Title I

About Title I

Title I funds are used to supplement the instructional program at the school. The federal “supplement not supplant” provision requires that federal funds be used to enhance the regular educational program. They must not be used to substitute funds or services that would otherwise be provided with other (non-federal) funds.

Currently, CES is allotted $128,840 to spend for the 25-26 school year.
We will pay for two positions out of Title 1 Funds: Reading and Math Interventionist
The remaining funds will be spent on supplies, materials, and family engagement activities

CES has an overall proficiency of 48.4% as measured by 2025 EOG scores for grades 3-5, an increase of 4.5%:

Proficiency = On or above grade level

2018-19	2021-22	2022-23	2023-24	2024-25
Index: 3.51 Growth Indicator: Exceeds Expected Growth	Index: 4.51 Growth Indicator: Exceeds Expected Growth	Index: -2.10 Growth Indicator: Not Met	Index: 0.72 Growth Indicator: Met	Index: -1.81 Growth Indictor: Met

2018-19	2021-22	2022-23	2023-24	2024-25
Grade: D Score: 52	Grade: D Score: 48	Grade: D Score: 47	Grade: D Score: 52	Grade: D Score: 54

North Carolina must identify schools for targeted support and improvement as defined in the ESSA state plan. These schools receive support at the local level for underperforming subgroups. There are two categories of identification:
- TSI- Consistently Underperforming Subgroups (TSI-CU) and
- TSI – Additional Targeted Support (TSI-AT)
All schools, except those already identified as CSI-LP, regardless of Title I status are eligible for the TSI-CU identification. Schools are identified as TSI-CU when one or more of the same subgroup receives a grade of “F” on the NC statewide system of annual meaningful differentiation (School Performance Grades) for the most recent and the previous two (2) years.

Funds utilized to:

All must be aligned to the School Improvement Plan.

The compact is a commitment from the school, the parent, and the student, to share in the responsibility for improved academic achievement.
Central Elementary and the parents/guardians of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA), agree that this compact outlines how parents/guardians, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents/guardians will build and develop a partnership that will help children achieve North Carolina’s highest standards. This compact is in effect for the year of 2025-2026.

View the full CES Parent/Guardian Compact

Title I parents and families have the right to request the qualifications of their child’s teachers.
- Right To Know Letters will be sent home and will also be linked to school websites and parents/families can request this information which should be completed within 30 days of the request.

This plan addresses how the district will implement the family engagement requirements of the Elementary and Secondary Education Act. It includes:
- The district’s expectations for parents
- How the district will involve parents in decision-making
- How the district will work to build the schools’ and parents’ capacities in the implementation of effective parent and family engagement activities to improve student academic achievement
Title I parents and families have the right to be involved in the development of their school’s parent and family engagement policy.

Read the Orange County Schools Board of Education Policy 1310. Available in both English and Spanish.

The SIP is your School Improvement Plan and includes

Title I parents have a right to be involved in the development of this plan.

Reading: By June of 2026, student proficiency in reading will increase from 41.1% to at least 57.6% as measured by end of grade assessment data.
Math: By June of 2026, student proficiency in math will increase from 54.9% to at least 62.4% as measured by end of grade assessment data.
Science: By June of 2026, student proficiency in science will increase from 51% to at least 66.7% as measured by end of grade assessment data.

Develop and refine high-quality lesson plans that align with standards, integrate explicit instruction strategies, and ensure consistency across grade-level teams.
Engage in differentiated professional learning that is directly aligned with student learning outcomes, ensuring teachers build the knowledge and skills needed to plan effective lessons and adjust instruction to meet diverse student needs.
Instructional leadership team will develop, monitor and advance the fidelity of core instruction through classroom observations, conducting instructional rounds, collaboration with content-focused instructional coaches.
Provide family events/opportunities to increase family involvement, share strategies to help support their child’s learning at home and share the importance of regular school attendance on academic success.