this school has a really hard time ensuring the safety of their students. all the grown ups within the school also like to play "hot potato" on difficult issues, no one is accountable or responsible for anything. this is the worst elementary school in the district, and the principal is a real hands off piece of work. they are full of prejudice and discrimination, from handicaps, race, allergies, and blended family situations.
They have a few GREAT teachers. All the good ones retire or leave. It is only leaving a few good ones left.
They are very judgmental (school staff and PTA). The PTA is very cliquey and not accepting of new ideas. If you volunteer to help with an activity they only give you days notice of information.
The homework load is TOO LITTLE. Kindergarten children get more homework then the other grades. Where is there class reading books? When asked at a parent/teacher conference, I was told that my child could chose his/her own book and read that. How do they know if they are understanding the reading or actually reading words correctly. Book reports? none of those?
They use WAY too much technology and not enough teacher instruction.
They do not DO WELL with kids that have special needs. It takes them MONTHS or even a YEAR to finally assess students that need services. They want to push kids through (not holding kids back) to make themselves look great and make their numbers look better. KIDS are Struggling!!
The AMP teachers, and classroom teachers continue to make learning fun despite the frustrating pressure on data and numbers. Sadly the recognition events highlighting achievement grades have been removed for the families, and in it's place are time consuming classroom meetings where kids talk about their feelings. Complacency abounds due to the socialistic grading style where every achievement, or lack there of, earns a '3.'
Unfortunately, the grading change at Peiffer and focus on data and numbers has "tied" up the teachers in philosophical double-talk. Their energy is used up to placate surveys in which a percentage is inaccurately based upon the pooling population (usually 10 responses).
Peiffer tends to cater to the kids involved in programs with the psychologists. So if such a child needs help, the other children involved are not regularly considered in the solution. The strong academic child is not celebrated so as to support the make "all children feel good" about themselves despite their work product philosophy.
Peiffer does so much to support character development in students. My Kindergartener can describe each of the traits to me, as well as, what he needs to do to show integrity, responsibility, collaboration, etc. The school has highlighted students that show each trait with videos on the school website and within classrooms by nominating each other when they show those great qualities.