Title I Annual Meeting

1. Title I Annual Meeting

2. What is Title I • Title I, Part A is designed to meet the educational needs of the children who are failing, or most at risk of failing, to meet Nevada State's challenging student performance standards Title I: provides approximately $13.76 billion for FY13 in federal aid to local schools. funds are targeted to schools with high numbers of children from low income families. serves approximately 21 million students through approximately 56,000 schools

3. Title I Programs School Wide Every student in the school is eligible for Title I services Schools with more than 40% low income students qualified for this program which serves all students in the school Targeted Assistance Only students who are academically at risk are eligible for Title I services Schools with less than 40% low income students which qualify to participate in this program serves only qualified students based on specific criteria for inclusion

4. Nevada School Performance Framework • In August 2012, Nevada's ESEA Flexibility request was approved officially marking an end to the school accountability system known as Adequate Yearly Progress (AYP). AYP has now been replaced by the Nevada School Performance Framework (NSPF). • The NSPF is an integral component of the Educator Performance System that defines the State's shift away from AYP to a five-star classification approach, with schools earning a rating of 1, 2, 3, 4 or 5 stars

5. Parent Involvement Policy •   We define “parent involvement” as the participation of parents in every facet of children’s education and development from birth to adulthood, recognizing that parents are the primary influence in children’s lives. Parent involvement takes many forms, including:

6. Welcoming all families into the school community-Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class • Communicate effectively-Families and school staff engage in regular, two-way, meaningful communication about student learning. Parents will get information in a language they understand.

7. Supporting student success-Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. • Speaking up for every child-Families and school staff are equal partners in decisions that affect children and families and together inform , influence, and create policies, practices, and programs

8. Sharing power-Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. • Collaborating with community-Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

9. Providing all Nevada’s children with equal access to quality education is a primary goal. It is vital that all partners (parents, educators, communities, etc.) have the opportunity to provide input and offer resources to meet this goal. These partnerships are mutually beneficial. Developing cooperative efforts and linking access to resources will ensure improved academic achievement for all students, as well as quality schools

10. School Parent Compacts NOTE: Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent compact jointly with parents for all children participating in Title I Part A activities, services, and programs. That compact is part of the school’s written parental involvement policy developed by the school and parents under section 1118(b) of the ESEA. The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards.

11. Compact Contents • PARENT: I understand that as my child’s first teacher my participation in my child’s education will help his/her achievement. Therefore to the best of my ability, I will continue to be involved in his/her education by: • Reading to my child or encouraging my child to read; • Being responsible for my child’s on time attendance; • Reviewing and checking my child’s work; • Monitoring the activities of my child, such as the amount of time spent watching television, using a Computer, playing video games, etc,

12. Contributing time each school year in the areas such as: • Attending school related activities; • Attending organized parent meetings; • Attending parent-teacher conferences with teacher; • Chaperoning school-sponsored activities; • Communicating with my child’s teacher(s) regarding his/her progress as needed;

13. STUDENT: • I realize that my education is important. Therefore, I agree to carry out the following responsibilities to the best of my ability by: • Attending class connect session each day on time and being prepared; • Showing effort, respect, cooperation, and fairness to all; • Using all school equipment and property appropriately and safely; • Completing and submitting work in a timely manner; and reading each day

14. TEACHERS AND SCHOOL STAFF • We understand the importance of providing a supportive, effective learning environment that enables the children at our school to meet the State’s academic achievement standards through our role as educators and models. Therefore, staff agrees to carry out the following responsibilities to the best of our ability by: • Ensuring that each student is provided high-quality curriculum and instruction, and positive interaction; • Maximizing the educational experience of each student; • Carrying out the professional responsibility of educators to seek the best interest of each student;

15. Providing frequent reports to parents/learning coaches of students to discuss their concerns and providing reasonable access of staff to the parents and legal guardians of students to discuss their concerns

16. SCHOOL REPORT CARD • Every school and school district (even non-Title I) must have a report card that includes data for the state, district and local school: • http://www.nevadareportcard.com/

17. Teacher Qualifications • As a parent of a student at Nevada Virtual Academy, you have the right to know the professional qualifications of the classroom teachers who instruct your child. Federal law allows you to ask for certain information about your child’s classroom teachers and requires us to give you this information in a timely manner if you ask for it. Specifically, you have the right to ask for the following information about each of your child’s classroom teachers: Whether the Nevada Department of Education has licensed or qualified the teacher for the grades and subjects he or she teaches

18. Whether the Nevada Department of Education has decided that the teacher can teach in a classroom without being licensed or qualified under state regulations because of special circumstances.   • The teacher’s college major; whether the teacher has any advanced degrees and, and if so, the subject of the degrees.   • Whether any teachers’ aides or similar paraprofessionals provide services to your child and, if they do, their qualifications.

19. Notice If students are taught for 4 or more consecutive weeks by a teacher who is not highly qualified, parents must be notified. Schools are required to take reasonable steps to provide information and involve parents in a language and format they can understand, including parents with limited English proficiency, disabilities, or parents of migratory children. This may include providing translators and/or assistive devices. [Section 1118(f), ESEA] Schools must inform all parents so that they can be involved in their children’s education and be active participants.

20. Nevada Virtual Academy School Performance Planning Members of Nevada Virtual Academy School Performance Committee: • Caroline McIntosh Head of School • Dr. April Taggart K-5 Principal • Orlando Dos Santos High School Principal • Daniel Diamond Middle School Principal • Marguarete Bachman Parent • Cathleen Croswhite Parent • Dr. George Hill NCCAT-S Consultant • Dr. William Thorton NCCAT-S Consultant • Callie Frank Teacher • Debra Sullivan Teacher • Candice Smith Teacher • Trina Linford Teacher • Amanda Clemons Counselor • Lauren Jones Counselor • Diana Lemus Family Support Team • Josh Noa Family Support Team