Title 1 and Focus Schools

[Anonymous]

My DD is in a Title 1 school. She loves it and has had some great teachers. Some enrichment provided. She was recently identified as gifted - just saying this to show that she has grown academically. Classes so far have averaged about 17 kids - which is a nice size, with some behaviors - but that is common in all schools. I think the small size has been very good for my DD. Looking at the yearbook, the upper grades 3,4 and 5 have 24-27 kids. That being said, many kids are pulled for different things so often class sizes are naturally smaller.

What I don't love is that my school has little to no PTA involvement which means little to no after school activities and not as many after school events. The after school events that they do have are put on by the school/teachers. Friends at other Title 1 schools have active PTA's, which means they have more programming and more events. All title 1 schools offer ELO (free summer school) but those with active PTA's may be able to get free before and after care, which is necessary for some if summer school is now only 4 and a half hours.

[Anonymous]

Anonymous wrote:Parents aren’t against Title 1/Focus schools. The schools get extra resources because it’s perceived they need them. Ideally that benefits all the students at that school.

But you do understand that other schools without the Title 1/Focus designation are not getting those resources like extra staffing and smaller class sizes?

Well those resources wouldn't exist without the populations at Title 1 and Focus schools. MCPS receives federal and state funds based on the number of kids receiving free and reduced price meals. It's a little ridiculous and self centered to complain that those funds are being spent on low income kids, who have higher needs (and worse outcomes) than wealthier kids. And some of those funds actually go towards the general budget because it's not prohibited.

[Anonymous]

I think the issue is that some kids are very low performing, unmotivated and have no support at home. It’s not really an issue for most kids but they can take more support away from high flying kids.

[Anonymous]

Anonymous wrote:I think the issue is that some kids are very low performing, unmotivated and have no support at home. It’s not really an issue for most kids but they can take more support away from high flying kids.

No. The funding and support is there specifically for the kids with the higher needs. They aren't "taking it away" from anyone because it is there for them specifically. And they really need it.

[Anonymous]

My Larla shouldn't have to hang out with the poors. She needs her own cohort.

or something.

[Anonymous]

Anonymous wrote:My Larla shouldn't have to hang out with the poors. She needs her own cohort.

or something.

It’s not about hanging out with the poors. It’s about teachers having to focus all their time and energy on students who are below grade level (often several years below grade level) and multiple behavior issues without parent support. Unless you have a principal willing to think outside the box and differentiate instruction, there is little time left over to provide enrichment to those above grade level or even on grade level. Our school also seems to have somewhat of a transient population with multiple students coming and leaving each month. That means the teachers have to concentrate on getting those students acclimated, which obviously takes time. Much different than when you have only one or two students leaving or arriving in the classroom throughout the school year.

Also, it’s great that our Title 1 school is a community school but the focus seems to have entirely shifted to having a food and diaper bank and providing parent resources (which are AWESOME for those who need it but not at the expense of taking away teachers). In an idea world, we would have students making progress AND be able to provide extras to families with multiple kids who need financial help. Our school has two wellness coaches and two community coordinators, all prior teachers. The best way to improve the school is helping the students who need academic support receive it from small groups with committed teachers.