class size rule...

[Anonymous]

First, you need to understand that schools are staffed by the number of students in 1-6. Within particular grade levels there may be a cap mandated by the state based on the school's poverty level. But overall, the school is given a number of teachers based on the TOTAL number of kids in 1-6. The principal then has to decide where to spread them out.

In FCPS, students with disabilities are categorized by 2 levels: Level 1 and Level 2. Level 1 students are those with what is called Category A services such as learning disabilities. They are considered in the count because they can be included in the general education classroom for the most part. A student with a learning disability can start the day, do specials and probably get a lot of hours inside the gen Ed classroom.

Level 2 students, however, are NOT considered in the overall general education grades 1-6 count. They are the students that have disabilities such as autism, intellectually disabled AND they have more than 15 hours on their IEP. So for staffing purposes, while their bodies are at school, they are not in the count. They may actually spend time in the general education classroom and specials, but again, they do not count in the overall student count in grades 1-6.

If there are 400 total students in grades 1-6, but of those 12 of them are Level 2 students, then for staffing purposes, the county says that the school has 388 students. They will staff that school with general education teachers based on 388 kids. It doesn't matter what grade levels those Level2 kids are at. And it doesn't matter if there are more kids at one grade level or another.

Thanks for the information. I know that staffing is not easy--but I do think it would be helpful if it were explained better to the public.

[Anonymous]

I taught in a school--another system--where we had 29 first graders/ class and 18 6th graders..The principal did not want to make one of the 6th grade teachers move............Great rationale.

[Anonymous]

Anonymous wrote:

First, you need to understand that schools are staffed by the number of students in 1-6. Within particular grade levels there may be a cap mandated by the state based on the school's poverty level. But overall, the school is given a number of teachers based on the TOTAL number of kids in 1-6. The principal then has to decide where to spread them out.

In FCPS, students with disabilities are categorized by 2 levels: Level 1 and Level 2. Level 1 students are those with what is called Category A services such as learning disabilities. They are considered in the count because they can be included in the general education classroom for the most part. A student with a learning disability can start the day, do specials and probably get a lot of hours inside the gen Ed classroom.

Level 2 students, however, are NOT considered in the overall general education grades 1-6 count. They are the students that have disabilities such as autism, intellectually disabled AND they have more than 15 hours on their IEP. So for staffing purposes, while their bodies are at school, they are not in the count. They may actually spend time in the general education classroom and specials, but again, they do not count in the overall student count in grades 1-6.

If there are 400 total students in grades 1-6, but of those 12 of them are Level 2 students, then for staffing purposes, the county says that the school has 388 students. They will staff that school with general education teachers based on 388 kids. It doesn't matter what grade levels those Level2 kids are at. And it doesn't matter if there are more kids at one grade level or another.

Thanks for the information. I know that staffing is not easy--but I do think it would be helpful if it were explained better to the public.

I agree. As you probably guessed, I'm an administrator. It's a huge challenge for us (administrators) and for the county as a system. Right now there are kids enrolling and you're trying to make decisions that are best for everyone. There are so many factors. And even if you do qualify for another teacher at the last minute that could alleviate an overcrowded grade level, you then have to find a space to put them. That's not always easy. The reality is that we live in an area where the population is changing and money is tight.
I wish your family a great year in 2013-14.

[Anonymous]

I thought at one point level 2 students were considered half a child. To me that makes more sense.

[Anonymous]

What is the ratio of a non-title 1 school for grades 1-6 then? Do you know which teachers are factored in? IA's special education, reading specialists? It's all very unclear and hard to bring this to the school board's attention if parents don't even know how things are figured out now.

[Anonymous]

I think it is up to the school board how to allocate the Title I money. It is not necessarily used for personnel, but I think it can be.

[Anonymous]

Stand corrected..I misread and should have posted that ESOL kids count fas more than 1. This is my understanding, which is why schools with high ESOL rates and not title I also tend to have smaller class sizes.

[Anonymous]

The fact that all of this is not transparent is the first problem.

[Anonymous]

As a FCPS parent I realize this is the reality, my own kids have been in classes this size. As an APS staff member I notice how relative it is, as we have parents flip out when classes hit 25.

[Anonymous]

PP Which would you prefer your children attend? The large classes are a burden for teachers and difficult for students to get help for sure and the main issue I have with them, but it also seems to be a space issue. Large classes are put in classrooms not really built for that many children.

[Anonymous]

Anonymous wrote:I think it is up to the school board how to allocate the Title I money. It is not necessarily used for personnel, but I think it can be.

Incorrect. Please do not post what you "think" as it relates to factual information. Title 1 funds are federal funds. They are allocated from the Fed, to the state who then distributes to the local jurisdictions. There are very strict guidelines for how the money can be used. Schools are allotted a sum of money in the spring and develop a budget. That money can be used to "buy" personnel that "supplements" staffing already in place. The money can also be used for materials and resources as well as professional development. It cannot "supplant" meaning it cannot pay for personnel/supplies/prof dev that all schools already get. For example, all schools get an art teacher. Title 1 funds cannot be used to pay for an art teacher because that is a position that every school gets. But a Title I school could use their funds to pay for a math specialist who would then coach, do professional development, etc. That position is not one that every school has. It's a position in addition to the regular teaching positions at any school.

http://www.fcps.edu/is/titlei/infcps.shtml

[Anonymous]

I'm a teacher with 29 students in one of my classes. I had the same number last year and it was very difficult to effectively teach reading and writing. It stresses me out just thinking about completing their DRAs.

Moving to a Title I school seems like an attractive option.

[Anonymous]

PP This is what I'm afraid of. Math seems easier because it is more straightforward. I don't see how reading and writing can be taught to so many at a time.

[Anonymous]

So title 1 schools get the benefit of extra funding plus a lower student teacher ratio regardless of the extra funding. Is this correct? That's the only explanation I can come up with why our school has such high ratios.

[Anonymous]

Anonymous wrote:
I think it is up to the school board how to allocate the Title I money. It is not necessarily used for personnel, but I think it can be.

Incorrect. Please do not post what you "think" as it relates to factual information. Title 1 funds are federal funds. They are allocated from the Fed, to the state who then distributes to the local jurisdictions. There are very strict guidelines for how the money can be used. Schools are allotted a sum of money in the spring and develop a budget. That money can be used to "buy" personnel that "supplements" staffing already in place. The money can also be used for materials and resources as well as professional development. It cannot "supplant" meaning it cannot pay for personnel/supplies/prof dev that all schools already get. For example, all schools get an art teacher. Title 1 funds cannot be used to pay for an art teacher because that is a position that every school gets. But a Title I school could use their funds to pay for a math specialist who would then coach, do professional development, etc. That position is not one that every school has. It's a position in addition to the regular teaching positions at any school.

http://www.fcps.edu/is/titlei/infcps.shtml

In another system, in a Title I school, we wrote up a request which was approved to get an additional teacher to reduce class size among Title I kids.