I have a child that attends this school and he is not disabled nor does he have a learning disability. He does very well and is kind the other children. He has learned to appreciate how all people are different and respect all people.
There is a big bullying problem in the school . It has been reported and little is done about. I understand that there are children at the school with social skills issues due to their learning disorder but some of the more capable children bully the less capable children.
I have three children at this school. They do project-based learning, so kids learn the way that the world really works instead of just doing worksheets all the time. The children move from class to class based on their skill-level, so for example if they are in 2/3, they can move around between the three 2/3 classrooms to go to the correct group to fit their levels. They also accommodate gifted children pretty well - my son goes to the technology lab for advanced math so he is challenged. I also like how the kids are with special needs children - now if they see someone who is in a wheel chair, it's no big deal to them because they are around that every day. The teachers send frequent e-mails to let parents know what fundraisers are going on or what field trips and events are coming up. Also, for 2015-2016 school year, the school has received a technology grant, so they will be utilizing technology (iPads) to help teach the children. I am very interested to see how this affects the children's learning. Overall, I am very grateful that my children have this school to attend and that they care so much about helping my children succeed.
Building is new, clean and spacious--yes. What is concerning is the constant teacher turnaround. It not only occurs yearly, but teachers often decide to leave two months into the school year or mid-year. The administrators seem nice, when you see them. But that is another issue: You never see the administrator/'principal' or 'assistant principal'. You are left to wonder who exactly runs the school. There is nearly zero communication between home and school. Sadly, it is a school with so much potential, if the administrators would take charge and be present.
I send my two typically developed grade school children to Bailes because it is an excellent school. There is a 6:1 classroom ratio, if not better due to the number of college students who intern there, and my children receive an education that is tailored to their individual strengths and needs. The teachers love their students and the administration is a great team. No school is perfect, I'm sure if you looked hard enough you could find fault in any school, but this school meets and exceeds our family's expectations for our childrens' education. My only complaint is that it does not include middle school grades. We have no idea how we are going to find a middle school as great as Bailes!
This school is all about appearances. 1) Not all therapies are actually provided, and some that are provided are poorly administered or not carried out at all. Most therapists sit down next to the teachers' assistants and make notes (or at least that's what they seem to be doing) and that's it. How do managers keep track of the quality and number of therapy sessions? Are they cooking the books? What is Medicaid doing about this issue? 2) Likewise, some teachers don't interact with the kids. They just sit down or hang around while the assistants follow their orders. Teachers are supposed to direct, to guide, but these act more like sitting cows than professionals or mothers. 3) Now, the facilities seem great. However, sometimes the stench to sewage in the interior is almost unbearable. You see, in the lot next to this location there is a huge sewage tank as tall as the structure of the UCP building, but nobody says or does anything about it! Also, just take a look at the restrooms! If you want to enroll your kid in UCP, think twice before doing so, and if you feel privileged because your child is already there, then open your eyes wide and act in consequence.