From my personal experience teaching in a low-income community I could not see Flipped Classrooms working at my school and for most schools in my district as an effective instructional strategy. 77% of students in DCPS (DC Public Schools) are classified as Economically Disadvantaged, which the Office of the State Superintendent of Education (OSSE), says are students who possess one of these characteristics: “Received Free or Reduced-Price Lunch; Received FRL through CEP (attending a school where the entire student population receives FRL); Eligible to receive TANF or SNAP benefits; Identified as homeless in available homeless data feeds; Under the care of CFSA" (DCPS Enrollment, Page 1). Expecting families to have access to a computer, laptop, or tablet at home is an unrealistic expectation. If one or more students was missing the technology how would the teacher benefit from a Flipped Classroom? Lacking technology is something that teachers struggle with every day, even lacking the technology from our homeroom classrooms and computer labs. Another issue I see with the Flipped Classroom model is the different proficiency levels of students. In my last three years of teaching, my classroom ranges from students being four grade levels below proficiency to being four grade levels above proficiency. Differentiation is the biggest difficulty when having students of various grade levels and giving a grade level assignment to the class when half the class is still working on sight words and the basics of learning how to read would be pointless. I would love to incorporate a Flipped Classroom for my students who are at and above grade level, but it would not be possible for whole group instruction for many classes in DCPS.

(n.d.). DCPS at a Glance: Enrollment. Retrieved July 10, 2018, from https://dcps.dc.gov/page/dcps-glance-enrollment