Jefferson County Title One Schools

Title 1

Title I, Part A, provides resources to help ensure that all children have the opportunity to get a quality education, resulting in their attainment of high academic standards.

Title I targets resources to districts and schools whose needs are the greatest. The program is the largest federal program supporting both elementary and secondary education, and allocates its resources based upon the poverty rates of students enrolled in schools and districts.

Title I focuses on: (1) promoting school-wide reform in high-poverty schools and (2) ensuring students’ access to scientifically based instructional strategies and challenging academic content.



There are two types of Title I Schools. Schools can be designated as either Schoolwide or Targeted Assistance, depending on their qualifications. Read More.


A digital learning environment equips our teachers and students with the tools that are required to meet the needs of the modern and global society. Title I’s objective is to provide the framework for a blended digital approach to innovative teaching and learning.



The Every Student Succeeds Act (ESSA) was signed into law in 2015. Most of the law involves federal money for Title I services to children and schools experiencing poverty. Title I schools must accomplish the following:

  • Meet State’s objective in area of academic growth established every year by the state.
  • Participate in instruction of state standards and CMAS testing.
  • Have 100% of their teachers and instructional paraprofessionals identified as highly qualified.
  • Provide a choice of attendance at a higher performing school if they are not making states academic growth targets and are in need of improvement for more than two consecutive years.
  • Offer free private tutoring opportunities from state approved vendors for students who qualify if they have not met state academic growth targets for two or more consecutive years.
  • Inform parents of their right to know the qualifications of their child’s teacher or long-term substitute teacher.

More information about the Every Student Succeeds Act can be found at the U.S. Department of Education website or on the Colorado Department of Education State Plan Development website. The CDE website also includes information about committee work, meetings, and more. You can also sign up to receive updates on the ESSA state plan development process.

TITLE I Family Engagement


The Title I Department provides several documents to help parents understand what Title I is and what their rights are:




(April 2015) Parents are thrilled when they find out they can make a difference in their children’s success; research shows that parent-child activities make the biggest difference of all. Parents have learning activities to help their children build skills in reading, math, science, and social studies plus ideas to develop positive character traits and improve study skills.

Activities Archive


Linda Reyes-Quinonez
Title I Director

Carrie Maffoni
Title I Assistant Director

Heather Pyeatt
Title I Secretary

Central Title I Main Line: 303-982-0835

National School Lunch act of 1946


President Harry Truman signed into law the National School Lunch Act in 1946, in part as a way to provide meals to low-income students.

In 1966, as part of President Lyndon Johnson’s “War on Poverty,” the federal government began funneling extra money into school districts with high concentrations of poverty, as a way to blunt its effects.

Along the way, the federal government began using this nutrition program as a stand-in for gauging how many poor or low-income students a school has. Researchers and state education departments soon began using this “F&R” data, too, says Baker.

Of course, the U.S. Census Bureau measures actual poverty. But it’s difficult for researchers to use that data because census tracts don’t align with school-district boundaries or attendance zones for individual schools.The baggage we carry.

A ‘Blunt Tool’  

Factoring poverty into education policy, no matter how it’s done, is important. Baker says it’s a strong predictor of how well children will do in school. But poverty isn’t the only relevant measure. Among other key factors: education levels of parents, their occupation, and immigration status.

But absent reliable, easily obtained data on these alternatives, F&R in eduspeak serves as the de facto measure of the degree to which students are at risk  and the basis for making important decisions.

For instance, states that use accountability formulas to evaluate teachers, and sometimes to give bonuses to them, often factor into those calculations the proportion of F&R students they have.

Baker believes lunch-program data is a “blunt tool,” but also that it does work on a large scale to understand a district or a school’s needs.

Others are seeking a better tool.

Matthew Cohen works at the Ohio Department of Education and heads a working group looking to find alternatives. He says F&R data isn’t bad at an aggregate level, but that it has some shortcomings.

First, he says, not all those who meet the poverty guidelines actually apply for the lunch program. Others who don’t qualify game the system.

“When we scratch the surface, there might be trivial distortions [to the data] or there may be very important distortions,” says Cohen. He hopes to release findings on potential alternatives to F&R this summer.

Here’s another complication: A recent federal program allows a school to provide free lunch to all of its students even if they don’t qualify. It’s called the Community Eligibility Provision, and its designed to help districts reduce paperwork.

It allows schools where at least 40 percent of families qualify for food stamps or other assistance to also provide free and reduced-priced lunch for all students. For researchers, that means a school that would normally count as 70 percent F&R, now shows up as 100 percent.

If Not F&R, Then What?

Cohen won’t say yet what alternatives he may offer, but getting finer-grained data isn’t easy. Parents, he notes, may not want to offer additional information. And even if they’re willing, school districts would need new systems for collecting and maintaining data.

Baker has one suggestion that could improve how schools use existing F&R numbers. He separates student groups into two categories: those that receive free lunch, and those that receive reduced-price lunch.

The difference? As noted above, the threshold for a lower-priced lunch is 185 percent of the poverty level, while for a free lunch, it’s 130 percent.

When Baker accounts for these differences, he can see that students “on the higher end of low-income” perform better than those at the lower end. Accordingly, he says it could be possible to target more specific resources to schools the more we knew about a school’s at-risk population.

In the meantime, he says, people should recognize that free and reduced-price lunch is a helpful, but limited, metric. “It ain’t great, but it’s what we’ve got, and it is predictive of what we want to know about student outcomes.”

What is Free and Reduced Lunch Program in Public Schools

The National School Lunch Program is a federally assisted meal program operating in public and nonprofit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to children each school day.Jun 13, 2017


A student from a household with an income at or below 130 percent of the poverty income threshold is eligible for free lunch. A student from a household with an income between 130 percent and up to 185 percent of the poverty threshold is eligible for reduced price lunch.Apr 16, 2015

In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced price lunches to eligible children. School food authorities can also be reimbursed for snacks served to children through age 18 in after school educational or enrichment programs.

1. What is the National School Lunch Program?
The National School Lunch Program is a federally assisted meal program operating in over
100,000 public and non‐profit private schools and residential child care institutions. It provided
nutritionally balanced, low‐cost or free lunches to more than 31 million children each school day
in 2012. In 1998, Congress expanded the National School Lunch Program to include
reimbursement for snacks served to children in afterschool educational and enrichment programs
to include children through 18 years of age.
The Food and Nutrition Service administers the program at the Federal level. At the State level,
the National School Lunch Program is usually administered by State education agencies, which
operate the program through agreements with school food authorities.
2. How does the National School Lunch Program work?
Generally, public or nonprofit private schools of high school grade or under and public or
nonprofit private residential child care institutions may participate in the school lunch program.
School districts and independent schools that choose to take part in the lunch program get cash
subsidies and USDA foods from the U.S. Department of Agriculture (USDA) for each meal they
serve. In return, they must serve lunches that meet Federal requirements, and they must offer free
or reduced price lunches to eligible children. School food authorities can also be reimbursed for
snacks served to children through age 18 in afterschool educational or enrichment programs.
3. What are the nutritional requirements for school lunches?
School lunchs must meet meal pattern and nutrition standards based on the latest Dietary
Guidelines for Americans. The current meal pattern increases the availability of fruits,
vegetables, and whole grains in the school menu. The meal pattern’s dietary specifications set
specific calorie limits to ensure age-appropriate meals for grades K-5, 6-8, and 9-12. Other meal
enhancements include gradual reductions in the sodium content of the meals (sodium targets
must be reached by SY 2014-15, SY 2017-18 and SY 2022-23). While school lunches must meet
Federal meal requirements, decisions about what specific foods to serve and how they are
prepared are made by local school food authorities.
4. How do children qualify for free and reduced price meals?
Any child at a participating school may purchase a meal through the National School Lunch
Program. Children from families with incomes at or below 130 percent of the poverty level are
eligible for free meals. Those with incomes between 130 percent and 185 percent of the poverty
level are eligible for reduced‐price meals, for which students can be charged no more than 40
cents. (For the period July 1, 2013, through June 30, 2014, 130 percent of the poverty level is
$30,615 for a family of four; 185 percent is $43,568 .)
Children from families with incomes over 185 percent of poverty pay a full price, though their
meals are still subsidized to some extent. Local school food authorities set their own prices for
full‐price (paid) meals, but must operate their meal services as non‐profit programs.
Afterschool snacks are provided to children on the same income eligibility basis as school meals.
However, programs that operate in areas where at least 50 percent of students are eligible for free
or reduced‐price meals may serve all their snacks for free.
5. How much reimbursement do schools get?
Most of the support USDA provides to schools in the National School Lunch Program comes in
the form of a cash reimbursement for each meal served. The current (July 1, 2014 through June
30, 2015) basic cash reimbursement rates if school food authorities served less than 60% free and
reduced price lunches during the second preceding school year are:
Free lunches: Reduced-price lunches: Paid lunches:
$2.93 $2.53 $0.28
Free snacks: Reduced-price snacks: Paid snacks:
$0.80 $0.40 $0.07
School food authorities that are certified to be in compliance with the updated meal requirements
will receive an additional six cents of federal cash reimbursement for each meal served. This
bonus will be adjusted for inflation in subsequent years. These above rates exclude the additional
six cents. Higher reimbursement rates are also in effect for Alaska and Hawaii, and for schools
with high percentages of low‐income students.
For the latest reimbursement rates visit FNS website at

What is a Title One School

How are Title 1 Funds Used?

How to use Title 1 funds rests with each school. Title 1 funds can be used to improve curriculum, instructional activities, counseling, parental involvement, increase staff and program improvement. The funding should assist schools in meeting the educational goals of low-income students. According to the U.S. Department of Education, Title 1 funds typically support supplemental instruction in reading and math. Annually, this program reaches over six million students, primarily in the elementary grades.

Types of students that might be served by Title 1 funds include migrant students, students with limited English proficiency, homeless students, students with disabilities, neglected students, delinquent students, at-risk students or any student in need. Students can be classified as at-risk for numerous reasons. A few reasons they might be classified as at-risk students include: low academic performance, being held back a grade for one or more years, or being homeless. There are other criteria that may place students in an at-risk category as well.

Understanding the Basics of Title 1 Funds

written by: Sarah Malburg • edited by: Trent Lorcher • updated: 7/31/2015

Title 1 funds aim to bridge the gap between low-income students and other students. The U.S. Department of Education provides supplemental funding to local school districts to meet the needs of at-risk and low-income students.

  • What’s it All About?

    iStock 000016678581XSmallMost educators, parents and community members have heard the term Title 1 School thrown loosely around, but what is it? Title 1 is the nation’s oldest and largest federally funded program, according to the U.S. Department of Education. Annually, it provides over $14 billion to school systems across the country for students at risk of failure and living at or near poverty. In fact, over the course of the 2009-2010 school year, federal funding through this program was used by over 56,000 public schools nationwide in order for struggling students to meet state standards in a variety of subject areas.

    Originally, the idea of Title 1 was enacted in 1965 under the Elementary and Secondary Education Act. This policy committed to closing the achievement gap between low-income students and other students. The policy was rewritten in 1994 to improve fundamental goals of helping at-risk students. With the implementation of No Child Left Behind, schools must make adequate yearly progress on state testing and focus on best teaching practices in order to continue receiving funds.

New Website

Our goals as a non profit have become very strategic for 2017 and on.  We are focused on providing weekend eats or food totes for title one schools in Jeffco not served with this way to reduce food insecurity for many children each week.   Our non profit Harvest Mountain Ministries will DBA as Jeffco Eats.

Partnering with Jeffco Public Schools Department of Education and the Health Dept and Human Services Jeffco, we believe we can make a huge difference in next five years regarding the silent problem of truly  hungry children on the weekends. 

If you would like to donate one time or regularly we would be so grateful. 



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