Federal Programs

• Jeffco Title I Brochure (English)

• Folleto de Title I (Spanish)

• Phau Me Nyuam Ntawv Qhia Txog Title I (Hmong)

• शीर्षक I ब्रोसर (Nepali)

• Брошюра о Title I (Russian)

• Tài Liệu về Tiêu Đề I (Vietnamese)

• العنوان I من المنشور (Arabic)

Title I schoolwide schools receive funds for students and go through a year-long collaborative planning process to create a comprehensive plan for improving student achievement. This plan is developed by teachers, principals, paraprofessionals, support staff, parents and community members. Schoolwide programs provide:

• Flexibility – Combining resources, serving all students, and redesigning the school and its services.
• Coordination and integration – Reduction in curricular and instructional fragmentation.
• Accountability – Clear and coordinated; all students are responsible for achieving the same high standards and all teachers are responsible for teaching to and assessing growth toward the standards and benchmarks.
• Unified goals – Schoolwide programs bring parents, the community and the school together to redesign and improve the school.

Title I targeted-assistance schools are eligible to receive federal Title I funds based on the district's poverty indicator and where the school ranks among district schools using this indicator. Funds are specifically for the greatest-need students identified as being below grade level and struggling in literacy or math. The funds provide supplemental instruction, materials and parent involvement for these students as they move in and out of the Title I program.

Parts A and D of Title I provide funding for adjudicated, neglected and delinquent youth in order to maintain or improve their academic performance while institutionalized. When students are released from these programs they can transition back into public or private schools more successfully. Jefferson County has two private institutions for neglected and delinquent youth.

Title II, Part A - High Quality Teachers and Principals

Title II, Part A is intended to increase student academic achievement by improving teacher and principal quality. This includes increasing the number of Highly Qualified teachers in classrooms, improving the skills of principals and assistant principals in schools, and increasing the effectiveness of teachers and principals.

Title II activities:

• Recruiting, Hiring, and Retaining Highly Qualified Teachers and Principals

• Programs and activities designed to improve the quality of the teaching force

• Teacher advancement initiatives that emphasize multiple career paths and pay differentiation

• Professional development activities that improve the knowledge of teachers, principals and superintendents

Title III - Supplemental Supports for English Learners 

Title III is a supplemental grant under the ESEA that is designed to improve and enhance the education of English learners (ELs) in becoming proficient in English, as well as meeting the Colorado Academic Content standards.  The Title III Immigrant Set-Aside grant resides within this program and is designed to support school districts that have experienced a significant increase in immigrant students over the past two years. This program provides opportunities for LEAs to enhance instructional opportunities and supplemental support opportunities for immigrant students and their families. 

Title IV - Student Support & Academic Enrichment (SSAE)

Title IV, Part A of the Every Student Succeeds Act of 2015 is intended to improve students’ academic achievement by increasing the capacity of States, local educational agencies (LEAs), schools, and local communities to provide all students with access to a well-rounded education, improve school conditions for student learning, and improve the use of technology in order to improve the academic achievement and digital literacy of all students.

Title VI - American Indian Education

Title VI is designed to ensure that American Indian, Native Hawaiian and Alaska Native students meet challenging state academic content and student academic achievement standards, as well as meet the unique culturally related needs.

Education of Migratory Children

The Office of Migrant Education at the Colorado Department of Education, is federally funded under Title I, Part C of the Elementary and Secondary Education Act (ESEA). The Migrant Education Program (MEP) provides supplemental support to eligible migrant children and youth. The purpose of the program is to ensure that migratory children are not penalized in any manner by disparities among curriculum, graduation requirements, academic content and student academic achievement standards, and ensure that migratory children are provided with appropriate educational services and opportunities so they can succeed in school and graduate from high school being postsecondary education or employment ready.

The Migrant Education Program may serve children from birth to the age of 21 who are eligible for a free public education under State Law. In order to qualify for services, children must have moved within the past three years, across state or school district lines with or to join a migrant parent or guardian who has obtained qualifying temporary or seasonal employment in agriculture, fishing, or dairy.

Metro Migrant Education Program

OUR MISSION

Identify, recruit and support migrant families by providing services effectively, allowing them to achieve their educational goals.

OUR GOALS

• Enroll all migrant families into the Migrant Education Program.
• Provide continuous opportunities for migrant students to participate in post-secondary programs.
• Ensure that all migrant students are receiving an appropriate education to be on track to graduate.
• Provide effective services to metro migrant families by collaborating with state, local agencies, and schools

What is the Migrant Education Program? 

The Migrant Education Program is an educational program designed to provide supplemental education services to the families of migratory agricultural workers. The  Metro program is based out of Aurora Public Schools, but supports migrant students in the Denver metro area. As part of Colorado’s education system, all information is maintained confidentially.

How can children qualify?

A child may qualify if:

• The family has moved to a new school district in the last three years.
• The child /parent/guardian has worked in agriculture, such as meatpacking, nurseries, dairy farms, fishing farms and agricultural workplaces.
• The child is less than 21 years old or has not graduated from high school.

Children could be eligible for these FREE Services!

• Automatic Free and Reduced  Lunch
• Support with school fees
• Uniforms
• School supplies
• Mentorship
• Interpretation support
• Referrals to clothing banks
• Educational summer camps
• Books
• GED & English class referrals for parents
• Much, Much, More!

Find out more! If you would like more information about this program or if you would like to refer a family, please contact Shakira Saurez Unus at ssuarezunus@aurorak12.org or at 720-402-8937.

https://migrant-education.aurorak12.org

https://www.cde.state.co.us/migrant

Non-Publics

The term "non-public school" applies to private, parochial, and independent schools which provide education to children of compulsory school age. Neither the State Board of Education nor any local board of education has jurisdiction over the internal affairs of any non-state independent or parochial school in Colorado.

Equitable Services in Non-Public Schools - Overview

The Every Student Succeeds Act (ESSA) was signed into law by President Obama on December 10, 2015, requires Local Educational Agencies to provide equitable services to eligible private school students. and includes updates to the equitable services provisions under Title I and Title VIII.  Updates include the following:

• Requires the state to give timely notice to private school officials regarding the amount of the allocation for educational services and other benefits for private school students
• Requires the proportional share of funds for equitable services be calculated based on the district’s entire Title I, Part A allocation, prior to determining any allowable expenditures or transfers
• Requires all funding for equitable services be obligated in the first fiscal year that the funds are available to districts
• Creates a state-level ombudsman to monitor and enforce equitable services requirements
• Requires the state to give timely notice to private school officials regarding the amount of the allocation for educational services and other benefits for private school students
• Strengthens the timely and meaningful consultation provisions by requiring discussion of additional topics
• Requires districts to submit the results of the timely and meaningful consultation to the ombudsman
• Requires districts to provide private school officials with a written explanation of the reasons the district disagrees with the view of private school officials on a particular consultation topic
• Gives private school officials the option of signing an affirmation stating the district did not engage in timely and meaningful consultation
• Updates the states services option and procedures
•  Adds specific time frames for the SEA and ED to consider a complaint from private school officials

Consultation

The goal of consultation is agreement between the LEA and appropriate private school officials on how to provide equitable and effective programs for eligible private school children. The “goal of reaching agreement” between an LEA and appropriate private school officials is grounded in timely, meaningful, and open communication between the LEA and the private school officials on key issues that are relevant to the equitable participation of eligible private school students, teachers and other education personnel, and families in ESEA programs.

Meaningful consultation provides ample time and a genuine opportunity for all parties to express their views, to have their views seriously considered, and to discuss viable options for ensuring equitable participation of eligible private school students, teachers and other education personnel, and families. This assumes that the LEA has not made any decisions that will impact the participation of private school students and teachers in applicable programs prior to consultation, or established a blanket rule that precludes private school students and teachers from receiving certain services authorized under applicable programs. An LEA must consult with private school officials about the timeline for consultation and provide adequate notice of such consultation to ensure meaningful consultation and the likelihood that those involved will be well prepared with the necessary information and data for decision-making. Successful consultation begins well before the implementation of services, establishes positive and productive working relationships, makes planning effective, continues throughout implementation of equitable services, and serves to ensure that the services provided meet the needs of eligible students and teachers.

Consultation forms must be submitted to the Ombudsman for Equitable Services after timely and meaningful consultation.