Before enrolling our daughter in 3rd grade, we specifically asked whether a child with no French…read morebackground could succeed at ILA. We were assured that she could and were encouraged to enroll. Unfortunately, our experience was very different. We repeatedly tried to contact our daughter's teacher, Françoise Coulon Lantz, to ask how we could support a beginner French learner at home. Communication did not occur until I showed up in-person requesting a meeting. During that meeting, she described our daughter as not knowing her purpose at school and acting "goofy." She then said many students had French-speaking parents, grandparents, or connections to France and asked, "What do you have?" As multilingual immigrants, this was surprising. I speak four languages and my husband speaks seven. We have never been asked to justify learning a language based on ancestry or cultural ties. We believe language education should be open to all children. Our daughter became afraid to ask questions, felt singled out at snack time, and excluded from classroom activities shared with parents in group chat. She was also expected to request restroom permission in French despite being a beginner, which often left her afraid to speak up! We also had concerning interactions with Pierre Burthey, who said families typically attend ILA due to French cultural ties or the ability to afford private school, then asked which applied to us. He also suggested our daughter might be better suited for public school. The impact on our daughter was significant. By the end of the fall term, she was anxious about attending school and often resisted going. We withdrew her. After winter break, the school created an individualized plan with other teacher replacing Françoise, and she thrived--regaining confidence and enjoying learning again. After three month, we were told by Pierre of his decision: our daughter is required to return to Françoise's class despite her distress. When we raised concerns, we felt dismissed and withdrew her that day. We are grateful to Valentin Raclot, Scott Murphy, Beatriz Ruiz, Valérie Rogers, Daour Mboup, Marc Bescond, Bayel Sarr, and Colin Labelle for their professionalism, kindness, and support. However, our overall experience at the 3rd-5th grade level was overwhelmingly negative. Families with children entering French immersion without prior experience should carefully consider whether this environment is the right fit. For our family, it was a nightmare!

ILA has helped nurture and development both my children from day care through pre-K. The teachers,…read morefaculty, and leadership provided our family an amazing foundation to build on. We could not have asked for a better partner in these last 7 years!

We've had an amazingly positive experience at Oswego. Our daughter loves both of the teachers…read more(Lindsey and Vicki) and had grown so much just in her first year of preschool. The teachers plan fun activities for the kids that vary based on the seasons and time of year, she always comes home saying she had a great day at school. The school requires quite a bit of parent involvement which has been something to get used to but it's also nice to be around other families who care as much about their kids' school environments. Would definitely recommend this as a great place to send your kids!

Oswego Playschool is truly a special place, I've never met teachers more excited, nurturing, and…read morecaring for the development and wellbeing of preschool aged kids. The parent involvement is paramount to the community at this school, and the relationships we've built in our two years here are lifelong friendships (parents, teachers and children alike)! It is a bittersweet feeling to be moving on next year to kindergarten, but I also feel our daughter is so well prepared for what's next thanks to teacher Vicki, and Lindsey, along with all of the other lovely parent teacher helpers that we've met along the way.

I wish I had seen honest reviews before enrolling my child here, so I'm leaving this for other…read moreparents of children with disabilities. My child has autism and did well in Lake Oswego School District from September through February with ZERO suspensions. Everything changed after my child reported that a staff member physically hurt him. My child repeatedly disclosed that a staff member twisted his arm and threw him into a bean bag chair. He reported the exact same story multiple times on different days. This was also captured on live audio through my child's safety tracking device that staff knew he was wearing. I reported it to the principal, and the principal stated she was required to report her own staff member. After staff realized the incident had been captured on audio, I was then asked to disable the voice feature on my child's safety device, which I cooperated with. There was ultimately "not enough evidence" according to investigators because there was no direct witness. After that incident, everything spiraled. My child began being suspended, removed from school, and sent home repeatedly. From February through April, my child was removed or suspended approximately 16 times. We went from ZERO suspensions to constant suspensions. We had a Manifestation Determination Review. We had multiple IEP meetings. We had a Functional Behavioral Assessment completed. Even after all of that, the suspensions continued. He was still being removed from school after the FBA. He was still being removed after the Manifestation meeting. He was even calling me from school asking to come home because he was overwhelmed. My child was often being kept in a special education classroom nearly full time. He missed recess multiple times despite us repeatedly explaining that he NEEDS movement and big body breaks to regulate. I use an AngelSense tracking device and was able to document how often he was missing recess and being kept in one area. We repeatedly explained that movement helps regulate him. We suggested outdoor breaks. We suggested movement breaks. We suggested sensory regulation activities. Those recommendations were ignored. We recommended low-demand/PDA supportive language. We were told "that's not how the real world works." I requested one-on-one support after my child clearly showed success when he had consistent support. That was denied. I requested shorter school days as a temporary support. That was denied because they claimed they were fully capable of providing full school days. Then they continued suspending him anyway. I offered for my child's in-home Behavior Support Professional to come observe school for one hour and provide recommendations. That was denied. His father offered to help during difficult transitions or when they were short staffed. That was denied. I requested outside providers be allowed to observe. That was denied. We voluntarily have DHS intensive services involved to support our family. Our CIIS worker attends meetings with us and has repeatedly tried to help advocate for my child. Those recommendations were ignored. I repeatedly requested ABC behavior data and suspension documentation for months. I was given one random screenshot and then told they no longer collect certain behavior data after the FBA. I had already been requesting this information long before that. I requested Prior Written Notice documentation for denied services. I had to fight for documentation repeatedly. When one superintendent was directly involved and consistently supporting my child during the investigation period, my child was highly successful and had mostly full school days. He was going on walks. He was getting movement. He was being supported consistently. And he was succeeding. Once that consistent support left, the suspensions immediately started again. When that superintendent returned, my child did well again. That clearly showed my child CAN succeed with proper support. Then CPS showed up at my home over allegations that my child was riding unbuckled and sitting on someone's lap while a vehicle was moving. That allegation is completely false. We have proper car seats in both vehicles. My child is never allowed to ride unbuckled. Because he has previously attempted to unbuckle himself due to sensory challenges, his father rides in the back seat with him to ensure he remains buckled at all times. We had been doing pickup the exact same way for a long time and it was never an issue until after I reported staff for hurting my child. That timing speaks for itself. At this point this goes far beyond one teacher. This involves administration, office staff, district leadership, placement staff, psychologists, and multiple people who have all been aware of what has happened. Instead of fixing the problem, my family has felt pushed out. I have since heard from multiple other families who have shared similar experiences. If you have a child with disabilities, document everything, ask questions, know your rights,

Great school but not all students are great same with some teachers but not very often and school…read morefood is egh mid. The classes are great But either than that it's an okay school

School is pretty good. However last year purchased yearbook for my student. Put him in wrong grade…read morein book. Yearbook this year correct year but I noticed no appendix and no are for the special education department.

This is our first year at Lewis and this has been the most pleasantly positive and easy…read moreexperiences. Our kiddo is coming from a Montessori preschool setting, which ended up being very difficult for us. The school has offered us all the support, welcoming staff and families, lots of wonderful programs, that are all wonderful. Lewis promotes diversity-love-support to students & families from all backgrounds (they stand t true to the their word about being inclusive, unlike other schools that just throw the word around, but do not hold true to). All of the kids are so friendly to one another. It definitely has more of an arts feel to it. The facility is very secure, and the classrooms are very clean & full of natural daylight. Our student is also blessed with a 16 student classroom vs 25 students for the school we were slated to go to that us east of here.

an amazing school with great teachers I was a student there and had a great time. Music program has…read morelots of marimba and singing wide range of books in the library and really fun and enjoyable games in PE

Portland Waldorf School is a truly magical place. Our child has flourished here -- from the…read morenurturing environment of preschool to the thoughtful, inspiring rhythm of the grade school. The teachers are extraordinary: they see and support the whole child -- academically, emotionally, and creatively. Each day feels intentional and full of wonder, and the community is warm, grounded, and deeply connected. We're so grateful to be part of a school that honors childhood while cultivating capable, curious, and confident learners. I hope more families explore the Waldorf philosophy.

We love having our child in kindergarten here! The teachers are incredibly attuned to each child's…read moreneeds while fostering a cohesive, creative, and collaborative community. Our child has grown leaps and bounds in this nurturing school, and we couldn't be happier to have her here.

We love OLL! The staff is wonderful, caring and committed to helping form good people and educated…read morestudents. Parents are involved and value faith, education and fostering positive relationships.

From the owner: If you choose to start your child’s education early, we offer a newly opened pre-kindergarten…read moreprogram. Your child will have a certified teacher for every grade level PreK-8. Your child will learn from specialists in accelerated mathematics, science, art, technology, library, PE, language arts, writing lab, religion, music, social studies, health and Spanish. Our 32 total faculty, staff, and administrative personnel, all have extensive experience in education and have been employed at OLL for up to 36 years. Master’s Degrees are held by certified teachers. All staff and faculty stay up to date on graduate programs, workshops, in-services, and memberships in professional organizations. All Faculty and Staff attend academic and faith formation in-service programs offered by the Archdiocese of Portland, Oregon. And they all meet the requirements of catechism training provided by this same Archdiocese. Your future graduate will have the opportunity to apply to the school of their choice.