1. Welcome to the Back to School/ Curriculum Night Title I Annual Meeting Huntingtowne Farms Elementary Our mission is to inspire curiosity, a love of reading and life long learning.

2. CELEBRATE!! High growth for the first time in 6+ years
11 point composite gain!
18 point gain in MATH
Closing the achievement gap between LEP/ Non-LEP
Still have work to do!v Reading

3. What is new at HFES? Common Core and NC Essential Standards
Standards Based Report Cards
Measures of Student Learning
4th graders will take science / social studies exams (State Exams)
Teachers and Reading Doctors = reading with DRA

4. READING All students will take the DRA
We have leveled our media center
Shifting towards Balanced Literacy
(5 components)
We want to build a genuine love of reading across our campus!
We need BOOKS, BOOKS, and more BOOKS and MORE BOOKS!

5. Title I Annual Meeting
The Elementary and Secondary Education Act (ESEA) requires that each Title I School hold an Annual Meeting of Title I parents for the purpose of…
Informing you of your school’s participation in Title I
Explaining the requirements of Title I
Explaining your rights as parents to be involved

6. What you will learn… What does it mean to be a Title I school?
What is the1% Set-Aside for parental involvement?
What is the CMS Title I Plan?
What is the CMS Parental Involvement Policy?
What is a SIP (School Improvement Plan)?
What is the School-Parent Compact?
How do I request the qualifications of my child’s teacher(s)?
Discuss:
How you want them to walk away from the meeting with 10 key questions answered about Title I and Parental Involvement. (The 10 questions continue onto the next slide.)

7. What you will learn… (Continued)
How will I be notified if my child is taught by a teacher who is not Highly Qualified?
How is the Annual Evaluation of the CMS Parental
Involvement Policy conducted?
How can I be involved in all of these things
I’m learning about?
Discuss:
- The last question “How can I be involved in all of these things I’m learning about?” should be emphasized as a common theme which will be addressed throughout the meeting as each topic is discussed. It is every Title I parent’s right to be involved in all Title I plans and activities.

8. What does it mean to be a Title I School?
Being a Title I school means receiving federal funding (Title I dollars) to supplement the school’s existing programs. These dollars are used for…
Identifying students experiencing academic difficulties and providing timely assistance to help these student’s meet the State’s challenging content standards.
Purchasing supplemental staff/programs/materials/supplies
Conducting parental Involvement meetings/trainings/activities
Recruiting/Hiring/Retaining Highly Qualified Teachers
Being a Title I school also means parental involvement and parents’ rights.
Discuss:
How being in a Title I school means more money to help students who are struggling in school
- Give examples of how Title I monies will be used to assist students at the school.
Give examples of how Title I monies will be used to assist parents.
(Consider giving demonstrations of programs used or allow parents to visit work stations and experience what the student experiences.)
- Explain that a big part of Title I means parents’ rights, by law, to be involved in decisions made at the school level and at the LEA level. (This will be discussed throughout the meeting.)
Important: Parents should leave the meeting being able to answer the following question: What does it mean to be a Title I school? (They should be able to answer the question and give a couple of examples of how Title I funds are being used at their school.)

9. How our school is using this funding?
Technology Associate
Behavior Management Technician
Parent Program: Bridges
Additional Guided Reading materials
Additional Supplies and Materials
Professional Development around our Reading and Math Goals

10. What is the 1% set-aside and how are parents involved?
Any LEA with a Title I Allocation exceeding $500,000 is required by law to set aside 1% of it’s Title I allocation for parental involvement.
Of that 1%, 5% may be reserved at the LEA for system-wide initiatives related to parental involvement. The remaining 95% must be allocated to all Title I schools in the LEA. Therefore each Title I school receives its portion of the 95% to implement school-level parental involvement.
You, as Title I parents, have the right to be involved in how this money is spent.
Discuss:
- What the LEA’s Title I allocation is.
- What the 1% amount is.
How much of the 1% (Up to 5%) was reserved, off the top, at the LEA for System-wide initiatives. Give examples of the system-wide initiatives.
- Give parents the amount (the 95% amount) that is shared by all the Title I schools in the school system.
Give the amount your school received for parental involvement (Your school’s portion of the 95% of the 1%).
How there is a committee (LEA Advisory Committee) that makes decisions on funds reserved and on funds allocated to the Title I schools.
That Title I parents have the right, by law, to be involved in decisions on how the 1% set-aside is spent (both at the LEA and at their school)
- The timeline for the LEA Advisory Committee’s work. How parents will be reminded and informed of the committee’s work so they may give timely input.
- Clearly state the process that is in place for all Title I parents to have the opportunity for input on how the 1% funds are spent.
Important: Parents should leave the meeting being able to answer the following question: What is the 1% set-aside, and how can you be involved in decisions regarding how the money is used?
(Parents should be able to discuss the process that is in place for their involvement in decisions regarding the 1% set-aside, both for system-wide initiatives and school-level activities.)

11. What is the CMS Parental Involvement Policy?
This plan addresses how the LEA will implement the parental involvement requirements of the Elementary and Secondary Education Act. It includes…
The LEA’s expectations for parents
How the LEA will involve parents in decision-making
How the LEA will work to build the schools’ and parents’ capacity for strong parental involvement to improve student academic achievement
You, as Title I parents, have the right to be involved in the development of this plan.
Distribute the LEA Parental Involvement Plan.
Discuss:
Key components of the plan.
- That Title I parents have the right, by law, to be involved in the development of the LEA Parental Involvement Plan
- What collaborative committee(s) develops the plan.
- The process and timeline for the committee’s work. How parents will be reminded and informed of the committee’s work so they may give timely input.
- Clearly state the process that is in place for all Title I parents to have the opportunity for input on the LEA Parental Involvement Plan. Discuss any surveys, focus groups, parent representatives, etc. that are a part of that input.
Important: Parents should leave the meeting being able to answer the following question: What is the LEA Parental Involvement Plan, and how can you be involved in the development of the plan? (Parents should be able to discuss the process that is in place for their involvement in the development of the LEA Parental Involvement Plan.)

12. What is a SIP? The SIP is your School Improvement Plan and includes:
A Needs Assessment and Summary of Data
Goals and Strategies to Address Academic Needs of Students
Professional Development Needs
Coordination of Resources/Comprehensive Budget
The School’s Parental Involvement Plan
You, as Title I parents, have the right to be involved in the development of this plan.
- Have copies of the complete CIP available for parents to refer to during this discussion (The CIP could very well still be in draft form at the time of this meeting, which presents an excellent opportunity for parent input while the CIP is under development.) Note: The school’s Parental Involvement Plan (which is the parental section of the CIP) will be addressed on the next slide.
- Consider having CIP committee representatives, particularly parent representatives, to share about the work of the committee during these two slides.
Discuss:
Key components of the plan. This is an excellent time to share the school’s academic strengths & weaknesses with parents & how we will need to all work together as partners to meet certain goals, both for the school and for each individual child.
- That Title I parents have the right, by law, to be involved in the development of the CIP.
The process and timeline for the CIP committee’s work and how parents can give input.
Introduce parent representatives of the committee
Clearly state the process that is in place for all Title I parents to have the opportunity for input on the CIP.
Where parents can find a complete copy of the CIP at any time during the year.
Important: Parents should leave the meeting being able to answer the following question: What is the CIP, and how can you be involved in its development? (Parents should be able to discuss the process that is in place for their involvement in the development of the CIP.)

13. What’s included in the School’s Parental Involvement Plan?
This plan addresses how the school will implement the parental involvement requirements of the Elementary and Secondary Education Act (ESEA). Components include…
How parents can be involved in decision-making and activities
How parental involvement funds are being used
How information and training will be provided to parents
How the school will build capacity in parents and staff for strong parental involvement
You, as Title I parents, have the right to be involved in the development of your school’s Parental Involvement Plan.
Distribute the school’s Parental Involvement Plan (the Parental Involvement Section of the CIP).
Discuss:
- That the school’s parental involvement plan is a part of the CIP, designed to work with the other parts in increasing student achievement.
key components. Emphasize the Building Capacity component and discuss all of the opportunities that will be available for parents this year. Discuss how you will be implementing all of the “shalls,” as these are required by law to be implemented.
- That Title I parents have the right, by law, to be involved in the development of the school’s Parental Involvement Plan
The process and timeline for the plan’s development and how parents can give input.
Introduce parent representatives of appropriate committees
Clearly state the process that is in place for all Title I parents to have the opportunity for input on the plan.
Important: Parents should leave the meeting being able to answer the following question: Did you receive a copy of your school’s Parental Involvement Plan, and do you know how you can be involved in its development? (Parents should be able to discuss the process that is in place for their involvement in the development of their school’s Parental Involvement Plan.)

14. What is the School-Parent Compact?
The compact is a commitment from the school, the parent, and the student to share in the responsibility for improved academic achievement
You, as Title I Parents, have the right to be involved in the development of the School-Parent Compact.
Distribute the School-Parent Compact.
Discuss:
- The 3 components of the compact in detail. This is a great opportunity to continue the discussion on how we need to work as partners to address the school’s goals, building upon the earlier discussion about the CIP and the school’s goals.
- That Title I parents have the right, by law, to be involved in the development/revision of the School-Parent Compact
The timeline for the compact’s development/review/revision.
Clearly state the process that is in place for all Title I parents to have the opportunity for input on the compact.
Important: Parents should leave the meeting being able to answer the following question: What is the School-Parent Compact, and do you know how you can be involved in developing or revising the compact? (Parents should be able to discuss the process that is in place for their involvement in the development/revision of the School-Parent Compact.)

15. How can I volunteer to assist my student with school needs?
Join the School Improvement Team
Volunteer to contact other parents regarding important school information.
Ex. – 100% Compact completion
Stuff envelops
Talk to your neighbors and let them know what is going on at your child’s school.
Contact our office at to volunteer.

16. How do I request the qualifications of my child’s teachers?
You, as Title I Parents, have the right to request the qualifications of your child’s teachers
How are you notified of this right and the process for making such request? (Explain Procedure)
Discuss:
Explain that as Title I parents, they have the right, by law, to request the qualifications of their child’s teachers.
Explain the process/simple procedure for parents to make this request
Have extra copies of the request form available for all parents in attendance.
Give them a contact person in case they have any questions.
Important: Parents should leave the meeting being able to answer the following question: Do you know the process for requesting the qualifications of your child’s teachers? (Parents should be able to discuss the process that is in place for requesting teacher qualifications.)

17. How will I be notified if my child is taught by a teacher who is not Highly-Qualified?
Our school’s present status of Highly Qualified Teachers
Notification to parents regarding teachers not meeting ESEA’s requirements for Highly-Qualified
How parents are notified and/or may request information on status
Discuss:
Tell parents the number of teachers in the school who are currently Highly Qualified and the number not Highly Qualified.
Explain the NCLB requirement that Title I parents must be notified if their child has been assigned to or taught for four or more consecutive weeks by a teacher who is not Highly Qualified.
Clearly state the process that is in place for notifying parents.
Important: Parents should leave the meeting being able to answer the following question: How will you be notified if your child’s teacher is not Highly Qualified? (Parents should be able to discuss the process that is in place for notifying parents if there child is assigned to or taught for four or more consecutive weeks by a teacher who is not Highly Qualified.)

18. Federal Programs Complaint Procedures
NCDPI Website Link to the Complaint Resolution Procedures:
COMPLAINT RESOLUTION PROCEDURES
As required by the Elementary and Secondary Act of 1965 as amended by the No Child Left Behind Act of 2001
Background Information
Section 9304(a)(3)(C) of the Elementary and Secondary Act of 1965 as amended by the No Child Left Behind Act of 2001 (P.L ) requires
states to adopt written procedures for the receipt and resolution of complaints alleging violations of law in the administration of the programs in P.L.
North Carolina State Board of Education policy #EEO-E-001 outlines the procedures to be followed in resolving complaints alleging violations
of requirements of the Elementary and Secondary Act of 1965 as amended by the No Child Left Behind Act of 2001.
The State Board’s complaint resolution policy can be viewed by going to the NCSBE Policy Manual Table of Contents at
Click on “EEO Series” to access the Effective and Efficient Operations policies. Click on “EEO-E” to access the federal
programs policies. Click on policy “EEO-E-001” to view the State Board’s policy on resolution of complaints for federal programs.
To learn more about the Elementary and Secondary Act of 1965 as amended by the No Child Left Behind Act of 2001, go to the North Carolina
Department of Public Instruction’s website at or the U. S. Department of Education’s website at
Major Programs Included in the Elementary and Secondary Act of 1965 as amended by the No Child Left Behind Act of 2001

19. Common Core and NC
On June 2, 2010, North Carolina adopted the Common Core State Standards in K-12 Mathematics and K-12 English Language Arts released by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. With the adoption of these state-led education standards, North Carolina is in the first group of states to embrace clear and consistent goals for learning to prepare children for success in college and work.
The full Common Core standards can be viewed at
North Carolina's Standard Course of Study has been completely overhauled and new standards are to be implemented in classrooms beginning in
Describe Common Core Implementation and professional development at your school site
Common Core Shifts for Parents

20. AMOs (Annual Measurable Objectives) *New under ESEA Flexibility Waiver
The ESEA waiver specified AMO targets will be used for reporting. These targets are:
(1) based on data and
(2) identified for each federally reported subgroup.
Per the flexibility waiver, the AMO targets were set with the goal of reducing the percentage of non-proficient students by one-half within six years.
Annual Measureable Objectives (AMO) will replace the current Annual Yearly Progress (AYP) targets and eliminate school improvement designations for Title I schools.
The change from AYP targets to Annual Measurement Objectives (AMO) acknowledges that subgroups have different starting points and thus need different targets.  Overall, there are thirteen specific areas of flexibility included in the waiver. All schools are measured according to AMO.

21. AMO measures the progress of student groups
Definition of AMOs
Annual Measureable Objectives (AMOs) is defined as a series of performance targets that states, school districts, and specific subgroups within their schools must achieve each year to meet the requirements of ESEA. In each public school and Local Education Agency(LEA) in North Carolina, the eleven student subgroups are:
1. School as a whole (all students);
2. American Indian;
3. Asian;
4. Black;
5. Hispanic;
6. Two or More Races;
7. White;
8. Economically Disadvantaged Students (Based on Child Nutrition data files submitted in accordance with a Memorandum of Agreement);
9. Limited English Proficient (LEP); and,
10. Students with Disabilities (SWD)
11. AIG- Academic Intelligence- Gifted ** (new this year)

22. ESEA Flexibility Waiver New School Designations
In addition, as part of the ESEA flexibility waiver, Priority, Focus, and Reward Schools, based on data, have been identified.
The Priority and Focus lists will remain for three years (beginning in and ending in ).
The NCDPI Title I office will follow-up with LEAs regarding any Priority or Focus Schools in their districts with more information on assistance and resources.

23. Focus School Methodology
Title I schools that have the largest within-school gaps between the highest-achieving subgroup and lowest-achieving subgroup or, at high school level, has the largest within-school gaps in the graduation rate +
Title I schools with “proficiency score-R/M” with a subgroup with proficiency score below 50% in the previous and one of the two prior years
Goal: 10% of Title I Schools in