unknown...not going to be here long enough to find out. My children are not motivated to learn as the classwork is not challenging and there are too many interruptions. The teacher spends too much time giving instructions, looking at her tablet - documenting (www.classdojo.com) and redirecting bad behavior that little time is given to teaching and making learning fun and a positive experience.
Good school, but my kids transferred to a school that has a Montessori program and a Highly Capable Program. We love their new school for these programs and many other reasons! (Kitsap Lake Elementary).
The parents, who stick with it and support their children. Children will not be supported and find success at this school without their parents reinforcing them. It is too easy at this school for a child, who is struggling, to slip through the cracks.
During my my 6 years of experience, there have been 4 different special ed resource room teachers that have come and gone from this one position. The school seems to have some sort of underlying problem with keeping staff. The high turnover is concerning.
The Bremerton School District seems unable to interpret psychological test results. They have refused to accept psychological evaluations from Mary Bridge and another national certified school psychologist with a PhD that offer a different conclusion to their school psychologist. The school district made up an adaptive functioning deficit that does not exist by giving the teacher's questionnaire to a staff member who has never observed him in class or interacting with his peers. One would also think that 2 independent evaluations would be taken into consideration. Alas, that is not the case Bremerton School District psychologists believe they are the supreme authority and believe that no one should question their decision. Parents are not an equal team member in the IEP process and are treated like they are stupid. The reality is that parents know their children better than anyone.
Is it fair to the 24 children in the classroom that want and are capable of learning more to be slowed down by the placement of special needs children integrated into mainstream public education classes? NO!