Mill Creek Elementary School

They dont really help when student have a difficultyy in real lifeTo ensure the opportunity to fix any issues with scores if the student is abaenf only homeworks can be scores gained again but even ifYour son is sick class points are not available for the student to gain them back not help at all ,student should not get sick because will lose class points without any extra job or homework opportunities to get the point because of sickness even if you have doctors notes, if you are a father who works too hard to have stability for your family they won’t help even if they know family is struggling with real life problems.

I have to agree with most of these reviews. I unfortunately had my child there for more than 6 years. My child was happy and joyful and very creative. This school does not allow for creativity or individuality. For the past years my child was bullied by the students and sadly a few teachers. I had informed the school on numerous times of my child's bully and this year after informing the teacher instead of understanding she only saw my child as having a behavioral problem instead of understanding how to work with children with ADHD. Then the teacher for some reason sat her bully behind her seat in class which made my child anxious. This was unacceptable. My child was also diagnosed with ADHD and I was informed that the school would not accommodate to my child's needs. I only asked for a little more time on her test and for her not to take the speed drills since she will fail all of them since they are timed. (she has issues with focus and concentration not behavioral) This was not considered, and my child almost failed the year. The teacher last year when she was in 5th grade informed me that my child needed to figure it out --my child had asked for assistance during computer class and the primary teacher who was now the substitute teacher for computer ignored my child for the whole class stating that she needed to figure it out. Sadly, due to not being supported at school and constantly bullied for who she is by the kids her personality has changed. She no longer enjoys going to school and has been hardened due to always being told that she is a behavioral problem instead of understanding her and her condition and being able to work with her as an educated professional. They need to stop the Demerits check marks this does not help for children who have a condition. Just worsen it.

We chose a Christian-based school that initially seemed like a perfect fit. However, things quickly took a troubling turn. On her very first day, the teacher complained that our daughter cried and didn’t follow directions. By the second day, she had an accident (despite being potty trained), and the teacher again expressed concern. By the third day, both the classroom and after-school staff suggested she needed a behavioral therapist. Their tone and approach were harsh and judgmental, especially considering this was only her second full day in a completely new environment.I immediately spoke with the school director, who agreed to observe her for a week. Unfortunately, on the third day, we were called to pick her up because she was deemed “uncontrollable.” The school suspended her and insisted she could not return without seeing a behavioral therapist. They even provided a 10-page document outlining their observations and recommendations.We took this document to her pediatrician the very next day. After reviewing it, he discarded it entirely, stating, “This is garbage.” He emphasized that a diagnosis of behavioral issues or autism spectrum disorder requires months of professional observation and that our daughter, whom he has known since birth, does not exhibit signs that warrant therapy. He was shocked that a school would make such a severe judgment after only two and a half days.The pediatrician also quickly wrote a formal letter in response to the school’s evaluation and scoring system. He was precise in stating that a 2–3-day observation period is insufficient to conduct a thorough evaluation or make a formal diagnosis. He noted that it would be premature to draw diagnostic conclusions without first implementing strategies to help her adjust to the new environment. Additionally, he referenced a psychological evaluation our daughter underwent the previous year, which primarily identified concerns related to speech, not behavior.This experience highlights how paradigms, especially biased or uninformed ones, can drastically affect what educators think, observe, versus what is actually happening. In this case, the school staff seemed to interpret normal adjustment behaviors (such as crying, restlessness, and difficulty following new routines) as signs of deeper issues. Previous experiences or systemic pressures may shape their paradigm, but they led to a premature and harmful judgment of a young child. Reminding us to seek understanding before Judg