Title I

Title I and School Choice --
      This is a program that provides federal funds to schools with high percentages of children who are socio-economically disadvantaged. When Title 1 schools do not make AYP for two consecutive years they are identified as School In Need of Improvement (SINI). At that time parents are to be given the opportunity to transfer their child to another school which is not a School In Need of Improvement. If the school does not make AYP for a third consecutive year parents may request Supplemental Services (tutoring) for their children from an independent provider. Parents of students in Schools in Need of Improvement are notified in writing prior to the start of the school year if their children are eligible for school choice or supplemental services.
     Under the law, decisions governing the Title 1 program at schools and in districts need to be made with “meaningful consultation” with parents of students receiving Title 1 services. A district-wide Title 1 Parent Advisory Council meets quarterly to discuss the Title 1 program and policies governing it. If you are interested in serving on the council contact your school’s title 1 Social Worker.
Manchester Schools with Title1 programs are: Bakersville School, Beech Street School, Gossler School, Hallsville School, McDonough School, Northwest School, Parker-Varney School, and Henry Wilson School.

 English Language Learners -- Title III provides funding to state and local education agencies which are obligated to increase the English proficiency and core academic content knowledge of Limited English Proficient (LEP) students. In Manchester public schools, students are placed, depending on their degree of proficiency, in self-contained classrooms where all students are English language learners, or in a traditional classroom. LEP students in traditional classrooms receive targeted English instruction from an ELL certified teacher in addition to their content classes.
Under the NCLB parents must be notified of the following:
• The reasons for identifying their child as being limited English proficient and for placing their child in a language instruction educational program for LEP students;
• The child’s current level of English proficiency, including how the level was assessed and the status of the child’s academic achievement;
• The method of instruction that will be used in the program, including a description of all language programs;
• How the program will meet the educational strengths and needs of the child;
• How the program will help the child learn English and meet academic achievement standards;
• How the program will meet the objectives of an individualized education program for a child with a disability;
• The program exit requirements, including when the transition will take place and when graduation from secondary school is expected; and
• The parents' rights, including written guidance that (A) specifies the right to have their child immediately removed from a language instruction educational program upon request, (B) describes the options that parents have to decline to enroll their child in such a program or to choose another program or method of instruction, if available, and (C) assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered.


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