Arlington Title 1 schools

[Anonymous]

I have tried to find this info online but I was unsuccessful. I may have missed it, so apologies if this info is readily available. For a Title 1 elementary school in Arlington, are the class sizes capped at a smaller size than other schools? Are there 2 teachers per class or a teacher and an assistant? Do they split the kids who may be ELL (or the kids who are not ELL) out for certain classes or is everyone together all day? How is everyone’s learning supported in a classroom that may have students at many different levels?

I’ve been told that the Title 1 schools will have more resources but it doesn’t seem like it’s a very meaningful amount of increased support? Does anyone have any recent experience?

TIA.

[Anonymous]

I can give you the experience of my kid. For his kindergarten year he was in an inclusion class. There were 2 teachers (1 general and 1 sped), a paraprofessional, and often an additional paraprofessional. So a 4:20 ratio. But, about half the class got pull out services, so often there were only 8 students left with 1 teacher and 1 para. There'd be an advanced group and on grade level group and they got lots of differentiation and targeted instruction.

First grade had a similar experience. 19 kids in the class, but it wasn't inclusion, so no co-teacher or paras. For reading, 11 kids got pull out services and they pulled in a para for the 8 remaining kids. So the teacher worked with one group of 4 and the para with the other and they alternated daily. So lots of targeted instruction and differentiation. Minimal self directed iPad time.

When I compare my kid's experience at a title I to my North Arlington friends who go to more sought after schools, my kid has smaller groups, more time for targeted instruction with his teacher, and more adults around to help those who are struggling. In the north Arlington schools there may be 22 kids, but only 3-5 get pulled out and then there's 4 groups left for small group time. They normally only get to work with the teacher once a week and don't have a para. Because the teacher is stretched, there's less time for differentiation

[Anonymous]

And for how it works when everyone is together. I know the teachers do a lot of whole class work and then small group work and partner work. They may talk about how you'd solve math problems (like general strategy,) and then go into partners and then those with the highest needs get pulled out for targeted instruction. My kid's class has always had a mix of English learners, special Ed (more so in the inclusion class), those academically behind, and those ahead. There's tracking in small groups, but my kid hasn't picked up that it's based on reading/math level.

[Anonymous]

Anonymous wrote:And for how it works when everyone is together. I know the teachers do a lot of whole class work and then small group work and partner work. They may talk about how you'd solve math problems (like general strategy,) and then go into partners and then those with the highest needs get pulled out for targeted instruction. My kid's class has always had a mix of English learners, special Ed (more so in the inclusion class), those academically behind, and those ahead. There's tracking in small groups, but my kid hasn't picked up that it's based on reading/math level.

This is so helpful. Thank you for taking the time to write all of this out and include all of these details. The Title 1 page at APS was so abstract and mostly included links to various laws so I couldn’t picture what a day might look like.

[Anonymous]

Anonymous wrote:

Anonymous wrote:And for how it works when everyone is together. I know the teachers do a lot of whole class work and then small group work and partner work. They may talk about how you'd solve math problems (like general strategy,) and then go into partners and then those with the highest needs get pulled out for targeted instruction. My kid's class has always had a mix of English learners, special Ed (more so in the inclusion class), those academically behind, and those ahead. There's tracking in small groups, but my kid hasn't picked up that it's based on reading/math level.

This is so helpful. Thank you for taking the time to write all of this out and include all of these details. The Title 1 page at APS was so abstract and mostly included links to various laws so I couldn’t picture what a day might look like.

Another parent of two children who've been at one of the higher poverty schools. Very similar (and positive) experience as the PP. As far as I can tell, kids with IEPS and kids who are identified as gifted (and also kids who perform in the middle for that matter) get more targeted/differentiation time and smaller groups and have a more tailored/personalizaed experience than kids at some of the more coveted schools.

I will say, though, that overall size of the school still makes a difference. The title 1 schools that have lower overall enrollment but a lot of kids with a lot of needs (think Drew, Randolph etc) will feel a little different than the Title 1 schools that are above capacity and where all of the classes are maxed out regardless of title 1 status. That is a bit of the luck of the draw though and can change a lot from year to year in this transient area.

[Anonymous]

Anonymous wrote:

Anonymous wrote:And for how it works when everyone is together. I know the teachers do a lot of whole class work and then small group work and partner work. They may talk about how you'd solve math problems (like general strategy,) and then go into partners and then those with the highest needs get pulled out for targeted instruction. My kid's class has always had a mix of English learners, special Ed (more so in the inclusion class), those academically behind, and those ahead. There's tracking in small groups, but my kid hasn't picked up that it's based on reading/math level.

This is so helpful. Thank you for taking the time to write all of this out and include all of these details. The Title 1 page at APS was so abstract and mostly included links to various laws so I couldn’t picture what a day might look like.

did you pull up the links to the laws? the requirements should be in there

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:And for how it works when everyone is together. I know the teachers do a lot of whole class work and then small group work and partner work. They may talk about how you'd solve math problems (like general strategy,) and then go into partners and then those with the highest needs get pulled out for targeted instruction. My kid's class has always had a mix of English learners, special Ed (more so in the inclusion class), those academically behind, and those ahead. There's tracking in small groups, but my kid hasn't picked up that it's based on reading/math level.

This is so helpful. Thank you for taking the time to write all of this out and include all of these details. The Title 1 page at APS was so abstract and mostly included links to various laws so I couldn’t picture what a day might look like.

did you pull up the links to the laws? the requirements should be in there

I did. The links that were provided did not include any practical information or any information that would allow a layperson to understand what might happen in a Title 1 classroom in Arlington. Perhaps there is another resource that I was unable to find.

In my experience, links to statutes generally aren’t the best way to provide information to the general public.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:And for how it works when everyone is together. I know the teachers do a lot of whole class work and then small group work and partner work. They may talk about how you'd solve math problems (like general strategy,) and then go into partners and then those with the highest needs get pulled out for targeted instruction. My kid's class has always had a mix of English learners, special Ed (more so in the inclusion class), those academically behind, and those ahead. There's tracking in small groups, but my kid hasn't picked up that it's based on reading/math level.

This is so helpful. Thank you for taking the time to write all of this out and include all of these details. The Title 1 page at APS was so abstract and mostly included links to various laws so I couldn’t picture what a day might look like.

Another parent of two children who've been at one of the higher poverty schools. Very similar (and positive) experience as the PP. As far as I can tell, kids with IEPS and kids who are identified as gifted (and also kids who perform in the middle for that matter) get more targeted/differentiation time and smaller groups and have a more tailored/personalizaed experience than kids at some of the more coveted schools.

I will say, though, that overall size of the school still makes a difference. The title 1 schools that have lower overall enrollment but a lot of kids with a lot of needs (think Drew, Randolph etc) will feel a little different than the Title 1 schools that are above capacity and where all of the classes are maxed out regardless of title 1 status. That is a bit of the luck of the draw though and can change a lot from year to year in this transient area.

Thank you so much for this insight. Very helpful.

[Anonymous]

I had kids at a title I APS elementary and then moved to a different non title I school. Title I does have smaller classes and more adults. But they do not have more resources to devote to kids who perform at grade level. They simply don’t progress those kids as much. My kids got much more challenge as one of 23 or 24 kids in their non title i school than they did in the 14 or 18 student classrooms with a teacher and aide at title i school. There is a reason those schools have more resources. The needs are high. And the focus is on those high needs.

[Anonymous]

We were about to start at an APS school that was losing its Title 1 status. The teachers were a bit worried about the transition year(s), I believe at the time it was the equivalent of two additional full time teachers/staff? The principal had mentioned that it’s toughest for a school when they are right on the edge of not qualifying for Title 1.

[Anonymous]

Anonymous wrote:I had kids at a title I APS elementary and then moved to a different non title I school. Title I does have smaller classes and more adults. But they do not have more resources to devote to kids who perform at grade level. They simply don’t progress those kids as much. My kids got much more challenge as one of 23 or 24 kids in their non title i school than they did in the 14 or 18 student classrooms with a teacher and aide at title i school. There is a reason those schools have more resources. The needs are high. And the focus is on those high needs.

I have a friend who had a similar experience in a neighboring district. Thank you for this perspective.

[Anonymous]

Anonymous wrote:We were about to start at an APS school that was losing its Title 1 status. The teachers were a bit worried about the transition year(s), I believe at the time it was the equivalent of two additional full time teachers/staff? The principal had mentioned that it’s toughest for a school when they are right on the edge of not qualifying for Title 1.

I was actually wondering what happens when schools are just under the threshold, and also how long it takes to declare title 1 status and receive resources/support. Thanks for this perspective.

[Anonymous]

Which are the Title 1 schools in Arlington? Are any of the option / lottery schools eligible to be Title 1?

[Anonymous]

Anonymous wrote:Which are the Title 1 schools in Arlington? Are any of the option / lottery schools eligible to be Title 1?

If you google “Title 1 Arlington VA” the APS Title 1 page should be the first result. It’s listed in there.

[Anonymous]

The Title 1 schools are (Abingdon, Barcroft, Barrett, Campbell, Carlin Springs, Drew, Hoffman-Boston, and Randolph