Norcross area

[ATLienGirl]

MinMi, why, I may ask, do you not want your son in a Title I school? The only difference between Title I and NonTitle I is a free-and reduced lunch form, one in which you can lie on to get free or reduced lunch. The only thing that seperates these schools is parents "stated income" on a free and reduced lunch form. There is no difference in the kids. I guess my passion is in Title I because that's all I've taught in and it's mind-boggling how some people (not you) look at Title I like it's a disease or something. Since we are talking accountability, I have seen some non-title I schools not make AYP.

I think you are looking at the accountability report from 2005-2006. Just think, a whole year has passed and demographics change. I am not sure when they will post the 2006-2007, but, I am sure it may not be in a timely manner before you make your decision.

[DoveDiva]

Originally Posted by ATLienGirl

MinMi, why, I may ask, do you not want your son in a Title I school? The only difference between Title I and NonTitle I is a free-and reduced lunch form, one in which you can lie on to get free or reduced lunch. The only thing that seperates these schools is parents "stated income" on a free and reduced lunch form. There is no difference in the kids. I guess my passion is in Title I because that's all I've taught in and it's mind-boggling how some people (not you) look at Title I like it's a disease or something. Since we are talking accountability, I have seen some non-title I schools not make AYP.

I think you are looking at the accountability report from 2005-2006. Just think, a whole year has passed and demographics change. I am not sure when they will post the 2006-2007, but, I am sure it may not be in a timely manner before you make your decision.

You bring up an excellent point. If anything the Title I schools have more funds vs. a non-Title I school...and they tend to have more resources thanks to the Title I funds.

Also, it should be noted that a school can apply for Title I status if their free/reduced lunch level is higher than the school district levels...with that being said, there are quite a few Title I schools here in the metro area that are less than 50 percent free/reduced lunch.

That basically means any school in Gwinnett County that has a free/reduced lunch eligibility level of over 37 percent (according to the data on their website) can technically end up as a Title I school.

[MinMI]

Originally Posted by ATLienGirl

MinMi, why, I may ask, do you not want your son in a Title I school? The only difference between Title I and NonTitle I is a free-and reduced lunch form, one in which you can lie on to get free or reduced lunch. The only thing that seperates these schools is parents "stated income" on a free and reduced lunch form. There is no difference in the kids. I guess my passion is in Title I because that's all I've taught in and it's mind-boggling how some people (not you) look at Title I like it's a disease or something. Since we are talking accountability, I have seen some non-title I schools not make AYP.

I think you are looking at the accountability report from 2005-2006. Just think, a whole year has passed and demographics change. I am not sure when they will post the 2006-2007, but, I am sure it may not be in a timely manner before you make your decision.

I am only thinking of accountability reports and what i see in reading and language arts scores when i say i am not sure i would want to take him with me where i teach. He is currently in a title 1 in MI. The fact that Norcross has 30% ESOL students explains why they tend to not perform as well in these areas. I know it can be difficult to meet the needs of all students when you have a group of diverse learners (challenging those that are ahead and meeting the needs of those struggling). With the number of students continueing to increase and the number of first year teachers, I am concerned. NOt so much the lable as reports.

[ATLienGirl]

Originally Posted by MinMI

I am only thinking of accountability reports and what i see in reading and language arts scores when i say i am not sure i would want to take him with me where i teach. He is currently in a title 1 in MI. The fact that Norcross has 30% ESOL students explains why they tend to not perform as well in these areas. I know it can be difficult to meet the needs of all students when you have a group of diverse learners (challenging those that are ahead and meeting the needs of those struggling). With the number of students continueing to increase and the number of first year teachers, I am concerned. NOt so much the lable as reports.

Just because they are 30% ESOL does not mean teachers are not meeting the needs of students who are not. I student taught at Meadowcreek Elementary right down the road, and yes, it did have a large ESOL population, but also pull out programs for ESOL. It did not effect the classroom teacher's performance or instruction. In fact, it was actually easier for the teacher because you have someone with that expertise that could work one on one with that child during the instructional day and then the teacher would teach the other kids in the class, who, per say, were not ESOL.

Meeting needs of all learners is a challenge even in settings that do not have a high ESOL population. I have taught for 5 years and have been in many, many different settings (I went to Georgia State University, that is a requirement and I am proud) and all grade levels, I have been in Cobb County all the way to Henry County. In the end, it's not the scores that count, it's what teachers are doing in the classrooms.

Be careful with those accountability reports; I hate them with a passion. Sure it is all we have right now, but, a child could be performing well all year then have a bad mishap with a test and they are so called not performing well. Look at the percentage of children who are meeting or exceeding; it usually far outweighs the children who are not. From what I see, 87% meeting or exceeding standards is darn good. They actually increased from the year before meaning something they are doing is working. What grade level were you looking at?

If 30% are ESOL then that means 70% are not. I currently teach in a school where 50% are ESOL, and we still make AYP every year. You have 30% out of 953. Let's do the math,, that's about 300 or so kids, and ESOL does not mean that you totally struggling with English either. Some ESOL kids speak English very well. Title I schools have the resources to accommodate all students of all levels with Title I money.

I also saw that they only had 7 first year teachers out of , what, like 70 or 80? Most of their teachers have 1-10 years of experience, as what I would say, are your prime teaching years.

Maybe you should have your son try Norcross or the school where you live for one year. If he doesn't like it or you do not like it, flip-flop.

[MinMI]

Originally Posted by ATLienGirl

Just because they are 30% ESOL does not mean teachers are not meeting the needs of students who are not. I student taught at Meadowcreek Elementary right down the road, and yes, it did have a large ESOL population, but also pull out programs for ESOL. It did not effect the classroom teacher's performance or instruction. In fact, it was actually easier for the teacher because you have someone with that expertise that could work one on one with that child during the instructional day and then the teacher would teach the other kids in the class, who, per say, were not ESOL.

Meeting needs of all learners is a challenge even in settings that do not have a high ESOL population. I have taught for 5 years and have been in many, many different settings (I went to Georgia State University, that is a requirement and I am proud) and all grade levels, I have been in Cobb County all the way to Henry County. In the end, it's not the scores that count, it's what teachers are doing in the classrooms.

Be careful with those accountability reports; I hate them with a passion. Sure it is all we have right now, but, a child could be performing well all year then have a bad mishap with a test and they are so called not performing well. Look at the percentage of children who are meeting or exceeding; it usually far outweighs the children who are not. From what I see, 87% meeting or exceeding standards is darn good. They actually increased from the year before meaning something they are doing is working. What grade level were you looking at?

If 30% are ESOL then that means 70% are not. I currently teach in a school where 50% are ESOL, and we still make AYP every year. You have 30% out of 953. Let's do the math,, that's about 300 or so kids, and ESOL does not mean that you totally struggling with English either. Some ESOL kids speak English very well. Title I schools have the resources to accommodate all students of all levels with Title I money.

I also saw that they only had 7 first year teachers out of , what, like 70 or 80? Most of their teachers have 1-10 years of experience, as what I would say, are your prime teaching years.

Maybe you should have your son try Norcross or the school where you live for one year. If he doesn't like it or you do not like it, flip-flop.

Thanks for the positives!

[ATLienGirl]

No problem, good luck with whatever you decide!