Pine Forest Middle

when i was in second grade, my mother checked me out and no one escorted me out to where i was supposed to go, and i was wondering around the parking lot until a nice old crossing guard helped me out forever thankful for her.

I’m very disappointed with how this school has handled my 5-year-old son’s kindergarten experience. He started on September 1, and after just two weeks, I was told that he was having a hard time focusing and sitting still. The school set up a meeting, and shortly after that—on September 28, not even a full month into the school year—they decided to move him to a half-day schedule, without trying any other strategies or supports to help him adjust.I’m genuinely confused about how cutting his school time in half is supposed to help him learn or improve his focus. What do they expect a 5-year-old to do? Isn’t it the teachers’ and the school’s responsibility to help children develop these skills, rather than giving up so quickly?

After six years of being part of this school community, I want to start by recognizing the incredible individuals who have made a lasting impact. The teachers, counselors, office staff, lunch and janitorial teams, activity teachers, and assistant principal deserve sincere thanks. Their dedication, patience, and care for the students are truly appreciated. However, my experience has also been marked by repeated concerns related to one individual in leadership. Communication is often delayed—important updates are frequently sent as late as 8 or 9 PM the night before events or schedule changes, creating unnecessary stress for families. A program titled “Leading Ladies,” created under this individual’s leadership, has become a symbol of exclusion. It is only open to students with exceptional academics and behavior, effectively denying participation to students with learning disabilities or those needing additional support. This contradicts the values of equity and inclusion that schools should uphold. The school also struggles with a high teacher turnover rate. Many teachers leave mid-year—one year, there were four different gym teachers. In some cases, effective teachers are removed from classrooms mid-year to fill administrative roles, with no consistent replacements. This disrupts learning and creates instability for students. Efforts to raise concerns often go unanswered, with responses delayed or dismissed entirely under the excuse of being “too busy.” In some cases, concerns are ignored if the student involved is connected to school staff or leadership. This favoritism results in ongoing issues with bullying and classroom disruption going unaddressed. Academic performance is often prioritized at the expense of truly understanding and meeting students’ individual needs. There is more focus on earning public recognition—like “Teacher of the Year” awards—than on creating a supportive, inclusive environment that benefits all students. After six years of watching this pattern repeat, I’m left deeply disappointed. The students deserve better—better leadership, better communication, and a more inclusive approach to education. I’m sharing this not just to express concern, but in hopes that attention will bring about much-needed change.

My two children both graduated from this academy. I loved the small class size. I felt that my children didn't get overlooked as they may have in a larger school. The school feels like a large family!