our kids and helped them grow as people.
  • Baker School have good resources for learning, such as a big library and enough computers. The cafeteria is big enough to accommodate a large group of students which helps with serving lunches at a reasonable time for all kids. Staff and administrators are available for any questions or discussions even after hours. Number of students per classroom is perfect.
  • Caring, nurturing environment; diversity of student body
  • Celebration of diversity and the whole child.
  • Challenging academics, efforts to improve inclusivity
  • Communication with the teachers and early intervention when needed
  • community
  • community
  • community
  • creative approach to teaching and learning.they seem to be making an effort to educate about diversity and inclusion
  • Cultural and ethnic diversity
  • Cultural diversity
  • Cultural diversity
  • Diversity
  • Diversity
  • Diversity
  • diversity
  • diversity
  • Diversity
  • diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity in the school.
  • Diversity of cultures
  • Diversity of student body
  • diversity of student body and enthusiastic teachers
  • Diversity of student body, and quality of most of the teachers we’ve known so far.
  • Diversity of student population.
  • diversity of students
  • Diversity of the student body
  • Diversity.
  • Diversity.
  • Diversity. Hands-on learning in the elementary grades. Diversified learning opportunities in the elementary school. Amazing teachers in the elementary school.
  • education
  • Enthusiam
  • Ethnic diversity
  • everyone is very down to earth
  • Excellent homeroom teachers.
  • Excellent teachers and the additional assistance through the IEP has been amazing for both my children.
  • feel safe and comfortable in class – learning environment
  • Friendly mood for foreign beginner
  • friendly people.organized.responsible.
  • friendly teachers and staff
  • Friendships, teachers
  • Good all around academics.Cultural diversity and sense of community.
  • good policy
  • Good relationship between teacher and parents
  • Good teacher
  • Great academic support
  • Great communication with teachers and students.
  • great faculty and staff—warm, caring, smart, competent!
  • Great learning habits
  • Great school
  • Great teachers and community
  • happy enjoying
  • High quality education
  • I appreciate the diverse student body and the dedicated staff.
  • I do appreciate the sense of community and the focus on building a positive environment.
  • I really like the way that they approach discipline.They realize that everyone makes mistakes but what really matters is how you learn from those mistakes and move on with that knowledge.
  • I value that my child is happy and excited to go to school.Her cohort is diverse, and cares about learning.Baker also has a tremendous extended day program that, in my opinion, makes the school spectacular.
  • I value the amazing diversity at Baker!The teachers have been great and OT (Anne!) has been awesome!
  • I value the response I receive from the administration team when there is an issue/concern about my children.I also value the hard work and commitment from the teachers in working on their craft.
  • Inclusion and diversity and academic requirements
  • Incredible sense of community for both students/families and teachers, valued diversity, attention to individual learning, feedback/communication from teachers with parents.
  • information via email comes often. Easy to see class information
  • International environment High level of teaching
  • It has quite rating
  • It is a safe and encouraging environment for children. It truly is a neighborhood school, and I love the community of families here.
  • It’s fantastic teachers both extended day and classroom teachers.
  • It’s diversity and inclusion
  • It’s diversity and some very dedicated teachers
  • I’ve been very impressed with the differentiation in education and the response to special educational needs both my children have presented.
  • kids are great!
  • Kindness
  • Learning opportunities and global diversity
  • Learning supports for my child with an IEP
  • learning training
  • LLI program is excellent.
  • Location
  • Location and tradition of quality education
  • Most of the adults love children and education and want to do their best.
  • Mrs. Galop
  • Mrs. Richardson in 1R is amazing.We’re having a fantastic experience with her.For the most part, I don’t really know what’s going on with the rest of the school.She is providing a wonderful experience for my child in her classroom.The attention to diversity is wonderful.The adult presence in the classroom is fantastic.I believe we have three adults in the classroom at any given time, which is incredible and really makes a difference.They provide supervision and support.Mr. L is noticeably present and supportive to the students.
  • Multicultural environment
  • Music education
  • My child is challenged in the classroom.
  • My child is not being bullied.
  • My kindergartener loves school.
  • Not forcing students to study
  • People
  • Positive atmosphere, great teachers
  • quality of education
  • racial diversity
  • Respect
  • respect for children’s individuality and culture
  • respect for diversity
  • Safe and in a great environment
  • safety
  • sense of community
  • Sense of community
  • Sense of community.
  • Small class size (15 students); access to enrichment; high quality extended day program.
  • Strong community, kids feel valued and safe.Lots of adults to turn to for help.
  • Strong sense of community. The cultural diversity of the student population.
  • Students are being happy with people in the school and having fun during learning.
  • Support we get from teachers and administration
  • Supportive, creative teachers who understand the needs of the children at their grade level
  • Teachers
  • Teachers
  • Teachers and leaders strong support for/efforts toward a diverse, safe, challenging, and fun learning environment.
  • teachers and the activities available to students
  • Teachers are friendly and eager to teach students passionately.
  • Teaching style & friendly environment
  • That most of the teachers and committed and kind.
  • The care that seems to go into the curriculum.
  • The caring and nurturing environment that fosters learning.
  • The classroom teachers are awesome. They are tuned in and helpful with looking for ways to learn that suit my child. The 3 top administrators this year have brought warmth, communication, and experience.
  • the commitment to students
  • The community feel and the administrator/staffs ability to quickly respond to every situation.
  • The curriculum and community.
  • The diverse community and how well everything is communicated by PTO + School principals. I also love the personal calls about my child when appropriate.
  • The diverse curriculum that includes foreign language as well as the dedicated teachers!
  • the diversity
  • The diversity
  • the diversity and community
  • The diversity in the student population and some shining starts in the teacher body (not all teachers).
  • The diversity.
  • The families that we have met.
  • The leadership
  • The lower grades have more cohesive teams and communication. My child still relates to those teachers. The after school program is excellent.
  • the respect and discipline
  • The school is very diverse, with students and families from many different countries, backgrounds, languages, religions etc. All cultures are accepted and respected. The CultureFest is a great example, wonderful way to support an inclusive community and prepare our kids for the global village.
  • The school values communication with the parents
  • The sense of community
  • the sense of community
  • The sense of community and inclusion.
  • The sense of community and the diversity
  • The sense of community.
  • The strong sense of community.
  • The support andaccommodation for children with disabilities.
  • The teachers
  • The teachers
  • The teachers.
  • The way in which the teaching staff and administrators work together to find ways to enhance the students academic and emotional needs during their work day and beyond.
  • There are a lot of wonderful things about Baker School. If I have to name one thing that’s most significant, I would’ve named the environment that is created by the staff students and the families.It is a loving caring environment that encourages learning and challenges students academically. Kids come home feeling positive and loving school
  • There is a warm supportive feel in the school that has been helpful to my kids in particular due to my divorce.
  • There’s a great sense of community. Also in general the teaching is fantastic but more bearable in the middle school grades
  • Values and care for the educational and social growth of the children are second to none.
  • Very well structured academic program and mixed cultural background.
  • Way of interacting with the kids
  • We are extremely happy with our child’s teacher and value her support and work with the class. Extended day team continues to impress us with the activities and educational content they provide to the kids – it is a wonderful program.
BEEP
  • Amazing teachers
  • BEEP is absolutely wonderful but the thing we value most is the excellent teachers and staff
  • Community and dedicated teachers
  • Curriculum, teachers, wide exposure for students.Sense of community within the classroom for the students.
  • Dedication and compassion of teachers.
  • Emotional zone regulation using colors
  • Everyone seems highly committed to doing great work and taking an active interest in the development of the children.
  • Friendly
  • Great teachers
  • I love the weekly newsletters from the teacher, explaining exactly what’s going on in the classroom. It’s so useful for sparking discussion with my child, who normally wouldn’t tell me much of anything.
  • I value how engaged my son’s teachers and therapist are with his needs. I feel that every day they focus on his growth and are not just going through the motions, but are actively involved in his development.
  • I value the community that BEEP fosters between families and educators. The class sizes and teacher:student ratios ensures all of my child’s needs are met, and the expertise of BEEP educators and specialists is exceptional.
  • I value the loving and supportive classroom environment.
  • Inclusive child centered learning
  • Inclusive environment and how much I can tell the teachers love my child.
  • inclusiveness
  • Individual attention to each child.
  • It provides a warm, confidence-inspiring environment that gets kids excited about school and ready for kindergarten!
  • My child having a great first experience to engage in school.
  • My sons excellent teachers
  • Preparation for kindergarten, inclusive model
  • Sense of community for my child and myself as well
  • Small class of pupils and teacher pupil ratio
  • Son excelentes profesionales
  • Supportive of all needs and skill levels
  • Teach my kid lots of skills that really helpful.
  • the community fostered among the students and teachers.
  • The incredible teachers!
  • The one thing that I value the most is the teachers’ respect and attention to my child’s personality.
  • The positive, creative approach that gets children excited about learning
  • The quality and dedication of the teachers!
  • The staff and teachers are amazing!
  • The teachers
  • The teachers
  • the teachers
  • The teachers are phenomenal! I love BEEPs mission: to provide exceptional education to ALL children!
  • The teachers are wonderful.Molly has been amazing to work with in every way.
  • everything
  • Everything that the teacher does has a purpose in helping them learn.
  • Excellent education
  • high quality of staff and teachers
  • Let kids have the opportunity to try new things, like cooking, planting seeds.
  • Many ways to learn Friendly atmosphere
  • Organized structure for learning in an environment that is fun for the children
  • Teachers
  • The feeling of closeness like one big family. Especially the teachers in PreK-K. We really feel like being loved by them as part of their families.
  • The teachers and Vicki are amazingly kind, clearly love my child, and are very accessible and communicative. The new classrooms and all of the amenities that accompany them at the CC School are fantastic.
  • To see my kids happy and well teach
  • Very welcoming and supportive to parents and students
  • Approach to learning
  • Our older daughter thrived in BEEP and we are seeing the same progress in our 4-year old. She comes home every day and plays â€oeschool―, basically recreating the day.
  • Relationships between students & teachers
  • Teachers and Vicki Milstein
  • The excellent instruction
  • The nurturing learning environment that BEEP provides.
  • The teachers
  • The teachers.
  • Usually these programs have very experienced teachers
  • We love that the teacher and staff are very caring in helping our child with special needs to develop to his full potential
  • Diversity
  • Engaged teachers and administrators and wonderful teacher to student ratio.Also focus on social emotional skills
  • Every teacher and school professional that we have interacted with at BEEP has been extremely talented, dedicated and committed.I feel so lucky to be a part of the BEEP community.
  • everything
  • Learning environment
  • Min-Jen is an extraordinary leader and teacher.
  • Min-Jen Taylor
  • My child really enjoys learning and he is challenged.
  • Our teachers
  • Please note.Above I noted that BEEP does not address race or socioeconomic status.I believe that this is developmentally appropriate, and though I may see the value of addressing these topics in later ages, it does not make sense to add it to BEEP.
  • Really like the program. Let my son learn a lot
  • Seems like my daughter is learning a lot.
  • teachers and their teaching principle and interaction with family
  • The amazing teachers
  • The BEEP teachers, specialists and leaders have been tireless in their dedication to help my child learn and grow. I truly feel we are all on the same team, and when challenges arise, I value their positivity and how they see my child as a whole person, not just his challenges.
  • The sense of inclusion, belonging, and individual attention.
  • The teachers
  • The teachers are the best resource that exists. They are tremendous – we’ve had multiple teachers over two students and both sets are so incredibly caring, smart, thoughtful, and good at what they do.We are blessed to be around them.
  • The teachers have been fabulous and I definitely value their wisdom and love for my children!
  • The teachers.
  • Wonderful Pre-K teachers like Ms. Min-Jen Taylor
  • A culture of inclusiveness
  • A sense of acceptance andbelonging.
  • a structured environment where my child is very happy and encouraged to learn in a fun way
  • Best teachers!! smart loving wonderful people, amazing program. My kids have learned so much in such a short amount of time.
  • Connie!
  • Diversity across all areas (socioeconomic, racial, cultural, students with disabilities).Unparalleled elsewhere!
  • Diversity and inclusiveness
  • Effectiveness
  • Excellent teachers and classroom support
  • Great teachers
  • I really appreciate the inclusive model of the school and the thematic nature of the curriculum.I think that the teachers provide the students with lots of purposeful play time and the classrooms are well-resourced.The feeling of the program is also very loving and positive.
  • Inclusion model, great teachers
  • Inclusion of all
  • inclusive program
  • Instilling a love of learning in my child from the earliest age of her education, and helping to teach her to be a kind human.
  • Katie at BEEP at Lynch extended day is an incredible teacher. All teachers are wonderful, giving people, but she goes above and beyond. My daughter is flourishing with the attention and love she gets from Katie, I’ve seen noticeable positive changes in her behavior all around and as I get to know Katie better, it’s become clear that these changes are due to what my daughter learns from her in extended day. When I ask her about her day, it’s always about something Katie showed her or a responsibility Katie gave her!
  • Nicki Farrington is amazing. My son has had her for two years and she is a gem.Her curriculum, kindness, and team are incredible and my son’s growth is prepping him for kindergarten next year!
  • Our daughter loves her class, peers and teachers. She comes home often talking about her classmates cultures and what she has learned from them. It’s so amazing.
  • outstanding staff, very professional, very child centered
  • patient and warmful accompany for the children
  • teachers
  • Teachers and their patience!
  • The administrative workers helped make it possible for my child to attend.Otherwise it would never have been possible and my child would not have been able to attend pre-school at all.The teachers are another valuable part, they have been really nice and really work hard to change up in their teaching methods.
  • The commitment of the teachers.
  • The communication. The acceptance of any children with any race and disability. And the education approach overall.
  • the community
  • The quality of the teachers.
  • The sense of community and the love and affection the students feel at school.
  • The teachers
  • The teachers closeness to the kids .They are like family
  • The teachers.
  • The warmth and skill of the teachers
  • The wonderful/respectful interaction between students and teachers
  • We value the way our daughters teachers take the time to really know her and love her and support her learning and growth each day.
  • Good relationship with friends
  • great teachers and lots of 1:1 student attention
  • Help kids and help us alwayse to know every thing about the kids and how they learn
  • helping my son with autism.
  • I feel my child is safe and loved Every time I’m there
  • inclusion setting
  • It is a safe fun and engaging learning environment. I love the creativity that is encouraged.
  • It is an excellent program.We could not be more thrilled with experience for our daughter.Thank you!
  • It’s focus on play and process that goes into planning and decision making.
  • its reputation of high quality
  • Our family really really appreciate the teachers in the school. They showed unselfish love to the children.
  • Outstanding learning environment that supports children of all backgrounds and abilities. Excellent communication, caring, support. Incredible teachers and paras who truly know your child/children and care.
  • Quality of education
  • Socialization aspect
  • Staff to student ratio, class size, curriculum, experienced educators
  • structure and safety
  • Teachers are great.
  • Teachers are very professional and invested in the welfare and success of the students. I like the structure that the curriculum provides.
  • Teachers care a lot about the students.
  • Teir passion for teir students
  • The amazingly dedicated teachers!
  • The community.
  • the inclusive environment, respect to other cultures. I am constantly reminded that I can speak Mandarin to my son, to foster both cultures with him at any time, any location and any event. I really appreciate it and that makes my son feels comfortable with both languages, both cultures. More, because of the nature of the environment, rich in diversity, he feels comfortable listening to different languages and learning different cultures.
  • The incredible teachers
  • The low student/teacher ratio, and the excellence of the teachers.
  • The program and teachers are amazing. I love how inclusive the program is and how supportive and loving the teachers are.
  • The quality of the teachers and education
  • The respectful tone that the teachers use with students.
  • The teachers and staff.
  • The teachers including extended day staff are incredible. Highly professional, caring and devoted to our kids – we appreciate that very much!!
  • The way in which teachers meet each child exactly where they are, treat them as individuals and facilitate growth.
  • Very friendly staff and my daughter enjoys her class
  • Being in the neighborhood school where other siblings attend
  • Community
  • Enjoyment our child has in interacting with his peers and teachers, the social development
  • High quality, low turnover staff at some schools, high teacher student ratio, quality playground and equipment, quality materials,
  • How they have accommodated my child’s specific needs.
  • The classroom structure and curriculum
  • The great teachers
  • Well structured interactions to prepare kids for kindergarten
BHS
  • 1. SWS (answers to above would be very different otherwise) 2. Anthony Meyers as Headmaster
  • a challenging learning environment
  • A positive atmosphere with diverse class offerings.
  • Academic
  • academic and intellectual rigor and diversity
  • Academic and leadership staff, great resources
  • academic challenge
  • academic challenges and support good study habbits
  • Academic challenges for kids who want them
  • Academic excellence
  • Academic excellence
  • Academic excellence
  • academic preparation for college for the most past, social inclusion of minorities
  • Academic program
  • Academic rigor
  • Academic rigor
  • academic strength
  • Academically we appreciate that BHS is (appropriately, positively) challenging and offers excellent support. We are very grateful for tutorial and generally delighted that her teachers are so responsive and supportive. We also really value the culture.
  • Academics
  • Administrators that care and communicate
  • aim to help student success.
  • All depends on individual teacher
  • All teachers availability for their students and willingness to support if they ask for help
  • Although as a town we pride ourselves on academics, it is BHS’s wide array of electives that make the school unique. Electives provide students an outlet, to explore interests beyond academics, sometimes just for fun, often because students are interested in furthering their education in non-traditional academic arenas.
  • Anthony Meyer as leader of school
  • Anthony Meyer Also Mary Minott
  • Anthony Meyer. Diversity
  • Anthony Meyer. He is remarkable.
  • Anthony Meyer’s leadership.
  • appreciation/respect for student body’s cultural diversity
  • Attention given to students’ non-academic growth/maturation
  • Available resources.
  • BHS has good intentions
  • BHS is the gold standard carefully balancing academics and personal growth. That said, teachers should be paid double and have half the # of kids to really get things going. The rich have tutors for a reason!
  • BHS provides the best resources and academic support to our students.
  • BHS truly cares about the students.
  • Broad range of opportunities
  • brookline promotes excellence
  • Caring adults
  • Caring teachers
  • Challenging, high level academics are available for kids who choose to take the challenge.
  • Classes offered.
  • Close relationships with my kids
  • Communication with parents from BHS faculty/administrators.
  • Community
  • Community and parents involvement
  • Concern of teachers and staff for students
  • Convenience re location from home is about the only good thing about our kids being at BHS
  • Cosmopolitan student pool
  • Culture and diversity
  • Culture of learning and respect for diversity
  • Curriculum choices
  • Dedicated administrators and teachers. Everyone has good intentions
  • Dedicated teachers
  • dedicated teachers
  • Dedicated teachers& staff who â€oeget― teenagers
  • Dedication of faculty and administration to helping kids grow and learn.
  • dedication to diversity
  • Despite the differences between the students, the administration really promotes the idea, as well the practice, of them being a part of a collective community
  • Different program for different learners
  • Diversity
  • Diversity
  • Diversity
  • diversity
  • diversity
  • diversity
  • diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity and inclusion
  • Diversity and inclusion
  • Diversity and innovation
  • Diversity and mostly great teachers
  • Diversity and the freedom to be one’s self.
  • Diversity of backgrounds, cultures
  • diversity of learning opportunities and of students
  • Diversity of people and academic choices.
  • diversity of student body
  • Diversity of student body
  • diversity of student body, course selection, proximity to T and Boston, responsiveness of administrators and teachers
  • Diversity of student poulation
  • Diversity, allowing kids to be themselves, opportunity for great education
  • Diversity, liberal, global, brilliant, superior, it’s a good place…
  • Diversity, quality of education
  • Diversity, reflects real life, strong academics
  • Diversity.
  • Diversity. Independence it fosters. I trust the culture, academic standards, and leadership which allows me to be confident in my son’s education without having to be involved.
  • Dr. Gary Shiffman – a true educational leader, an innovator and someone who in his DNA truly loves education. (I wish you’d have someone like him in the math department)
  • Education
  • Education
  • Educational Diversity
  • Effective Communication Willing to help the student
  • Emphasis on embracing diversity and promoting social justice issues.
  • ethnic diversity
  • Everyone will find their niche, sooner or later.
  • Everything
  • Excellence in education and quality of teachers
  • excellent academics, great academic support, diversity
  • excellent teachers
  • Expectations or students
  • Fantastic electives so my son can explore creativity and have string academics, both
  • felling welcomed as a new student to BHS.
  • Focus on developing and challenging students to reach their potential
  • focus on learning in the way that best suits each student
  • Freedom and responsibility model
  • Freedom so student can develop good habits and manage their independence.
  • Freedom, indepedence, and empowerment in educational journey.
  • Friendly staff and teachers
  • Good academics.
  • Good acidemics
  • good education
  • good education
  • good education, work habits
  • Good teachers and good leadership.
  • Good teachers, good selection of challenging courses for serious students.My kids have benefited from advanced, honors, AP classes.This is excellent preparation for college.Also, Dr. Driscoll’s Camerata has been an excellent program for our family.
  • Great academic offerings
  • Great academics.
  • Great adult role models
  • Great education; great culture valuing education.
  • Great neighborhood school, freedom for kids, high academic standards, excellent teachers.
  • great preparation for college success
  • great teachers
  • great teachers and a thoughtful, caring headmaster
  • Guidance Dept and social workers
  • Hands down: SWS because the teachers are more accessible and the learning is uniquely peer focused with children sharing their work and getting feedback from one another.
  • Hard to find anything!
  • having a student who is a graduate in college and now another current student, I feel once you express a desire and interest, the amount of support and resources from teachers and staff is incredibly enabling.I think that you need to continue to encourage students that they need to be brave for that first step as this creates the opportunities.It is a bit easy to coast through under the radar at a large school so need to continue to try and make sure all kids do have opportunities to put themselves out there to grow.
  • Having the AALS program so that the other children can fit in. They have a place that they felt like they belong to
  • Headmaster leadership and amazing teachers.
  • High academic standards
  • High expectations
  • high level of education
  • High qualiry academics
  • high quality academics
  • Honoring kids differences – I truly believe there is a place for everyone at BHS and that they will have friends and supporters wherever that place is.
  • How much my son loves the high school.
  • How much they care about the students and want to make everyone feel comfortable
  • How open it is and safe it is for students to show their differences and diversity
  • I appreciate that my daughter feels like she can approach most teachers for support when needed and that they make themselves available.
  • I appreciate the level of independence given to the students.
  • I do value the diversity of the student body. I also value that there are learning options for different learning styles.
  • I love the diverse community, the independence the students gain from being a part of both a large and urban community. The arts opportunities are amazing, and my daughter just loves her electives.
  • I RESENT AND DESPISEBHS
  • I value how much staff are committed to caring for my son.Being excellent matters to them and it shows.
  • I value that the administration does seem to care about our kids.
  • I value the culture of the teachers and the administrators which support the rigorous academics at BHS and the after school activities
  • I value the integrity and experience of the teaching staff.They need more support than they are getting.
  • I value the level of academic rigor at BHS and the enthusiasm of teachers to teach kids at academic levels. I value the patience and time commitment of teachers and support staff.
  • I value the open campus and the fact that the students are given both privilege and responsibility.
  • If I could have a redo, I would not buy a house in Brookline.
  • In the past 5 months my son has been enrolled at BHS (freshman), everyone I have spoken to regarding my son or other issues has been genuinely interested in supporting my child and my concerns, though communication and follow through is not always timely or the appropriate approach.
  • Inclusion and support.
  • individualized teaching
  • It cares about students learning and success
  • It has the benefit of a large school but can also be cozy.
  • It is a safe place to learn.
  • It is an academically rich and engaging school.
  • It is great to finally have different levels of classes (e.g. standard vs honor).I forgot to write this on my Heath survey, but that is another thing that we disliked about heath – the lack of tracking/levels.It meant our academically strong child was bored most of the time. The music/chorus offerings at BHS are excellent.The quality of the performances has been great.
  • It seems like the teachers administrators care deeply about the students.Also, they seem to be concerned about the whole child – socially, academically and emotionally.
  • its diversity
  • It’s value on quality education
  • Learning
  • Learning opportunities – my children feel challenged and do not feel discouraged when the work is hard.
  • Level of education
  • location
  • Lots of class choices.
  • lots of educational diversity, on top of community diversity
  • Lots of opportunities for children academic & extra-curricular.
  • Lots of opportunity growth and learning.
  • Making My son being happy ti go to school and being challenged academically
  • Many different opportunities to learn and explore interests.
  • Many of the teachers are truly outstanding, and we are very lucky to have Anthony Meyer, who does a great job along with his team.
  • Many options academically.Accepting community for diverse students
  • Many options for different classes
  • Mission/goals of leadership & educators: educational excellence and equity, try new things, question authority, make mistakes, find the school/place that’s right for you after BHS. As well as a general positive feeling about this age group — though not always their choices!
  • Most teachers a quite passionate.
  • Most teachers and stuff are dedicated but the resources are scared and clasess to big so my son is lost in the middle of it bc he is not a star nor he is a problem so he falls in the cracks. He is not connected to anyone and I have no clue what goes on other than the quarterly grade reports…
  • My child seems to have found a really positive peer group that is supportive and shares her interests. Classes are challenging but there is support for students when they need it. My child seems very happy with all the extracurricular options.
  • my child’s experience
  • My daughter’s experience in being on a team
  • My kids are motivated to go to school and do well because they enjoy their classes, extracurricular activities and their friends. The enjoy about 80% of their classes and are motivated to do their homework.
  • My son loves high school.He feels supported and has a lot of self confidence.
  • My student being included in activities even though he . has a disability..
  • New teachers.
  • Not its blanket-approach Survey, that’s for sure!
  • not sure
  • offer much useful information for students
  • Open campus, students treated well.
  • opportunities for academic challenge
  • Opportunities for learning new areas, which are useful for practical life
  • Opportunities to pursue interests.
  • Options for classes, various learning styles, great teachers
  • Our son reports frequently how important it is to him and how obvious it is that Anthony Meyer enjoys and understands teens.
  • Our teachers
  • people
  • People
  • Personally, when my son was struggling with depression/anxiety, the staff at BHS was over-the-top helpful, caring, sensitive and positive.I can’t imagine there’s a school more involved in a student’s well being than BHS.
  • Please note that I am answering this survey based on my daughter’s experience on the main campus of BHS and not her current experience in the Winthrop House program, which is a totally different story. Winthrop House is a treasure and a blessing and we are deeply grateful to have this program in our community.
  • Preparing students for the future
  • Progressive, academic environment
  • Public Education
  • Public school
  • Quality
  • Quality education and high level expected
  • Quality of education
  • quality of education
  • Quality of education and preparedness
  • Quality of teachers
  • Quality of teachers
  • quality of the education
  • Quality of the faculty
  • Range of courses and offerings
  • Range of opportunities; the emphasis on supporting the kids; the great teachers my son has (except for one!)
  • Reasonable academic standards
  • Receiving a Quality education at a diverse school
  • Relation between teacher and student
  • respect
  • respect AND high level of education
  • Respect and feeling safe
  • Road range of academic opportunities and cultivation of critical thinking
  • Safe learning environment.
  • scale and locarion
  • School reputation, although that has taken a “hit” the last few years and Newton now rates higher.
  • School Within A School
  • Sense of community
  • Sense of Community
  • Sense of community and diversity
  • Solid education
  • Some excellent and committed faculty
  • Staff
  • Staff have good intentions and purpose.
  • Strong academic foundation
  • Strong academics
  • Strong academics
  • Strong academics and professional teachers who are dedicated to students.
  • strong academics, plenty of opportunities and a challenging learning environment
  • Strong and long inclusive history.
  • Strong culture of learning
  • Strong Guidance counselors
  • Strong sense of opportunity.
  • Strong, committed head of school who values students and parents as well as placing a priority on academics
  • Support for multiple career paths in addition to a 4 year college.
  • Support of the students and committed to creating a good learning environment.
  • Support well academics and athletics development
  • Supportive community
  • SWS
  • SWS
  • SWS and ACE are a well executed programs that are good a creating a close relationship with students.Through their relationships with students and policies they teach maturity, accountability, and community to students.
  • SWS and Dyslecic learning LAHB
  • SWS. Our experience is shrewdly impacted by that structure and those teachers.
  • Teacher and administrator commitment to, and caring for, the students.
  • Teachers
  • Teachers
  • teachers
  • Teachers’ and administrators’ commitment to giving students a very well-rounded and high quality educational experience.
  • Teachers and staff
  • Teachers and staff — responsive, compassionate, open, encouraging, and effectively haelpful for my son.
  • Teachers are highly committed to students
  • teachers attention to my child
  • Teachers seem to be committed to the school
  • Teachers seem to care and are approachable
  • Teachers who care.
  • Teachers work very hard to get to know each child in their class and help them succeed
  • teachers!
  • Teachers!
  • TEACHERS, MY SON ALWAYS CAN GET HELP FROM TERACHERS.THEY’RE THE BEST!
  • Teachers.
  • Teaching my children
  • That Anthony Meyer and the teachers work well together. There is support on both sides and this school-wide academic positivity is evident in the classrooms. The teachers bring wonderful creativity and enthusiasm for their work, and knowing they have the support of the school leadership is important to me as a parent. This had not been the case in my K-8 and I continue to be pleased with this dynamic in BHS I see being here for 2 years now.
  • That my children have loved attending
  • That my son is happy and save
  • That’s is the first year my daughter attend BHS, I do vakueu every school, but I know I need to get more involve!
  • theIEPmydaughter has seems to help her.The people in the learning center help us keep track of what she needs to do. She gets good support from her guidance counselor but she supposed to have more counseling. I still have to pay for a tutor twice a week and an outside counselor.However,Brookline high school and Heath school completely failedmy other daughter.
  • The academic level
  • The academic level is very good
  • The academic reputation
  • The amazing teachers (and counselors principal)
  • The amount of choices of classes and activities students can engage in
  • The awesome teachers – many are so dedicated and become great mentors. Also the diverse curriculum with a wide range of options.
  • The caring nature of the head of school!
  • The climate of respect, appreciation, and value of our diverse student population-so welcoming and supportive!
  • The communication with parents.
  • the community and value system
  • The community is extremely welcoming and inclusive. The academic experience is top-notch. The teachers and faculty care so much about teaching and learning. I’ve been really impressed!
  • The community of helpful people.
  • The community that the teachers and students create.
  • The connections certain teachers and administrators have made with my child that makes him feel valued.
  • The continued existence, staffing & support of the METCO program community.
  • The culture of learning.
  • the dedication of the educators and administrators
  • The dedication of the teachers towards my child. I don’t know if it is typical or not, but to us they have been very helpful and communicate openly.
  • The diversity and the amazing teachers.
  • The diversity of electives.
  • The diversity of people and the feeling of belonging.
  • The diversity of the student body
  • The diversity of the student body.
  • The eagerness to help the students
  • The education (Student)
  • The effort to get it “right.”
  • The empathy and value that the teachers show to the students.
  • The environment safe and the structure encourages independence and trust.
  • The excellent teaching staff
  • The extracurricular activies.
  • The extracurriculars have been great for involving students.
  • The faculty. They are supportive, creative, loving and kind. Could not ask for better teachers for my kids.
  • The feeling of belonging that students have at BHS.
  • The general spirit of kindness and inclusion of all students no matter their background,abilities, strengths or weaknesses
  • The great staff and teachers bb
  • the help from the ace program
  • The keen enthusiasm and hard work of the teachers to implement a diverse and challenging curriculum.
  • The LAHB program for my dyslexic 10th grader! Thanks for being awesome!
  • the leadership is trying
  • The Learning Center with Natalie Labouche and The psychological support from Matthew DuBois
  • The many opportunities, classes and activities that BHS has to offer students.
  • The moral and educational support my daughter has received has been of most value to us.
  • The name.
  • The number of opportunities students have to explore their interests and the climate of “freedom with responsibility.
  • The openness and value placed on freedom and responsibility.
  • The opportunity to take challenging academic classes and the exposure to a great number of diverse elective offerings (culinary, art classes) with many engaged teachers.
  • The passion of the teachers and staff.
  • The principal is fantastic, and SWS is invaluable!
  • The quality and caring of some of the teachers and guidance counselors.
  • The quality and variety of the education is truly impressive.
  • the quality of education
  • The quality of most of its teachers
  • The quality of the teachers
  • The range of courses (honors, etc.) allows good students to get a good education.
  • The range of offerings and opportunities.
  • The range of opportunities available to students and the progressive, caring culture (sorry, that’s two things!)
  • The relationship of BHS’s teachers and students.
  • The respectful community and the diverse academic opportunities
  • The respectful culture and the creative options the students have for electives
  • The school does an outstanding job of preparing all three of my daughters one who graduated two years ago and my twin who graduate this year for college and And life in general
  • The school environment is open minded and teaches respect for every human being.
  • The school seems to provide a high quality education.
  • The school student body is very diverse and allows the students to engage in student activities with all sorts of perspectives.
  • The sense of community and respect- SWS
  • The sense of community, the togetherness no matter what.
  • The social workers and guidance and the supportive educators we have encountered.
  • The staff
  • The staff
  • The strong academics.
  • The strong push to get these kids to take responsibility for their own work.
  • The students freedom and opportunities to foster independence.
  • The teachers
  • the teachers
  • The teachers
  • The teachers
  • The teachers
  • The teachers and academic vigor. Please don’t “un-level” the 9th grade. For the first time since 5th grade my daughter is being challenged in a way she needs to prepare her for college -the teaching rigor is impressive and the balance with student support and mental wellness is wonderful
  • The teachers and staff!
  • The teachers and support staff are tremendously dedicated to their students. They are also well informed about the subject matter they teach.They are also masters in the art of teaching, continually using engaging methods for building understanding of the content.
  • the teachers and the students
  • The teachers and their love of teaching
  • The teachers commitment and the diversity of the student population
  • the teachers professionalism
  • the teachers seem highly motivated and caring about interesting the students and helping them succeed.
  • The teachers seem to really care about the students.
  • The teachers the teachers the teachers.
  • The teachers, the community.
  • The teachers.
  • The teachers.
  • The teachers. They truly care about their students and are dedicated to the success of the kids.
  • The teachers..
  • The teachers/teaching culture
  • The variety of courses and options that the students have – 300+ courses to choose from!
  • The wealth of class options available to the students
  • The welcoming environment and the tremendous set of opportunities and support that our daughter has received both during curricular and extracurricular activities.
  • The willingness of staff to reach out if there is a problem- they care deeply about the students state of mind, putting the students life first- this is so rare and appreciated
  • There are some talented and dedicated teachers on staff
  • There are some very good and experienced teachers at BHS but most newer teachers are young and unexperienced.
  • There are some very good teachers and administrators at BHS
  • They can offer the grate ELE classes to my daughter. She enjoys studying at BHS, and she says that her English skills have been improved so much after she took classes in BHS.
  • They take care of my kid.
  • They teach our kids how to think and learn for themselves.They don’t try to do it for them.
  • This year, as a parent of seniors, I have valued the ongoing support of seniors as they navigate the process of applying to colleges and planning for after graduation. Thank you to guidance and the college and career staff!
  • Treats students w respect, as individuals able to make decisions for themselves.
  • True caring
  • Trust between students and faculty
  • Values
  • variety and rigour
  • Variety of academics offered
  • Variety of course options
  • Variety of high quality programs
  • variety of learning opportunities, levels and courses. individual approach
  • Variety of offerings taught by devoted, talented teachers
  • variety of opportunities to learn
  • Very likely
  • We have just moved to the district this yeara from Beverly Hills, CA.I have been most impressed by the academic rigor of the school, the emphasis on LEARNING (rather than just grades) and ensuring that diversity in all areas is respected.I couldn’t be happier with Brookline High School.
  • We most value diversity at BHS.
  • Wealth of recourses available to students.
  • Welcoming and caring a new student
  • Welcoming and support to families and international students.
  • wide and varying subjects
  • wide range of class choices
  • Wide range of social, academic, and extra-curricular opportunities.
  • Wide variety of course offerings, including electives
  • Wonderful, helpful teachers working with students to make sure they succeed
Coolidge Corner School
  • 1. The leadership of Jen and Mr. O’hara. 2. The sense of belonging and community that was slightly depressed during the 2 years of renovation is returning to its prior level.
  • A positive learning environment and gorgeous new space
  • Academics
  • Accessibility to the teachers and the big smile on my kindergartener’s face at drop off and pick up.
  • Adjustment to students with special needs.
  • All of the school’s student body, who live in Brookline, live close enough to walk to school.
  • Amazingly dedicated staff
  • Amenities, library, sport fields
  • At this time it’s the teachers he’s involved with. In the past we’ve had a ruff road with some staff. But very happy this year! Thank god
  • Beautiful building
  • beautiful facility, fantastic kindergarten teachers
  • Before this academic year, it was the quality of the teaching. This year has been more of a struggle for our child, as the primary teaching has been less creative; much more rigid.
  • Caring staff and the way they nurture our kids.
  • Caring teachers who are really committed to the kids and thoughtful in their approaches.
  • CCS Principals: Jennifer Buller and David O’Hara
  • close relationship among peers
  • Commitment with the students and school’s values.
  • Communication about upcoming events is pretty strong
  • Community
  • Community
  • Community
  • community
  • Community
  • Community – it’s so nice to have our neighborhood school back!
  • Community for kids
  • Coolidge Corner School’s motto.
  • Creativity of the teaching
  • cultural and social positive experience
  • Cultural diversity
  • Dedicated teachers. Great facilities
  • dedicated, caring teachers
  • Dedication to various learning needs
  • Diversity
  • diversity and inclusivity
  • Diversity and integrity
  • Diversity of cultural backgrounds
  • diversity of the student body and location close to home
  • Diversity Sense of community
  • Diversity, academics
  • Diversity, and respectful to each other.
  • Diversity.
  • Diversity. Student support as needed. Welcoming by name at the door in the morning.
  • Early elementary teachers and advanced training of teachers.They are very well versed in development.
  • Education
  • Education strongly motivates children
  • Encourage child to work hard
  • Excellent extended day program
  • focus on kindness and welcoming all students
  • Friendly environment.
  • good atmosphere
  • Good community spirit. Encourages children to be part of this.
  • Good installations and being close to home.
  • Good learning environment
  • great friends
  • Great learning atmosphere
  • Great teachers, community
  • Great teachers, new building
  • Great teachers.
  • Has more acceptance of diversity than other schools in Brookline
  • has strong potential- families that care, excellent teachers and staff
  • High quality teaching and resources.
  • How prepared they are to help my son with special needs
  • how the teachers and administrators value my childs education
  • How they address the disabilities of my child
  • I like the general inclusiveness and friendly community.
  • I like the motto, “Work hard, be kind, help others.”As a first-time parent of a kindergartener, I don’t feel I know enough.
  • I love the sense of community that this school provides. It is amazing to see my son stop and say hi to whichever staff member is on door duty in the morning.
  • I love the teachers, the faculty,staff and the leadership of the school, how they interact with the students and show so much support and encouragement.
  • I love the teachers:)
  • I used to value the feeling of community, however, with all of the change, the feeling of community is weaker.
  • I value the commitment to diversity, staying on top of new and effective educational trends and studies (and not just doing things the way they’ve been done forever), and I value that the principals actually know each of my children.
  • I value the community atmosphere of CCS the most.The reason my child doesn’t participate in extracurricular activities is due to his membership in other outside organizations/teams.
  • I value the community: both the school (leadership, faculty and staff) and the families care deeply about the education and the well-being of the students.
  • I value the hard work the teachers do every day to help my kids. They know my kids’ strengths and weaknesses, and they teach their subjects in such creative ways that the kids love learning. The teachers are kind and considerate when working with students, and this close connection allows the kids to trust them, and ultimately learn more higher-level thinking skills. On multiple occasions, the guidance counselors have helped my children through some hard peer interactions. Also, Ms Lauchlan (librarian) has been an approachable adult who my kids love.
  • Inclusion
  • Inclusiveness and sense of community
  • infrastructures
  • it is better to give some personal direction in Child’ learning in Englishï¼OE such as pronunciationï¼OEgrammar and writing for child from foreign countriesï¼OE particularly from east asia whose languages are quite different from English.
  • It is close to home
  • It is close to our house.
  • its diversity and urban environment
  • It’s generally a nice community of kids who appreciate learning.
  • Its sense of respect and community. My daughter has some challenges yet teachers constantly check in on her and her friends deeply support her.
  • Its values
  • Jen Buller and her leadership
  • Joy of learning
  • K-8 model
  • Kindness
  • Location
  • location of school and the quality teachers
  • Location, quality of parents/kids, diversity.
  • Mr. O’Hara.
  • My child has special needs and so far most of the teachers and specialists have been very dedicated.
  • My daughter is always happy to be going there. She is engaged, challenged, and clearly feels secure and like she belongs.
  • My son is surrounded by intelligent kids who challenge him academically.I also appreciate the diversity at the school.
  • My son pretty much like his teacher
  • Neighborhood walkability
  • new building
  • New building, some of the teachers are really strong
  • Our teachers (except for a few bad apples) are amazing.
  • Overall good experience
  • Physical environment, great kindergarten teacher and good 1st grade teacher.
  • Positive and nurturing culture
  • Positive attitude
  • Positive attitude Diversity Great teachers Great principle- ms Buller
  • Progressive teaching 21st century skills Communication Relationships Challenging the student
  • Proximity and the full age range from K-8 which provides a familiar routine so that the kids can focus on learning and interacting with a stable group of teachers and kids.
  • PTO.The PTO does an extremely good job at helping to streamline/reiterate information from the school.
  • Quality education
  • Quality of education
  • Quality of teachers and access to resources.
  • Quality of teaching
  • Renovated space, community
  • Respect towards all students regardless of nationality
  • safety
  • School respects the multi-culture and family value. Since my daughter’s grand parents are in Taiwan, school respects our decision and let the kid visit grandparents for a longer period of time.
  • Sense of community
  • Sense of community
  • Sense of community
  • sense of community and inclusion
  • Sense of community and the wonderful teachers and staff members.We sincerely appreciate the frequent communications and willingness to provide immediate information and assistance when requested.
  • Sense of community, warmth, friendliness; excellent teaching and support staff; a beautiful new building; feels very much a part of the neighborhood; great music education; DASEP
  • Sincere commitment to the students
  • so far the facility
  • Staff in general is very friendly
  • Strong education
  • Strong since of community
  • Teacher individuality
  • Teacher’s support and guidance
  • Teachers
  • teachers
  • Teachers actually care about teaching
  • Teachers and guidance counsellor have been supportive of my child’s special needs.
  • Teachers are amazing and easy to talk to.
  • Teachers are great.
  • teaching important values
  • that my kids are happy to go to school each day
  • The building and the facilities
  • The commitment of the teachers and staff is tremendous! So many have gone above and beyond for our children, especially in the area of special education. I’ve been involved as an educator and a parent in other public school settings and I have never seen anything like it. Same goes for the way the school values and appreciates diversity and inclusion. We also LOVE the one October pledge as a fundraiser as opposed to other complicated ways of fundraising that tend to require extra work and time of parents.
  • The communication with parents.
  • The community
  • The community and the teachers.
  • the community, emphasis on being a good, participatory citizen of the community.
  • The diversity of programming and resources that a large school can enable — AND the emphasis on relationships within the school. It’s great that even with such a big school, the principal knows my kid’s name.
  • The enormous efforts of the staff to help the kids who need it most.
  • The excellence of the staff
  • The exceptional quality of the teachers.
  • The extremely positive culture and great learning plans.
  • The facility and the faculty
  • The faculties ,
  • The great education he receives and how happy he is to attend this school
  • The kids and parents, and the teachers. Most of my children’s friends and their parents are just lovely. and most teachers are amazing.
  • the kids, the other parents and the community
  • The library
  • The motto (Be Kind. Work Hard. Help Others.) is a reality. It is not just spoken, but lived.
  • The new building is wonderful, and is very environmentally friendly.
  • The new building/facility
  • The new construction has created a new more positive environment for learning, but now it is up to teachers, parents, and students to propel Coolidge Corner to become the best performing schools in MA!
  • The peaceful way which everything is done
  • The physical facility and responsiveness of some of the teachers.
  • The positivity my child feels about the school.
  • The quality teachers
  • The school clearly makes learning fun because my child loves to go to school everyday.
  • The school fosters a good community spirit and encourages students to be respectful and inclusive.
  • The school has dedicated teachers. We as parents feel respected.
  • The sense of community and belonging that they have been able to create.
  • The social experience.
  • The strong community at the school.One of my favorite ways this happens is with the reading buddy programs between grades.My daughter’s buddy still says “hi” to her and she said “hi” to hers years after their initial year.That is a terrific way for peer-to-peer teaching and leading skills both ways.I like that it continues through grades and not simply one pairing.Community also encouraged through parent-student events is also great.
  • The teachers
  • The teachers
  • The teachers and parent community.
  • The teachers and staff always around the kids.
  • The teachers care about the kids’ education and the kids can trust them and talk to them about any issues.
  • The teachers’ commitment to and respect for the students
  • The teachers extreme caring about the children, and their superb professionalism.
  • The teachers have been amazingly supportive to my child
  • The teachers’ relationship and genuine care for my children.
  • The teachers special and unique way for education: specially Kerry Grove !
  • The teaching and sped staff have been amazingParents seem very welcoming.
  • The thing I value most about the school is that so many of the kids are academically inclined and it is “okay” to be smart and interested in learning.
  • The transparency and sense of support. They are clear about what they are doing and help with work outside of school as well.
  • The tremendous support in the TLC program
  • The unsurpassed quality and dedication of the teachers—they make up for the school’s terrible leadership and unimpressive curriculum.
  • The updated facilities instills a strong sense of pride in belonging to this school’s community which can anchor the culture
  • The variety of different educational experiences my child gets – music, PE, art, Spanish, core classes as well as really solid social-emotional learning.
  • Their community
  • There commitment to having diverse staff in the classroom at the lower grades. There are many opportunities for parents to engage during the academic way and it just feels very welcoming.
  • They trying to communicate with parents when needed
  • They will not make your kind feel different
  • This is a place my kid loves to be in. It is not only the point of knowledge, it is a point of interests (plural), and certainly this is because of people: leadership, teachers, and others those who help. I believe this is the best way to get education.
  • This is a school that really belongs to the community and that the community feels strongly about. While that is not leveraged or fully actualized, there is tremendous potential for community involvement in supporting the school’s activities.
  • To see my daughter happy and excited to go school every day and how she is learning very well.
  • Tolerance
  • Try their best, beautiful school, caring and committed teachers and staff
  • values
  • Walking distance
  • Work hard, be kind, help others This is an important set of value to instill in a young mind.
  • work hard.be kind help others
  • working on student’s attitude
Driscoll School
  • A strong legacy of kindness and a tight community.
  • Academics
  • Adaptability of the teacher to adjust the curriculum to the interests of the group
  • All the stuff!
  • Being able to walk my kids in to school, check in with the principal who greets all of the children, having face time with the adults who support my children’s growth–aka, the community.
  • Committed teachers and administrators
  • Communication between the school and family
  • Community
  • Community
  • Community
  • community
  • Community and activism
  • Community and progressive teaching methods
  • Community, learning environment
  • Community, staff/teachers
  • Diversity
  • Diversity
  • Diversity
  • diversity and academics
  • Diversity and Community
  • Diversity and inclusion
  • Diversity, community.
  • Dr Talukdar is terrific and a breath of fresh air. That being said, there is only so much she can do in the Brookline school system to make Driscoll a truly equitable school for all children. So much still needs to change regarding racism, SES status issues, teaching by the book instead of creative education, to truly engage all children and have them feel welcomed and valued.
  • Dr. Talukdar’s leadership, the teachers, the sense of community that the Driscoll school offers our family.
  • Driscoll is a lovely neighborhood school that my kids adore. We love the new principal and have had great teachers so far.
  • Education and safety
  • equality
  • Friendly, welcoming
  • friendship and diversity
  • Good people supporting each other.
  • Good resources
  • Great classroom environment, both academically and socially
  • Great educational oportunities including learning Mandarin.
  • Great faculty, engaged parents
  • Great sense of community!
  • great teachers
  • Great!
  • history of providing a strong education
  • how kids are made to feel confident and empowered as integral to their own education
  • I value the diversity of the school as well as the Responsive Classroom approach
  • I value the sense of community and culture of kindness and inclusiveness that is promoted.
  • I value the sense of community.
  • Inclusive culture for kids with different learning needs
  • Inclusiveness.
  • Incredible diversity and honoring that diversity.
  • International minded
  • Involvement of teachers and administrators in my child’s development
  • It is a very nice, diverse community.
  • It is close
  • Its imminent demolition.
  • Its location
  • It’s potential to become a healthier, more socially safe place– if the leaders and teachers had the courage and fortitude to cultivate such a culture.
  • language lab
  • library
  • Love the community aspect.
  • Mandarin
  • Mandarin language classes from K on.
  • Mandarin program
  • My child has mostly felt as ease there.
  • My child is enjoying learning
  • My son likes it
  • Nature of community has created a group of active learners.
  • Neighborhood access, ease of reaching principal
  • Neighborhood community
  • New Principal welcoming approach
  • Nice enviroment where kids feel well and positive about themselves and about learning
  • none
  • On going attention to students needs.
  • ONE!? Community, Garden, Mandarin.
  • Opportunities for parent involvement
  • Our kids love Driscoll!
  • Overall size, location and community connectedness. Families know and see each other. Also a few standout teachers; wish there were more.
  • Parent run activities like all the PTO sponsored ones
  • parental involvement and community
  • Positive atmosphere
  • Positive culture of inclusion
  • Respect among the children, no bullying
  • Respect and acceptance of Multiculturalism
  • Respect, teaching professionalism E.g. understands and care for the kids, diversity
  • Respectful and motivating environment to learn
  • Rigor, sense of belonging and fun.
  • Safety
  • Safety, feel of community.
  • sense of community
  • Sense of community
  • Sense of community
  • sense of community
  • Sense of community
  • Sense of community
  • Sense of community
  • Sense of community
  • Sense of community
  • sense of community
  • Sense of community and mutual support
  • Sense of community for kids.
  • sense of community engaged parents smart thoughtful teachers
  • sense of community; kindness
  • Several opportunities to learn very different things
  • Small size
  • Special teachers assigned to help with managing items on IEPs.
  • Staffs are very friendly
  • Strong leadership and cohesiveness of the faculty. We also value the support staff in specialty areas like ot, speech, reading.
  • strong sense of community and valuing of other cultures
  • Supportive environment and focus on student learning
  • Suzie Talukdar and the teachers and staff.
  • teacher
  • Teachers
  • teachers and counselors that are doing their best and care a lot about the kids success
  • Teachers and their commitments to students (kudos to Ms. Stillman and her strong dedications to students)
  • Teachers are nice to students
  • teachers are responsible
  • teachers are very helpful and always supportive with any of my child’s needs
  • Terrific leadership and teachers, strong sense of community
  • That everyone is welcome, and that the school is working to ensure that students and families feel that way.
  • The community
  • The community of families and the caring teachers.
  • The community!
  • The community, the staff and the administration- Suzie is wonderful
  • The demographics, teaching, and helpfulness with students studies.
  • The diverse joyful community. The warm leadership and dedicated teachers.
  • The Driscoll community is a strong one. This is great.
  • The elementary part of the school is wonderful! The teachers are always keeping parents in the loop with how their child is doing.
  • The feeling of community.
  • The great programming offered by the PTO
  • The kindness of teachers and staff.
  • the mandarin program
  • The multiculture understanding is beneficial.
  • The old building (too bad the district wants to tear it down)
  • The positive energy
  • The principal
  • The principal and asst principal know every student and most parents and are very inclusive.
  • The principal and teachers and vice principal
  • The PTO does a great job with Arts Equinox and Science Solstice. These are great activities for the school.
  • The school does an excellent job teaching reading and a love of books of all genres. Some of my children struggled with reading and the extra in-school support helped them get on track.
  • The sense of community
  • The sense of community and how the teachers care about the students.
  • the sense of community; the Chinese language instruction; the proximity to my home so we can walk to school; the outdoor play-space
  • The strong parent community.
  • The support both my children have received from Guidance and from teachers in their transition to school, which can be bumpy, their relationships with peers, also bumpy, and homework avoidance.
  • the support we get from the IEP program and sociologists
  • The teachers and staff are truly amazing.
  • The teachers are extremely strict and helpful. They love children.
  • The teachers have been wonderful.
  • The teachers really care about my kid
  • The teachers, Principal and the extended day program (which is totally under recognized)
  • There is great diversity at the school.
  • They make an effort to keep our child in the classroom in spite of his delays in reading and writing and past issues with emotional regulation. His classroom teacher and special education team are supportive of his strengths and provide a great environment for his academic and emotional growth.
  • to have text book
  • Value the school’s friendly peer relations and learning atmosphere
  • Very strong sense of community
  • We have no contact whatsoever with middle school teachers. There are no meetings with parents and I have no idea what they are doing other than the 10 min that we got at the beginning of the semester. some teachers are very good (one teacher) at sending newsletters the others… we never hear a word.
  • Welcome, community
  • Well intentioned leadership.
Heath School
  • A very supportive environment for kids. Teachers know their students well and are supportive of their educational and social growth.
  • As a parent, I value the small classroom sizes and overall learning environment.
  • Being confident that my children can be whoever they want to be and knowing they will be accepted at Heath.If there are issues with them not being accepted, they will be addressed quickly.
  • Community
  • Community
  • Community
  • Community
  • Community
  • community
  • Community
  • Community and values articulated by Asa Sevelius.
  • community.asa.
  • Community. Great learning environment.
  • diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity and community and attitude towards learning
  • Diversity Academics
  • Diversity. It’s pretty much a parent’s dream come true for a school. I was there so much when kids where little and as they are older I trust everyone involved at Heath.
  • Dr sevelius
  • Dr. Sevelius
  • Education preparation in safe/fun environment.
  • education, personal development, talent use
  • Focus on social emotional skills and wonderful teacher to student ratio
  • For better or worse, the small size makes for a tight-knit community
  • For me the thing I value most is the respect and sense of belonging at Heath School
  • Friendly
  • Good environment
  • Great community
  • great learning environment and facilities
  • Great teachers that school has
  • Great teachers, building sense of community, overall education at Heath
  • Heath fosters an atmosphere of growth and pushes kids to take responsibility for their own learning.
  • Heath’s excellent teachers
  • I feel that my kids are supported and loved.
  • I like the fact that it is our neighborhood school and we can walk to it. I like that it is a small school. I wish that the class size was smaller, that learning could be more differentiated, that students with sensory issues were more supported. I would like to see more clubs and activities after school for students to join, that are not expensive after-school classes, but real community (social skill) building activities.
  • I like the size and the overall kindness.
  • I love that the teachers (all but one) and dr. Sevelius have always been available to talk and help with issues.
  • I love the small tightly knit community, all kids know each other, the stay after school and play together on the playground, go to after school activities together
  • I loved the community feeling but sense it is not as strong as it once was.
  • I think that our principal does a wonderful job welcoming students and trying to get to know students.I think that many of the teachers are excellent.
  • I think the teachers are very high quality for the most part.
  • I value that every student is encouraged to be their own unique self.
  • In the neighborhood
  • Inclusion.
  • intimate environment
  • It’s focus on diversity.
  • It’s inclusivity and welcoming culture
  • it’s inclusivity for all
  • Kids like school
  • Kindness of students and staff
  • Kindness of teachers – they really care about the students
  • Leadership-wonderful mission vision and thoughtful communication from school leadership
  • location and community
  • Many teachers committed to their profession
  • Ms. Redburn
  • My kids have learned a lot, and grown to love learning.
  • My kids love going to school at Heath which means the most to me. I know they feel safe and cared for
  • My kids love it – they are positive about their social and academic experiences, and when issues come up, whether social or academic, they feel comfortable letting me know and getting support at home and at school.
  • My kids really like going to Heath and seem to be prospering there.
  • Open communication with teachers and leaders (when needed)
  • openness to differences and extolling importance of education
  • parent community
  • Parent community and school staff
  • Positive vibe and leadership; sense of community; anchored in the neighborhood; smaller size.
  • relationships
  • responsiveness from teachers and admin
  • Sense of community
  • Sense of community
  • Sense of community
  • Sense of community. Diversity.
  • Small
  • Small class size
  • Small class-size.Teachers and staff who are supportive of my child.
  • Small community, positive message from leadership and high level of value for social justice topics
  • Small size
  • Small size and great parent communication But class size still too big
  • small size, quality teachers and leaders
  • strong sense of community
  • Strong sense of community and belonging
  • strong sense of community, strong message and good leadership from the principal about this
  • Strong sense of community.
  • Strong teachers
  • Teachers
  • Teachers and principal seem genuinely interested in supporting students.
  • Teachers and their teaching principle. Peer group of students and their family
  • Teachers see and care about my children.
  • Teachers willingness to use their time to individually work with my child especially when the material is difficult for her.
  • Teaching!Could not be happier with our son’s teacher.
  • The administrations commitement to equity and respect for all learners
  • The commitment of leadership to a supportive environment for kids of color and to prevent bullying.
  • The community
  • The community and teaching staff
  • The community feeling is tremendous. Asa does a terrific job of setting the tone for teachers, students and parents.
  • The culture is a supportive and respectful one
  • The culture…very inclusive…the growth mindset philosophy…
  • The diversity of parents, the friendships.
  • The emphasis on developing good people, not just good students
  • The faculty and staff
  • the fantastic teachers
  • The feeling of community.You are allowed to be as involved as you like or not if you have other commitment.And you know your child will always be supported.
  • The good relationships my child has with students and staff at the school.
  • The great sense of learning as an adventure for the kids.
  • The great teachers.
  • The inclusive nature and stand against bullying!We are new to the district (and state) this year and this just blew us away! Way to go Heath, job well done!
  • The kindness with which everyone treats my son, and the great extent to which they go to meet his behavioral needs.
  • The location.
  • The majority of my childrens’ teachers are amazing, dedicated, truly professional educators. Their student peers are also wonderful.
  • The many outstanding teachers
  • The Principal truly cares for the students and many of my daughters teachers have really cared about her academics and learning experience.
  • The school, both students and adults, has been very welcoming to our children in all respects. And it’s great to have a walkable community where everyone is so close.
  • The sense of inclusion, belonging, and unique community.
  • The strong sense of community.
  • The support that the foreigners kids receive
  • The teachers
  • The teachers
  • The teachers and the core values!
  • The teachers, who try hard, but are overwhelmed by too many students, not enough support for student needs and too many administrative burdens to meet each child’s needs, especially students who need a challenge or students with no behavior issues but who need help.
  • The wonderful set of teachers and the clear dedication to inclusivity and empathy.
  • There are some incredible educators at Heath.To date, my child has had wonderful teachers who have challenged amd encouraged him.
  • They are really trying their best to make sure we are treated the same and as a 1 big family
  • Walking school
  • Warm, nurturing environment
  • We have an incredible sense of community and inclusiveness among students, teachers, administration, fostering an environment in which each student should feel valued as a person.
  • We love to sense of community that has been created through the school, and its size.
  • welcoming to students of all abilities, cultures and backgrounds.
  • Welcoming. I love that the principle is very visibile and greets students as they enter most days.Excellent sense of community amongst parents also.
  • When my son was on an IAP and needed tremendous amounts of support, everyone at the school including extended day was amazingly proactive at giving him a wide range of supports
  • willingness to meet and talk
Lawrence School
  • “Potential” but there is a lot of confusion especially for new parents on how K level students are even prepared for first grade, similar at other levels.
  • A positive experience learning.
  • Academic excellence
  • Academics
  • All children are respected in any situation.
  • all of the ongoing support for my son’s IEP, and diversity
  • Being able to walk my child to class
  • Brookline schools has a good reputation but I think it’s is going down.
  • Caring
  • caring, passionate teachers
  • Class size
  • Closeness with walking to school.Like after school activities.Great teachers
  • Commitment to individual students success
  • Commitment to students’ learning and development
  • Community
  • Community
  • Community
  • community
  • Community
  • Community / PTO / PTO Play
  • Community, encouraging positive behaviors, academic opportunities
  • Community, teacher collaborations, and safe learning environment
  • Cultural diversity
  • Cultural diversity
  • cultural diversity and mutual respect
  • Culture Diversity
  • Culture of inclusion
  • Culture Ms Wang
  • dedication and inclusiveness
  • Diverse student body.
  • Diverse, International Community of engaged families and caring educators
  • diversity
  • Diversity
  • Diversity
  • Diversity
  • diversity
  • diversity
  • Diversity
  • diversity
  • Diversity
  • Diversity
  • Diversity
  • diversity
  • diversity and inclusion
  • Diversity, sense of community, academic excellence
  • Diversity.
  • Education
  • Education
  • ELL progrum
  • English education for non-English speakers
  • Esl
  • Everyone is warm and welcoming.
  • Extremely strong community (parents) and caring, experienced teachers.
  • Familiar with many races
  • friendly to kids
  • Good community
  • Good teachers
  • Good teaching, good community participation. Good diversity.
  • Great atmosphere. Great relationship between teachers, staff and students.
  • great community
  • great treatment for second language students
  • Having kids from various countries.
  • Help for foreign children
  • High standards (academically, ethically, socially, etc.)
  • How much the teachers care about the children.
  • How they teach children to write offering Rubrics.
  • I appreciate the commitment of the guidance counselors in working with my child and encouraging her in feeling safe about expressing her feelings.
  • I believe there are some good teachers in the school who really care about my son’s academic success.
  • I have valued the excellent teachers we have had and how they take the time to understand my child and provide him the tools to succeed in how he learns best.
  • I love the sense of community and the support that adults have jumped to offer my high needs child.In general, everyone has been extremely flexible and creative in offering my child the most helpful kinds of supports.
  • I love the teachers (most of the ones we’ve had) and the current administration. I think they are doing a great job. Maria in the front office is awesome too. I also like a lot of the parents who help out and are involved with the school…
  • I love the teaching staff we have had so far (we have only had two years so far (K and now 1st)
  • I value the location and the types of families that belong to this school.Most are very nurturing and assimilate with the way I also raise my family.
  • Inclusiveness
  • Incredible kids, families and Monica Crowley.
  • Independent thinking
  • It is a neighborhood school with a strong sense of community, and an excellent special ed department.
  • It is a small community. Many teachers are very attentive, even after hours.
  • It is like I am sending my kid to an international school. So many great families represented from around the world.
  • it keeps you posted about school happenings
  • It’s a warm, happy environment that is instilling a love of learning in my Kindergartener.
  • its openess and kindness to all
  • Jon Weinberger’s master teaching skills
  • kind. full with happy atmosphere.
  • Lawrence school has some Japanese teachers.
  • Level of teaching
  • Literacy support and staff
  • Many excellent teachers.
  • Monica Crowley. Sense of inclusivity and positive approach to community and learning.
  • Mr. Chan. 6C. Ms. Crowley
  • Ms. Crowley Guidance in Middle School – lower school guidance shakier.
  • Ms. Woff who is a ESL class teacher helped my child a lot inimproving the English study.
  • My child has a sense of belonging and adults care about her
  • my child’s experience
  • New principal seems to be working hard to rebuild community
  • openness with staff/teachers
  • Parents involvement and activities
  • Positive, welcoming atmosphere
  • Positivity, support, growth mindset
  • PTO is doing a good job to build a community feeling among parents
  • Quality education
  • Quality of teachers and paraprofessionals
  • Quality of teachers and quality of current Principal and Vice Principals. Walkability helps foster community.
  • Respect and diversity
  • Respect for different cultures and an attempt to make notchildren be aware of cultural diversity
  • Respect for eachother are there.
  • Respect students’ desires
  • respect the kids
  • Respect/support for people’s differences (whether differences are advantage/neutral/challenge).
  • respectful education
  • Safe and nurturing environment for learning
  • Safe environment for diverse background students with good quality of educational programs.
  • Safety
  • Safety
  • School culture and wonderful teachers.
  • Sense of Inclusiveness and diversity
  • Since getting divorced I’m out of touch so I don’t know. My spouse has alienated me from the school community and doesn’t communicate well with me.
  • strength of the teachers
  • Strong g sense of comunoty
  • Strong sense of community
  • Students Diversity
  • Stuff
  • support for students with social or academic challenges
  • support from teachers to develop mychildren’s skills and abilities
  • Teach English to student who can’t speak English.
  • Teachers
  • Teachers
  • Teachers and community.
  • Teachers and the teacher aides, they truly make the experience for the students
  • Teacher’s commitment to students.
  • Teachers Peer group of bright children
  • Teachers/principal treat all children like their own, very caring, engaged and providing the best education possible
  • Teaching staff
  • Teachings
  • That it is a neighborhood school with good people, including kids and their families, leadership, educators and support staff, where family participation is always welcome.
  • That my child likes going to school and is being appropriately challenged in several subjects.
  • That parents and staff are working hard together to make it better
  • That the teachers truly care about the well being and advancement of all students. They truly care about all their students.
  • The broader community
  • The commitment and care shown by all the staff.
  • The commitment and support of the teachers
  • The community
  • The community and the dedicated group of teachers.
  • The community of families
  • The dedication teachers have for their students!
  • The diverse student population:)
  • The diversity
  • The diversity and the amazing teachers. We are very grateful to have landed here.
  • The diversity and the strong involvement of parents and caregivers in the school.
  • The educational method, the way to teach.
  • The efforts teachers are making
  • The excellent teaching staff who have been there for many years and have held the school together through the leadership turmoil of the past few years.
  • The excellent, kind teachers, including the IEP team.
  • the friendly teachers, helpful staffs and the overall culture of the school.
  • the inclusive approach
  • The kindness of all school personnel and its leadership
  • The new leadership team, especially the principal as she has provided visionary support and direction at the right time in the right ways…and is modeling it in her own actions/character. I also value the excellent teaching staff, the growth mindset, the team teaching/collaboration, teachers are mentoring other teachers to also help build capacity and support, that every adult in the building takes responsibility for every student succeeding, that socio-emotional growth is valued. I again feel that our children are safe at Lawrence and the focus is again on teaching and learning.
  • The nourishing culture of the school.
  • the quality of the teachers; it’s outstanding.
  • The respect regrading the different cultures.
  • The school had great promise… emphasis. Were parents with masters degrees that value education and are frankly shocked at the lack of basic academics in grade 1-4… the curriculum is atrocious – favoring politically correct sessions on cultural studies of other cultures, and native Americans and virtually zero on basic civics, English composition, spelling and math.Where are the weekly or biweekly (or quarterly) quizzes to teach the value of learning cite information? The lack of homework is amazing. Weve had to sign up – like so many others – for math education outside of school; and teaching American history on our own. You are failing as academic leaders and are taking a generation of kids with you…, stop the focus on multiple cultures and focus on academics. America is a melting pot. Ironically – the most critical parents we know of your work are first generation parents from Asia- Korea – who are shocked at the lack of academic rigor!Several recently moved due to this.
  • The school is growing and everyone is trying to cope with the high number of students but keep a good feeling about the school.
  • The sense of community
  • The sense of community
  • The sense of community
  • The Sense of community for all students; the inclusiveness
  • The staff who directly support and work with my son are phenomenal, and are the reason his transition into K has been so successful. His team are entirely dedicated to his success, and doing whatever it takes for his experience at Lawrence to be meaningful and happy.
  • The teacher, Mrs. Frye (1F) is amazing!
  • The teachers
  • The teachers
  • The teachers
  • The teachers and staff seem to genuinely care about the students education and well being.
  • The teachers and the community
  • The teachers and their dedication to their students
  • The teacher’s educational approach seems well thought out and effective.I appreciate he has taken time to explain techniques and materials in short seminars to parents.
  • The teachers have been spectacular. So grateful for their dedication and support. And now we have a wonderful principal too! Please make Monica Crowley the permanent principal – she is amazing.
  • the teachers-they are the best of the best-dedicated to the students and learning. I feel great pride that Lawrence has this caliber of teacher. But they need more resources-aides in the classroom, teachers assistants and computer supplies
  • The thing that I value most in this school are the professionals who really give us feedback about my children. I feel that they are really following their development, realizing their needs and challenges.
  • The way the community works together for the well-being of the students
  • They can offer the grate ESL classes to my son. He enjoys studying in English at Lawrence school.
  • Values
  • Very good teachers
  • very nice for all students
  • Warm friendly teachers
  • warm, kind
  • We commend Lawrence for celebrating diversity and for stressing kindness and understanding.
  • We love and value Ms. Currle and her classroom.She is an incredible educator.We are amazed by her !
  • We value the diversity and the teachers who my child has had that have been great.
  • When I reach out to teachers in support of my children, they really do help.
  • Wonderful community. I can drop off my child at his classroom and connect with the teacher even just for a minute. She really cares for each child.
Lincoln School
  • a caring community of faculty and families
  • Academic
  • Academic
  • Academics are good – kids can walk to school
  • Almost everyone likes this school.
  • Building and landscape environment, and extended day program
  • Caring staff who always strive for improvement in their methods
  • Children eat healthily and study happily.
  • Commitment to diversity and sense of community
  • Community
  • Community
  • Community
  • Community
  • Community
  • Community
  • Community feeling is great. Teachers are a mixed bag. This year we were lucky to have a great teacher in grade 2. Previous year we had a very bad experience with a biased teacher.
  • Community support of families and teachers
  • Consistently good education, dedicated teachers who seem to feel supported, creative approaches to teaching the “whole student”
  • Creative environment
  • Dedicated teachers
  • diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity and Arts
  • Diversity of backgrounds and cultures.
  • diversity, sense of community (for pumpkinfest)
  • Education
  • Educational support
  • Encourage children and everybody to embrace cultural diversities
  • Everyone is very kind and respectful.
  • Freiendship
  • Friendly and easy to ask
  • Friendly.
  • Friendship and leadership
  • Generally good combination of teachers, administration, facilities.
  • Good ALC teachers
  • Good environment
  • Great after school staff.
  • Happy
  • How the team work together to meet individual learning goals and the unconditional support the school extend to thd child and family in difficult times
  • I appreciate the relationships the teachers have built with my child.
  • I feel the teacher’s sincerely care about my childrens’ growth and development
  • I support my daughter on how to navigate the support she can get from adults and when to ask for help.
  • I think it is important for the principal and vice principal to be visible at school. When Mr. Bott was principal, both he and Mr. Denitizio would be at the entrance to greet us. I like that Mr. Denitzio sometimes stands at the entrance to greet students but he could be outside earlier and more frequently. If he cannot be outside, another greeter should be assigned such as Ms. Gunther or another teacher or social worker. It makes for a lovely way to start the school day and helps with community. Thank you.
  • I value the diversity of this school.
  • I value the respect the teachers have for their students and I feel like every year the teachers get to know the needs of my children.
  • Individualized attention for students (esp. from afterschool LED program)
  • It’s hard to pick just one. We love Lincoln School’s community, teachers, sense of respect for all, academic options, and inclusion.
  • Kind teachers
  • Learning experience
  • Learning progress
  • Lincoln has a strong sense of community. You can tell that the teachers are proud to teach there and enjoy working with our children. I love that it is a rather small school on enclosed grounds. Kids always seem happy there. I also appreciate the learning opportunities and additional support provided to me
  • Love of learning
  • Many resources available to aid with learning and a very strong community feel overall.
  • Mr. Petry, social studies teacher
  • multi cultural atmosphere
  • My children come home happy from school and look forward to going each morning.
  • My son uses hearing aids and he has great support from teachers and staff.
  • My son’s teacher and special education para
  • Nice sense of community, caring parents
  • Nurturing environment
  • Open to different needs of children.
  • Our family is new to Brookline this year.We felt that the process for intake at Lincoln School was exceptional.The time the guidance counselors took to get to know each of my three children when we arrived allowed them to mindfully place them in their classrooms.Each of my children has had a different challenge this year- emotional, academic, and medical, and we have been so grateful they were so carefully matched.Each child has exactly the teacher they needed this year to guide and help them grow, and the other teams in the school- counselors, nurses, reading recovery, have been extremely knowledgeable and helpful to help my children learn and grow.
  • relatively small classes; largely very good teachers;
  • Sense of community
  • Sense of community and welcoming feel
  • Sense of Community.
  • Social and economic Diversity , respectful and friendly spirit, tight teachers support
  • Some teachers care alot
  • Stay together as a community
  • strong community, very good teachers
  • strong sense of community
  • Strong teachers and principal
  • Student-teacher relationship.
  • Supportive approach making children positive about their school experience
  • Teachers care about students’ progress academically, emotionally, and socially
  • Teachers really want to help the kids and they adapt to their needs
  • Teacher’s support to students to help them overcome learning challenges
  • teaching/paraprofessional staff, nurse,
  • The adults in the school seem to care for the students a lot, in terms of education and overall wellbeing.
  • The amount of support given to each child, the adult to child ratio is great.
  • The building – it provides a pleasant environment for learning;students and staff seem to react well to it. Also, we are very appreciative of Ms. Barbara Geller (guidance, K-4) who took time to learn about our child and her unique needs as we were new to Brookline this year, having moved from Connecticut.
  • the community
  • The community of friends our 7th grade daughter as built since K and the ways that certain teachers have gone above and beyond to support her as both a learner from an academic standpoint and as a human being in a broader society.
  • The community of teachers and families
  • The community.
  • the different programs they have
  • The diversity of students.
  • The diversity of the student population.
  • The diversity.
  • The effort they make to continue to provide high quality education and safety to all, but their compassion towards the kids.
  • The ever very helpful librarian, Mrs Abner.
  • The expertise, training, commitment, consideration of the teachers across all subjects. The teachers I have encountered at Lincoln have been excellent across all subjects- the classroom, music, gym, math and art. Each teacher works to engage the students and it shows. The parent math classes have been phenomenal at sharing how the teachers are approaching math education and a great opportunity to build partnership with parents.
  • The great sense of community
  • The involved community
  • the meetings I have regarding her education plan to insure what is best in the development to learn
  • the proximity
  • The respect for diversity
  • The school’s response when problems arise among students is quick and appropriate.
  • The sense of community and inclusion for all students. A great diversity of students that is celebrated and nurtured.
  • The sense of community my son feels, even as one of the youngest members.We LOVE Lincoln, his teachers, all the specialists.He looks forward every single day to coming and misses school on the weekends.
  • The sense of community.
  • the sense of inclusiveness for people from all around the world
  • The sense that there is a caring and supportive community for my child both among the teachers and the other families we know well after having been in the school community for so long. I sense that if my child ever had a serious issue she would get the support she needs. Some of the teachers seem extremely committed to the kids and the school.
  • The staff
  • The staff seems very caring towards students and thus far quite effective at the goal of providing a great academic education along with some strong socialization help.
  • The teacher is devoted and encouraging
  • The teachers â€oesee― my kids – their strengths and weakness, and help celebrate / encourage the former, and identify resources to address the latter
  • The teachers and administrators.
  • The teachers and culture
  • The teachers are amazing
  • The teachers are wonderful!
  • The teachers level of care and professionalism
  • The teachers, the culture of learning, the special ed services my child receives. Thank you!!
  • The teachers, the teachers, the teachers. My daughter has outstanding teachers in the middle school and had amazing teachers in her elementary years (as did her brothers before her). BUT, we need more teachers of color!!!
  • The way her teacher gets involved so she can be at her best in class
  • There are some teachers like Mr. Pietre, Mr. Clifford and Mr. Weatherwax who truly care.
  • They teach to respect each other, to care and always help whoever is in need without any distinction. That school teaches real values
  • They try to build friendly environment between all the students, parents and teachers. Encourage students and parents to participate in social events.
  • Value of each child as an individual
  • Very supportive and responsive
  • Warm and caring but academically rigorous
  • We value the teachers’ professionalism and their dedication to creating a challenging and supportive learning environment.
  • Welcoming warm community. Professional, thoughtful, academically challenging, community building teachers. Love that only homework is reading until upper elementary.
  • When children need extra help academically support and the right tools are given to them, in order for them to progress.
Pierce School
  • A lot of races
  • A quality education that gives them a solid foundation that they can build on for the future (when the academics get harder).
  • A sense of community
  • A sense of community and safety
  • Academic excellence.
  • Academically challenging
  • Academics sport
  • all
  • All the staff – from custodians to teachers to administrators.They do a wonderful job of creating a nurturing and supportive environment for learning.
  • Amazing teachers!
  • An environment that fosters a love of learning
  • Attention to diversity and different cultural backgrounds and expectations
  • Because my daughter isn’t not at English. Her teacher ï¼OEMr. Smith is active to help my daughter in Social Study Course after school.And we thank him very much.
  • Being able to walk from home to a school that is a fun and happy learning environment and full of great people, and interested/inquisitive students.
  • Besides the sense of community, I most value the Tutorial class they are offering right now to the 7th and 8th graders. It has been invaluable to my son! He would be struggling mightily without it. Please continue to fund it!
  • Caring
  • Caring staff
  • Caring teachers
  • Close to our home
  • Commitment of teachers and staff to make a community at Pierce despite the overcrowding.It is getting to the point that we often are questioning the sustainability of the work arounds.I sincerely hope that the Coolidge Corner school is used to better balance the student population for greater equity.As the school that has been overlooked until recently, we have really taken on all the “extra” asks and are now looking for another school to be part of the solution.
  • communication
  • Community
  • community
  • Community
  • Community
  • Community
  • Community
  • Community
  • Community
  • Community
  • community
  • community and teachers
  • Community!
  • Community, respect, learning
  • Community, sense of belonging
  • Community/warmth
  • Cultural diversity
  • Dedicated teachers
  • Dedicated teachers
  • Dedicated teachers!
  • Diverisity culture.
  • Diverse activities and balanced food
  • Diverse student base.
  • diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity
  • Diversity
  • diversity
  • diversity
  • diversity
  • Diversity
  • Diversity
  • diversity
  • diversity
  • diversity
  • diversity
  • Diversity.
  • Don’t commit school violence.
  • Education and safety
  • education of whole child (emotionally as well)
  • ELE
  • engagement in providing a learning atmosphere
  • Enough afterschool program
  • Enthusiasm for education
  • Environment
  • Equality
  • equity
  • Excellent learning environment, culturally diverse and accommodating to all
  • Feeling of small, nice community.
  • Freedom and love
  • Friendly
  • give chances for every student to investing learning and diversity in term of culture background.
  • Good education
  • Good learning environment
  • Good teacher and good counselor
  • GOOD teachers
  • Great leadership and teaching.
  • Great teacher here
  • Great teachers
  • Happiness
  • hard working teachers
  • High level of academics are offered.
  • His teacher Mrs. Watts.She is top-notch.
  • I like that there is effort made to show inclusion is important, but thus far the efforts have been ineffective, and very superficial. I feel like there is too much input from non-poc on how to make poc feel included, and not enough talking to actual poc. After the racist incidents at BHS, there was an inclusion meeting where I, as a person of color, was completely talked over and disregarded. If you truly want to include poc, how about actually asking us our opinion.
  • I love the sense of community at Pierce. My son has developed relationships with his peers, teachers, staff, and children in other grades. He seems to feel welcomed, and enjoys learning and attending the school.
  • I think there is a strong sense of community among the students.
  • I value that it is a safe place for my daughter to learn and grow.
  • I value that my child looks forward to going to school and is stimulated intellectually and creatively.
  • I value that Pierce is a neighborhood school.
  • I value the strong, strong sense of community at Pierce.We are lucky to have had such outstanding teachers and staff who are the anchor of our the school.
  • Identity curriculum – for example, discussions around how people are different and similar (race, ethnicity, religion, gender, disability, etc).
  • Inclusion and sense of belonging
  • Inclusive, progressive community
  • Incredibly supportive engaged teachers and administrators.Diverse and inclusive community.
  • individuals who care/know my kid so that they will thrive and the partnership we share in making their education a success
  • Is good education….needless to say that it would need more space….but they are working on it!
  • It had been the quality of education but last year (6th grade) and especially this year (7th grade) has been extremely disappointing. My child is bored and not challenged.
  • It is an inclusive community.
  • It is extremely easy for my daughter to adapt in Pierce. Coming from other country I believe it is somewhat a challenge for my daughter, but Pierce has made it very easy for her.
  • It makes learning fun for children
  • It’s a wonderful community.And I’ve been very impressed with my daughter’s teacher and her responsiveness.
  • its diversity
  • It’s fairly diverse and it’s proximity to where we live has helped us nurture relationships with other families at the playgrounds/local sports which has been a big plus.
  • Its IEP with certain leaders.
  • Lesley Ryan-Miller is providing great leadership, and I love the diverse and down-to-earth Pierce community, although it is getting too big.
  • Location
  • Location
  • Location
  • make student more healthy both mentally and physically
  • making my kids to learn how to socialize,and developing good personal character, good habit…
  • Multi cultural diversity. strong academics
  • multiculturalism and spirit of America(equality and liberty)
  • Music and art education
  • My child is thriving there
  • My child like it very much
  • My children seem to enjoy it, and the atmosphere seems welcoming and friendly.
  • My daughter is very happy – and staff are always cheery, helpful and professional
  • My daughter loves this school !!
  • My son’s teachers. Ms. Muldoon and Mrs. Hunte.
  • Neighborhood feel.
  • Nice families, committed teachers.
  • Nice intentional community Mostly strong teachers
  • No bullying! Excellent teachers
  • Openness to variety and creativity
  • Our principal is amazing and she is an incredible educational leader. The teachers my child has had have been truly wonderful and have known her and helped her grow and develop. Our child tends to fall in the middle, not the best students and does not have specific needs so that has been a struggle for us but those answers should not reflect poorly on the teaching and leadership – the SIZE of the classes hurt teachers ability to work individually with children.
  • Parents create a great community witin the school environment for the families
  • Patient and friendly
  • People- families, teachers and staff
  • Pierce has a diverse student and family population.
  • Pierce has been an amazing transition for my son. We moved here from Canada, and my son started kindergarten. He loves going to school, and is very fond of his teachers (and all staff) as well as the friends he has made. I could not be happier with our experience here.
  • Pierce is a very welcoming community. The teachers and administrators seem to love what they do and are invested in their teaching and the students learning.
  • Pierce Pride
  • Play-based kindergarten with a strong focus on social and emotional learning.
  • Positive & active community
  • Positive attitude towards discipline and a sense that the school is a partner in my child’s growth.
  • Positive energy
  • prepare kids well for high school
  • Principal Miller
  • Principal Miller
  • Proximity to home and excellent reputation.
  • quality of education
  • Quality of education
  • Quality of education
  • reading
  • Receptivity. Hosting and Integration.
  • Relationship with classmates
  • Respect everyone
  • Respect for diverse background and student friendly environment
  • Sense of community
  • Sense of community
  • Sense of community
  • sense of community
  • sense of community
  • Sense of community amongst parents and commitment of the teachers.
  • Sense of community and access to teachers and school leaders
  • sense of community and the feeling that it is a true neighborhood school
  • sense of community created
  • Sense of community, culture of good citizenship, emphasis on working together, emphasis on learning process as opposed to grades
  • sense of community, walking distance from home, great teachers
  • Some of the teachers are fantastic.
  • Some teachers here are incredibly committed and loving. They care deeply and hold children to high standards. They are the glue of our school community.
  • strong academics overall
  • Strong community and committment to education
  • strong community and great, caring teachers
  • Strong community cohort. Love the K-8 model. Love Pierce drama program.
  • Strong community inside (among admins/teachers and students) and outside (among families)
  • Strong community of parents, teachers and administrators, committed to giving students a well-rounded and high quality education.
  • Strong community; walkability
  • Strong focus on creating life long learners
  • Strong sense of identity and community.Culture values academic success and personal achievement.
  • Teachers
  • teachers
  • Teachers
  • Teachers
  • Teachers
  • Teachers
  • Teachers and their efforts
  • teachers are so great
  • teachers are very nice
  • Teachers are very nice and very dedicated.
  • Teachers respect and encourage students always.
  • Teaching
  • Teaching staff
  • Thanks for after school program. It is helpful.
  • The awesome tight community and parents involvement in the school.
  • the building and the sense of community
  • The building housing the main school is not conductive to learning or to students with disabilities because the physical layout is outdated and an extremely poor use of space.
  • The caring teachers and administrators, the parent and student community
  • The commitment and passion of the teachers.
  • The commitment of it’s teachers and the neighborhood feel.
  • The commitment to supporting diversity in the student population.
  • the community
  • The community
  • The community
  • The community – teachers, principal, families, students. We are very lucky. Our principal is an amazing addition, too – you can tell that teachers love working there.
  • The community – the engagement of the parents along with that of the teachers – has been really fantastic.
  • The community among parents and teachers
  • The community and positivity from staff and teachers
  • The community and teachers
  • The community culture for my daughter.
  • The community engagement and community of parents
  • The community focus.
  • The community is strong.
  • The community.
  • The cultural diversity
  • The culture of learning and respect and social justice
  • the diverse culture
  • The diversity and the great curriculum.
  • The diversity of the community, the caliber and commitment of staff, the kindness of kids and families.
  • The families and students seem to be on the same page where academics are important but that there should be time for kids to be kids.
  • The friendly atmosphere
  • The host is exceptional and helping a lot our adaptation. Congrats.
  • The leadership of the school is positive and always responsive
  • The methods of learning, the habit of reading every days as homework.
  • The people, families and teachers.Exceptional Principal.The culture of supporting the arts and positive message around differences.
  • The Pierce School Musical!!!
  • The positive support they give to each child
  • The Principal and Asst Principal (Mr Stoddard) are exceptional, caring, skilled, and effective.Similarly, the Guidance Counselor Ms Sullivan is also exceptional, caring, skilled and effective.We are very very grateful for their attention and help to our child.
  • The principal and teachers organized and helped students well.
  • The Principal’s Leadership and Presence.
  • The school’s commitment to diversity, its approach to early learning, and its commitment to meeting kids where they are.
  • The sense of community
  • The sense of community
  • The sense of community for the students
  • The sense of community. Even though the school is large, I feel like people know who we are. The teachers are fabulous. Leslie Miller is fabulous.
  • The sense of community; the high value everyone places (staff, teachers, families) on the students’ learning experience.
  • The sense of safety and belonging it creates for the students – at least that has been my experience so far.
  • The spirit.
  • The staff
  • The staff all seem to care about the kids
  • The strong community spirit
  • The strong leadership – the new principal seems excellent
  • The strong, vibrant, supportive community
  • The support from the Principal, upper grades Vice-principal, Counselor, teachers, and staff my child is receiving.
  • The talented teachers and leaders and strong neighborhood community of families. I love that most of us walk to school!
  • The teacher and student diversity.
  • The teacher is nice and ready to give help.
  • The teachers
  • The teachers
  • the teachers are great and the principal seems very responsive, it was easy to speak to her one on one
  • The teachers are nice.
  • The teachers my kids have had
  • The teachers seem to care for the students.
  • The teachers truly care about the student as a whole.
  • The teachers we’ve had, and Lesley, the principal.
  • The warmth and high quality of the teachers.
  • There is a clear focus on being kind, and how to treat each other with respect.
  • There is a comfortable sense of community
  • There is a strong sense of community among the families, teachers, and extracurricular activity leaders.
  • There is a strong sense of community at Pierce, which supports all students and their families.
  • They care about my child as an individual
  • They haveEnglish program to teach how to speak English.
  • Trachers’ responsiveness, involvement
  • Transparent and timely communication
  • very close to the library
  • very good primary schoolï¼OEespecially on English learning from China
  • Very nice to my kid. Help much in her study.
  • very supportive and diverse
  • Very supportive community and an environment that supports kindness between students.
  • Walkability
  • warm and caring head of school, teachers, paras and staff!
  • Warm sense of community. Positive leadership. Sense of mutual support rather than competitiveness.
  • We love Ms. Kelly. We couldn’t ask for a better welcome into the Pierce family. Her kindergarten curriculum is amazing and we’re over the moon with our son’s growth in just a short time.
  • We most value diversity at Pierce.
  • We’ve had some caring teachers.
  • Wonderful, caring community, invested in children’s wellbeing, walkable and doing so much with a challenging space. Kids don’t often realize the gaps because adults at great personal effort and expense protect the kids from disruptive awareness of many of he challenges inherent in the space and high and enrollment.
Runkle School
  • >What is the one thing you value most about this school? The teachers, especially the experienced ones like Mrs. Paris. Teachers are why my child gets excited to go to school. My child loves hearing about what different classrooms are doing and how each teacher bring his/her own experiences to enrich lessons. I think that this diversity of experiences is good for the students. It encourages them to discuss their school day with their peers and expands their learning beyond their own classroom. I value the classroom drop-in days for parents (which were more frequent in the past). It is the only time that I can see how my child interacts with the teacher and vice-versa. I get to see the coursework in the classroom. These pieces of information are crucial for our evening dinner conversations so that my partner and I can have a mental image of the day as my child recalls the great moments and those moments that are less good. We can have a more full and enriching discussion while also reinforcing what was learned as well as encouraging seeing school as a community. Art, math, spanish, music, science, and PE are subjects that I value my child learning.
  • 7/8th grade teachers are fantastic
  • Ability to walk inside the school for drop-off and pick-up
  • At this point, I feel pretty disillusioned.However, overall, I value the community aspect of the school, local school, and many of the teachers/classroom experiences.
  • Attention to our younger daughter’s needs
  • Communication between family and school is very frequent and efficient.
  • community
  • community
  • Community
  • Community
  • Community
  • community
  • Community
  • Community
  • Community
  • Community
  • Community feel
  • Community feeling
  • community involvement. parents seem to want to be informed and have opinions whether for the good or bad
  • Community, inclusion, and respect.
  • Community, teachers, positive environment
  • Cultural and linguistic diversity of students
  • Cultural diversity
  • Curriculums that has foreign language music and art.
  • Diversity
  • diversity
  • Diversity
  • diversity
  • Diversity, a tremendous amount of caring for others, creating an environment where kids are happy to come to school.
  • Early grades were excellent for my child.
  • Education quality
  • EL support
  • excellent support and learning resources
  • excellent teacher who understand how to teach a child
  • Focus on diversity and inclusion
  • Friendly environment
  • Friends
  • friendships my childhas developed and the relationships with many of his teachers
  • Great teachers
  • Great teachers!
  • High degree, and receptivity, of parent involvement
  • I am repeatedly impressed by the dedication of the teachers and staff.Everyone’s passion manifests differently, but it almost always seems to benefit my child.
  • I enjoy the sense of community
  • I have a 4th and a 1st grader and they both love the school and i value that a lot.
  • I love the PTO and Ms. Hahesy and Ms. Pablico big fan of the music and art program too.
  • i love the smaller size and intimacy of the school.
  • I particularly value the sense of community the school fosters and the learning environment created by Ms.Voros and Ms.Mercer in 2V. They are tremendous teachers and leaders who I think should be more fully resourced to bring their expertise to full form in the classroom. The community spirit in the class year is also high and that goes a long way. I do feel that the level of academic rigor especially if needed to challenge students is not always up to par and could be improved upon. I think empowering and resourcing talented teachers would go a long way there so they can offer more individual attention.
  • I think it has wonderful families and overall high quality teachers.
  • I think Runkle has a few excellent teachers.
  • I think the teachers are great, particularly Mrs. Paris, Mrs. Voros, Ms. Ortiz (art) and Deb Mercer (ECS). I’d like them to have even more autonomy to expand cross-disciplinary, cross-grade, and project-based learning.
  • I value all the help my child is been given in areas of weakness, and I am somewhat concern that in areas of strengths school doesn’t seem challenging enough.
  • I value that my son has a very good teacher, and friends in school.
  • I value the community.However, in the last years the sense of community and space for building community has decreased.I value the dedicated teachers although again I have a feeling that teachers are not as willing to engage as in the past.
  • I value the sense of community and the fact that it feels like a little village where everyone knows each other.
  • I value the small size and incredibly strong teachers.
  • I value the teachers’ hard work.I think that teachers here are invested and care about the students.Unfortunately, strict curriculum requirements and large classes make their jobs very hard.
  • inclusion
  • Inclusion
  • Inclusion program
  • Inclusiveness and teaching philosophy
  • It is a safe zone.
  • Leadership
  • Location
  • LOCATION
  • Location. We are able to walk to school and love the feeling of seeing the kids and parents in our neighborhood creating a bigger sense of friends.
  • Most of them they are friends my son
  • Ms. Rebecca Sneider is a wonderful teacher. My son Evan Hsu moves here from Taiwan 10 months ago. She always checks with my son is everything doing okay with him. I believe she does that to many students. This kind of teacher is the most valuable treasure of a school.
  • Multi opportunities for children to experience and learning
  • My children are learning in an environment that feels appropriate – challenging without being stressful.
  • My children love the school
  • My kids friends
  • My son is always happy to go to school
  • My son’s teacher is very experienced and has developed a warm relationship with him.
  • Nice children, nurturing environment, capable teachers
  • Nice kind environment, student support each other, kids are all academically focused
  • Open door policy
  • Openness to parents/community
  • oppoortunities
  • Our principals, teachers and support staff.My children are excited about school and learning.
  • Overall homogeneous quality of teaching
  • Overall intelligence and quality of the students.
  • play time and recess and multiple language opportunities
  • Positive sense of community among parents
  • Proximity to home and local community
  • PTO
  • Quality of instruction in the classroom
  • quality of teachers but a lot seem unhappy and are leaving due to leadership and changes
  • quality of teaching staff
  • Resources
  • Respect
  • Respect to each other
  • Respectfulness
  • Respectfulness
  • RISE
  • Runkle has excellent teachers who are involved and really get to know the students. All have been wonderful so far (up through 4th grade). The other staff are also excellent: guidance department and administration. They are helpful, involved, and they really care about the students.
  • Safe
  • Sense of community
  • Sense of community
  • Sense of community
  • Sense of community
  • Sense of community and inclusion
  • Sense of community, feeling of inclusion for kids and parents.
  • Sense of community. Teachers and leaders willingness to provide individual attention to student needs.
  • Small, manageable size fosters close relationships between students and teachers/students
  • Solid educational program and community
  • some very strong teachers
  • Spanish
  • Special education program
  • strong sense of community
  • Strong sense of community.
  • Students with diverse backgrounds and different culture roots.
  • Supportive environment to help children learn and reach potential
  • Supportive, welcoming atmosphere
  • Teacher ‘s mind and the way of teaching that thinks about student.
  • teachers
  • Teachers
  • Teachers
  • Teachers
  • Teachers and specialists are trying to offer support to students as much as they can.
  • Teachers’ mentorship
  • Teaching
  • That is difficult. I have one child who has had very good teachers and I have two other children who have had very bad teacher placement.So for my eldest I would say staff. But for my others I would say that it is a newer school with good facilities.
  • That my child always shefeels she has someone to go and speak to when she has difficult situations.
  • That my children are safe and The climate is positive.
  • The acceptance of any child with any race and disability and their approach to bullying.
  • The care and attention my son has received, particularly in his challenges regarding learning difficulties and socio-emotional growth.
  • The community
  • The community and warmth from the teachers and families.
  • The community at Runkle is a very positive and supportive one where the teachers and staff are truly dedicated.
  • The community, the PTO and the quality of the teachers and specialist.
  • The culture
  • The culture of acceptance among a diverse group of peers.
  • the dedication of teachers, and all staff
  • The education
  • The fabulous teachers, professionals and admin staff, RED, and the PTO.
  • The fact that among the Brookline schools, Runkle has relatively fewer students. But student numbers are climbing and we already feel squeezed for space.
  • the fact that it is a k-8 school helps build a sense of community
  • The families work cooperatively to foster a positive environment. teachers (mostly earlier grades)enthusiasm and dedication is evident.
  • The kids
  • The kids! ALL of the children are important, valued members of the school community. (If it’s okay to mention two things, I also value the teachers who, even when they don’t appear to be receiving the support they need, are committed to the children.)
  • The neighborhood school/walkability – the friends my kids make at school are very likely to live nearby, which is a wonderful thing.
  • The opportunity of inclusion learning for my son.
  • The positive relationships between families and school; the opportunities for involvement; the diversity of learning opportunities my child experiences; the FABULOUS teachers, staff, and school leaders!
  • The principal and the committed special education community.
  • The quality of teachers. The teachers are engaging and attuned to all of the students. My daughter’s second grade teacher has been great, and we have been very happy that she has had the flexibility to adapt her classroom and lessons to the needs and interests of her class. The teachers are far and away the best thing about the school, and make for a positive educational environment, excellent community, and real learning.
  • The quality of the teachers- my daughter’s second grade teacher is amazing because she is flexible enough to allow the kids to develop their own interests and projects and combine these with her own lesson plans.My daughter was much more engaged and excited about school when she was working on a project that she and her peers had developed on their own with the teacher’s gentle and productive guidance/facilitation.
  • The relationships with families.
  • the sense of community and belonging
  • The sense of community and kindness among the students, and the efforts of the classroom teachers
  • The sense of community is awesome.
  • The size — it is big enough to offer potential for diversity and variation but no so big as to overwhelming
  • The size compared to other Brookline schools
  • The small size.
  • The staff is incredibly dedicated and experienced, the library brings in authors.
  • The strong sense of community.
  • The strong sense of positivity and community
  • The teachers
  • the teachers
  • The teachers
  • The teachers
  • The teachers and administrators really seem to care about my child. They know my children and us and make us all feel comfortable
  • The teachers and other families.
  • The teachers and staff show a great deal of care and pride in their approach to helping students define and achieve their goals.
  • The teachers and strong parent community
  • The teachers and the RISE program
  • The teachers are really caring, and my son feels comfortable in the class.
  • The teachers are the cornerstone of Runkle. They are the main reason our children are extremely happy at this school!
  • The teachers my children have had have been excellent: organized, caring, fun.
  • The teachers’ relationship with my children.
  • The teachers seem to be a very strong group as a whole
  • The teachers seem to be great.
  • The teachers- they are dedicated and care about their students. The communication lacks between the principal and the teachers and the principal and the parents. Changes made to the school in the past two years have had a negative impact on the community and morale of the school.
  • The teachers.
  • The teachers.
  • The teaching of the 6th-grade team, which has been excellent and is the best thing that is happening this year at Runkle for our family.
  • The Young Scholars Program for African American and Latino/Latina students.
  • They all very nice and friendly,
  • This school has the potential to be outstanding, it is the current leadership that is holding it back.
  • Welcoming and support to International Students
  • Willingness to listen and adapt

What is the one thing you would most like to see changed or improved at this school?

Baker School
  • A larger auditorium?
  • additional activities
  • All those social groups at the middle school (for different minorities) are just too much. If we want everyone to be equal, we need to take it easy with creating different and separate groups, because in when some kids are excluded from some groups, it creates needless tension and frustration. Math teaching is pretty weak, many parents send their kids to the Russian school of math etc. I’ve heard that without that, students may be overwhelmed when they get to high school, as the middle school does not prepare them well enough. The cafeteria is pretty bad in terms of quality of food, time to eat and socialize, and conserving the environment. We need to improve the menu, reduce waste and increase recycling and composting. Drop off time should be expanded to 20 minutes. Don’t have students stand and wait outside in freezing or wet weather, open the doors earlier and let them feel welcome. Also consider parents of kids at K, they need to drop off and run to work. Late sign in or early dismissal- it takes too long to type on the laptop, because you need to scroll. Try to simplify it to make it quicker and/or install a mouse by each laptop. Extended day is great but too expensive. Please try to make it more affordable, maybe offer sibling discount, to enable parents to work while providing educational enrichment to the kids.
  • Building community among parents – leadership, principals getting to know families better from the outset – even if we didn’t enter until a later grade.
  • Building health – I’d like to see better ventilation, more natural daylight, etc.
  • Cafeteria food.
  • catering company
  • Classroom size.
  • Climate: attitudes and behaviors of the students
  • Collective punishment . I don’t like it at all or think it’s effective
  • Communication
  • Communication
  • Communication between teacher and parents regarding how individual child is doing in school on a monthly basis if possible.
  • communication from the PTO
  • Competency among teachers and administration on cultural competency/racial equity – in the classroom, in discipline, in dialogue with students, and overall – it profoundly affects learning and student social emotional development.
  • continue to have a low rate of students per teacher.
  • Define diversity to include factors other than ethnicity, religion or gender, but also diversity of opinion and political affiliation. Recognize that K-8 children are forming their world views and are influenced by family, school and media. School can help learn how to develope a balanced view.
  • diversity initiatives
  • Enrichment class would be better.
  • Enrichment classes are missing , focus should be on after school classes for students
  • Everyone’s complaint – parking.Or a bus would be great as live on other side of Putterham circle which is dangerous to cross
  • Everything is excellent overall
  • Extra help (math) should be after school not during lunch or before school and several times a week.Too many students at Baker are attending RM and others similar programs to stay ahead. Baker math teachers should be enough.
  • Extracurricular STEM opportunities, participation in stem competitions/ fairs
  • Focus on basics and fundamentals
  • Focus on community building among the families the school is very clique like everyone kind of stays in their groups whether that’s based on race, neighborhood etc..Also there needs to be more emphasis on reading and homework in the lower grades
  • Grading is highly variable across the teachers, as is the way that they communicate grades and progress for the students.Having a consistent set of guidelines, especially for calculating grades for a semester, would make conversations about and guiding our children much easier.For example, in the latest semester preview some teachers provided an absolute percentage grade based on the totality of the quizzes, tests, and homework assignments without proactively identifying that the grades were calculated as such.This resulted in our child being surprised when we came to him with serious concerns about his performance, until we revisited the report card to understand that tests, quizzes, and homework that were yet to be assigned/completed were treated as zero (failing) grades, thereby skewing the results.
  • healthier food
  • Help for the new kid in school
  • I don’t like having LBGTQ celebrated in the Brookline school district. It goes against our family’s personal beliefs. I fully support treating everyone with respect, equality and dignity, no matter what their personal beliefs may be. This is what should be taught in public school. But by celebrating LBGTQ you confuse kids whose only concern is being popular. My child labeled me homophobic which is not true. That is a term they were taught in your school. I have no hatred in my heart for anyone and I teach my children to love and respect all people which is a lesson they will need to know very well to be successful in life. I overheard a group of very young teens in the coffee shop talking openly about what they’ve “done” sexually. They were judging each other by how far they’ve gone. They were proudly sharing their sexual exploitations and were especially proud of being bisexual. It was obvious they all thought it made someone cool. It was heartbreaking to overhear their conversation. What agenda is Brookline accomplishing by being so liberal and left sided? Who is considering the long-term effects to the kids in our schools? What about the kids who’s parents are teaching them faith-based values that directly contrast what’s being taught in Brookline Schools?
  • I feel that despite attempts to engage people in meaningful dialogue around diversity, there is still a predominantly privileged, white perspective that favors wealthy families with stay-at-home parents. There is this mostly unspoken bias against the “hancock village” families, as if our role is to provide diversity as a benefit without challenging any of the status quo. I don’t know how exactly to handle this in the context of an elementary school, though. But it’s there.
  • I have no idea
  • I have serious concerns about the level of expectations that teachers have for students at Baker. In my experience, the teachers at Baker do not push capable students;in fact, sometimes they work to hold them back (we have had a terrible, terrible experience at Baker, across many grades, of teachers discouraging one of our children from reading rich and demanding texts independently.It’s so offensive it makes my head spin — what is the message you are sending to your students about what you believe about them?Or about books?). As a parent, if your child is not struggling, it’s almost impossible to get any information about how your child is doing against the grade level standards — no progress reports, no assessments come home, there’s no communication about what students are *supposed* to be learning at any given time, etc. In general, the goal seems to be to push kids to a certain floor, and stop there, rather than actually giving students opportunities to be challenged and learn more.
  • I know Brookline is working on this, but it’s crowded!There are so many students and so much traffic in and out.I’d also love to see school start later.My kids are not morning people, we can never seem to get enough sleep.
  • I often see water in the playground or basketball court. I want my children to be more careful not to slip away while playing.
  • I send my son extended day. School needs more lights. Too dark around school.
  • I think Baker School is a hard place for boys in the lower grades, particularly boys with special needs. My son, who receives special education, has had one very young female teacher after another throughout his time at Baker. I think these young women naturally gravitate toward the girls in the class and in my experience have had a lot of trouble understanding and having empathy for young boys, particularly those who are struggling academically. There simply is a desperate lack of diversity – of age, gender, race, and for that matter even the education school attended – in Baker’s teaching staff. I believe this is really hurting students of all backgrounds.
  • I think boys in the middle school years need to be supported social emotionally. I think baker does a great job for students who are high avhievers as well as students on iep’sIt’s the middle of the road kids who could use some more support.
  • I would like to see continuity in teachers for long term families (ie younger siblings can request sibling teachers)
  • I would like to see more effort and communication between teachers in assigning effective homework and not just busy work.My children spend too much time on homework each night.I do not think this amount of homework is conducive to learning.I would rather see children have more time to play and explore when they get home.As an educator I certainly understand the importance of homework, but also feel strongly that it should not exceed 15 minutes per class each night, and not every class needs to assign homework each night. Also, field trips are too expensive.I understand that families can contact the office if they are in need of financial assistance, but please consider families pride and their reluctance to ask for help in these circumstances.
  • I would like to see more emphasis on the environment and responsible use of technology.
  • I would like to see more opportunities for students to extend themselves in math. I don’t feel like my son is being challenged enough in first grade with his math skills.
  • I would like to see more options for learning, such as clubs.
  • I would like to see the building being renovated and the facility seriously needs some upgrading especially air conditioning
  • I would love for there to be a more robust educational extensions/enrichment program.With Sue Peligian retiring, I hope it remains strong.
  • Improved leadership that supports the teachers and students also student teaching internships to help ease the workload of the teachers
  • in addition to the report card, maybe one or two more update on my kid’s progress(weakness) at school
  • It would be nice if working parents had more access to some of the activities (ie, the Halloween parade, etc).
  • It’s a big school so having smaller events every once in a while for only k-2 (for example) would be great.
  • It’s hard to find a place in a community like Baker when I don’t see parents at drop off or pick up and I work full time.
  • later school start
  • Leadership vacuum.Also more opportunities for learning enrichment.The loss of Sue P. is extremely significant.
  • Learning opportunities for advanced students.
  • Make it more inclusive for differing cultural backgrounds; have more after school clubs, sports and service projects which will help students and make the community more cohesive.
  • Middle school engagement with parents
  • more academic challenge and academic community building for the middle school, i.e. there was math league in the younger grades. Would like to see something similar in the upper grades.
  • More advance notice for events so working parents can rearrange schedules
  • More communication with parents regarding student progress, strengths/weaknesses, suggestions for overall student growth.
  • more communication with the team of special need children
  • more developmentally appropriate activities for middle schoolers
  • More diverae after school activities
  • More emails about issues regarding my children
  • More extracurricular club offerings (robotics, engineering, coding, Destination Imagination). More opportunities is offered for kids who are more advanced instead of treating everyone the same.
  • More focus on middle school learning. The elementary school is challenging and enriching but not at the middle school. There needs to be a focus on enrichment for kids that need that. And, more diversified learning opportunities for different learners. It is not a one-size fits all approach. In addition, the science curriculum in 7th and 8th grade needs to be evaluated as it is not challenging for some students. Reading and writing also needs to be evaluated to be sure students are prepared for high school. At the moment, it is not robust enough. I also think they should have some type of midterm experiences so that it is not completely new in 9th grade.
  • More Friendly administrative staff – past principal and current Co principle’s not so hard on children sometimes. Need more recess for older grades 6 thru 8. More engaging activities for Parents to participate in class regardless of grade level.
  • More hands on experience on (class) subjects or field trips
  • More homework
  • more individualized attention to students
  • More opportunities for working parents to get involved
  • more opportunities to meet other families, especially if new
  • More regular education support for academics especially reading and math on an ongoing basis
  • More rigor and challenging work
  • More rigorous academic focus
  • More rigorous curriculum
  • More social events for kids after school
  • more space
  • More spaces for creative learning that could be shared with all grade levels.i.e.a makers’ space
  • More staff of color
  • More support for people that perform above their grade level in math. My little one is participating to an advanced class for reading & writing. She loves it. She keep on complaining that she is bored in Math.There was a dedicated math lab (breakout) for some kids performing above their grade but this was stopped as the teacher assistant left to resume her classes full time at BU. I am serious;y concerned that my little girl is not being challenged enough.
  • more teachers of color
  • Most teachers are so respectful, loves children, generous and I’m appreciate it. But not all teacher. I’m not sure it’s effective but you can get feedback on teachers from students or parents to prevent conflicts.
  • My younger children have mostly been placed in the same homeroom as the older sibling’s. However, different teachers have different teaching styles, and their way of teaching may not work for the child as it has for the siblings. I think my younger children could experience different teachers than my other children have.
  • Need a good principal – no principal at the present time.
  • Needs a great deal of improvement in support for students “in the middle” — top and bottom students get the best instruction and support. Students who struggle quietly get the least.
  • no more bullying at school
  • Not just at Baker School, but in general, I am not quite informed about the curriculum for my kids grades, and that makes it difficult to have a discussion with my kids about what they are learning.
  • Not meeting the specials teachers, who may or may not understand learning differences. We also felt the lack of a guidance counselor, and the new one is still very inexperienced. There needs to be better coordination on 504 plans for all instructors, not just homeroom teachers.
  • One of my children has, since starting at Baker, struggled academically.He does not “qualify” for any additional help.We are on year 3 of just scraping by to a level of mediocrity that is deemed sufficient.I thought Brookline would have more resources to help students like this grow, but there is nothing outside the classroom for help.Homework center does not allow help/questions.With class sizes expanding, the classroom teacher is able to give less extra help to each student.We have done some tutoring, but it is a prohibitive cost.As it is, we are shamed by the music dept emails about the importance of extra music instruction that we also cannot afford.I wish there were more to help boost my son’s math and ela skills, and thus his confidence and emotional health.
  • One of my children teacher needs help to deal with students who do not fit certain categories
  • patriarchal attitude of leadership. ineffective communication
  • peer to peer communication – expand common spaces – creating spaces conducive to encouraging creativity collaboration and community
  • safety.not in the school but at times of pickup and drop off including traffic and children/family using cross walks.I feel that these times are very unsafe for both drivers and walkers.
  • School drop off and pick up is very challenging. The school needs abetter system to manage this. They can use Beaver summer camp as an example of efficient and well organized and run drop off/pick up
  • Science curriculum, access to learning code
  • seems too politically correct. but i appreciate, for example, that the 5th grade was at least encouraged to debate both sides of calling it Columbus Day. But I’m not sure conservative or libertarian or even slightly conservative views are really encouraged. And it’s a diverse enough school without needing to cram in so much talk about â€oediversity―!
  • Sharing a bit more detail about the kids’ everyday lives & behaviors.
  • Smaller class sizes; more diversity of faculty.
  • Smaller classrooms
  • Some of the teacher/student relationship building has been lacking.Hard not to feel that some of the issues with teacher union contracts and the town is still bleeding into the daily attitudes.
  • Spanish curriculum is lacking.Math curriculum could be better.7th grade social studies
  • Special education needs to get shored up
  • Strengthen classmates’ relationships
  • Stronger academics especially in middle school. I don’t feel like my child is challenged enough. I think separate levels would help
  • Student council has been non existent for last few years. This year, communication from interim principals do not occur on regular basis. Teachers need reviews- my child did not learn any social studies from teacher last year.
  • Students grouping in class would be more helpful, if it was based on their interests and hobbies.
  • The chance for low income kids to have access to after school programs
  • The children sometimes complain about sub teachers. They tell me about what sub teacher said or how they behave and this is not nice.
  • The community that everybody is talking but you can’t see it. Almost no parents involvement in PTO/ community activities, even raising money for teacher’s gifts.
  • the facility
  • The lack of challenge,creativity, and rigor of the curriculum.
  • The leadership when it comes to addressing issues of diversity.
  • The Learning Center for older kids seems to be a mess so far this year — my child has done very little work towards his IEP goals
  • The policy on punishment. It seems that there is a disconnect between teachers and teachers of special programs at Baker. That line of communication could be improved upon to create a more cohesive community.
  • Their response to issues involving race
  • There has been improvement with leadership, but I feel more connections with students is of value
  • There is nothing to be improved.
  • there needs to be computer coding and STEM type learning
  • They are doing good.
  • To design and implement a structured system of behavioral supports integrated with academic and social-emotional supports (MTSS). Perhaps this is already installed, but parents are not aware.
  • To know that we will be able to stay…I worry about the impact on my child of likely being moved to a new school with the building of the new school.
  • Too many students are temporary
  • Too many students for the space.
  • traffic around the school
  • Updated classroom and bathroom.
  • We hope to see more access to technology for the kids as well as continuous improvement in facilities.
  • We need a single leader (not co-leaders) who is not afraid of hard conversations and who is willing to work collaboratively with teachers and parents to improve school culture re: race, sexual orientation, religion, ability.It is not ok to give one of 3 white teachers a cushy job without having a process to interview all interested candidates in a school where there are very few teachers of color.Josh is a good man and is in over his head as the leader of the school. He operates out of fear and cover the reputation instead of putting the students first.
  • We should have teacher/parent meetings in middle school, too
  • We shouldn’t engage in a milk campaign. Not appropriate.
  • We understand the need to guard against bullying, but the approach taken at Baker we’ve seen verges on stifling.At recess or during school projects, students are not able to form their own groups, rather, they must be “inclusive” of everyone, even other students who make them uncomfortable.This is especially concerning for girls who find certain boys and their behavior to be unsettling and invasive.The consequences of of a child making an individual choice in such a matter are too severe, and begin with being labeled as “un-kind,” a word that at Baker has been abused to the point of having very little meaning left.I would prefer to see students be allowed to find their own way to a greater extent, and suffer a few emotional and / or physical scrapes and bruises along the way.Having adults around to stop true bullying when called upon is important, but it’s equally important to allow children to learn a few life lessons about dealing with others who may not be 100% nurturing and supportive of them.
  • Would be nice if doors opened up a bit earlier (even to 15min) to avoid the huge mass arrival in 10min…
BEEP
  • BEEP on Beacon could use a better playground.
  • Better extended day options
  • better outdoor play space in Beep at Beacon
  • Car parking And outdoor space for playground
  • Communication improved to be streamlined into 2 well understood sources. 1 from the same point of contact from management and 1 update from the classroom.
  • Don’t shy away from addressing difficult topics. For example, I understand that family make up is different, but it doesn’t make sense to have a Parents’ Day when the rest of the world has a Mother’s Day and a Father’s Day. I believe that young children understand more than we give them credit for, and to have an honest conversation about remembering a lost father or mother, or talking about why someone has two mothers/fathers is more effective than shielding the children from something they have to deal with eventually.
  • Full day program!Also, feedback for this survey — could you provide an option to select that is “I don’t have enough information to answer this question”?Some of the questions above I didn’t feel like I knew enough.
  • I would like Vicki to send out more current information about BEEP classroom news/happenings.I appreciate her parent pointers, but I think more could be done to foster the extended BEEP community. Additionally, I would like better classroom updates/news.
  • I would love for BEEP classrooms to be integrated into our elementary schools as they once were. I think this would make for a seamless transition to K.
  • I would love to have more parent involvement in class, maybe a reading or activity session
  • It would be great to get parents of a class together (say at drop off) for a coffee/meet and greet and share ideas and info.
  • longer school day
  • More academic emphasis
  • More community building
  • More family involved classroom activities maybe once a month
  • More frequent parent/teacher 1:1 opportunities.
  • More opportunities for caregivers to help out.
  • More opportunities for parent volunteers in classroom.More opportunities for parents to build sense of community, perhaps empower/encourage room parents to organize gatherings outside the classroom.
  • More opportunities to be in the classroom that aren’t special events. We have playground dropoff which makes it hard to spend those 3-5 minutes in the classroom in the morning. I love that the kids start the day outside, but maybe one morning every few weeks we could do dropoff in the classroom?
  • More outdoor space.
  • offer more programs at more locations
  • Opportunities for parents who work and can’t go to events…the STEM sat are great
  • Parking at Beacon St location needs to be improved. Also the playground at Beacon St is very small
  • the parents workshop looks very helpful but always during times when I am at work…
  • The programs are scheduled at times that are not convenient for working parents
  • The reliance on secondary programs to provide extended day programs lasting until the end of the workday.I think this unduly burdens parents who work.
  • Time for pick up
  • Workshops for parents are great, I would love more
  • I heard that the kids the second year of BEEP aren’t taught enough independence for kindergarten…that the transition to kindergarten is tough.I’d like to see that addressed
  • I won’t change anything
  • I’d welcome more summer-long programming options, though we hope to sign up for this year’s July program.
  • Lower price Add dance /gym activity
  • Make more spaces available to children
  • parent community improved
  • Please have RISE program in each school.
  • Pre-K should be free for all students!Massachusetts should be leading here but instead it’s near the bottom of the states.
  • Regular schedule for pre-k should be til 2:30 when regular school gets out
  • Decrease the cost and increase the hours.Having the hours match up with the elementary schools would be most helpful for working families, and are particularly difficult on early dismissal days.
  • Extended day at Driscoll
  • I wish BEEP was available to all the families who wanted to attend.
  • Less attention to attendance more attention to kids needs
  • Little more flexibility
  • More events for parents to meet each other.
  • Add additional preschool classes for 2-3 year olds (more than the current 3 classes).
  • Could you make the format of newsletter and email communication more mobile phone friendly?
  • Elimination of 1/2 days when the public school has them.
  • I do wish there were more evening programs to assimilate families into the wider Brookline school system, though I understand they are parallel tracks.
  • It seems like many of the parent seminars and speaker presentations occur during work hours, making it nearly impossible for me to attend.
  • maybe one more field trip?
  • The price (expensive).
  • to have a longer school hours. I think if the kids can get off at 3pm that will be better.
  • A longer day would be great but I’m not sure I would change anything.
  • Can’t think of anything
  • can’t think of anything
  • extended program
  • Flexibility.A parent cannot always drop everything and run to get the child if he is sick, especially when the parent will likely have to stay home the following day.
  • i don’t feel like there is any community outside of the classroom. there are rarely events outside of the classroom or ways to engage. a holiday event at 11am is extremely inconvenient for working parents, it could at least be at 8am.
  • I think the themes can be a little repetitive.For example, each year the children study the same seasons. I would like to see the themes be more child-led or at least changed more often.I also am continually frustrated by the 8-9am times of all parent events. As a working parent, I am not able to attend many of them and that makes me feel disconnected from the BEEP community.I have expressed this frustration several times.
  • I think there could be stronger sense of community, but I don’t have a solution for how we get there.The community is good, but we have been at schools where it felt stronger.
  • I’m pretty happy with the program
  • if Only all teachers could Be as engaged and excited to be in the classroom as my daughters teacher is!
  • I’m not sure if we are totally there yet – but I would love to know how much support there is for anyone who seems to be an early reader. My understanding is that the expectation is that kids will not be reading before they leave BEEP, but if there are individual kids that are showing signs of early reading, are they getting any extra support in the classroom to push them along, and/or communication with parents to know how to support this better at home? A small thing that would actually make a difference for families who walk to school – if there would be a way to create a storage spot for strollers (out of the rain/snow)? I’ve seen it done at Bright Horizons in Brookline where they have a small outdoor shed thing, since i know the indoor space probably would not allow, but it would really help for those working families who do drop off and have a nanny or other person do pick up. Otherwise we have been super happy with our experience so far, which will continue with this child and for the next.
  • it’s great!
  • Longer 6 hour school day?
  • Maybe a longer day. But there isn’t much id change.
  • More frequent communication from teachers about child’s progress
  • more indoor space
  • More outdoor time
  • More parent teacher conferences
  • More parking spots
  • more sense of community, more activities in the classroom
  • Recognize that every student has different race and culture background and has different strengths and weaknesses, instead of being judgmental based solely on race and culture background.
  • the parking lot at Lynch needs to be improved.
  • This program is wonderful and I appreciate it so much.If there was one thing I would want in Brookline schools is a bit more awareness ofraces, ethnicity, or people of lower economic classes.One example, some people must work to survive, so they couldn’t attend morning sessions or volunteer for events during work hours.
  • To be honest all the programs are the best.I would say only keep it up.Great !!
  • An online payment system would be awesome, as would earlier and more thorough info about the LAUNCH program
  • Extended Day should be offered at each location- if possible.
  • Holidays celebration – I think this is a valuable educational experience for the kids and provide a sense of community, friendship, family and belonging. I think that not celebrating it is counter intuitive to the vision of being inclusive and allowing diversity – this brings us together, and should be celebrated (in a non religious, respectful and fun way)
  • I can’t think of anything
  • I think the transition to kindergarten could be stronger.
  • I wish the kids spent more time outside with large gross motor play. My son is often wild when he gets home and I suspect it’s because he needs to move more.
  • I’d like to be able to volunteer in the classroom more.
  • inclusive
  • individual child approach
  • It is difficult to find something at BEEP to critique.That said, it might be nice if the children could enjoy the various holidays the way they do at other schools.
  • Longer regular days
  • longer school days (instead of ending at noon time; for pre-k).
  • More field trips. He loves them
  • More teachers per classroom
  • occasional drop off before 8am made possible
  • Perhaps a few more classwide opportunities for families to get together at school and learn about the curriculum (e.g., breakfast potluck)
  • Programs for kids less than 2.6 years old
  • Public transportation options
  • Some more awareness from teachers about socioeconomic diversity and how to respect that ..I was surprised this year by this. We are a lower income family and there were some class topics that seemed inappropriate with respect to this. Also I would like it if teachers used inclusive family language without needing to be asked to, for example always saying â€oegrownups” or â€oefamily” or â€oeadults” instead of using â€oemom”/â€oedad” langauge, since that isn’t what family looks like for many students.
  • Students can be divided into different classes if they are likethree years old and nearly five years old. Younger children seem unable to play with children much older.
  • The educational content provided to families seem like it could be great, but I have never go to such a workshop. The times are not aligned with those of us who work. Lectures, workshops need to be on weekend mornings or late in the evenings. There is no way I can attend a workshop during day hours. Alternatively, this could be done on line and provide through a clear website of on line lectures.
  • The physical building and playground area
  • The teachers, administrators, and staff have generally been wonderful; however, the school nurse at Putterham needs training in how to talk to and work with parents. Her tone can be critical and condescending.
  • A bit more challenges for the kids ready for them
  • I would like added school hours to more reflect a k-8 model
  • More aftercare options
  • More emphasis on reading and arithmetic
  • Removal of weaker teachers. Some poor blending of classes and ratio of younger to older kids, the ability to get into the school to dress kids for outdoors at pickup
  • Space for classrooms
  • Wish we could have addressed my daughter’s needs sooner than they were identified, but I understand she isn’t the only child with needs at BEEP.
BHS
  • (1)Guidance of opportunities for non-curricular activities for new comers and international students. (2)Regular daily athetic class including winter season (except snow days).
  • 1) Less administrative overhead 2) A break from homework (less ‘busy work’) 3) More commitment to the performing arts — they receive precious little budget compared to athletics
  • 1. the homework load creates significant stress for my kid and their friends. 2. group projects cause grades to be uncorrelated to education
  • A bigger facility/building
  • A bit more guidance counselor/parent involvement
  • A look at quality & quantity of homework which can become overwhelming
  • Ability for student to take classes better geared toward their level (something above honors) for those interested.Having one class w both honors and standard does not help either group of learners.
  • Academics. Also,the school should always give the possibility to students to change class level within the given timeframe.
  • Add Greek along with Latin
  • Additional staffing, primarily guidance and advisors.
  • ALL OF IT.IT SHOULD BE TORN DOWN AND STARTED FROM FRESH. IT IS THE WORST SCHOOL AND IT HAS BEENCOMPLETE HORROR TO BOTH OF MY TEENAGERS WHO HAVE LEFT AND GIVEN UP 6 MONHS SHORT OF GRADUATION BECAUSE THEY FELT THAT THE ADULTS WERE NOT THERE FOR THEM, AND MADE THEIR EXPERIENCE UNBEARABLE.IT WAS A COMPLETE WASTE OUR TIME.
  • All teachers will use canvas for all grades. And teachers should not assume that students know they could ask for extensions when they’ve missed classes due to excused absences.
  • All the kids smoking weed — in the bathroom, in other areas of the school, coming to class high. My kids say everyone at BHS knows about it and nobody does anything or even seems to care
  • Andrew Bott presented a quick overview of a plan to eliminate Honors Math track in 9th grade.For our current 12th grader in honors math, she would have felt pressure to register for Advanced math if the choices were limited to Standard or Advanced.She would have either succeeded under that additional pressure or taken her own life trying to keep up with those more talented math students.Please tred carefully with such a drastic change to a system that isn’t broken.
  • Anything
  • As it increases in size, it’s become more competitive, especially getting on sports teams.
  • As soon as a student may start to slip in academics, they should make the parents aware more quickly.
  • Athletic fields
  • Availability of guidance counselors- need more availability and willingness to help
  • bathrooms (too much vaping in the bathrooms according to my kids)
  • Be good if international trip were offered at different times – so that kids doing spring sports could go..
  • Be more strict about teachers being racist
  • Belief that a student should always be challenged. Belief that you should do “honors” or “advanced” when you are capable of it. The chasm between standard and honors is too great. I’d like to see more mixed classes, like English Dept offers. My child is certainly prepared for college, but I’d like to see LESS homework and LESS intensity in school expectations
  • Better advising relationships, more accessibility to advisors, lower students:advisor ratio
  • Better communication about test results, performance and grades before they are published. To see all teachers use canvas consistently.
  • Better communication between teachers about homework and assignments so that my child is not flooded with quantity of work that is unreasonable. Teachers’ turn around of work handed in is very uneven – some teachers are fine, while others return work students submit months later, so the student doesn’t get real feedback for his work.
  • better communication when assigned teacher is scheduled to be absent for significant period of time; even better would be to avoid such a situation
  • Better communication with parents from some teachers if a child is not doing well in a certain subject.
  • better control of marijuana. The situation is very bad and I don’t think the message is consistent about its impact on brain development i have two kids at BHS. You do not allow me to give different answer for each of them. This is a flaw in your survey
  • Better facilities
  • better focus on non-college options for some students
  • Better food
  • Better food options for the kids
  • Better help with shy kids making good quality friendships
  • Better information about the Athletics registration; An email indicating when registration opens would be helpful.
  • Better intra-mural sports and extra-curricular offerings. There is nothing my son wants to do in the fall and three different things in the spring.
  • Better involvement by ALL teachers in supporting and in decision making for student with special needs.It is hard to get general education teachers to attend IEP meetings (which is legally required), and some general education teachers do not know or implement accommodations from student’s IEPs (some even express being offended when a student advocates for their own needs instead of implementing what they are legally obligated to do).Most teachers are great, but these few should receive more feedback to improve their practice for these most vulnerable students.
  • Better lunch scheduling
  • Better management and dealing with over-crowding (in classrooms and lunch rooms) and addressing lack of opportunities for children to participate in activities (like musicals, sports of interest, other). Fewer options and poor management creates fierce competition so many kids get left out of opportunities. Eg: No one explained why only 3 kids out of everyone who tried out didn’t make the hockey team. Even if the kids aren’t good at a new sport, denying the opportunity to only three of them?If a third of those who tried-out didn’t make the team, that would be comprehensible — but leaving out only three kids from a team? Eg 2:So many kids denied extra-curricular activities like participation in musicals/ etc. Musical tryouts held on a couple of days – so if a kid is out sick, they have to sit out the opportunity to participate for a whole year. Rigged systems in student-run music groups – where the older kids pick their buddies or siblings of their buddies. Rigid bureaucracy, so few spots for available activities, overcrowding and very poorly-run school system. I guess lots of room for improvement here.
  • Better options to fulfill gym requirement for students who are not into sports.
  • Better Spanish language Ed. My very motivated child was extremely disappointed by the lack of good teachers and curriculum, especially during her junior year.
  • Better Spanish teachers
  • Better sports faciliyies
  • Better student-teacher coordination and communication, especiallly for introverts
  • better supervision on homework, tests
  • better timeliness/visibility of grade communication (grades on papers, exams, etc) prior to quarterly grades
  • bHS and brookline school district is so focused on diversity and other issues that academics are put last. Your emphasis on not stressing kids or making kids who are not as smart not feel bad causes you to underserved all children. I have never received a proactive email from anyone in this district in 7 years. Even when it was clear my child was going through something. Mychild was underprepared for high school after middle school despite straight As- going from almost no tests and quizzes to constant tests and quizzes is ridiculous- your late to the game solving the overcrowding issue – and you are not focused on all children. Your job first and foremost is academic education and you are failing at that – yet you think it is your job to tell my child what to believe, how to put a condom on 12. I moved here to this town for the school district. What a disappointment – you are all about equity but the kids in the middle to upper middle get nothing.
  • BHS doesn’t cultivate or support a broad range of political views, including traditionally conservative views.Additionally, race is narrowly defined as black or Hispanic and other races, including Native American are not discussed or that white doesn’t necessarily mean you are affluent
  • BHS needs a FIRST robotics team.Now students have to travel to Revere High School to be a part of a FIRST robotics team.Most other schools in the area have their own FIRST robotics team.It’s a fantastic organization.
  • BHS needs to spend as much time and money identifying and addressing the needs of gifted children as they do with those that have developmental challenges.Both groups have social and developmental needs that must be addressed and gifted children’s needs are not.
  • BHS preaches that it is a community of caring. In my view, that is only applicable when things are going the school’s way.Once there is a challenge, it’s all claws out which is not required OR total avoidance of the matter by BHS staff.We’ve been extremely disappointed and would recommend a change in the leadership culture.
  • BHS should make an effort, in every grade, to review and limit the homework load on our students. It is not unusual for my kids to have 3 hours of homework. My children know how to study. But busywork, repetitious work, does not make them more prepared to learn in class. It does make them more sleep-deprived.
  • BHS truly tries to be inclusive of all students and foster independence and self-direction; however, it is my experience BHS assumes each freshman has developed the skill set necessary to be so upon entering freshman year, and prefer to communicate directly with the student, and often times only orally.My suggestion is the first few months of freshman year both parent and child should receive equal information, and important information in WRITTEN form, so that parent can support the students participation and foster independence.Some people do not process/retain information presented orally, and require a written backup to better participate and function.Freshman year there is a lot to navigate and process…BHS I feel assumes when the speak of a program/activity/task even in the Weekly Newsletter the parent and student already knows what it is and its importance or the process to include their child.
  • Both my girls, in 10th and 12th grades, are high achievers, doing well academically. But both complain about the near constant pressure of school, the competition , the lack of community overall and the feeling that school’s no fun. I understand that part of that is due to pressures from the highly educated and high achieving parent community- but the students need to recognize the importance of balance.The school has made strides in this regard- much appreciated- more of that.
  • Both my son and I have been disappointed at the almost total lack of “school spirit” and extracurricular events at BHS — such as movies, dances (other than proms where kids feel they need a date), pep rallies etc.There is the one event on the Wednesday before Thanksgiving and that is it.I understand the school is handicapped by the fact that playing fields are not on campus but the school needs to work much harder at achieving school unity and a sense of community outside of classes.As a senior, this is the first year my son as attended any football or basketball games.Some students, like my son, may not have a strong social life on the weekends or after school — they may avoid parties because they don’t want to be around drugs and alcohol or they may just not have many friends.BHS provides no alternative for them to interact outside of the school day with other students, forging relationships and having common experiences.The school should be supporting those students who want to get together but avoid drugs and alcohol.I know it can be difficult to control students at school events, but of course that has always been difficult and schools have managed.I just find the lack of school spirit to be so short sighted and disappointing.I know my son does too as he wrote about it in one of his college essays.
  • Breaks: students need more breaks / longer breaks between classes
  • Building upgrade.
  • Cafeteria food
  • Children need to show more respect for their teachers
  • Clamp down on vaping.
  • Class sizes are way too large. My child is basically invisible, which is what he prefers, and it is NOT good for him.
  • Clear instructional and learning support for struggling students using data. If student X seems not to know where to put a period. We will this Y kind of help for this Z time period and we will see this improvement. Clear, measurable supporr.
  • clearer path from K-8 to honors/ap classes at BHS
  • Closer contact with the school staff and teachers
  • College admission counseling process and proactively providing in-depth information to the student and parents
  • College and career information for parents and students should be communicated much earlier. In my opinion, a year earlier! For example, the information provided to juniors’ families, should be provided to sophomores, too, regarding SAT, college selection etc. By the time you reach “decision-time” it is already late. Timeline needs a shift.
  • College counseling is abysmal.
  • college guidance for average students with learning differences
  • College guidance. There is not enough! Our guidance counselors are overwhelmed
  • Communication and parent support during class selection
  • communication between parents and teachers or team. Look like the teachers are too busy.
  • communication between students in different races.
  • Communication. It is all over the place. When you get a multi page email with some things bold, some things red, what should you pay attention to?!!
  • Communication. It’s hard to find what’s important within long emails.
  • Consideration for those who are in the middle. They have zero support or champions
  • Continue to find qualified faculty
  • Coordination between sports and other extracurricular activities so athletes are not excluded from doing other activities like theater or music. It seems like athletes are put in an “either or” position because schedules are not coordinated between programs. This is generally not the case in private schools.
  • Coordination of events to reduce conflicts for the students
  • Create a 2nd Brookline High School instead of expanding the current and connect both via a Magnet Program.
  • Decreased use of drugs and alcohol and nicotine
  • Discipline
  • Diversity in student population and staff
  • Diversity in teaching
  • Drugs and drinking issues that i am hearing quite a lot abt
  • Earlier access via the portal to our students’ grades, progress, workload, and academic challenges.
  • easier access to activities outside of class
  • educating students how marijuana …can adversely affect a developing brain
  • Elimination of vaping in student bathrooms
  • Encouraging people of all ethnic, religious and LQBTQ backgrounds to merge and merge together.
  • Engagement of parents in the ongoing discourse about race and equity in our schools and lives.
  • Engaging students who don’t self advocate.
  • Equal programs and assistance for poor white kids. There are lots of programs for kids of color but a lot less support for white kids who are struggling, come from poor households and don’t have many of the benefits associated with white privilege. There’s a lot of talk about equity but if you’re not a well off white family, you have less opportunity than brown kids.
  • EVERY academic teacher using Canvas effectively and less homework.
  • Everything is great
  • Expansion of summer programs
  • Extracurriculars can be quite intense, and sometimes kids are blocked from participation because there are too many who want to be part of something and there are cuts.It would be good to have a variety of similar programs so that there was an access point for every child.
  • Facility, smaller class sizes
  • fewer incidents with hateful graffitti
  • Fewer student to guidance councilor ratio
  • flexibility in chores like homework. I would not link grades to homework.
  • Focus on METCO student supports & successful college transitions. General race relations and how white supremacy infects our city & nation. Indifference or ignorance is unacceptable in 2019.
  • food service
  • For homework to be more interesting and creative, rather than just being a review of that day’s class work.
  • For varsity sports, they are too intensive.Stop having activities over winter/spring breaks.
  • Free bus service
  • Full support of the AALSP and other efforts to build a more inclusive school community.Not just one day events like MLK Day and Day of dialogue-extended and regular anti-racist, LGBTQ inclusive training, discussions and work is needed to make real progress at BHS.
  • Full time counselors needed, especially for the ACE program, thanks!
  • GET RID OF CELL PHONE USE IN SCHOOL. IT IS ABSOLUTELY APPALLING AND UNNECESSARY
  • Give freshman a upper class person as a mentor.They are slow to reach out to adults but might to a junior or senior during their freshman fall.
  • give much more attention to the community of students, their capacity to create and maintain long term relations of friendship, solidarity, and care for each other.
  • Grading and grading policies are wildly inconsistent. It feels very random. Which teacher kids get greatly impacts their experience. Some are highly effective. Others barely acceptable.
  • Group projects are problematic.The work tends to fall to the one or two higher achieving students who care about their grades, yet everyone is graded together.This is a huge source of stress – trying to get the group to work together at a high level when some won’t engage.Teachers have unrealistic expectations – the response to issues tends to be along the lines of “it’s part of your work to get everyone together and participating”
  • Guidance counselors are not effective at college counseling – they’re mostly useless, which leads families who can afford it to get private counseling and that just widens the economic gap in successful admission to colleges.
  • Guidance for freshmen was disappointing.This year (sophomore year) has been better due to the weekly emails from Darby.
  • Have a way for students to provide feedback on teachers. Some are great educators and some are not. They are knowledgeable in their field but not educators – see this especially in those who have moved into teaching as a second career. Some teachers have development opportunities but there is no feedback loop in place.
  • Have teachers actively and consistently reach out to students who aren’t comfortable advocating for themselves or asking questions. Everyone has a different learning style and comfort level.
  • Having academic advisors to help them navigate and get the most of the curriculum. BHS offers wonderful choices that kids and parents are not even aware of. They should have vocation assessments to make kids realize theirs strengths and talents and therefore facilitate andmaximize their education. Education systems all over the world have this. I don’t understand why US does not place more emphasis on this. The resources are there and instead they are used to create all this sophisticated classes tailored to the privileged. This is a recipe for stagnation and no progress.
  • Having only native or native-level speakers of foreign languages teaching those languages. My daughter has a better Spanish accent than her a teacher, and this is absolutely unacceptable in a country with a huge Spanish-speaking population.
  • Having orchestra be available during the school day at a less intense/competitive level.
  • Headphones should be allowed in hallways and homework should be lessened. (Student)
  • Help and motivate kids who struggle with exec functioning to get their homework done — from writing in a Planner to submitting the work. Very confusing that some teachers use hardcopy and some use Canvas. Homework is a problem in so many ways even though our student has a private tutor.
  • Help for the student that learns differently
  • HIRE MORE BLACK PEOPLE TO TEACH IN CLASSROOMS. you will be amazed at the results.
  • Hire more guiding counselors
  • Homework volume is extensive and sometimes I fear causing children to select not to participate in extracurricular activities to the extent they could to have a more well-rounded, enjoyable BHS experience
  • hope the school bus can be improved for students in South Brookline. I tried to call them few times but no body answered the phone, and my email got no response. can’t believe that we paid $400+ for that!
  • hope to have more counseling for college application
  • Hoping there is more individual guidance on college choices
  • I don’t know.
  • I feel there has been very little information provided about the state of BHS in terms of overcrowding and plans to expand through the 9th-grade campus.I am amazed that this planning has been done so late and with little thought.I say the same about the planning for the ninth K-8 school which was appalling and responded to strong, wealthy, NIMBY constituencies (Robert Kraft and others) rather than to the needs of students.
  • I feel very disconnected from the school
  • I have found BHS to be a tremendous disappointment. I moved to Brookline under the assumption that this was one of the best schools in the state. What I have found is that the school is obsessed with pursuing a social engineering agenda and manufacturing social justice “drones” at the expense of everything else including academic achievement and development of its students.
  • I have heard stories about misbehaving children getting away with bullying-like incidents that goes unreported because they are done in a joking manner. They don’t involve my child, but for others I fear it could escalate if left unchecked.
  • I have some doubts about the Math curriculum. My child was placed in a new experimental (honors) Algebra track in 10th grade where the emphasis was on problem solving vs. more traditional memorization, etc. As parents we not aware of the implications until it was too late to switch out. The teacher was not effective in teaching this method & there was no textbook to fall back on. My child ended up tracked into IMP honors for the next 2 years, and it has not prepared him for the skills he needs in college. Crowding at BHS can make an experiment like this one seem like a sentence. “Flipping” the classroom is popular these days, but can require an enormous investment of time in teacher training for a method like this one to be effective. There either should be an escape hatch from experiments, or if crowding is such that there is no escape, please be more careful in what you try. Second thing to improve: students from underrepresented groups are not always encouraged to take AP courses and may even be dissuaded from doing so. Perhaps this is also due to crowding, but I urge the administration to think about this further.
  • I have two key issues with the school: 1) The food services are sub-par. My daughter says the quality of the food served has just continued to go downhill. 2) I don’t believe the “honors” classes are working as they were intended. I’m a language arts tutor who works with BHS students and I have a daughter at the high school as well. Too many kids in honors don’t belong there, and it is incredibly frustrating to the students who do, especially when teachers are assigning group projects randomly. The amount of stress these group projects cause is ridiculous and unfair. Personally, I’d rather see the school set a bar for academic achievement for honors classes OR offer an accelerated option as they do in Needham Public Schools. My daughter is often extremely frustrated in her honors classes wishing the class could move faster and there was even more intellectually rigorous dialogue.
  • I heard that some students come to school intoxicated.It is the students’ choice but that is too bad.
  • I like the focus BHS has on the student.However, my son has special needs and we have a complicated family situation.I have had to come to the office to find my son twice in the whole year so that I could take him to appointments because he had his phone turned off. I literally felt shamed for having to come to the front office and ask for help.I think that needs to be addressed.
  • I really don’t know what would help I work full-time and my kids have issues. One was supported and the other was failed. I don’t have a really good attitude about all this so I don’t have much to say. I don’t have enough money to live in this neighborhood so a lot of stuff Is a struggle for the Full-time working person
  • I think BHS frequently addresses the needs of the few—both the academically highest achieving and the most challenged—at the expense of the many—the middle 80%.I also think BHS spends so much energy ensuring racial and gender inclusivity that it neglects the experience of students not in a spotlighted minority.In an effort to ensure acceptance for all, BHS sometimes invalidates the needs ofstudents not in a minority, and relegates them to second class status. Makes them â€oeless than.―
  • I think BHS hasn’t yet figured out how to function like a cohesive community. There is a tremendously conflict-avoidant culture and that prevents the kind of community building that needs to happen, even in a large school. I am glad they are moving to bring in more restorative justice practices but that’s the tip of the iceberg.
  • I think it’s crazy that kids don’t feel comfortable going into the bathrooms at school because it’s become a hang out for those doing and selling drugs/vaping
  • I think the demands put on students in APUSH are too much. It is an incredibly challenging and stressful class, and I just don’t think it needs to be that way. I understand that not all students are “APUSH material,” but it is difficult even for those who are.
  • I would have hoped for more consistency in outstanding teaching. I was hoping my kid would be inspired by all of his teachers. It’s closer to 50%
  • I would like the teachers and administrators to leave there political feelings left out of instruction to students.No side comments about politics either
  • I would like there to be as much respect for and sensitivity towards the way socioeconomic differences affect peoples’ lives as there is regarding differences in race, ethnicity, sexual orientation and gender expression.
  • I would like there to be more connection between staff and kids – I wasn’t fully sure anyone knew really who my kid was until she missed school for an illness and it was clear – at least in the aftermath – that her teachers and counselors knew her.I’d like there to be even smaller groups, though, for the kids to have a real adult advisor.
  • I would like to see BHS financially supported by the district while they create OLS.Upper Devo got more time and money to make it work.Why not BHS?
  • I would like to see female students treated with the same respect of their male counterparts in class and in the hallways
  • I would like to see more guidance counselors and more direct guidance for college prep. Many parents are spending tons of money on outside college advisors. We are not, and feel we should not have to, but the school does not do a good job of communicating with students on this issue and engaging them directly in the process.
  • I would like to see the culture and atmospherebe more inclusive, understanding and welcoming
  • I’d like to see better teaching and higher academic standards, more AP level classes.
  • I’d like to see enough sports teams so all kids that want to play can play.
  • I’d like to see more occasions for close student/teacher one-on-one collaborations; I’d also like to see more ways for students to participate in sports if they don’t make a team (e.g., soccer)
  • I’d like to see there be more opportunities for kids to engage in activities where kids are engaged in doing things where they can learn what their career interests may be.Not just thinking about which college they are going to attend.
  • If a child’s requested class is full work with the child to find another best fit and do not just add them to a class and watch them struggle with the class because there was bot enough room in the first choice classroom.Help them to succeed!
  • I’m disappointed by the quality of some specific classes my child is taking – how the information is being/not being communicated – but I don’t see how I can do anything about it. (I’m speaking as an educator myself.)
  • I’m looking forward to the building improvements that are coming.
  • Improve on pest control
  • Improved facilities
  • In retrospect my daughter’s excellent performance at BHS was despite the school’s culture. The school’s utter failure to help my son who suffers from ADHD and anxiety is beyond appalling. He failed to hand in homework for 8 weeks with no feedback from his teacher or communication. When BHS largely ignored my daughter I wrote that this was fine if you were concentrating on students who need help. Your performance with my sone demonstrates that you were not. Shame on BHS!
  • In the 3 years we have been at BHS, the overall emphasis has been on students with race, gender, or disability issues, meanwhile very little attention is being paid to students who are neither overachievers nor underarchievers, who are neither gifted musicians or talented athletes, but who are just indifferent learners. I find that very little is being done to try to draw out THEIR potential and capabilities. That’s why many of these kids get involved with drugs, and nothing or very little is being done to counteract that. Very sad.
  • Inclusion facilitation for students who are neurodiverse so kids are included in lunch, clubs, extracurricular and overall life of the school as the law indicates
  • Increase effort in computer science education.
  • Increase monitoring and reduce use of vape and other such device. This has become a serious problem even in the 9th grade. Increase education for kids regarding these things
  • Increase number of guidance counselors
  • increased support and respect for students who may not be college bound
  • Increased teacher communications with parents.
  • Increasing inclusion of students with disabilities in the life of the school.
  • Infrastructure to enable better learning – invest in the buildings, technology to get up to speed with other communities / states. Teachers do a great job, but they need to improve in getting student motivated about the future, and not try to be their “friends” – believe me the students will face this reality as they go off to college and enter the real workforce. Discipline is key – both towards how the kids behave and say – hold them accountable and as parents we will back you up. Don’t fall into the trap that is”old school” – this generation of kids will survive and prosper but we need to hold them accountable and teach / show them the right discipline to be productive citizens
  • Initiative of grades
  • Integration between BRYT and BHS
  • Is there a writing center?
  • It is disappointing to our family that antisemitism is on the rise at BHS.There is a problem when a freshman draws a swastika on school property and nothing is done about it.It is sending a message to thousands of kids (and the entire community) that antisemitism is ok at BHS.
  • It is too large and cannot take care (challenge, help, encourage, etc.) of the students appropriately
  • It is very difficult for certain students to get guidance at BHS, especially if the student is shy, anxious, and/or depressed.The newsletters talk a lot about “help” and issues for kids, but there is little meaningful follow through with the students.It is actually maddening.
  • It would be nice if there would some way to know more about what’s going on with our daughter’s classes but I’m afraid it’s just the nature of the beast that we don’t.
  • It’s hard as a parent to understand how your child is doing and to have any idea what to do about it.The school’s focus on independence for the kids makes me feel like I’m not welcome, and so I’m pretty checked out and lost right now while my child struggles.
  • keep some of the sports throughout the year. for example, girls volleyball only in fall? why not fall and winter or fall and spring?
  • Kids given feedback on work faster
  • Less assumption that all students are wealthy. I would like to see, for example, drivers’ ed and SAT training offered for free/very low fee in school. Charging admission to attend JV sports etc should also be eliminated— it discourages support
  • Less dependance on personal iPhone use in classroom as this made it a â€oerequired tool― for my ninth grader.
  • less exposure to drugs – juuling in classrooms,doing/dealing marijuana in and around school
  • Less homework and much more focus on how to study/ stay organized/ prepare for assessments
  • Less homework and multiple tests in as week
  • Less homework pressure, less pressure on grades overall.
  • Less overt group bullying
  • Less talk about gender/race/identity I teach my child my values and do not need for the school to constantly talk about these subjects.
  • Less/no vaping in bathrooms, hallways, classes
  • Longer school day
  • Lower principle turnovers.
  • Lower temperatures.The temperature in many classrooms (even during the winter) is way too high for my student and sometimes interferes with her ability to concentrate.During the warm weather months, the heat throughout the school was extremely problematic for her.
  • Lunch menu
  • Lunch needs to be improved more food varieties needed
  • Make efforts to include all race religion ethnicity and all Ability/disabled students in every aspect of student life
  • Make it more personal: better connection between counselors and students, between teachers of each student
  • making sensible surveys that have a “do not know” or “do not have an opinion” option.You are getting some misleading answers from me because none of the choices are applicable
  • Many of the students are simply a “number” in the sense that individual attention is lacking.I realize that the large student body plays a significant part in that however the problem would not be corrected simply by more staff.A different approach is needed, one that values a student as an individual.My child has had almost NO interaction with his counselor as that person is simply too busy.
  • Math and science curriculum/teachers.10th grade this year….way too much upheaval in honors math and in honors chemistry.
  • Math and Science education is not as focused and deep as I’d like. There should be more focus on going deeper into specific sciences rather than touch them in a shallow manner during high school. Same with math I feel that some of the more advanced fundamentals of calculus were ignored in favor of more esoteric math disciplines.
  • Maybe more stress on extracurricular activities
  • More academic rigor in 9th grade classes
  • More actions to prevent potential for increasing use of marijuana, drug use, and/or vaping by students on campus
  • More advising support around college applications; to help destress, not add stress.Perspective for students that there is life beyond the â€oeDream School.―
  • More African-American teachers.
  • More after school hour support
  • More athletic teams for students in sports that have higher qualified athletes, for example – two JV teams for soccer. Other districts have been able to figure out the field dilemmas. With the high school being the size of many communities that have two high schools, it seems reasonable to have more teams.
  • more attention to building executive function skills
  • more attention to racism issues
  • More attention to validating introverts, and gearing orientation to them. Classroom activities, gym class, etc that simply tell students to pick groups or find parents is neglectful of the students who are short on friends and find it difficult to make them. Would also like to see teachers pay more attention to these students instead of trying to be friends with the “popular kids”, and entertaining their distractions and antics at the expense of quiet learners who are being left to quietly struggle.
  • More challenging work and deep-dive in subjects.
  • More chances for extracurricular activities
  • More community — particularly addressing the large size of the school (including in comparison to the feeder elementary schools)
  • More competitive football team ( lowpriority). I know they trybtheir best. Go Warriors!
  • More consistency on enforcing school’s rules such as vaping, X Block etc.
  • More decision made/driven by the staff vs. central office mandates.
  • More development of leadership skills.I have visibility into two different sports teams and I’m struck by how the upper class captains don’t really know how to lead others — to encourage, to communicate, support and develop younger kids, build community, solve problems, etc.How can we build these skills in more kids at the High School?
  • More diversity among students and classes. As a multi-racial family (African American and white) my kids were dismayed that there were so few students of color participating in the MLK Day events.
  • More emails from the core subject teachers
  • More emphasis on confidence building and more individualized attention.
  • more extra curricula activities as student population expands
  • More extracurricular opportunities.X block just isn’t enough. My child is a thoughtful, interested 10th grader but somehow isn’t involved in much. Also, more sports activities.If you don’t make a cut sport,let’s have more club activities.Take a page from HS Basketball program run by Rec Dept!
  • More focus on qualitative rather than quantitative learning.
  • More frank discussion and education about money
  • More growth in the SWS program – create more SWS-like programs!
  • More guidance counselors
  • More guidance counselors -with so many students enrolled, they have a tough load. They do an incredible job individually, the school just needs more.
  • More guidance for 9th graders.
  • more guiding counselors, social workers and mentors for BHS kids. smaller classes stronger and more consistent follow up of the kids
  • more help with socializing
  • more inter mural type sports.
  • More mindfulness training for all grades
  • More nudging of kids to get after school help
  • More open conversations about drug use at BHS, in particularly nicotine/vaping, alcohol& marajuana/dabbing.
  • More opportunities for “lighter commitment” activities. More (or better advertised) intramural sports. Performance activities that don’t require dropping all other commitments.
  • More opportunities for outdoor sports
  • More opportunities for real world learning (trips, off campus activities, internships, etc)
  • More opportunities for students to have smaller subcultures and closer connections to faculty.
  • More opportunities to do extracurricular activities for someone new in the school
  • More organization around sports, specifically communication to parents and more offerings of transportation for these sports (anything offsite) golf, fencing, etc.
  • More parking spaces.
  • More patience, understand and less judgment when dealing with students with disabilities
  • more positive
  • more racial diversity
  • More resources for teachers and students, including money, and fewer administrators at Town Hall.
  • More support opportunities for kids – more tutorial time
  • More technical understanding and teaching.It is the English of the 21st century.
  • More time between classes to get to where they’re going. I know, impossible…
  • Much more oversight of bullying and race/ethnicity issues in the Athletics department.
  • My child has thrived academically at BHS, and for that we are very grateful. Unfortunately, the school provides a somewhat anonymous education and I don’t feel my daughter is known there. Additionally, she has auditioned for choral groups six times and has never been selected. She is an experienced singer who had a lead role in her middle school musical. It is unfortunate that the extracurricular activities are so competitive because this discourages students from taking risks. I wish she had been able to find her footing and her voice at BHS. Instead, she has pursued and excelled at opportunities in our synagogue community – where she is known and valued.
  • My children have had very inconsistent learning experiences in their Spanish classes.
  • my daughter hasmore poor quality teachers than good this year!! I’d like her to have at least half her teachers be good teachers!
  • My daughter has found it difficult to find her place with extracurriculars. I think they are challenging to navigate, especially outside of sports. I had hoped she would find more opportunities to participate in music, theater and dance. Also, I have been surprised by the challenges surrounding transportation with extracurriculars.
  • My kid is extremely interested (and good at) a particular subject, and even though he has asked to be involved in advanced work and courses in the subject, he hasn’t been helped.
  • My son has complained about group projects this year.It’s stressful for him when he’s assigned to a group and other members don’t take it seriously anddo their fair share.
  • need more counselors for more timely/effective support for students
  • Need much more personal support from guidance and counseling staff. They are too overburdened and never have time. My child and I feel ignored and are very frustrated.
  • needs a less competitive culture
  • No changes now
  • No drugs
  • Not changed about BHS, but this survey does not allow for parents to report N/A. There are many questions where the question either doesn’t apply to me or I do have have enough information to answer. This led me to skip several questions which I worry will impact your analysis. There was no other place to provide this feedback on the survey itself.
  • Not consistent with grading – not all teachers use canvas. My daughter has been surprised by grades a few times because she wasn’t getting her homework, tests, etc scored on canvas. This is not acceptable.
  • Opportunity for student feedback on specific classes
  • Our child’s Spanish teacher from Barcelona has no teaching experience, which is evident in the classroom. Advanced math teacher seemed impatient to provide extra help when our student asked, therefore he is reluctant to seek his help now.
  • Outreach to students who don’t fit in
  • Overcrowding.
  • Parent engagement.
  • Parents should be alerted earlier if students are tardy more that 3 times as early as possible and having effective consequences and making parents aware if homework submission is late for more than 3 times and not waiting for the progress report. Also, there has to be more effective awareness shared about the use of e-cigerettes and it’s dangers.
  • Parking for parents to attend morning meetings
  • passive and active security
  • Perhaps less homework but the level I think is pretty good.
  • Perhaps working to address the high-pressure culture in junior year to help students be kind/humble/considerate(vs some of the competitive banter around grades, college, SATs, etc) and handle stress better
  • Physical facilities, will be addressed over the coming years in the expansion
  • Presentations by student ‘leaders’ are great. But my sense is that kids want to hear from the ‘average’ kids, too.
  • Providing optional 10-minute conferences with teachers once per year as they do in Newton Public Schools.
  • Putting God first as biblical studies at school after one month they will see the results
  • Quality of Spanish language education.Classes each year have been too basic for my kid, teachers very nice but not organized.Advanced and Honors Spanish should be reevaluated and reorganized so that more kids in each level are being challenged.
  • Racial gender and ethnic equity progress
  • Reduce over importance to college decision making by students and families.(Teachers helpful here.)
  • Reduce the amount of homework, some of which is make work
  • Reduce the competitive, driven culture of the school and community.
  • Reduce the toxic stress in the environment.Focus on the learning, NOT the grades.
  • Reframing of the “standard” and “honors” designations to reflect that “honors” is really just the norm. It’s misleading. I’m not sure what the goal is with these designations, but I agreed to some “standard” classes for my kids as freshmen thinking they were truly “standard” and then found out that the classes were both not challenging enough for my kids and also weighted down by colleges.
  • removal of teachers’ subjective political content from all classrooms
  • Safety
  • Sara had great high school years. Her GPA is getting better and sports in swimming  Is good
  • School lunch – offerings and portion size.My child finds the food uninteresting, poor quality, and doesn’t like eating in the Caf. Second issue: my son is tall; he is too big for the desks in all classrooms. Third issue: BHS needs better air conditioning; the classrooms get way to hot in the spring.
  • Security
  • Security cameras
  • Security in the school
  • See 45
  • See above.
  • Sense of Community
  • Smaller class size
  • smaller class size
  • Smaller class size.
  • Smaller class sizes.
  • Some aspects of the “do it yourself” culture are hard for some ninth graders. More flexibility/understanding for parent-teacher involvement in ninth grade would be welcome in this transition. It’s a bit sink or swim, a very big shift from the K-8s in that regard.
  • Somehow reduce workload so its more about learning and less about earning markers of measurement towards college
  • Something I would like to see improved is more district than it is BHS.I don’t feel the district is transparent enough with parents in general.There doesn’t seem to be communication about new hires that aren’t Diversity related, yet parents are hearing about on the street.The example that comes to mind is administrators at the district level.There are so many at this point, but I really have no idea who does what.Seems to me there are administrators making decisions about topics I would not think are in their wheelhouse.THe example that comes to mind is the finance person deciding peanuts should be allowed in classrooms.I also believe there is currently a spending freeze, which may be what’s needed, but honestly, how on earth does that happen in Brookline?
  • sporting teams to offer teens who may not be great but given a chance to be on a team
  • Stop teaching to the lowest common denominator
  • Student/teacher communication
  • Students are routinely given excessive amounts of homework which makes it difficulty for them to balance extracurricular activities, time with family and friends, and getting adequate sleep.
  • Students inappropriate behaviour in school, like vaping in the library. Less homework – my child is learning a lot but spends many hours every day on homework.
  • support for students who are intelligent (NOT “slow”) but need more help academically for whatever reason. Teachers are demanding that child receive support but are ultimately unsupportive themselves.
  • Systemic culture that focuses only on students that require no additional or unique support.Said another way, a systemic faculty and administrative culture that fails to support students with unique needs and fails to support faculty who want to be unique in their support of these students with special needs
  • Talent development
  • teacher &student relationships
  • Teachers communication with parents
  • teachers could value relationships with parents to better support students and also meet goal of giving students independence
  • Teachers demand more educational support for the student (tutorial, math center, etc) but then don’t provide sufficient follow-up or assistance themselves. An example from our experience: A math teacher says that they are at Math Center but then says that they will not be necessarily available to help the student at Math Center. Math Center can be a scrum of confident students who are doing well and seeking extra help so that they can ace the test. This makes it hard for a struggling (and shy) student to get the teacher’s attention. If a student isn’t struggling, BHS is great. If a student struggles, the existing programs lack the staffing to be effective. The change I’d like to see is the district _hiring enough skilled teachers to fully staff the existing programs that are intended to support struggling students._ By providing struggling students with *sufficient* support early on (i.e., when difficulties are identified), BHS would actually reduce the demand for such additional support staff. It’s worth a try!
  • Teachers grading essays in a more timely manner.Getting rid of the useless teachers (and we all know who they are)
  • Teachers more engaged with students
  • Teachers should supposed their students. They should be live in them and push them to accomplish more. Saying that you will not be able to do this and that should not be said. Always support your students and believe in them. Have your expectation build up upon their interest
  • Th pressure that students may feel day in day out.
  • Thank you for improving the bus / BHS situation to South Brookline!That has been so much better for us this year (vs last year).
  • That people have different views and all views should be valued.
  • The “freedom and responsibility” idea is an excuse for teachers not to pay attention to students and is completely misaligned with current science about adolescent brains.
  • The ability to tap into and leverage the incredible parent community and their real life experience in their fields of expertise – financial services, healthcare, entrepreneurship, legal, CEOs, politics, etc.
  • The administration needs to be more helpful to parents of children with ADHD and other learning issues.
  • The all day assemblies are not a good way to learn.Who can pay attention in an overcrowded cramped environment.Especially doesn’t work for children with shorter attention spans.
  • The amount of time spent on the 1% is neglecting the other 99%
  • The Athletic department never gave my two kids any chance to be in any activities. I had to seek outside extra curriculum. I am really disappointed. With me going and calling the athletic department to include my sons in any activities i never receive clear information. I am really disappointed
  • The athletics facilities and support are unacceptable for a school of this size.The school needs to accept that athletic success is not at the expense of academic success but can be complementary.The school needs to push the community that additional facilities are needed so that there can be more indoor and outdoor activities.These activities do not have to be varsity sports but maybe intramural or club.The lack of space is definitely impacting the access to the activities. Additionally, there is little to zero support from the athletic department related to athletics in college.Hosting a panel is helpful but there is not support to encourage athletes around contacting universities, support for highlight/game film, encouragement of coaches to reach out to universities. It appears that this support is there for non-athletic activities, when will it be added to the athletes to support the student athletes?
  • The availability of some classes. Some are filled very fast and not everyone gets what they want.
  • The building
  • The building facilities but I highly appreciate the sense of urgency that this matter has gained for administrators and parents in the community
  • The culture for girls is not healthy. The bullying culture needs to change and there needs to be accountability for purportrators. For example, jocks not held accountable for in appropriate behavior
  • The current tracking system of standard, honors and advanced is flawed and biased and has some unintended consequences. Standard track doesn’t work for bright kids with learning disabilities, and is problematic racially. Honors works for many but many require outside tutoring to stay in that level. The quality of teaching is extremely variable as well. I have two students at BHS and they’ve had amazing teachers as well as rigid, uninspired ones.
  • The drama program is extraordinarily time consuming and while my child loves it the number and length of rehearsals combined with homework mean she does not get enough sleep. It seems like being actively involved in activities and being a good student in advanced classes takes a real toll on kids.
  • The drugs and how there is really no cracking down on their use.My kids never want to go into the bathroom due to the smell of pot and other drugs being taken in there
  • The physical facility seems to be in need of TLC. Also, I am not sure homework is tailored to the function it is intended to serve. My daughter, who does not shun hard work, feels a lot of it is of questionable value and more like piling on.
  • the placements of students
  • The PTO weekly news blasts are helpful, along with emails, but sometimes very important information is lost in the lengthy blasts.Separate emails for important information would be helpful (like testing dates or parent meetings)
  • The racism.
  • The transition from middle school to the high school was traumatic, there were expectation differences that were not discussed before at middle school and the teachers at the high school were not helpful at all with the adjustment
  • The vague way they deal with social and racial issues and injustice. Also the way they deal with kids of lower income, or “outsiders ” aka Metco students. I would like to see more of a unified community within the school across all socioeconomic and racial lines.
  • The whole culture at BHS needs to be much more open to different points of view. BHS is very strong on “diversity” (along with “inclusion” and “equity”), but that seems to apply only to the usual identity-politics categories of race, gender, ethnicity, etc., never to political or ideological viewpoint. My kid tells me that it is *very* difficult to voice an opinion at BHS that differs from the assumed PC orthodoxy.
  • There are some teachers who really are not very good. Some of the stories are ridiculous, even considering they are coming from teens.
  • there have been times when my daughter has felt more could be done about dress code and sexual misconduct not being taken seriously
  • There is a large gap between the rhetoric of administrators and the delivery of quality, relevant personalized education at the high school level.This is very evident around issues of student and staff inclusion, and equity and post-secondary readiness.Despite years of data showing glaring gaps in services, discipline and student outcomes Brookline High continues to replicate the same educational delivery systems and inequities.There is a lack of imagination and execution which is realized by students not feeling seen and not being excited to engage content.The smaller alternative programs seem to be on the right track, with student relationships and curricula that require critical thinking, reflection and peer editing and content relevance.Meanwhile the mainstream school continues to resemble a factory system that is based on fact regurgitation and plays to the students and family’s with the most resources with a myopic focus on 4 year undergraduate education. Similarly Brookline has eliminated all vocational skill development. BHS is very late catching up to the trends of 21st education.By 10th grade students are able to begin internships and field-based learning.We are next door to a vibrant city that is an international hub of technology, health, research, and education, etc. Educators should use the open campus to access practical hands-on learning opportunities.
  • There is a lot of small-scale (but incredibly frequent, from the stories we hear) academic lack-of-integrity – kids cribbing someone else’s answers during class, asking for test questions from someone who took a specific test earlier, etc… We hear about this not only from our own child, but also other kids who attend BHS.We understand that there is a lot of verbal reinforcement of the importance of academic honesty, but it does not appear to be enforced enough to make the kids realize it’s serious.
  • There is not enough understanding and appreciation for those students for whom academics and getting the highest grades and going to an ivy league school is not the path nor the priority. There is so much focus on grades, SATs, AP classes, and college that kids that may be best matched by an alternative path are left feeling unsupported and ostracized.It should be okay to be a C student at Brookline High, but it just isnt.That is wrong.
  • There is not the same support for understanding and accepting disabilities as there is for racial and sexual preference.
  • There’s so much stress on students, I feel–or at least my daughter and her friends feel.Pressure pressure pressure!
  • This is a problem that’s larger than just BHS, but the general inflexibility of the American education system does not always allow for different types of learners. BHS goes to great lengths to accommodate kids who have specific needs and challenges, but it always feels like what it is: an addendum, a retrofitted solution. At its core, there are a great many kids for whom this system is simply not designed.
  • This is not an improvement but a request not to change what you already have-Please focus on giving all children the opportunity to excel. We need to find a way to afford this in Brookline (if anywhere) and prioritize. The children who need more challenging work-when a budget cut needs to be made please do not cut the honor or advanced classes-it benefits all children to have this group of students stay engaged We should also be able to support the children who are needing more assistance-an important mission of our school. We also need more behavioral health resources-counselors and navigators and access to services-the on campus vaping and marijuana use is an epidemic. The early signs of mental health issues need to be addressed. The use of phones on campus and in classrooms should be restricted-they are also addictive devices-a policy of no phones that is ENFORCED would be helpful
  • To actually focus attention on the significant levels of drugs and drug taking at the school – which is a big problem and a source of immense stress to a 9th grader is not taking drugs and who does not want to take drugs but feels pressure to do so.
  • to get an appointment from teachers
  • To make it easier for parents to participate or go to meetings, could parents get a parking pass to park in the area in the morning?I find it hard to get parking so reluctant to get to the school for events or meetings
  • too much emphasis on political correctness. too little emphasis on academic excellence
  • Turf field to make the campus look nicer.The dirt Cypress field has always detracted from the presentation.
  • Updates to the building
  • use more books and paper than online learning
  • Use of canvas more consistently with grades entered and a way for parents to check (I go through my child’s login). It helps to keep open lines of communication between teachers, students AND parents while kids are learning to become more independent. Also, direct outreach from a teacher to parent if a student is not achieving at expected levels-inconsistent some teachers are great at this, others less so.
  • value diversity
  • Visual arts offerings and support should be broadened to go beyond traditional fine arts. For example, my senior will be going to college for fashion design. Unless an individual teacher has interest or experience in that realm, there are no resources or support for a student in this pursuit.
  • We need a second high school
  • We would like to see more advanced courses.
  • When a student does homework, it should be checked for accuracy not just for whether or not the student did it. When not checked for accuracy, the student gets a false sense of how well s/he knows the material.
  • While I appreciate my child being able to advocate for themself, it’s disappointing that on the rare occasion that I reach out to teachers that only half of them respond. Not all teachers use Canvas consistently.
  • while I understand the importance of promoting independence, for some students they need more support and tracking, esp in 9th grade.There needs to be more support for students struggling but just above the radar screen.Very little info is communicated to parents about help centers, activities, etc.No parent should have to be the one to reach out to a teacher if a child (who’s trying) gets a D on a test
  • Willingness to try new teaching techniques/programs
  • Would be nice if some of the classes had smaller sizes and if BHS had more space
  • Z block – it’s too early. You need to find a way to incorporate it more into the day or not let teachers call 4 days of Z block – it should be more limited. Since there is no general comment box, I will add that in regards to addressing the needs of socioeconomic status the school doesn’t do enough -they have the day of dialogue focused on race and day of asking for courage (gender) but nothing talk about socioeconomic status.
Coolidge Corner School
  • – communication. – more appreciation for role parents can play in school – focus on educating kids that are performing above average- not just those that are under-performing
  • Interpersonal relationships between the pupils
  • 1. More opportunities for parents to meet each other at the school (like the open house party). 2. More challenging academics/homework.
  • A lot actually, but the first thing is breaking away from disciplining over to ecxiting the kids and getting a spark of love for learning something they actually really need from school.
  • Academics
  • Access into the school after hours. The locked door situation without any planned way to get in, is ridiculous!
  • Access to school building! It is so much trouble to enter the building when picking up my kid from the extended day!
  • Access to the building. We feel completely disconnected with the teacher and the community due to the lockout policy. Change of leadership.Ms Buller is lacking of competence, leadership and genuine interest and sense of community.
  • access to the school during Extended Day hours.
  • Access to the school when picking up from after-school program can be improved.Currently only the back door (near the playground) is open, which is inconvenient when coming from Harvard St. or Stedman St.
  • Access to the school.Picking up our children for after school activities involved navigating around multiple LOCKED and unmanned entrances and begging people to let us in.This is almost borderline ridiculous.
  • activities between different classes
  • Advanced and individualized curricula, communication from teachers more than once a year, NO paper communications (get lost..)
  • After hours access to school is very difficult due to locked doors and no dedicated staff minding the entrances
  • After school access into building – my children go to extended day and it’s difficult to get inside; also when there are after school events like the mindfulness presentation yesterday several parents arrived late like myself and we couldnt figure out how to get into the building – when events are planned there should be clear communication on how to get into the building – which caused us to miss a good portion of the event. Signage at the doors would be nice to tell people how to get inside outside of school day or even during the day would be great. The building is huge so knowing what access doors are open and when would be great. Was also disappointed to only see the nurse at the event. Why weren’t any of the school building leaders there last nite? If social emotional learning and stress reduction are a priority then a building leader should be there. Also focus on less worksheets and more authentic learning such as project based learning – my child comes home with so many random worksheets that I wonder if there truly are themes and essential questions and content they are learning in deep and meaningful ways that will stick (vs random facts that they won’t remember in a few months). Also the development of social emotional skills needs strengthening as well as dealing with discipline- i saw the district is adopting restorative justice and yet I still see a lot of typical student behaviors that my son has been disciplined for that are unnecessaryif all the educators including paras were trained in more restorative practices and approaches. For example what does it mean to have a safe body? I think adults are expecting too much out of young people like 5 year olds to never touch or show affection to their peers.
  • After school program – it is not accessible to all
  • After school programming with special ed supports
  • Allow more enrichment to students who are far ahead in school academics. They do a ton of stuff to support students that are behind, but almost nothing to challenge students that are above grade level.
  • Allow parents to visit or enter the school more often.
  • Allowing parents of extended day students easy access into the building.
  • Anything
  • Awareness and assistance for new students
  • Because the principals are overwhelmed and the school is so large, there is not enough communication with parents. At this stage of technology, I would appreciate a one to three minute video once a quarter with an update sent to all parents and published on the school’s website and Facebook page. Ignore the graphics and just speak to us as you would if there were regular parent meetings. No bells and whistles needed. We need to hear from them more and in a more personal and accessible manner.
  • Better access to the school by parents and more after school activities available and affordable, including Brookline rec programs being in neighborhood locations.
  • better communication about school policy about logistics (locked door policy etc.) and academics (math & science review etc.)
  • Better communication from leadership. Also, I am quite happy with my child’s experience in the classroom but don’t feel connected to a broader school community.
  • Better communication with families about policy changes– renaming of school for example. If Devotion parents had been asked their opinion on the matter, most would have voted not to change the name of the school. It is a waste of time and money. Also, last year it was pretty ludicrous that Lower Devotion was the only Brookline school that children had only “30 minutes of reading and learn math facts” as their homework.Most Devo parents thought this change in homework policy was district-wide in Brooklinebut it was not the case. COMMUNICATE WITH PARENTS BEFORE POLICY IS CHANGED! Parents would like a say in how their children are taught.
  • Better extra curricular activities
  • Building access
  • Building and improvingthe students self-confident and indepency .
  • Cafeteria situation. Constant complaints about how it takes half of the already short lunch period to get through the line, only to find they’ve run out of food that was on the menu. Whenever my children have last lunch, they don’t get to buy what is on the menu, or don’t feel they’ve had enough. And any way to facilitate faster service or more time to eat would be helpful.
  • Cheaper and more extracurricular activities
  • Class composition – not enough ethnic diversity
  • Communications using PDF attachments are very cumbersome to read.
  • Consistency with communication from school and district leaders.
  • Continuing teaching right up until vacations start — the last week of school is always movies, packing the classroom, etc., and the day or two before school breaks often involve a lot of watching movies.
  • Curriculum that is more authentic and engaging to a diverse student, antiracism although claimed as a priority is not at the core of the work or instruction- still a very white school
  • Dealing with the small issues between students.
  • Different extracurricular activities
  • Diversity
  • Diversity
  • Diversity in Classroom
  • Diversity of staff.Kids at this school are very lucky, they need to be involved in projects to help children at other schools so they are not in a bubble.Initiatives to fund raise for another school in Boston that is less fortunate would be ideal, so that children understand how much they have and learn about community by giving to others.
  • Education
  • Enhanced curricular support grades 1-5. For example, Brookline’s extracurricular support for subjects such as math is weak, and has required outside classes to match my kids’ needs.
  • Eventual classroom drop offs, although I understand that this is tricky.
  • Extended day needs more space to provide more entry for students. There are over 100 students I believe in K with only 25 available slots.
  • Extra curricular activities for Special Ed students, especially those with autism.There is nothing at present.
  • facility
  • For my daughter to be happy to go to school and understand how important getting educated is.
  • Giving homework, celebrating holidays like new year, or thanksgiving day
  • Have opportunities for advanced students Nurture excellence
  • Healthier lunches
  • Higher pay for teachers!
  • Hire Ms Buller as Head of School
  • Homework
  • homework or engaged studies at home. kids don’t get any feedback on specific learning topics and this creates a lot of studying problems especially in topics that requires practice such as math!
  • I do feel unwelcome in the school.It’s not because of the way a particular person is treating me- but it’s been made clear we’re not allowed in.When there’s a reason for me to go in (family breakfast, etc) I feel like I’m trespassing when I enter with my kids.It’s a 180 degree shift from pre-renovations.
  • I do not like the process of renaming the school although I share the principles that were served as arguments to do so. I just believe it looks like a “reviewing the history” when modern society principles are applied to old time periods. You asked me to be honest feeling this survey and I am honestly believe that Devo is a great school brand for many generation of students that has a great history irrespective of Mr. E. Devotion’s housekeeping details. Coolidge Corner School is a second appropriate option for me. I does not reflect founder’s effort but at least reflects location. I do not think any other name, with all due respect, would be really good for this school because this is an E. Devotion school in the Coolidge Corner of Brookline
  • I think with improved accessibility into the building, our fractured community will find space to mend.
  • I worry a little about the sense of community, which I thought was very strong before the remodel/renaming, and now seems somewhat lagging. I think it’s understandable given the time away, etc., and expect it will come back in time. But the size of the school–both in terms of numbers of students and physical size–will make it more challenging, I think.
  • I would appreciate more or speedier communication from the school leadership to families regarding important school updates. It is a new school with a bigger student body and various policies in flux, and I would appreciate hearing more about the current status of school policies.
  • I would like 7th and 8th grades to still provide parent/teacher conferences.
  • I would like physical access to this school. It is truly incomprehensible that the school is completely locked with no one staffing access after 3:30. The other evening, five minutes before my child’s band concert was beginning, I and approximately ten other parents and family members of band members walked around the entire school and tried every door. All were locked. We only got into the concert by calling a parent who was already in the auditorium, who came down and let us in. This is a weekly occurrence. I have been unable to enter for my child’s basketball games, for weekly practices for which we pay for CCS gym use, and on many, many other occasions. I wish I could focus on the importance of improving academics at the middle school level and other significant issues. But we first need physical access to the school!
  • I would like the kids to have more homework
  • I would like there to be more events for students so that the school does not feel so big.In the same vein, it often feels as though there are so many students at CCS that family input is not considered significant.It would also help to not have the doors locked after school, it creates a hostile environment.
  • I would like to be able to meet with the teachers individually.In 6th grade that was possible.In 7th grade it seems possible only if there is a concern/issue with the child
  • I would like to experience a less stressful academic environment for my child
  • I would like to have much more information from the administration about what is happening at school, particularly since the school is new and so many things are different. We have no idea what the rules and policies are and only find out things by talking with other parents. For example, how do we get into the building after school? What is Silent Lunch and why does it happen? Why are the lunch lines so long and is anything being done to fix it? What are the rules at recess and why are kids so restricted? Why are some kids having gym in the multi-purpose room? Are parents allowed to use the library after school? None of these issues have been addressed to the whole school and sending an email to the principals is a waste of time.
  • I would like to see a change in the school administration, namely a new principal that parents and teachers can respect and communicate with well.
  • I would like to see a stronger sense of community and belonging for families. A stronger leadership.
  • I would like to see more diversity with the teachers, not just paraprofessionals.I would like to see more support groups and clubs for the kids so they can build friendships and and more unified community. So that they can learn to understand each other to later help each other in an event of a crisis.
  • I’ve gotten zero info from his learning center teachers- just the official progress report, which is dry bureaucratic speak, not really “how is my child doing and what are they working on”? In plain English.
  • I’d like students to be a little more pushed with math.
  • I’d like to see a bit more rigor–kids pushed to work at a higher level and do more than they think they can; also much more time put into teaching of the basic sciences and grammar. More specialized attention for above-average students. And some more homework, if for no other reason than better prepare them for what lies ahead.
  • I’d like weekend access to the CCS library. My kindergartner wants to check out books from his school library on the weekend.
  • I’d love to see more room for science and social studies/civics/world history.
  • identify and pay more attention to gifted kids in specific areas and push them further.
  • If my son already speaks Spanish why is he forced to waste time in Spanish class when he can be working on other subjects.I tried multiple times for the past three years to seek options, but your foreign language system is too rigid.
  • If school can arrange book club for kids will be perfect. This can let kid to discuss more deeply on the book they like.
  • Improved sense of community; more opportunity for involvement in the school.Homework for students starting in first grade; they need a way to learn time management and responsibility.It will also allow for parents to have more of an idea of what is being taught in the classroom.
  • Inclusion to be a priority in all areas of the school
  • Increase capacity for afterschool programs for young kids
  • increase the school bus
  • It feels like parents are unwelcome.
  • It is very difficult to access the school to pick up my child from DPEDP. It would be great to have an easy way to get into the school at this time for pick-up.
  • It would be great to see extra-curricular activities in addition to those offered that lay outside of DASEP.I understand this would cost funding, but you asked for improvement ideas!Suggestions: music/band, musical theater/drama.
  • It would be nice to reinstate the monthly community assemblies that took place prior to the renovation.
  • Judgment. On the staff’s behalf. Especially young New teachers when it comes to the understandings of a child with learning disabilities and a trauma background. Past issues. Close mineded and judgmental not a good thing
  • Kids’ learning needs should be addressed individually, both for the ones who fall behind the average and need additional help, and for the advanced learners who should be challenged appropriately.
  • Later lunch hour! They eat very early and come home starving!! And enabling parents to wait on the school at pickup.
  • Leadership at the principal level – very poor communication even on significant issues.Ms. Buller in particular is not a particularly strong leader, nor an inspirational one.Her demeanor is also rather defensive when issues are brought to her attention.
  • Leadership is currently diffuse and is completely ineffective at promoting diligent work habits among teachers, especially young ones.Are teacher reviews ever done?If so, in a meaningful way? or just pro forma?
  • Long wait time in line to get lunch and the lunch menue itself. Also access to school after school hours is extremely difficult for both parent and students.
  • Lunch time, free play time with friends
  • Meaningful weekly updates from principal not just emails that repeat mottos and platitudes. More warmth and connection w principals to kids.At least monthly updates from classroom teacher.
  • More academic enrichment for younger kids.(In our experience, math enrichment and pull-out groups for math started in about fourth grade, but there’s not much for younger kids that we’ve experienced.)
  • More access to teachers. More information on weekly curriculum.
  • More after school activities
  • More after school activities for 5th graders.
  • more afterschool sports teams starting in fifth grade. Also, the report cards are confusing –I’d like more explanation for what the grades mean, how my child is doing overall compared to others in his grade, etc. Also, fourth grade gets a little too much homework. Sorry, I know this isn’t ‘one’ thing, but there was no where else on the survey to put general comments like this.
  • More art
  • More building access for families to continue to strengthen the community after two years apart.
  • more challenging academic curriculum
  • More effort to establishmore cohesive cohorts, promoting parents to do playdates with different children, encouraging the class to meet after hours, encouraging kids to call each-other when they are sick, or to celebrate together special occasions such as birthdays, holidays such as halloween, etc
  • More emphasis on person-to-person behavior
  • More emphasis on study habits
  • More experiential learning
  • More feedback from teachers apart from assessments.
  • More focus on academics. More constructed home work in the lower grades
  • More homework for the younger grades
  • More information on my childs performance in school – we meet with the teachers 2x per year.
  • More large projects/initiatives for young grades
  • More opportunities to challenge students who are achieving success above their expected grade level.Is there a talented & gifted program available?
  • More parent involvement and community- tough in a somewhat transient international community, but not as many people volunteer to help out as they should. A little bit of homework for 3rd grade so we can get more of a sense of their progress.
  • More physical education
  • More programs for over achieving students
  • more recess and unstructured time for students
  • More recess time inside the gym instead of the classroom; More focus on diversity and inclusion; more opportunities for supplemental learning material for additional challenge and growth
  • More slots @ the extended day
  • more socioeconomic and cultural diversity or re-imagined approach to teaching these topics
  • more spots at the BEEP and afterschool programs
  • more strict basic study
  • More supervision during recess.
  • More support and intellectual challenge for gifted kids
  • More training for aides that support children with special needs. Offer aide support also at extracurricular activities and dasep to promote inclusion in the community. Ms Buller should stay and become the principal.
  • More training for teachers with regard to how to best help those students with attention deficit disorder.
  • more transparency into goals for individual students (e.g. learning track and areas that require extra help…report cards are not helpful)
  • more ways for working parents to be involved in the school.
  • Multicultural education
  • Need parents involvement more
  • Need stronger emphasis on academics
  • Need to keep in mind parents’ work schedule when scheduling (too many) events.
  • Needs to be more options with regard to extra curricular activities for children with Special Ed. needs. Currently severely lacking.
  • Not enough socializing time for the kids, the break is too short for both lunch and play. 40 minutes out of a whole academic day to socialize is not enough for students to develop and strengthen friendships.
  • Not putting my kids in a class where they don’t know anyone
  • One of my two main gripes with the CC School is that parents are kept a quite a distance from school, as if parents were a security risk or otherwise detrimental influence, as opposed to an asset. I have a first grader and not being allowed into the hallways causes plenty of logistical problems in terms of recovering lost items, making sure there is a change of clothing, and see to that he does not go to afterschool in freezing temperatures without proper clothing. It also prevents parents from interacting, so it is very hard to keep track of what is going on with my kiddo socially. I know for a fact that at Runkle, parents are allowed inside for the small grades, so in spite of a helicopter parent or two, it clearly is possible to run a school without it being Fort Knox. My other issue with the CC School is the insistence on completely breaking up classes from one year to the next. I understand but do not agree with the rationale. In any case, it is done to such an extent that it completely disrupts friendships and social interaction with friends and parents. My kiddo only has one friend in first grade from kindergarten. It is incredibly disruptive for a little person attending a huge school. Given that I am not originally from Boston and have lived in different parts of the world, I also know that there are places that would consider this practice outright damaging to children, certainly smaller ones.
  • Overall rating of the school is going down. I want to see highest rating.
  • Parent community
  • Principal
  • provide a wider range of levels of education within the same grade,
  • Provide more advanced courses
  • Rethinking the idea of homework; research suggests it’s not particularly helpful
  • Rolling drop off in morning is very challenging.
  • Security access after school. Activities are held inside the school but parents can’t get into the school to either drop off child (or make sure they are in the school), or pick-up child.
  • Sense of community.
  • Skill levels of some of the teachers in exciting students is wildly divergent – music is one extreme example, where one teacher really energizes the students & the other seems to do the opposite.
  • Some global gole for both teachers and students. I don’t think that neither have a clear mindset.
  • Some of the teacher’s manner and tone of voice to their children.Being strict with children is one thing, but yelling and screaming and throwing out unprofessional words should be monitored.
  • Stop the term unexpected and deal with the children that disrupt classes. Identify bored kids before the parents have to make the request
  • Stronger leadership
  • Support for students with disabilities, particularly after school options
  • Support for teachers who have students with special needs in their classrooms
  • teachers more progressive around discipline, sometimes old school and it does work. raising voices etc
  • Terrible terrible leadership. Mr. O’Hara is nice but totally checked out. Ms. Buller is inexperienced yet insists on micro-managing teachers and the curriculum, and is mostly unavailable to parents. Emails to both go unanswered, in person meetings result in NO solutions or response. We need new leadership.
  • the ability to give individualized teacher feedback.
  • The access for parents while pick-up from school or the extended day program can be improved.
  • The after school process is a little confusing.
  • The communication is poorly formed.There’s way too little information being disseminated via very lengthy emails.Perhaps they could try having a summary TL;DR section at the top of the email.
  • The community feel of the school has been lostbecause of construction, the principal turnover, and the keeping out of parents under the guise of safety. Parent involvement used to be an important and welcome aspect of the school. No longer.
  • The doors open at 7:50 Should be more flexible in winter time. I see kids wait outside in cold weather…
  • The early childhood K-2 curriculum could be stronger. My son already had access to K-2 and I could tell the material could feel a bit more challenging for him. The teacher is working on strategies to differentiate and meet students at their competency level. She is kind, dedicated, creative, amazing to work with and I am glad that my son is having a wonderful year.
  • The lock-down policy at our new CCS school (even before and after school) means parents are not allowed in the school and have zero FaceTime with teachers. Drop off and dimisall for younger kids happens outside, and paras and staff usually dismiss. No opportunity to see or get to know your child’s teacher!
  • The needs of children who fall outside the norm, either excelling or failing, are not well-addressed
  • The parents needs to be invited into the school more often and encouraged to be part of the community.If they feel like a community, they will help the teachers and the school a lot more. There is a lot of homework in 7th and 8th grade, and the teaching staff needs to really think about making sure that they aren’t assigning “busy work”.In particular, though art projects for academic courses might be assigned to inspire the kids, there seem to be consequences that are not positive — the girls spend an inordinate amount of time on these assignments and still manage to feel that their work is not good, which causes a lot of stress and does not actually have the effect of inspiring them.
  • The portal is not user friendly. It can be very difficult to navigate and get information outside of progress reports or report cards. If you need information about your child’s courses, the expectations or your child’s progress it is near impossible
  • The principal.
  • The special education system needs an overhaul. Even if it appears that a student is making effective progress, the school needs to put into practice the recommendations from outside evaluators.
  • THE TEACHERS ARE HOLDING THIS PLACE TOGETHER DESPITE HORRIBLE LEADERSHIP. Only one of the four administrators (Mr Ola) works constructively with the teachers. Ms Buller and Mr Simolaris do not seem to trust the teachers. I don’t know much about what Mr O’Hara even does, but it seems he is retiring. I have seen Mr Simolaris speak rudely to staff on multiple occasions, just in my relatively few experiences walking into the building in the morning (front entrance). He seems like he is trying to police the teachers, rather than working towards a common goal. I cannot imagine being treated this way as a professional. He seems inexperienced and inappropriate for the job. He is also rude to the older students, creating confrontations where a more skilled educator would de-escalate. Mr Simolaris does not seem to recognize the character of the community, which is one of mutual trust and respect. Ms Buller also does not seem to have the skills required for this level of job. I doubt that she has earned the respect of the teaching staff, as she seems to approach the staff as an overseer, rather than a teammate.However, MR. OLA IS FANTASTIC!!!He has helped one of my children with a few smaller discipline issues, and at every step of the way was caring and open, and used the disciplinary setting to teach my child how to be a better citizen. Students value his patient approach, and I know he gets better results from being that way.
  • The teachers should focus more focus on social relationships. Address bullying head-on/ encourage kindness and inclusiveness. Weekly/ daily class discussions around this would be helpful.
  • They need to make better choice for their specialists. It can’t be that they have an OT or a Speach Therapist that has no idea what she/he is doing! This is abc!
  • To be more focus on what really matters
  • To encourage social gathering between kids, espesially in the middle school.
  • To illuminate any bullying by the older kids and the safe environment .
  • To meet the learning needs of kids at different levels
  • Warmth and friendliness – the front office staff is consistently rude, which makes overall contact with the school more difficult.
  • Ways of communication should be more streamlined so that insight in homework is not dispersed through various websites for each class
  • we need more challenge for kids who above grade level with academics so they do not get bored. We also need to eliminate the group punishment mentality that some teachers still have.
  • We would like students to be able to have HOMEWORK
  • we would really like to meet the teachers face to face multiple times during theyear to discuss our how our daughter.It seems that parent teacher conferences are only arranged for students who are having problems.How can I meet with the teachers in person? the second problem is that there are too many emails that have too much text.Not every household has a stay at home parent who can read 3-4 page emails pertaining to the school every day. The last issue is that I don’t know how my daughter is doing until her report card comes out.Why are there not parent teacher conferences for all students?
  • Well, this is specific. My daughter has dyslexia and I wish she had one-on-one help. She thrives with it. but I know this is expensive.
  • What, exactly, my child is learning or should be working towards academically is opaque to me.We do see her completed work, but it’s unclear where the work is supposed to be headed.I recognize that we should not push kindergartners too hard and that social-emotional learning is as important, but it’s hard for me to assess how challenged she is or what I can do at home to support her.
  • Wish there were more spots at extended day
Driscoll School
  • … more bicycle parking!
  • a significantly better focus on how active, energetic boys learn vs. students who have the ability to sit all day and stay focused.
  • A small group of students have given a chance to have special classes in math, There was no transparency in this process and the parent who were not involved weere informed of it only by their children at a much later day. that other children have no access too even if we are willing to prepare our child for the class.
  • a standardized app for classroom photo-sharing; field improvements so it is better drained and has grass more consistently
  • A/C for end of summer and when heat is oppressive in the classrooms. Start the school days with physical activity of some kind. Astroturf for the field.
  • adjust instructionto be sufficiently challenging and engaging for all learners (including high performers). do more project based activities in classroom.
  • after school program
  • Better facilities and more space
  • better lunch program
  • Better security in the building.
  • Better support for diverse learning needs.
  • Breaks: children need breaks between classes
  • Bullying
  • bullying-more discussion and preparation for the kids, what is is, what to do, who to tell if they see or experience it.
  • Challenge and help students appropriately. It feels very “one size fits all.” My 7th grader is not very challenged in math, my 5th grader needs help in math but needs challenge in writing.
  • Class size – classes are too big.
  • Class sizes decreased
  • Classroom size–too many kids/teacher
  • Clear communication to parents from PTO
  • Communication from middle school teachers if a child is falling behind in class or with homework. Less reliance on technology/ computers and more ‘paper’ homework.
  • Consequences for those students who bully.
  • Despite staffing changes, middle school continues to be a really challenging area.Teachers are frequently rigid and unwilling to differentiate learning and instruction.There is incredibly poor classroom behavior management and ability to support students with struggles in these areas.The teachers seem to have a focus on content rather than a focus on students.
  • Differentiated teaching. Advance class by subject for more advanced kids and vice versa
  • Directly address the competitive, driven parent culture. More racially diverse faculty. And promote a higher quality middle school experience.
  • Diversity is defined in American terms, obsessed with skin color and overly-broad geographic designations.
  • Dr. Talukdar talks and speaks about restorative justice but doesn’t practice it.She just punished students.And worse- in her ‘investigation’ she has children tattling about each other over things said in private homes.My child was bullied and blackmailed for over a month- but she is not focused on that but that he used a word reported by other kids months ago.She has created a culture of division instead of unity.So much focus on division and nothing on bad teaching and no communication when teachers are out for 12 days.
  • Enhanced academic challenges
  • Enlarged and improved physical spaces
  • Enrichment program: I would like to see more opportunities to learn for children who are advanced in math and other subjects. Instead, the district is phasing out the existing program for middle school. So my younger children won’t get it.
  • Ensure the teachers have all the support they need, especially if they are having some issues
  • Every child should have the opportunity and be encouraged to wash their hands before snack and lunch. Not doing so is not good for student health, and teaches them a bad life habit. Our own public health department advises the opposite of what children are learning in our schools.
  • Examples for homework for the patent to follow especially in math
  • Extra Curricular offerings.Bettere FAcilities
  • Facilities
  • Facilities are older, classrooms are crowded, not much outdoor play space
  • Facilities.Very old.
  • Fewer students in the classroom. More engagement with the ‘average’ student to challenge them to the next level.
  • flexibility in choosing style and topics of study
  • Flexible learning systems to reach all children. Real support from the Brookline administration to support creative learning and willingness to openly address racism when it occurs. (Still way too much covering it up by the town.)
  • For junior high to be more rigorous. Had two sons go through Driscoll and it wasn’t challenging enough and I’ve heard the same from other parents. Also heard chrome books aren’t monitored enough.
  • For Teachers to feel empowered to discipline children to ensure good behaviors are developed at a young age.
  • give more homework
  • Great at talk with buzz words “anti bully”, “diversity”, “all welcome”, etc. but I’ve failed to see action.Put up all the posters you want, but if you don’t act on creating the school you claim to have it is useless.
  • Help with the transition to middle school
  • Higher expectations/level of work for the middle school kids.
  • I am satisfied with the school.
  • I think the transition to middle school could use some work. The expectations for children rise dramatically, but without adequate preparation for parents in how to best support them. The majority of the teachers are excellent and very committed, but a few seem to have rather inflexible and punitive tendencies around academics that unfortunately do not support learning with a growth mindset, which the school seems to have valued in earlier years.
  • I wish I had more access to the particular assignments that are due. For example pdf available when assignment is selected. It is difficult to help my student when assignments in canvas have strange titles like unit 6 Lesson 2.3 because the handouts aren’t named the same title.
  • I wish the gym teachers had reported my son’s aggressive behavior to the vice principal immediately rather than trying to deal with it on their own. My child needs strong limits set. He should have been sent to the vp office.
  • I would like smaller class size. I don’t think children are truly stimulated and helped to reach their potential UNLESS they are either very problematic and with learning disability or so exceptional that they actually don’t need the school.
  • I would like teachers to have the ability to focus more on the students and communicate more with the parents (about their individual child as opposed to group emails). I know teachers have so much administrative work to do and I feel it is taking away from individualized learning and family communication.
  • I would like to get more constructive criticism and personal recommendations for improvements from the teacher
  • I would like to see a much better approach to working with children in the same class who are at different levels in academics. Teachers should be able to teach to all and challenge all the kids whether at grade level, below or above in one class room effectively.
  • Inability to choose proper foreign language from 1st grade. This is locked by someone in Brookline that has no idea what actually parents and children want to learn. See statistics of language change at 6th grade, that might give you a hint.
  • Increase opportunities for after school care, but decrease the cost of it. Improve the physical structure of the building.
  • Increased diversity of underrepresented minorities
  • Increased education opportunities for advanced/gifted students in math and literacy.
  • It is challenging for middle school and families to feel connected. Most PTO events seemed geared to lower age children. It would be wonderful to have more town-wise middle school family events and student activities.
  • It needs more attention to academically advanced kids. Provide more materials that can be interesting and challenging for the children that can study more sofisticated things than those that are studied at school.
  • It should permit the students to enter into school earlier in the morning. My son hopes to get to school early.
  • It’s very overcrowded.
  • Kids picking on other kids for fun.
  • less conflating of study habits with academic performance
  • Less homework in upper grades
  • Less students in the class room
  • Longer school day for the middle schoolers and also more extracurricular activities at the school after school. Better outdoor space.
  • Math education. A very large fraction of the students receive tutoring or take math classes outside of school. Why do we need to pay for all this extra support just to meet state standards in math?
  • Math instruction
  • Math level
  • Meaningful support and communication from middle school teachers
  • Middle School academics
  • Middle school after school activities Advanced learning
  • Middle school is a mess. Not enough challenge, homework, or extra curricular connection to other Brookline middle schools. Bad online access policy (too much freedom). Teacher quality UNEVEN.
  • Middle school teachers need to be more flexible and accomodating to student needs.Most of my childs friends feel they are not respected and that their learning needs are not met
  • more challenging academics – particularly in years 6-8.kids are bored.
  • More computer classes for lower elementary students
  • More direct approach about diversity at school and respect for it
  • More enrichment opportunities during the day and after school
  • More equity in terms of challenging work for students who are above grade level but not subject or grade accelerated.
  • More extra activities for middle school
  • More feedback of student’s performance at school
  • More focus on community building
  • More interaction b/w grade levels; the grades are quite siloed
  • More parents willing to get involved
  • More specific language teachings for non native English speaking new students.
  • More sport
  • More structured opportunities for enrichment for higher achieving students
  • More tailored math/science lessons for children who exceed grade level. All students should be able to apply their growth mindset.
  • more teachers, smaller classrooms; administration that is more proactive in preventing and addressing bullying
  • More time for physical exercise (ie sports, recess) etc and a recognition that special needs should encompass a wide range of needs including children who are gifted and talented
  • More timely communication from the middle school staff regarding student progress or lack there of. Also more understanding at the middle school level for students with disabilities or IEPs
  • More/better space.
  • My child was bullied last year and despite my requests, she received little to no support. My child scored in the “partially meeting expectations” category for math in MCAS and received NO support whatsoever. None. The communication regarding the pending renovation of Driscoll has been terrible.
  • My children complain about lack of discipline and culture of learning in some classes
  • new building!
  • new school!
  • Offer more advanced options in math and/or science.
  • Old facility
  • Opportunities for working parents (not available at 8 am) to engage with leaders around important issues.
  • Parking
  • physical practice
  • Physical space improvements
  • Physical structure and facilities
  • Please stick to academics and teaching kids critical thinking skills, and stay out of one sided ideologies. I’ve notices the school system aggressively pushes a very narrow political ideology that alienates many children and their families, especially those from more traditional and less “progressive” cultures and backgrounds. In the name of “tolerance” you expose young children to complex moral, sexual, and social issues that they are too young to understand, only to then indoctrinate them with with how you want them to think instead of teaching them to examine all viewpoints critically with the freedom to arrive at a conclusion on their own. Kids need to do this in order to learn how to show compassion and patience toward other viewpoints that they disagree with. And they should be free to disagree! Right now it feel like you tell them what to think and shame them when their values or those of their family/culture don’t align with your own worldview and it’s agenda. It is a fake and toxic form of tolerance. True tolerance is about treating the people you disagree with with dignity and respect, it’s not about pretending we all agree about everything. It deeply sadness me that in order to get an education, parents need to be okay with exposing their kids to habbits that will train them to be non-thinking adults. Kid A and Kid B need to be able to acknowledge and openly state when their moral values point in opposite direction, while still remaining committed to treating one another with kindness and respect. They need to learn it possible to even love someone while strongly disagreeing with their opinions or behaviors. Instead, Kid A is told to affirm and celebrate Kid B and then bullied and shamed if they don’t. It’s authoritarian coerced conformity. If the public schools in this country don’t figure this out soon, that tolerance needs to work both ways (or it’s not really tolerance), then the next generation will only go out to multiply the already enflamed divisions that are tearing our culture apart. You’ve made school a safe place for LGBTQ kids, and that’s great. But it is no longer a safe place for traditional Muslim, Jewish, Christian, Buddhist, and other children who want to show their LGBTQ friend kindness and respect, without compromising their own convictions by affirming what they believe to be an immoral action. Tolerance does not equal affirmation. It is better and deeper than that. Can you give kids a vision of a world in which it’s possible to love people and disagree with them at the same time? Can we survive in a pluralistic society without that? That is what I would most like to see, and what I try hard to teach my kids at home. End rant haha! I know schools face a lot of pressure from a very powerful and vocal minority. Those with my opinions are usually too afraid to express our concerns for fear of facing vicious retaliation. The schools academics are otherwise great!
  • Providing afterschool program for the BEEP classroom
  • PTO opportunities that are more varied in the time they are occurring
  • putting too many same country kids in one classroom will not benefit them at all for english learning.
  • Quicker response to educational challenges.Waiting until the year after to see that MCAS scores have gone down is far too late..
  • Really get feedback about our concerns
  • really listening to children when they’re struggling
  • Reduce crowding (across Brookline)
  • School start time is quite early. It would be nice if school started at 8:30 or 9:00 and ended at 3:00 or 3:30pm.
  • Seems like there needs to be more staff to support students.Office and guidance seem overwhelmed, and discipline seems lax.Higher behavioral expectations for all students.And more support for students in the middle (academically).
  • smaller classes. more challenging prepare better for high school
  • sports Activities
  • Sports facilities and faculty.
  • Stop using anti bacterial hand sanitizer on the young children. It’s not necessary and we do not fully understand the long-term consequences of the overuse of antibacterials on the human microbiome.
  • Students need more recess.Teachers and administrators need to pay more attention to what students say and feel.The rule about Chrome books should end immediately.If a student doesn’t get his/her Chrome book in the very short window provided, s/he cannot complete and submit classwork.This has had a large effect on my child’s grades in some classes.
  • Support for students who can learn at faster pace
  • Supporting gifted kids too and not just those not doing well Stop picking on non white kids to pull them out for eln etc… they are first generation kids and speak proper English- makes me feel that this done just to get state money
  • teacher cliques
  • Teacher retention, and the optimal utilization of their talent. I would like to see teachers spending less time on tasks related to standardized testing, administration, and classroom management, and more time inspiring their students and fellow teachers. Providing teachers with the support and freedom they need to be creative, adapt on the fly and teach mindfully to the moment will not only encourage a love of learning, but a love of teaching at Driscoll.
  • teacher to parent communication
  • Teachers taking greater responsibility, being more professional, and better valuing academically advanced introverts. Classroom aides are highly distracting with their loud conversations and constant iPhone activities. Most though not all teachers in the middle school seem unprofessional, almost like the school year is an afterthought where they hang out with the more entertaining students and the ‘popular’ students for 9 months, and pay minimum attention to students who are above level in class but quiet about their boredom. There is also undervaluing of introverts and helping them to succeed and feel valued – group projects where the reliable introvert is paired with a group of dissimilar students never benefits the introvert, but rather it just leaves them feeling frustrated and their learning and spirit suffers. Quieting instead of encouraging the chronically loud cliques would be a good first step.
  • The academics.At times, it feels like diversity trumps academic excellence.I support both, equally, but I hear much more about one and not the other.The teaching of math is sub-par.The report cards are not adequately explained.
  • The building
  • The culture and student-teacher communication and respect
  • The distribution of homework. I strongly dislike the use of online homework and would prefer to see more paper homework. If teachers must use online homework then they should be required to provide a syllabus and schedule to parents.
  • The facilities in the building (bigger size, new)
  • The follow up to the anti Semitic graffiti that was found in the fall. After The email that went out, there was no follow up that I or even teachers that I discussed it with were aware Of. Also, the overcrowding!
  • The lunch could be improved. Sometimes the food is not enough for high grade students
  • The math help has been lacking
  • The middle school part of the school needs some help. There isn’t any communication between the teachers, so the kids accidentally “overbook” meeting with teachers for retakes and help. The online system is awful and its too much for 6th graders to handle. There needs to be a gradual introduction to all online schoolwork instead of a sudden change from all traditional school work in 5th grade to all online.
  • The overall quality of the middle school education is varied depending on teacher. I am concerned that this does not prepare the students for high school
  • the physical building!
  • The school does a nice job teaching to the average and those that are falling years behind. Don’t wait until a child has completely failed to provide support when additional help is clearly indicated and find ways to adequately challenge a child who is clearly academically ready for more than what is available in his/her classroom curriculum. Parents routinely go outside of the school for that support and challenge when it’s clearly indicated, making the school extremely inefficient for families. Today, accessing support and opportunity at the school is a black box…the school is not at all transparent about opportunities or process for either. For middle schoolers – at least those coming into middle school as 6th graders – you need to better support the transition. Each child (and his/her parents) should be given ONE staff member as their point of contact (and make it very clear who that is) for any concerns or help needed, including how to navigate staying current with work when out sick. If that individual is out, a replacement needs to be communicated. Also, put an emphasis on student’s efforts and hard work, not their ability to quickly navigate the canvas system designed for college students. Better transitions need to be in place when teachers go out on maternity leave mis-year. As a result of poor transitions, a significant amount of learning time is lost for the students and communications with parents is extremely poor. Before a teacher leaves, he/she should have a mandatory meeting with every family and substitutes should as well when starting. This process should happen again in reverse if/when the teacher on leave returns.
  • The structure through a renovation. More bathrooms.
  • To become a healthier, more socially safe place– if the leaders, and especially teachers, had the courage, desire, and fortitude to cultivate such a culture. For teachers to hold students responsible for racist and hurtful behaviors via restorative justice practices. That inclusion and kindness become internalized values by the student community–rather than being paid obligatory lip service.
  • to give more homework
  • Ways for Metco families to be more involved in the school and to feel like an important valued part of the school community
  • We are excited for the new school to be built
  • You must help us get the children to self-advocate and not be ashamed of their learning style or attention difficulties.
Heath School
  • 1- Have consistency in applying the curriculum between different classes of the same grade. 2- Introduce consistent homework habits at earlier grades. 3- Address mistakes that students make in a less dramatic, exaggerated manner so the students learn rather than get traumatized.
  • 1.The security of the school and surroundings. The school is accessible by anyone who wants to go in specially after hours. There should be a more serious security in place to protect the children. If principal continues to advocate his private life in the social Media, the attention that heath school gets might not be a good one in terms of students’ safety. 2. Increase the quality of academic curriculum.The heath school follows the streamlined public school education which is to follow the average child’s academic ability. Heath has many academically advanced students yet the school tries to melt them in the average pot. Instead of increasing the volume of students and building new schools for average academic achievement, the district should strive to enhance students’ education by focusing on their individual needs. Most heath Parents supplement their kids’ academic sevelopment by outside sources ( i.e. Russian math classses) should indicate that the district curriculum Is not meeting the needs of the masses.
  • A better science program, more academic feedback for middle school families
  • Activities/info sessions for parents that are NOT on Friday mornings. I can never go.
  • Adequate/improved recess / breaks for kids (e.g. small breaks every hour). Also, limits on homework time so kids can have other hobbies in life, get to sleep on time at night and not be stressed.
  • Administrators have good intentions, but I have been very disappointed with the lack of honest communication between administration and parents. Zero communication regarding social studies teacher Mr. Chang except for what was found online. Ongoing bullying situation in my child’s class and very little communication from the teacher and administration with the parents other than hand-waving. Does not reflect well when I get most of my information from other parents or my child, rather than the school leadership. Would also like to see more family engagement – it’s always the same few parents/families that are involved.
  • As a parent, I do not really feel welcome at school. I feel like the teachers just have to deal with the parents.I can see why this would be, as I think that a lot of Heath parents are very demanding.But I am not and just care about my kids.Also, this may seem small, but I wish that older students looked out for younger students more.Each day, I observe older students pushing past younger students on the steps, not holding a door for a parent with a stroller, running through the hallways and crashing into smaller kids, and so on.There is a sense of entitlement that surprises and disappoints me.I say this having taught in an inner city school where this sort of thing just never would have happened.Kids look out for each other, watch their language around smaller kids, and so on.I think that Brookline has a reputation for being very entitled, and I think we owe it to our kids to teach them that they must take care of others in their community.
  • Attention to families with two working parents – scheduling open houses and other events at times that don’t require missing work.
  • Better communication from teachers of middle school and above about the student’s progress.Also, children could be challenged more academically based on their level of ability.
  • Better fundraising techniques from the PTO.
  • better involvement from teachers.more identifying individual needs and working w kids individually (hard, i know, but necessary)
  • Clear expectations on consequences and follow through.
  • Communication
  • Communication about events- for new Health Families, it would be helpful to have information about the events. For example, I recall getting an email about an invitation to ‘international night’ but there was no info explaining what this event was all about.
  • Communication between teachers and parents.
  • consistency on canvas across classes/teachers
  • Curriculum horrible especially for grades 4 and 5. We had krauss last year and nothing was done. Our current 5th grade teacher is absent very frequently.Students are not given adequate homework and are not challenged. It’s no winder why people leave for private school if financially able too.
  • directing
  • Diversity
  • Education around less “core” but still important subjects including social justice and environmental welfare.
  • ELA needs improvements
  • Enriched learning curriculum. Less homework in middle school.
  • Grading system for grade K-5
  • Happy overall with the program.
  • Heath (as most schools in Brookline) is overly consumed with non-academic priorities (gender etc) which are frustrating many parents.
  • Higher level of academics. I do not feel that my children are challenged to the full extent of their abilities.
  • I am concerned about the upper level academics and experience in light of recent teacher departures.I also wish there was more PTO participation-contribution to the school.I’m concerned that there is a bit of apathy when it comes to family engagement.
  • I am pleased. Mothing to suggest.
  • I like the idea of smaller class size (with more interaction btw sections) or same class size but one more teacher in each class.I have liked when there is assistant teacher in class to help get kids more one on one attention
  • I offer this comment with the greatest respect for the principal and his goals of inclusivity. He is an excellent principal and role model and always there for the children. Please do not mistake this comment for any negativity toward him or his appreciated and important message of respect for all.The comment is this: there is a disproportionate focus on gender identity related education in this school.The conversations in the school should not be so heavily weighted and focused on gender issues and pronouns. The school environment also seems too politicized.I have had children come home from school chanting a political message regarding a specific ballot initiative that they were taught by a teacher or teachers.It is not that I disagreed with the position they were taking.However a school is a place where they should learn to consider issues from both sides as this is part of being an informed and thoughtful citizen.Schools should teach the children how to conduct respectful discourse that considers others’ viewpoints.In that way we can raise a generation of people who can consider, form their own humanistic conclusions, and discuss so that they can show others the way to an inclusive and humane community.If they are simply told what to think they are losing the opportunity to develop those skills and joining the ranks of a divided community that is increasingly devoid of empathy for others’ perspectives and unable to seek middle ground, but rather retreat to entrenched and separating ideologic positions. Thank you for considering these comments.
  • I think parent teacher conferences are too short. My husband and I have felt that way for years.This year the teacher set a timer before we started our meeting and let us know there was a meeting right after us.It wasn’t a great way to start the meeting.I know teachers have to meet with a lot of parents, but these meetings should not feel rushed.And usually by the time the teacher is finished talking about what your child is working on, there are maybe five minutes left to discuss any concerns. We have always had to schedule more time or have felt rushed at these meetings. Lastly, report cards should correspond with these meetings in case there are questions. I think you can say the report cards are complicated and I bet most parents are not engaging them like you want, so make them engage.Make it part of the teacher meeting and make the teacher meeting longer!
  • I think we should eliminate homework. This might/should mean restructuring some of the time in school, but I think it would result in a much richer lives for the kids and a better awareness of learning
  • I wish there was a way to have more METCO students, more diversity, socio economic or racial.
  • I would like the middle school ELA program to be stronger.I feel there is alot of room for improvement.
  • I would like the school listensto the student’s opinion or feelings more carefully when the students have a problem at school.
  • I would like to see children consistently being ‘met at their level’ not only for those children who are struggling but for those who are achieving.
  • I would like to see more small group discussions for kids to learn how to cope with difficult situations/peers in the upper grades. It seemed like there were lots of opportunities to meet with the responsive classroom model during the lower grades. I feel that this DEFINITELY needs to continue during the 6-8th grades when friendships are changing and social situations are especially challenging.
  • I would most like to see improved Spanish classes.
  • I’m continually surprised at how many parents are wondering around the halls before and after school. Maybe this is a positive. It just strikes me as strange.
  • idk.
  • improved facilities, larges outdoor space
  • Improved parent-school/teacher communications
  • In the past, we have had some issues with bullying.Not sure if this would help, but maybe a re-introduction of an anti-bullying curriculum or message? Also, this isn’t the school’s fault, but we have found a lack of diversity (socio economic, racial, and intellectual; i.e. lack of studious gifted students) at Heath.Other Brookline K-8 schools, and esp. BHS seem much more diverse.
  • It would be helpful for parents and students to get a sense of academic leveling in 7th and 8th grades. It is nice to see the student getting strong scores like As and high Bs but context would also be helpful. I have not found after school support too strong at Heath especially in middle elementary when subjects like math start to get really hard for kids.
  • Last year we encountered a racially charged moment.It didn’t come from the school but I see if from a popular family.It stressed to me the importance of diversity and acceptance in the curriculum.
  • Middle school communication is limited
  • middle school ELA curriculum is TERRIBLE
  • More academic rigor for the students who are ready for challenge
  • more challenges for academically bright students, andless reliance on technology for learning in the classrooms
  • more challenging activities for kids that behave and perform well. more attention to the children who perform and behave well. more support for children to perform and behave well. the school focuses on not punishing poor behavior, but does not celebrate excellent behavior. struggling children receive extra attention. students who behave and excel do not receive extra stimulation at school. I do that at home.
  • More challenging curriculum for advanced children.
  • More classroom teachers of color.
  • More communication about how my child is doing since he shares very little
  • More diverse population of staff/teachers.
  • more diverse student body, socioeconomically and racially
  • More diverse teaching staff
  • More extra activity
  • More extra-curricular activities and teacher support of those activities, especially arts and science related activities.
  • more foreign language options
  • More frequent parent teacher check in and communication. A better sense of how my child is doing academically throughout the year.
  • More frequent progress meetings with teachers
  • More help for children that need assistance with reading
  • More help with learning to read, more challenge in math
  • More individually tailored learning
  • More opportunities for coding and stem.A science fair would be nice
  • More school sponsored activities oriented for kids who do not fit the mainstream mold so that they too can feel appreciated and a part of the Heath community.
  • More social action/justice curriculum
  • More special education support
  • More sports teams
  • More streamlined communications- too many emails about different topics
  • More writing for middle schoolers. 7th and 8th grade are excellent but they don’t get enough practice writing, getting feedback, editing and rewriting. This could be improved.
  • much less emphasis on learning and evaluation through computers/online sources,and more personal teacher-student interaction; also more robust challenges for bright/advanced students in individual classrooms.
  • My daughter says that although there are anti-bullying signs everywhere, teachers don’t reinforce those messages. There have been some incidents and I’m not sure kids are learning/practicing how to treat each other well.
  • Not all faculty use canvas, making it harder to track my child’s work.
  • Nutrition – I know school food is hard because it is expensive. But I feel like we could do better.As a result, we make lunches almost every day; we would do that less if the food options were higher quality
  • Parent events held at hours that allow working parents to attend.
  • Physical classrooms in need of a fresh look! New paint, cubbies, furniture it all looks worn.
  • Physical facility can be improved.
  • PTO meetings are always in the morning, making it impossible for very interested working parents without flexible work schedules to attend.There is a rift between working and stay at home parents and I do not feel any sense of a parent community.
  • Quality of physical facilities
  • Quality of teachers is very variable. There are some truly excellent teachers but some teachers are known to be ineffective and are still there after concerns have been raised over many years. Also regarding communication, some teachers are excellent and with some it is hard to reach them and hard to know how child is doing before report card comes out.
  • Return Mr Chen to his teaching post!
  • School start at 8:30 or 9am and end at 3:30p.
  • Smaller class size.
  • Smaller class size. AstroTurf the field so kids can play
  • Some of the teachers who are not so great who pick on children
  • Sometimes too much communication from teachers – e-mail overload sometimes regarding what is beings studied every week, etc.
  • Stronger emphasis on writing mechanics.
  • Teacher communication about child’s progress.
  • Teacher feedback from homework in 7th grade. Sometimes he waits a month to get assignments graded by one teacher. In this time he is completing and submitting other assignments and not receiving feedback on those. Timely feedback would be better for many reasons , but on top of the obvious reasons 7th grade is a time to get study / homework skills in place for future years. No feedback means no improvement on these skills because the child does not know where they stand and if the work they are doing is acceptable.
  • Teacher moral. It has really decreased since I have started at the school 11 years ago. Teachers are very rarely willing to do more than what is expected by the union.
  • The fact that teachers feel like they can/should/need to push back on parents asking for school recommendation letters is crazy and indicative of brewing problems between teachers and administrators.It is definitely unreasonable that the students would feel the impact in this way.
  • the gym- is too small and has no stands.
  • The middle school teachers are very hands off with the families. Given that this is still considered an elementary school model, it would be helpful to have actual information on how well a child is preforming. The progress reports do not tell the family any information (they should look at how much information the teachers in the high school write).
  • The new drop off process. The cones take up too many parking spaces and limits parking for those parents who need to walk their kindergartenchild to the classroom
  • The parents don’t mind supporting the teaching supplies at school but it makes us concerned that how well the schools are funded by the city.I hope schools get enough funding for teachers to be able to do things they have planned for the students, not limited by the supplies available.
  • The principal.
  • The recent attempts to change (parental) behavior during morning drop-off at the front of the school has been helpful. I would like to see that effort expanded and enforced for the safety of all students, regardless of the (perceived) inconvenience of some parents. To have a location off the main road to drop children each day should be enough for most families. Blocking the entrance so their child can save a few steps is inconsiderate and ultimately unsafe behavior on the part of some parents. Permanent signage and enforcement would be fully supported
  • The surveys.
  • There are insufficient challenges for the children who can excel.Too much attention and time is spent dealing with a subset of other children’s behavioural and learning issues, substantially reducing the learning opportunities.
  • There are problems with student behavior in the classroom and on the playground. While many issues are addressed at school, I don’t think the messages are getting to the parents of students who are disruptive, unkind, etc.
  • There are two main issues: anything outside of the classroom I do not feel I know anything about. Second, parents who are working cannot join groups that meet during the daytime. This is a consistent struggle for all schools, I realize, but working parents cannot be effectively part of an organization that does not meet around their work schedule.
  • There is a complete drop off in the middle school years, no conferences, much less info (no info from some teachers).I’ve been asking about a parent portal for years and never gotten an answer
  • There is a lot discussion around racial equality/equity with students. I think it’s important we consider all forms of equity for students to truly have an inclusive experience.
  • They should continue the good work
  • To have more control with bully matters
  • Too much communication (emails) and high expectations of involvement from working parents are sometimes out of touch with reality of daily schedules of those parents.
  • Underperforming teachers moved out.And very poor middle school writing curriculum improved — dramatically.It’s shameful that our kids don’t read common texts and learn how to analyze and discuss books.They also don’t get structured feedback on their writing in the context of ELA.
Lawrence School
  • a better emphasis on learning. Even the repeated lessons on tolerance and diversity could be betterreinforced if done in the context of learning.
  • A carpool line for every grade including kindergarten would be a much needed improvement.
  • a level of education in the middle school. I guess the grade is getting higher, the level is becoming less.
  • A little bit more necessary help for Each student.
  • Additional focus & reinforcement of spelling and math facts in early grades.
  • Addressing more effectively middle school kids discipline.The same group of kids continue to be disruptive year after year.
  • After school program
  • After-school sports
  • Air conditioning.
  • All is good
  • Although it is evident in many successful ways, we could still make progress on intentional project-based learning, we also could still continue to raise the ceiling (may be not have one) for high capacity learners at any moment, we could make more efforts to educate families to support the work of the school, educating them and bringing them into the vision and work, we could provide better meal options in the cafeteria that kids eat, we could provide better learning spaces for our student/teacher population size or downsize for equitable spaces, we need A/C in remaining hot spots in the school. We are firmly on the way of bringing back the joy a learning community filled with children should have.
  • As a new parent, I wish that the school building was easier to navigate. The map near the office doesn’t have all the room names/numbers labeled.
  • At the end of the school days, younger students should not be dismissed without adult supervision.
  • At the middle school level, more academic rigor (especially homework assignments that are related to in-class learning) to prepare students for high school would be helpful.
  • Bathrooms, changing tables for babys
  • Bathrooms, they really need to be renovated for the students
  • Be more strict to the student
  • Better and more frequent communication between teachers and children
  • Better and more frequent communication from administrators
  • better equipment
  • Better run school events, break up the events by grade so not as crowded
  • Challenge the kids.If my 2nd grade child is at a 4th grade level reading (give him 4th grade reading stuff) so my child won’t think reading is boring.Same thing with other subjects.
  • Class doors for kindergarten open before 8am, should open when the hallway opens at 7h50am and really should be open at 7h45am at minimum. There is continuous chaos in the halls and timing for a 10 minute window can be difficult for working parents
  • Class size, so that all teachers can get to all the kids
  • Clearer report cards that would generate less stress among parents by giving a clearer and more straightforward assessment. Less pressure to address even the smallest little shortcoming or issue, and more positive feedback about children’s academic performance and general classroom experience, when no real problems.
  • Communication between teacher and parent regarding student work and progress
  • Consistency in principals and vice principals. My 3rd grader has literally had a new principal every year he has been at the school! And, this is an observation he made on his own. All this turnover really does affect kids.
  • Consistency in the volume of homework for each grade level (Example:Lots of homework in first grade, minimal homework in second grade, etc.)
  • Consistent leadership with vision and goals – there has been too much turnover during the past three years!!
  • Continued focus on implicit bias
  • Counselor, Principal, and Superintendent were poorly or entirely non-responsive to our concerns. Decisions were not data-driven and and defended with shifting rationales indicating a weak process. We would like to see empty pablum like “we value parental input” removed from emails and other communications as it is clearly not accurate.
  • Discipline; we need the teachers to be empowered to frame behaviors amongst the kids. If teachers are handcuffed because they are concerned about the parents or “society”, then we fail our kids.Teachers are truly instrumental in shaping out children’s futures as good citizens.Lets empower them!
  • Disruption from unruly students.
  • diversity
  • Dyslexia screening in early grades.
  • encourage students to conquer difficulty
  • Encouraging positive behaviors consistently, addressing and correcting negative behaviors
  • enrichment and challenging
  • extended program are crowded and my son cannot enter it.
  • Fewer parents doing dropoff/pickup by car
  • Fewer students in each class. Hard to do with the above comment.
  • Fix this: It is *impossible* for me or my child to confirm exactly what he needs to do for homework each night. Canvas merely sprays the grade book at us in erratic ways, laborious to parse, often not current, and incomplete. Neither my child’s memory nor his notes are reliable in 6th grade. There’s a lot of HW, and the unclarity specifically is making my child feel like a mediocre student (an unhelpful self-conception that may be hard to change once set).
  • For middle school students who are already enrolled in extended day to be able to walk Kindergarteners to their LSA class (or teachers), so that parents don’t have to interrupt their work days to come to the school to walk their children just a few doors down the hall.
  • Get a good principal
  • Getting in and out of the school during the start of day is awful.
  • give more support for non-english speaker kids
  • Give teachers more autonomy; get rid of (or modify) the new â€oehealthy food― rules for class meetings
  • Greater focus on academics
  • handling of students that cause harm to others – kids suffer but gets unnoticed. kids telling teachers about such seem to get dismissed most of the time
  • Healthier lunch options in the cafeteria
  • Heard from other parents that power of milk fridge in cafeteria is disconnected during weekend even in the summer..
  • Help kids who are disruptive to get the support they need.It seems like some kids have attention and learning issues their parents are not involving special ed services
  • Homework.Would prefer to see a longer school day with more in class work.I would be very willing to pay more in taxes to see this.More along the Scandinavian model.But I realize that would be a huge change.
  • I have no clue what is going on with the principals and vice principals. It’s all been so transitory and I’m hoping we have the same team next year. Then I might know who they are.
  • I heard about cases in which a student disrupted the rest of the class significantly so that they had to leave the classroom. I found this problematic as they missed proper learning opportunities.
  • I used to be proud of the sense of community at our school.So many people seemed to help out, jump on committees and it was really like a village raising our kids.Since we’ve had a major upheaval in leadership at this school (3 principals in 3 years!) I feel this sense of community has been lost.Parents still talk to each other in the hallways, but volunteerism is at a low and it makes me sad to think there are some traditions (like Family Fun Night) that have gone by the wayside because we just can’t drum up enough people to help.It’d be great if we can get a long-time commitment from the next principal – someone who will instill some consistency and values back into the school.
  • I would like some parents to chill out. I’d also like to know more about the current bullying protocol at the school… I know we’ve moved away from Olewus, but not sure what’s in place now?
  • I would like to have more sport after school activities for the kids.
  • I would like to see more enthusiastic Math teachers in middle school.
  • I would like to see more help/aid for the teachers/classrooms that have highly disruptive students.It is unfair for the learning of others in the class and overall atmosphere of the class to have the lesson and teacher’s attention constantly disrupted.
  • I would like to see more opportunities to meet and grow our classroom / grade community.
  • I would like to see the return of an extracurricular drama program.
  • I’d like the school be more challenge regarding academics matters and be more supportive for children that need more challenges.
  • I’d like to see more events along the lines of the picnic, food events, things that bring the whole school together
  • I’d love for my son to be in smaller classes since this is where he is most successful. There are obvious limitations on implementing this, but creating quiet space would be really helpful.
  • I’d love to have a principal in place for more than one year.
  • Improve language instructions. In the past, Spanish instruction was nearly useless. Teachers assumed that kids cannot learn a language and baby sat them. French under Madame B was fantastic. New French teacher is unfortunately weak, has no control over the class, and not much learning going on.
  • Improve playground
  • Improve responsiveness around learning differences, especially homework.
  • increase the requirement to academy
  • Increased communication about school leaders’ and classroom teachers’ goals, school goals and how work is being implemented
  • it would be great if the school has a after school program.
  • It’s not a reflection of the school, but there seems to be a gap between how teaching occurs at the schools and what teachers and kids need versus the policy set out by the School Board and Superintendent leadership team.
  • Keep Mrs. Crowley as principal
  • Larger lunchroom / more space for meals.
  • Last year, it was communication for sure; with Ms Crowley its been great, so all good
  • Leadership stability
  • Less anxiety from teachers, etc. It shows and even young students sense it.
  • Less homework.
  • Less implicit bias towards kids of color
  • Leveling in the middle school. We love the Brookline school system but by 6th or 7th grad my children have gotten frustrated and bored. Teachers also express frustration (not inappropriately, only when asked) about not having the tools or enough adults in the classroom to fairly differentiate. My kids and many others take math classes outside of school because the math is not challenging enough in the classroom. We are committed to Brookline schools but I worry that- 1. Those with resources will MOVE their kids out of Brookline to get that higher leveling and differentiation in middle school and you want that intellectual diversity to stay in the schools as it benefits all. I also worry that without those parents the advocacy and involved and investment of more and more Brookline residents will NOT be in the schools (much like has happened in other parts of our society where those with resources move their interests out and then stop supporting the general public interests) 2. For diversity-for those children who can be challenged more but CAN NOT afford outside activities we are losing that precious talent and opportunity for them to excel.
  • Lunch selections from what I recall.
  • Lunches and the lunch room.
  • Math
  • Math and STEM curriculum more prominent and frequently practiced
  • Math Curriculum:Students could progress in math faster, if the curriculum focused on learning computational algorithms and algebraic rules, instead of levels of abstractions which use non-traditional terms and methods, which become irrelevant in high school and beyond.
  • Middle school learning is not engaging.Some very weak teachers in the middle school.More kindness and compassion in student body, families and some staff re students receiving special education or with disabilities.
  • More access to and communication from middle school teachers. Current principal has sometimes not been effective at communicating sensitively with parents and with winning over the confidence of students. We have had no complaints about any teachers or other staff now or in the past and have had only positive interactions with Lawrence staff.
  • More activities LSA
  • More after-school class should be opened, especially those related to basic skills of drawing, painting, dancing, etc..
  • More art education offerings
  • More challenging academics could be good. More projects for students to become engaged with.
  • More engaged learning and appropriate challenge for high achieving kids.
  • More extracurricular activities
  • More frequent communication with teachers on child’s progress
  • More homework
  • More individualized attention in smaller classes
  • More information regarding how students are placed for their next academic year
  • More intramural sports after school
  • More opportunities for parents to participate in class room activites
  • More opportunities for students to work at a level appropriate to their academic level
  • More opportunities to challenge kids who are bored with some of the basic subjects/ideas for how to help bright students engage better
  • More project based complex learning at the core of the curriculum, more personalized learning, a better social support, time and ambience for the lunch room
  • More regularly scheduled parent/teacher checkins in middle school
  • More teachers of color hired
  • My child has not been challenged academically; high achieving students are bored, teachers do not engage them or encourage them to learn; differentiated learning seems to provide help to those who are struggling but I do not see meaningful or consistent extensions for those who are academically ahead.
  • My kid is second grade. There is minimal to almost no homework at all. This leaves me struggling to get child to study independantly at home. It is somewhat ‘free kids of summerhill’ approach and i would really like it changed because kids need homework.
  • Offer Latin in middle school
  • Only one teacher for ESL 5-8th grades. It is too few to teach every single students at the different levels enough.
  • Opportunities for enrichment and challenge for students beyond their grade level in some subjects such as math.
  • ore individualized attention
  • Our impression is that the teachers have a tough job working with difficult/disruptive students. We feel that these disruptive students cause academics to slow down. We feel great sympathy for the teachers and great frustration that classes are not grouped by achievement in middle school. It wastes the potential for students who want to be high academic achievers.
  • Parent community
  • parents being aware of other families socioeconomic circumstances when it comes to monetary donations or knowing the availability of scholarships for extracurricular activities
  • Parking
  • people could be more nicer to new people to make them feel at home.
  • Provide gifted program for kids who is advanced in math and reading
  • Push back against central administration initiatives that teachers don’t have time to implement well.Preserve teacher autonomy, creativity, and ground-up collaboration.
  • Responding to multinational students
  • Safety.
  • School lunches need major improvement! I’ve seen and and refused my child from eating it and instead send lunch every day! Also having the students wait outside in the cold winter till 7:50 is not right at all! The students should be allowed to wait in the lobby of the school till 7:50 (like in the past years! Don’t know who changed that policy) since the temperatures are brutal during the winter and many kids are easily sickened and still have to wait out in the cold is just not right at all! Also if a child see’s something and says something about bullying the child should not then be questioned about it! I say this because it makes the person who said something feel uncomfortable and not want to speak up again and that person can then become a target to being bullied! The reason behind them speaking up is for them to feel comfortable about doing so and not have to worry about being questioned about it. My child spoke up for someone that was being bullied and quickly the principal wanted to speak with my child and I as a parent stood up and wouldn’t allow my child to be questioned since my child said to me what’s the purpose of speaking up and reporting if I’m then going to be questioned and ppl will then find out that it was me! I don’t want to be bullied for being the kid that spoke up! It’s too much stress on a child especially when they are trying to do the right thing! Instead go question the one bullying since you’ve been provided will all the information needed to address the situation. Leave the child whom reported it alone!
  • School lunches!!!!!!! Couldn’t stress that enough!!!!! It’s HORRIBLE!!!!!!!! Also making the kids wait outside in the cold till 7:50 is torture when they should be waiting inside the lobby like past years! Don’t know why they changed it to outside! It’s understandable when weather is warmer but not in the dad of winter especially when kids are sick with coughs, cold, etc!
  • Security on the way and out of the children
  • See above comment. This insane focus on ‘diversity’ is not the issue. You guys are not delivering on a basic mission of educating in math, English composition, civics, never mind science. You’re either well intentioned and incredibly inept, or this is a generation-killing social experiment that will ruin a generation of kids. I know more parents – white, Asian, black, who say that the lack of a rigorous curriculum is shocking. There is no homework, no quizzes, no teaching of American civics, or math.We are all essentially homeschooling or taking our kids to supplemental classes after school.Stop the madness and get back to basics! Do you jobs!
  • Sense of community
  • smaller teacher:student ratios to enhance student’s learning at all levels
  • some studens have violence, please pay attention to such students
  • Some type of support for theater/drama.
  • Sometimes, more classrooms would be good.
  • Spanish teaching
  • Spending more student-teacher (one on one) time
  • stability in leadership
  • Stability in the Principal/VP/etc. roles.
  • Stability of School leadership
  • Stability with effective leadership
  • Stability with leadership
  • Stregthen the math curriculum
  • Stronger community
  • Students need to show more respect for each other in the hallways and with adults. School security/access needs more improvement ie door access, parent/adult sign in.
  • system for challenge support / more support for high level learners and their teachers.
  • Systematic supports for kids who are physically disregulated, hit and kick other children, or break things in the classroom. When teachers can’t controlthe classroom it can make other kids scared; it also makes it more difficult for everyone to learn.
  • take care of kids mind change
  • Teachers and aides do not seem to have good understanding of each student’s struggles and often approach to them in a top-down way. Teachers did not respond to the email including possible bullying concerns last year.
  • Teachers communicating with parents
  • Teachers’ commitment and enthusiasm
  • Teachers’ understanding for different cultures.
  • the cafeteria and learning about healthy food habits
  • The early morning meetings. I feel like the parents who actually live in that district have time to go to everything is he time frame meets their schedule.
  • The French class and the extracurricular sports. They are not thought for beginners therefore students have never the opportunity of taking up a new sport.
  • The material each teacher covers differ considerably class to class. It is sometimes unfair for students. There are lots of Japanese students, so I requested to allocate Japanese students equally. But eventually the allocation was biased.
  • The open door policy
  • The school and district should have a systematic approach to working with more advanced children to make sure that their educational needs are met. Not all children in a classroom start out at the same point, and ignoring advanced knowledge and skills just makes a child feel ignored. Telling them not to use their knowledge and skills is upsetting.
  • The understanding of socio/ economic differences in the school. I believe that the Teachers and Parents assume that all the familiesthat go to Amos A. Lawrence are wealthy, bit their are still a lot of families that are not. It’s hard that to explain to my child that just because he doesn’t have everything that a lot of the other children have doesn’t mean that he isn’t loved as much or cared about as much as the other children.
  • There is a toxic agent in my daughter’s grade who has been mean and malicious for several years now. My daughter and her friends have raised the problem several times with teachers and nothing has ever been done about it. This child continues to harass – at school and online.
  • There is an issue with some boys acting out in classes that has been getting worse over the past 2 years. The same two students are mentioned by my children weekly, and sometimes daily, as disruptors who are distracting them and everyone else from the work of the day.
  • There is not enough timely feedback from the teacher.It’s months before the kids even get their corrected homework back.How do they know they’re doing well or not?How does the teacher know what the kids are excelling at or struggling with?Every class should provide a weekly syllabus on Monday with the lessons planned for the week and the expected goals.It is too haphazard and disorganized now.I see a glaring lack of structure and the behaviour of the kids in 3W reflects that.This is not all classes, mind you.Last year in Karyn Gannon’s class was great.
  • They have already done it very well.
  • Timely feedback from the teacher about my child’s learning and homework
  • To increase the number of openings for the extended day.
  • to understand boy behavior, to not have dual hats ex principals acting as guidance counselors, literacy specialist acting as behavioral specialist it takes away from their primary role and it takes away from the children, for femaleteachers be familiar with male behaviors and understand males learn with physical actions and cant sit still in a chairs quietly for 6hrs
  • Upgrade
  • Utility of the school web site
  • Way too many sources of communication and it is irregular. This needs to be structured to know what information will come from which level of leadership and at an expected frequency. I think I had 9 emails from the school the week leading up. Certainly important information is getting lost. Also when he level of administration is issuing its own email, information is lost.
  • ways to deal with drug at school
  • We moved to Brookline and mortgaged ourselves to the hilt for excellent schools.Our children are excellent students. We would like to see the return of the gifted and talented program. The lack of emphasis on tracking In favor of so-called equitydrives me crazy. Our children are boredand the teachers appear to be as well
  • We recently moved to the district.We have seen and experienced a larger amount of “jerky” behavior among some boys– particularly in the middle grades– than where we moved from.We have seen some bullying, un-sportsman-like behavior on the playground, bragging, cliques, etc.I think these are generally nice kids, and I know some of this behavior is common, but I also feel like something could be done about it.
  • Would like clearer policies and procedures related to disruptive students.
Lincoln School
  • 1. Kids should be grouped according to their learning ability, so they won’t feel bored or too much in class. 2. There should be an option to finish homework without computer. Kids are distracted by game and friends chat when they are doing homework online. It is not efficient, normally takes hours to finish homework. Online may be good for some disciplined kids, but is not good for some kids. My kid supposed to be bed before 10:00pm.But he is almost never on bed before 11pm, occasionally even stay late till midnight.
  • A social emotional curriculum
  • a way to have my son feel more accepted and have more kids on a similar disability in his classes
  • academic level
  • After school science programs for all ages at no additional cost to parents
  • All is Good
  • appropriate classrooms for students with special needs in the ALC program
  • At time, I don’t think the school leaders are very visible at classroom shares or concerts.
  • Better building security after hours.
  • Better communicate
  • Better communication from school leaders. The principal does not seem to replay to communications from parents.
  • Breakfast is different from the menu provided. It is so unhealthy for students to eat. And the forks and spoons are not wrapped with cover and are not clean and safe. There is no fruit in breakfast at all.
  • Bring back math homework
  • Challenge more in academics
  • Challenge of advanced learners
  • Challenging curriculum for students.
  • cleaner bathrooms
  • Communication between administration and families
  • communication from leadershp. Principal builds the school culture, but it’s no longer the case. Even the short massage in weekly newsletter doesn’t include anything about students’ accomplishment, thoughts from the past week, what’s coming the next week. It’s very informational and not inclusive. Don’t feel the same closeness had before the current administration. The leaders should proactively be making efforts to create sense of community
  • Comprehensive after school programming up through middle school
  • Congestion at the rotary in the morning time? (although it is not crucial)
  • Consider parent evaluations seriously and fire teachers who parents report to show bias/ not open attitude, perhaps train them better at first
  • Continued leadership training/support for the principal. I’m not sure how he is with staff interactions/internal leadership so that may be a strength. Cultivating a presence among parents and students would help elevate his role and make him seen as a leader. Written communications could use support to help convey his voice more clearly and consistently. I like what I’ve seen- I’d like to see/hear more. For example, standing at the door welcoming students is an opportunity to build those connections- most mornings, there is barely eye contact. It is totally OK if that type of interaction isn’t your thing- delegate it to people who enjoy it (Mr. H for example). Find other ways to connect/build that presence in the community. I’ve given this feedback in previous surveys- I think it has improved but there is still more opportunity to grow this skill.
  • curriculum to be adapted to individual student
  • curriculum to include spelling and grammar more thoroughly.I am shocked at my child’s inability to spell and understand basic grammar rules
  • Dismissal time would like to be at 4 pm
  • Dont waste peoples time-when late- waiting in a line for Ms Koch (and sometimes the nurse!) Writes a tardy card.
  • drop off/ pick up area
  • Every thing is good the way it is
  • Extended day opportunities, enrichment opportnities. Pick up and drop off !
  • Facilitating feedback to parents about how their middle school children are doing.It’s a black box, which wasn’t much of an issue for our oldest child (now at BHS) but for our current middle-schooler it is a real problem because she is much less communicative than her older sister.
  • Foreign language instruction has been underwhelming at Lincoln.The teachers have all been non-native speakers, with the exception of Señor Pedini, and even the kids can tell they don’t have the correct accent.It is sad how much enthusiasm for Spanish my child has lost since the arrival of the new teacher.The new teacher seems to take an authoritarian, adversarial role in front of the class, which puts my child on guard and discourages my child from participating.
  • Greater ability to challenge children academically, as needed – specifically, pulling children out of the classroom or specifically working to challenge specific children within the classroom and greater use of the enrichment specialist (a dedicated enrichment specialist working with children who would benefit from this, and giving children who would benefit from this resource the opportunity to work with her every year more than once a week).
  • Hard to think of anything to be honest! Keep up the great work.
  • Homework for fourth graders
  • I do not see anything that needs to be changed. Please keep doing the amazing job you have always done!
  • I still think that despite the efforts and goodwill, the entire district has a race and economic class issue which stems from the nearly homogeneous ethnic and socioeconomic composition of the town itself.
  • I think expanding the extended day program for working parents is key.I think Lincoln has a huge socioeconomic gap among families, so for a single working mom, assistance and admittance into the extended day program would be beneficial for my child/children.I tried in May to get my son in and spaces were already full for this year.It seems like with such a large waitlist, more staff should be hired to fill the needs of parents and the community.
  • I value the diversity at Lincoln (in terms of race, socioeconomics and abilities) and hope that the school leadership will continue to help us all see that as a strength to be celebrated.
  • I would like Lincoln to have the same opportunities as the more affluent schools in Brookline. We need a maker space, we need the same education options as the other schools.
  • I would like the principal to take a leadership.That is what his role should be, but unfortunately is not.
  • I would like there to be more communication between parents and teachers in the middle school. Parents should have a parent account to the online system so we can check homework and teacher feedback. I also wish there were more of a universal design approach to learning, so different students could engage the same materials through different media. Also, more hands-on activities for older kids. My 6th grader is a good student, but she’s bored. Because she does well and is well behave, her teachers don’t notice her at all – she flies below the radar but talks a lot about just spacing out and daydreaming during class because it’s boring. They need to ENGAGE the kids, not just talk at them.
  • I would like to get weekly updates from teacher what my kid has been doing in recent week. It is a good idea if teacher will give homework at least twice a week. That will help parents to what they should teach at home and help them to improve in certain areas.
  • I would like to have more time with the teacher and access to resources when my kid has a problem in class
  • I would like to see more involvement with Metco students in afterschool programs that the school offers.,
  • if there is a problem to address it asap
  • In order to demonstrate the value of diversity, we should be more engaging with those that think differently. It sometimes seems like we live in a social bubble and celebrate/promote only the things that are easy/popular. For example, how can we teach our kids to be kindly engaging with people and views they disagree with if we ourselves don’t invite healthy debate into our systems in public ways?
  • Inclusiveness
  • Increase the capacity of extended program (after school)
  • Increased and overt efforts to make sure all students and teachers feel included and supported regardless if identity and that each identity is celebrated. I hope to walk through the halls and feel that there is a recognjzable culture of acceptance and respect based on student feedback, student generated messaging to other students, and a clear understanding from teachers and administrators that every adult in the buildjng understands and is committed to social justice.
  • increased emphasis on excellence and performance–students need more challenges and encouragement to work hard and excel; it is important to see that all students learn, but need tomake sure that students are getting the education now that they will need to be competitive
  • Increased focus on decreasing bullying
  • It’s a good school
  • Kids exclusion another kids
  • Learning.
  • Less focus on testing, and more opportunities for creative exploratory learning, including some homework activities, even if optional to offer more independently challenging learning opportunities.
  • Less homework load. And all teachers will use canvas.
  • Less homework. Relative to other schools the load seems reasonable.
  • Lincoln’s principal/office staff could be more friendly and open/inviting to families and students.There doesn’t appear from the outside to be much effort made by the administration to build a larger/inclusive family community at Lincoln.Student’s safety and learning are prioritized which I value and appreciate but there is a missed opportunity of community-building that could, in turn, strengthen kids.
  • Lunch forms are submitted in a timely manner because it puts parents like myself on edge when u get a notice stating your child would not be able to graduate because they owe a school lunch balance. Mind you I’ve passed in all paperwork on time and my child had free lunch since he started in the 2nd grade and now he’s in the 8th grade…
  • Math level can be much higher or offered on different levels to small groups
  • More advanced education different areas (math, science, computation…) plus wider range of language programs since early ages.
  • more after school activities
  • More after school enrichment opportunities
  • more clubs and extracurricular activities
  • More community meetings for students, during school.
  • More discipline / higher requirements in certain cases
  • More diversity amongst teachers, staff/administrators.
  • MORE FACUTLY OF COLOR AND DIVERSITY IN THE CURRICULUM. Also, I think the health curriculum needs to be revamped. It needs to be an actually open, honest convesation with the middle school kid, who have actual questions, not a tow-the-line perfunctory rote curriculum. It’s pointless the way it is. Kids have real questions. The health teacher should engage them honestly.
  • More frequent and better flushed out educational workshops that build kindness and tolerance among the students and families. Topics could include race, religion, physical disabilities, learning disabilities, medical conditions. This would help build a strong foundation for our students while they are young and then hopefully, carry forward into middle school, high school and life. For example, many students know a few things about disabilities but don’t know how to help a student when they are struggling. I know that the district is working on a discipline policy but the current system does not help students learn why their actions are wrong and to help them repair their behaviors so the problem does not persist. Our current system also doesn’t address how to help students intervene (in a safe way) when they see bullying–either get a teacher or just use words to tell the aggravator to stop. When we make a safe learning environment for our students, then we can expect more of our students academically. Thank you.
  • More homeworks. Not a load but my 3rd grader never bring any hw home. I am not even sure what they learnt that day, I would value just a question to answer about the main take away of the day, or in math a small exercise, to remind them and us ehat they did during the day
  • More information regarding teaching.
  • More objective information on how our child is progressing.Even the report card is hard to understand – everything feels pretty vague.
  • More opportunities for families who live in public housing
  • More options for afterschool hours for the middle school students. Honestly I don’t know what the options are, but will need to start thinking about it for my 5th grader!
  • More parent volunteers. Also more communication from teachers to parents about what learning at school. In k and 1 grade teachers communicate weekly. After that I haven’t heard anything the whole year other than parent teacher conferences.
  • More respect and support for teachers by parents.
  • More school-wide events.
  • More social opportunities for parents/families
  • More space for the math specialists and others.
  • More space in the after school program for K to K-4
  • My daughter seems to think that she is not supported and respected when she tells her teacher that someone is mean to her. I don’t know why but I would like her to feel more secured and comfortable at school.
  • Opportunities for parents (especially of different cultures) to get to know each other.
  • Other teachers do not communicate at all.
  • pair kids more by skills level so they can be challenged more
  • Parking and Drop-off procedures
  • Parking and traffic flow is challenging.
  • Parking area
  • Please give a chance to kids to learn more and progress them individually.
  • Preparing for high school
  • Provide equal access to advanced math course for qualified students at the high school.Seems like a secret process that the principal has not clue how it works.
  • Quicker ID and elimination of underperforming teachers
  • School Lunch Menu
  • smaller classes
  • Sorry I am going to list 3. 1) I know this is a tough one but I am really bothered by the lack of structured opportunity for communication with my child’s teachers. If the child is doing well, parent teacher conferences are optional and it seems as though it would be bothersome to teachers to schedule a meeting. I think this is limiting in terms of making sure the teacher and parent are working together to help the child succeed. 2) While the extracurricular activities are fantastic they all conflict – it is impossible to do Model UN and the middle school play. Middle school is a time kids should be able to try everything. 3) I would like to see more accelerated and extension opportunities for kids who are ready for them.
  • sports for middle school
  • teachers and administrators shouldanswer emails from parents in a timely manner i was shocked this fall to learn that teachers had not read my child’s 504 plan and were not aware of her learning challenges and were not providing the classroom support which is required for her to learn appropriately — requiring a total reboot after fall conferences.Unfortunately, this has happened for several years despite ongoing conversations and other communication by parents.
  • Teaching about diverse groups within America.There is a great deal of focus on international cultures, but very little on other domestic groups.
  • the classism exhibited by some of the parents.It’s extremely disgusting.
  • The curriculum. It needs to reflect the diversity of the student. The current curriculum is too Eurocentric and too white.
  • The Lincoln School playgrounds could benefit from updating.
  • The opportunities students have to build effective relationships with the students. My daughter speaks a lot about the adults and how rude they are to students. She has noticed that many do not listen to the children and judge often. This takes place in front of other students. She also finds that teachers in the middle school do not grade the same way. It is hard to determine how she is doing in school when the grading system is not effectively explained and is different from class to class. There is a lot of homework in each subject area. This often feels like not enough time is planned out for classwork and the work is reassigned to students for homework on top of the homework. Homework does not allow time for parents and children to connect about daily living and what is happening in their lives. There should be a limit of homework and more careful classroom planning of assignments.
  • The person who sets up the meetings for IEP (Ms. Diess) is uncollaborative and mean spirited.She speaks negatively about the students and demonstrates no compassion towards the children from what I have seen and I have multiple children who have IEPs.Her drive to get the process moving, neglects what is best for the child’s learning.she speaks down to the child and parent.She forgets that the parents has the best insight to their child’s needs and will proceed with a plan that she believes is the best, regardless of the discussions that are happening.She also disregards the teachers perspectives.
  • The school turns a blind eye on bullying and does not do much to address race or socioeconomic issues or nothing to address community. The school leaders only care about gender identity at the expense of everything else and everyone else in the school.That is the only group that matters at the expense of all the other kids with needs or that could be helped in the school.Many parents are upset but because of politics do not speak up.
  • There is nothing for middle schoolers to do after school at Lincoln.There are no clubs and no opportunities for sports for fun. My older child benefited greatly from the homework center and it is too bad that they do not offer this for all kids anymore.
  • When a child is being bulliedteachers should look into the problem a little further. They should be able to help the child feel safe enough to communicate their issues, so that ones behavior should not continue.
  • While students with educational difficulties are noted and helped in special sessions, students who are gifted, do not have the opportunity to build on their success.
Pierce School
  • A simpler way for checking homework… Canvas is a bit confusing.
  • academic challenge, higher academic expectations
  • Acceptance of mainstream Western holidays and culture. The school will celebrate the lunar New year but not Halloween.
  • Actively engage parents and students in discussing the negative consequences of excessive social media and screen time. We all need to work together to help our young kids understand the downside of this technology
  • Actual steps to stop the segregation at school would be a great start. Also longer lunch times would be great. The kids complain constantly about not having enough time to eat. I think it’s harmful teaching them to wolf down their food, and then teaching them to throw away perfectly good food, especially when they’re still hungry. There is no sense in any of it. Also, the pick up after school is a nightmare. Communication is a nightmare, not because the school doesn’t provide information, but because they provide too much, too frequently, and too repetitively. You often get the same information from newsletters, room parents, PTO, Principal corner, and teacher updates, and they are all so long! I feel like I have to read a weekly magazine that repeats the same stories, but each one might mention one thing the others don’t, so you have to read them all in case you miss something! There’s not enough emphasis on the things that are truly important, and it becomes a miasma of repetitiveness. Can we decide where the important information goes, and keep everything shorter and more concise?
  • Add to after school members
  • Address infrastructure issues and overcrowding. Kids need more time to eat lunch.
  • Address the overcrowding issue.
  • After school activities
  • after school
  • All diversity valued, including cultural and religious backgrounds
  • Appropriate use of metrics and integrated feedback to students and parents to maximize individual performance. Rigor of teaching in upper school levels is not great and the report cards are completely impersonal! rather they are a micro sentence on the curriculum. Teachers only meet with you if they perceive you child is not meeting expectations. This represents a strong focus of the school on collective passing level, vs ensuring there best out if any given individual. Scoring is so high that there is not really any critical feedback. Little to no attention is paid to developing self-organization.
  • As the parent of an 8th grader, I will say that the middle school experience has been a relative disappointment.The expectations on the students seem to be all over the place, with some teachers having very high expectations of independence when there are a lot of kids who are emotionally/intellectually mature yet.This is exacerbated by what feels like really uneven/erratic communication either by individual teachers or on team communications.I can remember when my 8th grader was as little as 3rd grade, and hearing middle-school parents complain about this, so this is not a new problem.Isn’t this John Badger’s responsibility to fix?
  • Attach importance to students’ emotions and help them in time.
  • Away with the open space (I know, in the works), and enrichment / differentiation in math.
  • Better access to the school for wheelchairs and strollers. More enrichment opportunities for kids with higher academic needs. After school clubs for Kindergarten students
  • better class space for the kids & better structured recess for some of the kids that feel left out.
  • Better communication. I don’t hear of events sometimes until after the event – Geography bee, for example.
  • Better facilities
  • Better support for students with mild learning disabilities
  • Better use of space.
  • Bigger window of time for school to start, at least 8-8:15 before considered tardy
  • building
  • Building
  • Bullying Program!
  • Can not think of something
  • Challenge students at their appropriate levels. I know this is difficult to do but both of my children report being extremely bored and not challenged at all at school.
  • cleanliness
  • Communication
  • communication . especially with kids that have divorced parents
  • Communication to parents – I get to many email for this to be effective. I think monthly/bimonthly newsletter is best format, while emails communication should be reserved for urgent or improtant items.
  • Could you put and operate an airconditioner?
  • Deal with overcrowdedness
  • decrease the number of students as it is way overcrowded
  • DEMONSTRATED efforts to integrate students from non-majority backgrounds, abilities, etc. in both academic and extracurricular life. 2nd would be to loosen up the new food and holiday celebration regulations, which are have gone way overboard and do damage to the sense of community.
  • Diversity
  • Diversity Closed classrooms Better food services
  • Duration of the lunch period
  • ELE students appear to be concentrated in one or more homerooms in each grade. The district/school clearly sees the need to provide language-related support for these students, but many or most of these students are new to the school and face other challenges such as adjusting to a new environment.These challenges affect the students’ behavior in some cases, which has led to disruption to the learning of other students.The district/school should take into the extra work that the homeroom teachers are required to undertake to resolve such issues and provide extra support for these teachers.
  • encouragement at the school to engage in after school activities
  • English level
  • Ensure that the physical plant continues to meet the needs of the number of students enrolled
  • Everything is fine and perfect.
  • Extracurricular activities for grades 6-8
  • Facilities
  • Facilities
  • facilities – desperately need updating space constraints – big problem especially for upper grades
  • facilities (cafeteria, restrooms, sports)
  • facilities (space need updating)
  • facilities for students playing outdoors.
  • Facilities, especially space, given that lunch times are crazy given the space crunch
  • fix the lockers
  • Focus more on academics and less on political indoctrination. Granted, most of this comes from the administration and not necessarily the teachers.
  • For years I have been asking for a principal to hold a parents’ meeting in the evening, for general discussion of the school’s issues beyond the scope of classroom teachers.These meetings are invariably held at 8am on a weekday, which means parents who have to be at work or caring for a small child cannot participate.Saying “all are welcome” means nothing if it is an inconvenient time.Parents in this community have been involved in this school for years, much longer than much of the current school leadership.
  • Gain more space somehow
  • has become to big a lot kids here just temporary
  • Higher academic requirements
  • Homework needs to be harder to prepare them for middle school
  • I am concerned about the math teaching in 2nd and 3rd grade. I am aware that the material attempts to foster a conceptual understanding of math, but this may come at the cost of proficiency and ease of arithmetic.I suspect there are metrics used to assess the effectiveness of the current approach, but I also suspect that these metrics do not capture the fact that a large number of students do outside math programs (e.g. Russian Math, Kumon) to make up for the lack of traditional math approaches.I am worried that the curriculum is creating 2 groups of students (those that get outside help and those that don’t).
  • I can’t really think of anything.I like the leadership and teachers at the school
  • I can’t think of any.
  • I did not find the 7.55am rule to open the schooldoor convenient. To stay outside in a cold weather is not fun at all . The school needs to find a better way .
  • I don’t feel that there is much support for literacy at home in the kindergarten classes. I have asked for more at-home resources, and I feel like my daughter’s teacher said “look, she’ll get it when she gets it.” Since she is neither in the top end nor the bottom end of her class, I worry that she is receiving less support in the classroom, but I also don’t have any insight into what I can do at home despite explicitly asking.
  • I hope the school can value diversity and cultivate respect for minority students and parents.
  • I want given home work Every day for grade 2,3,4 Each class Room.
  • I would like to see a different approach to deal with children who constantly distract the classroom with their behavior/tantrums. These particular children seem to have all the freedom to do whatever they want during learning time, which is unfair for the rest of the classroom.
  • I would like to see integrated classrooms for students with learning challenges, more “push in” not just pull out.Also an after school program that does not involve a 3 year wait period.Other district schools do not have wait lists. This is very challenging for families with two working parents
  • I would like to see the faculty and administration at this school work harder in order to make sure that every student’s learning needs are appreciated and aimed to go towards. I believe some students need an extra challenge or some kind of enrichment.
  • I would like to see the teachers and support staff at Pierce become more aware of how to support the children who come from diverse backgrounds. Not everyone is the same; not everyone learns the same way.
  • I’d like to see a commitment to working together with Boston Public Schools to help create opportunities for kids to come into Brookline from other parts of Boston, like the Metco program. I’d also like only 1 break in winter/spring either Feb or April.
  • I’d love to see less worksheet-driven learning.I’d also like to see no more reading logs!I think that the logs detract from the joy of reading, though I also understand that the log affords a degree of accountability.
  • IEP seems not to improve his reading weakness
  • If children are bullying others, they seem to be given a bit too much leeway…I would like to see stricter punishments for bullying.
  • I’m concerned that the academic rigor from 6th grade and up is compromised by a lack of clear directives. I don’t know what the academic point of sixth grade was for my child. I didn’t feel that any single teacher worked to build on his curiosity or take him under wing, and I’m puzzled by the earlier question which asks if my child has at least one adult at the school that he trusts. I don’t know! Before sixth grade, I think he loved each of his teachers, but since then, it seems much more transactional and less personal. (One sixth grade teacher is simply unqualified to teach; he is arrogant and often flat out wrong. He also seems to show disrespect to the students, which I find alarming.) The Canvas program is a mess, it’s poorly executed and is confusing to students and parents. I understand the hope that it will clarify for students what assignments are in or out, but the teachers are slow to update it, and the information available to parents is so thin that it’s worthless to me. (Too many false positives/negatives, I can’t trust it.) I’m dismayed about the way English is being taught, it seems to lack any rigor around the fundamental and structural skills of writing quality sentences. Science and social studies (grade 7) seem to be a success. Having had an older child go through Pierce six years ago, it just seems that the intensity has dropped and I wonder if this group of kids will be as prepared for high school as my older child and his peers.
  • improve math curriculum, more PSED spaces for lower grades, and physical structure of building
  • Improvement in the physical layout and no screen time until 3rd grade ( I don’t know why my child watched shows in kindergarten, even ones that got them up and moving or received ipad use as a reward).
  • In middle school grades the culture is rather insulting to mature, responsible kids, with too much focus on behavior management, threat of punishment, and extrinsic rewards for good behavior. Time that should be spent on learning is wasted on behavior management.
  • In the Kindergartenï¼OE8 Chinese kids in a class istoomuchï¼OEwhile other classes have fewer.
  • increase diversity
  • Increased capacity in common areas
  • Integration of more parents i to the leadership of the school- the same parents run everything
  • Introduce basketball earlier than in 7th grade
  • It is a fantastic school We chose to live in this house to be able to attend Pierce school If I could change something only to enlarge the journey…. it to offer More extra school activities free ( for parents that work) But overall a great school!
  • It really is for the PSB central offices to realize that they need to better balance the population.Our school leadership and staff have excelled in creativity for handling to assignments, but they could use some creativity at the top to support better disbursements of student to other schools, when it makes sense (i.e. maintain walkability to the assigned school)
  • It would be nice if the entire school has air-conditioning, which is very helpful in the summer. Also more handicap accessible in the historical building.
  • Know about about her behavior at school
  • Lack of individualized attention to academics. If a child is very strong in a particular area, they are not given enough enrichment, and if they struggle, they are not given enough support. Too many students – only the extreme cases seem to get attention.
  • Larger playground
  • Less cultural neutral. Embracing diversity doesn’t mean that you discard the local culture. Simple things like celebrating Christmas and Halloween are not culturally divisive in my opinion if done outside of a religious context.
  • Less homework
  • Less homework for 6th grade. Better attitude by special education staff in providing services.
  • Less kids -> smaller classroom sizes Better support for kids who don’t qualify for an IEP or accommodation but need help
  • less sitting, more playing. more time outside
  • Less use of TV as a medium to teach.Stronger teachers and engagement for the 7th grade.This is true of how many parents feel FYI.
  • Let foreign student have a better communication with native student
  • Like many Pierce parents, we’re concerned with the overcrowding, and how it will impact the school’s ability to offer not only academically appropriate and challenging curriculum but also the wonderful electives the children love – art, music, gym, theater in the afternoons,, etc. given a lack of space and the number of students.
  • math education
  • Math instruction Classroom space (lack of partitions)
  • math learning
  • math: curriculum, focus, fun. There is no equity the way it is now. LOTS of parents with means are going outside the school for supplemental learning (Russian, tutors, etc). Students of middle to lower incomes will be left behind. It’s unspoken and yet harmful to our school and community. Can we do something new and invigorating? Math Fair? Teams that work on different levels (not just ones that are super bright?) Chess and strategy focus?
  • more academic rigor and the report cards are very difficult to interpret.I don’t need letter grades, but these EXT, DEV is silly
  • More activities, possibly after school, that facilitate play and making friends.
  • More after-school academic offerings – like homework club but more for makerspace/STEM/project based learning for all grade levels.
  • More aggressive efforts to move kids out of the school to ease overcrowding. NEED MORE BIKE RACKS!
  • More and better SPACE
  • more assessment of non performing teachers and help with students struggling with the homework demands
  • More attention to the needs of high performing students and differentiation at some levels of middle school instruction, especially math. Too crowded. Need more space
  • more challenging academics are needed
  • More closed classrooms (less open space) and more space to accommodate number of students.
  • More communication between teachers and parents.
  • More communication regarding what extracurricular activities they can join.
  • More communication with parents.
  • More emphasis on academics and education and less on social justice issues
  • More enrichment opportunities for children who need more of a challenge (e.g., advanced math, advance science, etc.)
  • More enrichment opportunities in the math curriculum, so students with advanced ability are challenged at Pierce instead of having to pay for private math schools or tutors.Kids who cannot afford the outside tutoring or lessons will be at a disadvantage in later grades.
  • more executive functioning support outside of tutorial (which is an EXCELLENT program).
  • More extracurricular activities
  • more help with the new students to integrate into the school
  • More individualized approach in challenging kids academically. The kids who are done with their class work rather fast could have been provided with extra assignments etc., which would prevent them from getting bored and misbehaving.
  • more individualized follow-up in academic
  • more of streamlining of education at kindergarten, though they’re doing an amazing job at present, i wish the kids were slightly more prepared for grade I.
  • More opportunities for challenging, stimulating work. Less homework for middle/junior high schoolers. It would be nice to be able to meet with teachers after 6th grade. More opportunities for extracurricular activities at the school, although this has improved.
  • More opportunities for differentiated and creative learning for students who are looking for an academic challenge.
  • More opportunities for school sponsored extracurriculars for younger kids
  • More outing activities
  • more positions of afterschool
  • more practice/on the field learning approach
  • More racial awareness more evenly across the staff team
  • More Science and Technolody is usedin teaching.
  • More social support and buylling prevention not just dealing with after it happened
  • More socioeconomic diversity
  • More space
  • More space – smaller classes
  • More space for everyone!
  • More space!
  • More space!
  • More space. It’s beyond over-crowded. More room in the cafeteria.
  • more sports offered for 6/7/8
  • more strict and diverse work
  • more support on students who want to have challenges on their academy, improving food quantity and school facilities.
  • More Teachers for kids with learning disabilities. And more strategies for them to use to help kids Executive function should worked on more in the LC to help kids strive.
  • More timely solutions to students who consistently distract the classroom and take a way from learning time.
  • More visible goal articulated for creativity and creative learning
  • Multi-sourced cultural background activities
  • My son is extremely smart but I do not believe he is sufficiently challenged at school. He often feels as if there is a deliberate effort by school staff to prevent him from standing out among his peers -as if doing so would diminish other students.
  • My son struggled in early grades with fact that he is not a strong athlete and his experience was that sports were very important to building a sense of personal accomplishment and belonging within the community of boys.Recess troubles (unkind comments, not physical aggression) were a recurring problem in 2nd and 3rd grade.The school did respond positively when I raised concerns about this.He is in 4th now and is happier now that he has more non-sports options.
  • Need a school-wide (and district-wide) social-emotional curriculum that all teachers and staff must use and are given training and ongoing support to implement.This curriculum should support teachers to teach these skills in groups of students but also trains teachers how to coach individual students on how to navigate social-emotional situations.Having specialists come in a few times a year to do this is woefully inadequate.We keep being told by the district and mainstream media how important these skills are for successful adulthood and careers–in fact–they are as important as literacy and basic math skills.If this is true, there needs to be more time and money devoted to truly preparing teachers and other staff to teach these skills and then requiring them to be taught and measured–just like we do with literacy.They should not be an afterthought or a once year 4 week unit that’s taught a couple times a week.It seems like every teacher tackles this differently and some don’t do it at all.
  • No ability for student/parent feedback on teachers. Amount of homework can be outrageous, and if teachers say that parents can ‘sign off’ they (the teachers) shouldn’t make the kids feel bad about it.
  • Open learning unit (“Library Classrooms”) – please put up plexi sound barriers or have an acoustician come and give suggestions / solutions for the noise levels.Kids can’t hear teachers or focus in a school that is overcrowded with almost 300 students over capacity in an open learning setting.
  • Overcrowding
  • overcrowding
  • Overcrowding is the foremost issue that needs addressing.
  • Overcrowding issue is a major problem + affects learning opportunities. Also, would like to see differentiation starting in 7th grade for at least Math. It would be great if kids had opportunities to take electives in “Middle school”.
  • Overcrowding.
  • Overcrowding. Reduce the number of students.
  • Pedagogy
  • Personalized learning for students and lack of space/poor facilities issues
  • Physical space and overcrowding of school.
  • Pierce Elementary School is good enough.
  • Pierce is very overcrowded. The administration and teachers do an amazing job of handling it, but it is absolutely affecting the quality of the education at this point, in spite of their very best efforts. The school needs more space.
  • Please for the 7th grade provide at least one parent teacher conference a year; some kids do well academically but may have other issues going on- they can still be groomed to be more independent even if parents have some communication w teachers, have them meet in homeroom everyday, their weekly meeting with their homeroom teacher is used for homework and not creating bond/cohesion/sense of group purpose in their grade, increase communications with the middle school teachers to more than a once a month brief email, encourage 7th grade teachers to respond to parent and student emails, have a student council member in EACH middle school classroom and have them communicate non-academic information/events to their classmates in person (i hear “no one can hear or listens to the morning announcements bc everyone is talking and it’s hard to hear it anyway”, my 7th grader seems to think her teachers don’t know about any of the extracurricular activities like readathon, Pierce Pride days, etc. and maybe they shouldn’t be required to know those things but student council can do more than put up posters, they can make annoucements to their class and encourage class/school spirit/pride,the middle schoolers could have a dance at Pierce like Lawrence is doing perhaps organized by the Student Council.The 7th graders’ classes are spreadout all over and they don’t see each other much unless they are in the same section.What can we do to maintain and create more class cohesion?Could they meet or take classes as a grade if/when appropriate? Also, maybe tell the 7th graders that at the mid-year point their class section may be switched around due to changes in the class numbers with people leaving etc.Thank you.Third grade is going okay for my younger one but I would like to see all 3rd grade teachers encourage the kids to do problem of the week.Some classes they all do it and in others it’s very few unless the parents encourage it.I’m also not sure I like the “new” math homework of studying a picture and thinking mathematically about it.I think they need to learn mechanics of math in 3rd grade more than esoteric thinking which can come later in an upper grade.Thank you.
  • Please IMPROVE MATH education (e.g. by using group instruction to match learning levels to students’ abilities)! Otherwise, please include serious extra-curricular math learning, to spare us the hassle of using “Russian Math”. Children need to be challenged about math and learning and prepared for the next steps (high-school etc.), and that is the role of public schools.
  • Plenty of spaces for all children can learn comfortably in their classroom
  • Provide more support for kids who are not completely struggling but need some extra help, particularly with math. Support seems to be available only to those who are having extreme difficulties
  • Quality of education is too much depending on individual teachers. Parents and students should be given oppotunities to evaluate each teacher they interact with, and would love to see how it’ll be reflected next year/semester for kids’ experience. Most parents or kids tend to have very similar opinion for one teacher, so it’ll be extremely helpful for everyone to know what’s actually going on in each classroom.
  • Renovate the buildings
  • Renovation
  • Renovation. The school is disgusting and does not provide a clean, healthy environment. The children AND teachers deserve a new school.
  • Renovations!!!!
  • School lunch
  • School staff to be more friendly.
  • School street should close like in front of the highschool does during key hours so that kids and families have a natural flow and better accesss to the playground.
  • second language (spanish for us)
  • security- its really good, but there are areas where it could be tightened up more.
  • Sensitivity to learning disabilities and more technology
  • size for students
  • Smaller student population Better facilities
  • Some members of the 7th grade teaching team do not seem to be as strong as many of their colleagues in other grades. As a parent,it is hard to get a sense of the classroom environment, but we’ve heard reports of teachers behaving in ways that we would not expect (e.g., mocking students publically or calling out bad behavior in counter-productive ways; acting very immature; relying too much on worksheets; lacking enthusiasm about explaining course content when children are struggling or curious).
  • Space!
  • space, recess time, lunch time, connection with teachers and classroom
  • Spanish instruction from grade 4 and up
  • Staffing is an issue – such as guidance and math support. They need to be increased. There should be math RTI for grades 3-5, not just enrichment. There should be more teachers supervising recess like other schools – where every teacher takes their kids outside to recess to help with social dynamics and to reduce bullying. There should be more librarian support so weekly classes can be given by a librarian like some other schools.
  • Stronger / more tailored math curriculum in the early grades
  • Stronger community – parents don’t know each other, the school is just too big! When parents feel more connected to the school, kids sense that and also feel a strong connection that helps them feel confident and achieve their goals.
  • Students who are bright but need support are lost in the shuffle. Attention is given to those with more obvious needs.
  • support for students with learning disabilities
  • Syllabus for one semester
  • Teaching! Some teachers are wonderful; others behave inappropriately and/or do not teach effectively.The range in teaching skills is very wide at Pierce, and the principals (we’ve had many) never seem to do anything about the teachers who truly should not be in the classroom. Along the same lines, my kids in middle school seem to have enormous time to play on screens/phones during school hours – ex: they consistently watch TV shows and play video games in class, both with and without teachers’ consent – and no one stops them (and this isn’t just when there is a sub in the class; it happens frequently).It seems that there is not enough control or oversight in the classroom.
  • Tear down the building and rebuild a new school for Pierce – it is too chaotic, cramped, congested and not safe.
  • The building and facilities
  • The building is a disgrace. The open plan of Unit A makes it very hard for students to learn. The building is run-down and depressing.
  • The building needs to be both bigger and quieter!
  • The building requires extensive renovation or rebuilding.Staff are great, for the most part.
  • The building! Pierce is in desperate need of renovation/expansion
  • The building.It’s old, spaces are too crowded, there isn’t enough storage for teachers and it’s needs the renovation ASAP!!!!!!!
  • the buildings need to be renovated.
  • The buildings need updating
  • The enrollment size and our issues being over-capacity impact everything, despite how well our principal works to overcome the challenges. As a parent who has been in this school a long time, I also see it impacting one of the things I love most about Pierce: our community. I also wonder about how much homework the kids get in middle school – really stressful for kids at a time in their lives when they should be playing.
  • the facilities! Parts of Pierce are crumbling.
  • The facility is overcrowded and too old. Needs expansion/ remodeling. I would like more varied opportunities to get involved as a parent.
  • The facility itself
  • The facility itself needs to be updated— also the school needs more computers and the students need more access to computers.
  • The hours – too many vacations and days off, including the school day ending too early. Also, they eat lunch at 10:30am! It’s too early, and they seem to have to rush through it. (Btw, my son loves the “share” table at lunch.)
  • The infrastructure of the buildings. It is old and the entrances of the school are not good. I would like to have my son interacting more with other colleagues during the interval – time free. It is from another country and feel a little difficult to interact with the children groups. He has only one friend from second grade. I believe that if the interval were with 3rd or 5th grade would be better to have more opportunity to interact with children with his age and school level.
  • The lack of accommodation for a child in a wheelchair is extremely disturbing.
  • The lunch menu
  • The lunch menu. The children liked the food much better before Whitson’s took over.
  • The math program is not challenging for our child.We came from another state/school and our child loved math and was challenged in math with advanced work.Our child is not receiving adequate mathematics and is not excelling in this area at Pierce.We have raised this repeatedly.
  • The option about music education could be changed during school year, if the child wish.
  • The overcrowding. Pierce is so overcrowded at this point that my child is having difficulty functioning. It is difficult for children of any learning style or ability level to function in this environment, but any child with even the lowest level of challenge, anxiety, or difficulty is truly suffering. I have been a Pierce parent for more than a decade and we truly need a solution to this immediately; it cannot wait another year. Aggressively use the buffer zone (esp with the Coolidge Corner School) and/or remove part of the ELL program to a neighboring school for next year, please! It’s untenable. I am struggling with the next question because I can’t think of a better school but I wouldn’t recommend Pierce at this point despite how much we love it because there isn’t room for a single additional family.
  • The physical building is rather decrepit.I wish French was offered, as it is at Lawrence school.Had we known that Lawrence offers French we would have tried to send our kids there, as we live near the buffer zone.
  • The physical building–needs cleaning and renovation.
  • The physical buildings
  • The physical layout
  • The physical plant: the building itself seems to be the biggest hurdle to effective education for all.
  • The same thing that I mention in this survey every year: my kids aren’t challenged and pushed nearly as hard as they could be. If they already understand the material being taught, the teacher is usually pleased not to have to worry about them. A lot of educational opportunity is wasted.
  • The school is a mess – they can find more classroom space by cleaning out clutter; and clean the bathrooms.
  • The school is overcrowded.It’s been overcrowded for a long time and this has effected the overall quality of the education.As a result, lunchtime ad recess are too short, and there is less parent/teacher communication.There should be parent conferences more clearly offered to students all the way up to eighth grade.I have contact with teachers because I push for it — but I have to push for it.I feel parents are discouraged from getting involved in the school.
  • The school is wildly overcrowded and class sizes are too big. I would also love to see more recess, less homework, more fair discipline policies for active boys, more support (aids) for teachers given large class size.
  • The school needs more space.
  • The school’s ability to deal with outliers.We’ve had issues with our child that separates him from others, and sometimes feel like the faculty and staff aren’t quite as able to understand and work with us as I would hope.But I don’t want this point to detract from our love for Pierce!The school and its staff are remarkable.
  • The setup with CANVAS, where students have control of their info via a password, and the detailed info on their academic progress is not available to parents via the portal. Other schools don’t do this. I think it is an unwise policy, and it has made it more difficult for us to know how our daughter is doing academically.
  • The space
  • The way community is foster between the classroom families.
  • There are a few truly low performing teachers. At every grade level there is one teacher that most parents do not want their child to meet. These teachers are either mean to kids or have no academic rigor. Most teachers are great but it would important to get rid of these dead weight teachers.
  • There is a lack of academic challenge for high-achieving students.We have tried for years to get more challenging in-class work for our student in math, without success.She continues to lack challenge in math class or in the class homework.Have needed to supplement with math outside of school, which is unfortunately what many people who have the resources do.
  • There is no advanced learning program. It’s very unfortunate.
  • There is not a lot of opportunity to meetparents in my child’s grade after Kindergarten.
  • to supply more opportunities on afterschool activities
  • TOO MUCH HOMEWORK for middle school, NOT ENOUGH ART
  • Too much homework in middle school!
  • Training the popular / more social kids to include others and prevent bullying.
  • Transition from 5th Grade (Elementary School) to 6th Grade (Middle School) has been a bit extreme in amount of homework. Maybe if there was a way to lessen the shock…
  • True high school prep – study skills, time management, how to write a 5 paragraph essay basic stuff
  • Unconscious/racial bias is occurring more commonly. Not only are students of colors impacted but all students are becoming aware. Teachers need to be better educated, held to higher standards, have such actions affect their reviews/compensation, given tools to evolve or be removed.
  • Updated bathrooms
  • Very few Black and Latino students; my son’s class is 100% White and Asian. I thought it would be more diverse.
  • Walls. Needs walls.
  • We haven’t really been in the school long enough to have an opinion things that need to be improved.
  • We need more space. Even though we’re part of the MSPA process, we still need to find ways to provide enough space for teaching and learning in these limited structures before that happens.
  • We would like to see more language courses.
  • Week-long deadlines for homework, more introuduction of creativity, collaboration and innovation.
  • When my son has had problems with fighting/rough play &/or bullying with other kids it’s very hard to remedy and seems to go on for long stretches of time with no real clear resolution. Ultimately his teachers (past 2 years) have been more effective to address than the administration. Although we had a good experience with Dan Green (3 years ago when he was in Kindergarten.) The overcrowding/large size of classrooms is not sustainable and I’m sure is having a negative impact on learning and the teachers that we won’t know the effects of while our kids are there.
  • Would like to know more about what is going on academically with my child. I’ve noticed she struggles with reading lately, but no one has mentioned it at school.
  • Writing curriculum could be signficantly improved by being less rote and more actively focused on delving/brainstorming into student interests as the starting point. When students learn to mine their curiosity, rather than trying to meet the teacher’s requests, they’re learning a skill that will lead to engaged thinking–which is the first step to excellent writing.
Runkle School
  • * Leadership seems actively hostile to any expressed parent concerns. * Limited ability to differentiate teaching when students have already mastered the current materials.
  • -A more challenging curriculum -Less congested 1-8 playground
  • A more creative and 21st century approach to teaching and learning with a more embedded focus on discovery, STEM, outdoor exploration, creativity, and social justice
  • a more welcoming environment by PTO to engage more parents to help out. Having more parent events in the evening/afternoon to help ensure all parent, working or not can attend.
  • a plan for the future – where are we going to improve? started out strong but zero follow up from principal. there is no accountability for teachers to teach the town-stated curriculum. also, it is hard to respect a principal who communicates so poorly – multiple typos, grammar mistakes, etc. if this is the example set for our academic standards, we are aiming low.
  • Academic achievement and Homework seem are never discussed. Instead the focus is on community and justice which is great but there is a bias not to talk about achievement or homework unfortunately. I think homework is not a bad thing and can be project based even for k and 1st grade. My kid takes math outside because math seems so weak at runkle as well. The math that he comes home work is not challenging at all. More about identification than problems solving.
  • Academic rigor–which must be coupled with control of the numerous children with behavioral issues (outbursts, disrespect) who prevent the majority from having a reasonable classroom experiences
  • Academics and classroom environment- very disturbing More activity for kids Better food Motivation towards academics Organization More staff
  • academics tailored more individually to make learning effective for all kids, not adjust to the lowest/slowest level and leave other kids behind
  • Better / more challenging math curriculum Report system that reflect students’ progress in a meaningful way
  • Better communication from the principal. While she is fantastic with the kids, she does not communicate well. She makes changes and then notifies parents and/or does not notify them at all until they learn of a change. She does not support her teachers.
  • better food in cafeteria, longer recess time
  • Better French teacher Better Math teacher Better handling of kids distracting or bullying others
  • Better if there are some programms that can be applied to improve English for those foreigners.
  • Better outside-of-school family community
  • Better STEM opportunities. More field trips for K-5.
  • Better support for those who require more CHALLENGE, not just support for those who need extra help. And more opportunity for parents to give critical feedback about the small number of weak teachers.
  • check in more with students re. whether or not they are being bullied or feel comfortable
  • Class size capped at 20 students with an increase in aids available for children on IEPs or with special needs.
  • Class size reduced
  • Communication
  • Communication from leaders about key issues/policies/practices BEFORE they take effect. Engagement with parents on these matters. Also, the food program is not as healthy as it should be. I do not understand why nachos are considered an acceptable lunch, as an example.
  • communication from the principal
  • Discipline.There is a lack of discipline at this school and it creates an environment that is not conducive to learning.
  • Discipline. Better parent teacher communication when there are issues specially in middle school
  • EARLIER START TIME OR DROP OFF TIME
  • Everything is good.
  • Everything is great
  • Extended day programs and ESY Programming that offers inclusive opportunities.
  • Focus on middle school grades, with a more reasonable sense of how much homework children should get in 6th grade.This was the year my son stopped liking school, and my daughter is in danger of having the same reaction as the work piles up but there isn’t a clear message about why this work is matters.
  • Full Inclusion Classrooms
  • Guaranteeing that all K and 1st-grade classrooms have dedicated full time/full year, paraprofessionals.
  • I don’t think the curriculum goals and grade-level learning objectives are clearly communicated to families early and often during the school year.Homework is inconsistent from teacher to teacher in the lower grades.I’d also like to know what my child is reading at school and what units they are learning about so that I can support his learning at home.
  • I fill that we need to connect the children and their families, to make them more community
  • I love the inclusion–but I feel like the quest for “diversity” vastly overshadows the focus on quality education. I love the IDEA of mainstreaming autistic children, but in reality they distract from the education. Also, homework is pointless busy-work; it is time to end it.
  • I want to see more opportunities for children to move around and exercise their bodies throughout the day.Longer recess and/or more structured movement (for ex. take them outside to do science experiments)Stop making these kids sit all the time in ways we would never expect adults too.
  • I was really hoping to have more opportunity to provide text feedback. The highest priority issue I would like to see change/improved is the school leadership. -I have requested “quick chats” 4 times about several different topics over the past 5 months, and have been denied a meeting with the principal each time (Furthermore, non-judgmental ‘do you have time for a quick chat this week?’ questions have been met with inappropriately combative responses both in person and via email.) -informal conversations and simple introductions at school events (coffees, PTO meetings) were met with unexpected hostility -I have personally heard the principal speak negatively about teachers on several occasions (Why does she feel that it is appropriate to disparage the teachers she manages to parents of Runkle students?) -teachers have encouraged parents not to reach out to leadership for fear of retribution -I have personally been present when the principal remarked “you wouldn’t believe” some of the fears parents had about a situation (Why does she feel that it is okay to speak negatively about some parents to other parents?) -para support has been removed from the classroom without warning or communication, but the principal will not discuss staffing with parents, even when it is directly affecting the learning of the students in the classroom -when speaking about numerous staffing issues generally, the principal says that these are out of her control (Who, then, is responsible for staffing at Runkle?) -when speaking about staffing with regards to particular classrooms the principal has referenced the teacher contract rather than the unique needs of the classroom (As a parent, I am not concerned about the teacher contract, I am concerned about the safety and learning opportunities in the classroom. All classrooms in PSB are inclusion classrooms, but Runkle’s inclusion looks different than inclusion at Heath, for example, and for it to work well, it needs different classroom supports than some other Brookline schools – no matter what the teacher contract lays out. This is *not* a judgement on the kids, who are all valuable, important members of the classroom community. This is about supporting the children and classroom in a way that sets them up for success.)
  • I would like leadership to focus on all the students, but just the ones with the greatest need.
  • I would like stronger academics taught in school. I would like math to be stronger, so I don’t need to spend time and money to supplement math externally. I would also like a much stronger curriculum in other subjects – science, arts, social studies.
  • I would like the curriculum to be more challenging with more opportunities for my child who is precocious.
  • I would like the school to challenge young students in math.I feel like reading is an area where the school challenges all students very well, but when it comes to math there is more of a general curriculum and some kids are often doing math at school that is way below there current skills.
  • I would like there to be a more positive community feeling – it used to be here but I think it has been diminished over time. Also, it would be wonderful if there was more advanced planning about shares/concerts and important meetings. For dual working parents with somewhat inflexible jobs, 2-3 weeks warning about a daytime event is very difficult if impossible.
  • I would like to feel known and seen by the principal.
  • I would like to have more resources to support special education because I think all the teachers and specialist are very good but they have a lot of work and responsibilities that sometimes it is hard for them to focus in the students needs.
  • I would like to see class size reduced slightly, if possible. Currently it is in the range of 23-25. Having classes of 19-21 would make a significant difference.
  • I would like to see more challenging and diversified learning opportunities for students who are at the top end of the class academically. These students need to learn grit and that it is okay to make mistakes. But the classrooms are geared to the struggling students. K – 4 is a prime, safe space for students to learn about resilience, how to handle mistakes and challenges, and how to develop the learning habits for approaching difficult challenges, etc. By not academically challenging students who are testing above the grade median, we are unfairly and unequally denying them this critical aspect of learning and potentially setting them up for difficulties in dealing with challenges in later grades. Also, stop shutting parents out of the discussions and out of the school. Parents are advocates for the children *and* for the schools. Also, working families can not make all of the site council meetings (early afternoons), morning meetings, evening assemblies, etc. I would rather spend time in my child’s classroom (even just 15 minutes on a regular basis to see my child’s work) and to engage with his/her teacher than all of the evening continuing education workshops for parents. I would rather have two – four town halls per year with all of the parents and the school leadership team, some teachers, and maybe even a representative from school committee or district rather than having announcements of new policies that then have to be vetted and discussed after already written. Also, there have been too many surveys this year and not enough in-person frank conversations about topics that really matter, e.g., upcoming curriculum changes, budget deficits leading to belt-tightening in some areas (.g., school supplies?!) but not others, etc. Brookline has community schools. That’s why most of our families moved here. And that’s why we parents, for now, continue to support paying higher and higher taxes to support the schools. We value community and community engagement.
  • I would like to see more differentiated instruction for students who are already meeting the learning standards for their grade level. I am also very concerned about the lack of rules, discipline, and follow through at Runkle. My child and her friends discuss “behavior” as a consistent distraction in her classroom.
  • I would like to see more families contribute money to the PTO each year. Participation is disappointing.
  • I would like to see my son’s teachers a bit more frequently. Now that he is in 7th grade, I haven’t met with his teachers even once since the school year began. I’d like the opportunity for one mid-year meeting to learn about his progress.
  • I would like to see proficiency across different schools in the district to become more similar than they are today, including more homework
  • I would like to see the school adopt true project based learning and to create spaces for students to explore ideas in a less strict environment of where everything is prescribed.For example, other Brookline schools have days dedicated to science exploration, and all students engage in science related activities that day, the whole day.They have days dedicated to art, where everyone works on an art project, the whole day.At Runkle, it seems that we follow the same schedule day in and day out.We didn’t even manage to have a field day last year to build community and to give something different for the students to engage in. Also, the students need more space to explore concepts not strictly academic, i.e. can’t be categorized as math or science, but skills that are important in their personal growth as members of a community of people.For example, for middle-schoolers it is important to have advisory where issues that arise as part of being teenager can be addressed and explored.
  • I would love more diversity among the staff; I want my daughter to see teachers from a variety of backgrounds and colors, as well as more male teachers. As is typical in many elementary schools, highly organized white women are the norm among teachers at Runkle, and I imagine that there is diversity that has yet to be tapped into.
  • I would love to see more teacher leadership, especially for extracurricular activities.
  • I’d like for the principal to be more involved with families. She seems detached and although she says nice things, she doesn’t act very welcoming.
  • I’d like there to be more cross-grade interaction between students; I’d also like the Spanish curriculum to include homework and send what the kids are learning home so they can practice and actually learn the language; it would also be nice for the kids to have more art with Ms. Ortiz each week, and it’s wonderful that there’s ECS — please expand to all classes!
  • I’d like to see more of an emphasis on science and social studies in the lower grades, and more integrative and project-based learning.I am troubled by the treatment of literacy and math in K-2 as stand-alone disciplines, when they should be combined with science and social studies in a way that excites and inspires all students.
  • If administration challenges impact an individual classroom, having the administration communicate in advance and clearly to families so they understand what is going on (and why) rather than hearing about things/challenges from their children or other parents or teachers which can cause misunderstanding and confusion.
  • If we can get a weekly or monthly report about our child’s in-school life that will be very helpful.
  • improved teacher and administration relationship
  • It would be nice to have more problem solving based projects
  • Kids transitioning from Mr Domerson to Mr. Pelton is quite challenging i had 2 kids, and ALL my friends’ kids who told it was very hard experience
  • Less homework
  • Less homework for the working parent
  • Lower student:teacher ratios
  • Lunch seems to be an area of concern this year.At times the students are not supposed to talk and they have had the same assigned seats since September.This is restricting social skills.Also, if a social issue arises, my daughter doesn’t feel comfortable speaking to an adult – due to lack of time/privacy.Once again, I’ll mention recess – not enough outdoor time…
  • Math
  • math and computer science!
  • Math curriculum not challenging enough for my child
  • Mathematics
  • Meeting teachers in 7th and 8th grade
  • More addressing of social dynamics/bulying
  • More after school opportunities for middle school kids
  • more after school opportunities for middle schoolers
  • More and easier communication from the Principal about what she is really doing.
  • More challenging academics
  • More challenging academics for those children who want it. There is a lot of focus on “equity,” which means that all students are tethered to the level of the lowest-performing child. This is unfair to those children who want and can handle higher-level work.
  • More challenging curriculum
  • More challenging work in classes; more project work
  • more classroom observation.
  • More communication from teachers in the middle school about what is working/ not working for my child.
  • more communication with parents at the middle school level
  • More differention for motivated and capable children, almost 30% of my daughters class takes Russian Math or other extra academic work.Many take additional writing classes.We would like to not have the kids spend their after school and weekend time with academic extras if they could get it at the public school during the day instead.Our school prepares kids to meet the level of Common Core Standards, but nothing more.
  • More diversity in the teachers and support staff
  • More diversity, along with more affordable academic support programs.
  • More empathywith kids’difficulties. Physical, emotional…
  • More emphasis on academic excellence.
  • More extra curricular activities geared towards younger kids.
  • More extracurricular activities
  • more feedback about how child is doing in school
  • More inclusive activities
  • more inclusive of parents. With new leadership parents have been made to feel that they should not be involved in the school community
  • more informal opportunities to meet teachers throughout the year for quick feedback
  • More information about what kids are doing in class.
  • More integration among the grades. We need to take full advantage of the K-8model
  • More open communication about important information from the principal
  • More opportunities for after-school activities/programs for younger grade students
  • More opportunities for children with disabilities.
  • More parent-teacher conference opportunities
  • More professionals for RISE classroom.
  • More recess and physical activity.
  • More recess time and beginning at 8 is too early.
  • More recess time for 3rd / 4th grade.
  • More resourcing to enable individual attention for students who need to be challenged more in order to continue to learn and develop critical learning skills.
  • More rigorous Spanish teaching in the lower grades.
  • More sport/activities offered for middle school kids
  • More tailored learning
  • More talk about current affairs.I think we are a nation in crisis and topics such as racism, sexism, homophobia, and white privilege need to be addressed.
  • More teacher interaction with parents. Providing weekly updates about progress would be nice.
  • more time for lunch
  • more time for lunch and more time for recess.
  • More time for playground/outdoor. Generally more time to “de-stress”
  • Need to introduce more modern learn of STEAM in all levels of learning and in all Courses ! Also coding should be taught right from the young grades!
  • New principal
  • Or notification other than email and special events are occurring. With multiple children in attendance, I get so many emails I can’t keep track of events that are going on. Also more communication when the student is doing well, not just when they are having issues. A drop off/pick up line would it be great.
  • Parent – teacher communication, homework assignments in Google class, teaching computer class/STEM programs
  • Parking during drop off- pick up situation.
  • Principal does not seem focused on academic excellence FOR ALL.We like focus on diversity but feel that is 90% of what the school is focused on.We are a diverse family and also feel that there is not enough focus on teaching and helping each kid be their academic and social best
  • Provide better parent access to student assignments to help gauge student’s progress, timeliness, etc.
  • Recess was a big issue last year and remains so now.I think time to play is important to learning, especially for boys and do not see the benefit in shaving a few minutes off recess and I don’t see improvement in MCAS or the school’s accountability.So I am unclear on the purpose of such a change. Also, my child felt very known by the previous principal, as did us as parents.We have not built that relationship with the new principal.
  • Reduction of class size; Ability of teachers to focus on students’ individual learning needs/challenges
  • Report cards for elementary school were confusing and ultimately meaningless
  • Rigor of educational curriculum
  • Safte Avery day
  • Sixth grade teachers should always respond to email within 24-48 hours. Currently, many emails from different parents go unanswered. This came up among a groups of parents yesterday. For example, I wrote an email five days ago and am still waiting for a reply. It is a bit concerning the teachers are too busy to communicate in a timely fashion.
  • Smaller class sizes
  • Socioeconomic diversity. It can be hard being a normal middle-class and/or struggling financially family at Runkle where most kids are very wealthy and privileged.
  • Some Middle school teachers and guidance don’t do enough to get back to parents when questions and concerns arise. Very troubling.
  • some tests for the students
  • Spanish and math instruction
  • Spanish as a second language
  • Spanish- needs to be more challenging for all
  • Spanish teaching
  • Still disappointed in the principal.
  • Taking better measures to split up students who disrupt classes, and stopping the bias against strong, independent, male students. Also the cafeteria food quality and the monitoring has deteriorated terribly and must be improved.
  • teach cursive
  • Teach the mainstream kids social skills to enable them to fully integrate kids with needs into their classrooms.
  • Teacher turnover/dissatisfaction.
  • Teacher’s being positive on an admin level.I think the union keeps them from doing a lot and has made an awful culture at our school
  • teaching to the extremes, both on the lower and higher ends / hands-on learning (maker space)
  • Team sports opportunities open for all, not just a few kids mainly in 8th grade. The world language program is significantly better at the MS, I wish it was stronger in the ES
  • The culture of intimidation and retaliation against teachers who advocate for themselves and the children.
  • The curriculum needs to be improved, and our teachers need more support and flexibility. Science and social studies curriculum is excellent, and there needs to be more of it. The emphasis on academics in the lower grades goes clearly against current research-based understanding about learning for all students. Our district has an unfortunate misunderstanding about educational equity, and is actually doing a great disservice to its disadvantaged students. By making the lower grades overly academic, children from homes with lower levels of education are placed at a disadvantage, as they come in with fewer skills and less context and vocabulary to work with. With leveled reading and a lack of phonics instruction, these children are quickly left behind by their more advantaged peers. Current research shows that building context and verbal vocabulary is the best way to help children from disadvantaged backgrounds to learn to read and develop other academic skills. Thus the lower grade curriculum should focus on hands-on science, social studies, theater and stories, so the children can learn to read as they are able to, without the amount of pressure that is currently put on them and which only reinforces socioeconomic factors. The pressure put on children to read in first grade is a significant contributor to the achievement gap, and the district needs to change its curriculum if it wants to actually achieve any of its four stated goals. Children learn best when they are engaged and inspired. This is achieved through projects, outdoor learning, exploration, and collaboration. It is also best achieved when teachers have the flexibility to adapt to the interests and needs of their classes. Our school would do well by dialing back the standardization and taking advantage of the incredible skill and care of its amazing teachers.
  • The ECS program is underfunded, insufficiently supported by the school administration, and improperly deployed in too broad a manner. I feel this poor execution is a significant reason why my children are not being adequately prepared for future educational challenges at their specific individual levels of potential.
  • The leadership at this school is absolutely terrible. There is very little communication between principal and families, and the communication there is isn’t effective. Also, when the principal does attempt to meet with parents and listen to the community, notices are sent last minute and the times are inconvenient for many. There are no policies in place to deal with dangerous behavior in the classrooms, so when someone acts out and throws chairs, for instance, the entire rest of the class is told to leave the room – learning is disrupted and the whole class has to find another activity. The dangerous child isn’t removed from the classroom, instead, everyone else is. And the only way we hear about these incidents? From our kids. The teachers/principal do not let everyone in the class know that our children were put in a dangerous situation. Communication needs to be better. Parents need to be informed immediately when furniture is being thrown at or near our kids at school. Furthermore, the principal has shown she really doesn’t care much for the Runkle community. At the start of the year she would send newsletters and have parent coffees, but then it abruptly stops. Zero communication for a couple of months now from the principal. Only at PTO meetings, where maybe 10-20 people from the entire community show up, will she speak. She makes changes without parent input, and she is an ineffective leader.
  • The leadership within the school needs to be more present and create high level messaging that the school leaders hung is guiding and empowering both students and teachers to be the best they can be.There is not an energy or message from the leadership that establishes that expectation or goal ( and being the best each person can be is unique to the individual).That kind of philosophy would elevate Runkle to be that much better of a school.
  • The middle school faculty is incredibly disappointing, particularly in 6th grade science.They seem stuck in between trying to find work sheets that will take up time, and manufacturing challenges that are disconnected from actually cultivating a love of learning.It’s been this way since my older child attended Runkle.There does not seem to be any motivation to change.Consequently, my kids have both lost much of their love of school during Runkle middle school.My children would turn in science assignments and NEVER get them back.Domerson is a great guy and apparently tells wonderful stories. He also does not seem to be supervised around basic issues of teaching and learning.Besides Pelton, it is not clear that the middle school faculty are interested in cultivating a culture of life long learning.
  • The principal
  • The principal and superintendent.
  • The principal has not fostered a sense of community among the students and has not put the classroom teachers in a position to succeed.
  • The Principal is outrageously dismissive and a poor communicator- both verbally and in written form. She has sent many emails where paragraphs are duplicated and words are misspelled. Her lack of attention to details upsets us greatly as she is our leader and the model of what our children should follow.My daughter made an intersting note the other day that Genteen may wave, but Mr. Stoddard always made a point of saying hello and tried hard to learn the kids names. This simple act of greeting kids and being a friendly model is really important in creating community and respect.
  • The principal needs to deliver regular and appropriate communication to families. Meaning- not just reiterating Announcements or reminders the PTO has already sent out. I would like to hear about new learning or initiatives that are taking place now I’m the school. I would also like to see teachers respond to emails. There are some middle school teachers who ignore and never respond to emails that directly connect to questions about student learning and comfort levels.
  • The PTA newsletter that comes out once per week is very long. I’d like more communication from the school itself with essential information. I also wish that the report cards had some kind of narrative attached. My conference with the teacher didn’t indicate areas for concern, but my son’s report card indicated that he is not meeting standards for any areas. I don’t know if all students start out with these scores, but I feel concerned about the disconnect.
  • The revolving door school leadership. The culture of Runkle has drastically changed, and not for the better, since the arrival of the current principal. She focuses way too much on procedures and rules without having made any effort to understand or support the sense of community that Runkle once had. Her leadership has been disappointing.
  • The school does not use community to advance its learning goals and objectives
  • The school seem to have a hard time finding replacements in time when a teacher leaves on medical leave or permanently.
  • There has been an erosion over the past 8 years in the feeling that families are welcome in the school. Participation is down and does not feel as tight of a community
  • There is a void in leadership at Runkle.The principal does not communicate well (does not contribute to the weekly PTO newsletter at all after starting out contributing in a spotty fashion at the beginning of her first year) and when she does send a school-wide email, oftentimes the information is flat-out wrong and has to be corrected. She has spent much effort on scheduling and rules (a revamped school handbook, which didn’t seem to need redoing) and little effort on creating or strengthening a sense of community in the school or communicating her “big-picture” vision for the school.It’s disheartening that there are no extracurricular opportunities for my 6th-grader other than Math League, in which he participates.I know there is a wealth of activities at other schools. Again, the teaching in 6th Grade has been excellent, but the overall school environment is lacking, and that is not how Runkle used to be.
  • There is not enough support for a cold with special needs who is not extremely impaired. We are planning to leave the school after this year to give a more supportive environment for my son’s needs.
  • There is not.
  • There should be more extended learning (Ms. Mercer and the ECS curriculum) offered to students. It should be regularly offered, but is not currently for all classrooms and all grades.
  • Using a common platform for middle school assignments/homework.Right now math uses assistments.ELA uses canvas.Spanish, social studies use google classroom.
  • vision, accountability and follow through from the principal. there is no articulated vision of where we are headed, how we are going to improve, there is no accountability of teachers who do not follow the curriculum laid out by the town and there is no follow through on assurances given to parents.
  • We need More coding
  • wider options for extracurricular activities (wider = scope and schedule)