Title I, II, III and IV

Students Learning

Title I School Supports


The purpose of Title I, Part A is to provide resources to schools and districts to ensure that all children have a fair, equitable, and significant opportunity to obtain a high-quality education and close educational achievement gaps.

Title I Schools and Family Engagement »

Title Programs at Private Schools and Institutions

Under the Uniform Provisions, local educational agencies are required to provide services to eligible nonpublic school students, teachers and other personnel. These services and other benefits must be comparable to those provided to public school students and teachers participating in the program, and they must be provided in a timely manner.

To ensure equitable participation, the local educational agencies must: 1) identify the needs of nonpublic school students and teachers; 2) spend an equal amount of funds per student to provide services; 3) provide nonpublic school students and teachers with an opportunity to participate in activities equivalent to the opportunity provided public school students and teachers; and 4) offer services that are secular, neutral and non-ideological.

Title I Part A


The Title I, Part A program provides supplemental educational services so that all children have a fair, equal, and significant opportunity to obtain a high-quality education. Generally, to qualify for assistance under Title I, a student must reside within the attendance area of a participating public school located in a low-income area and be failing, or at risk of failing, to meet student academic achievement standards.

More Information:

Under Title I of the Elementary and Secondary Education Act (ESEA), as reauthorized by the Every Student Succeeds Act (ESSA), local educational agencies are required to provide services for eligible public school students, as well as eligible private school students. Specifically, section 1118 of Title I, Part A, requires a participating local educational agency to provide eligible children attending private elementary and secondary schools, their teachers, and their families, with Title I services or other benefits that are equitable to those provided to eligible public school children, their teachers, and their families.

Title I services for private school students must be developed in consultation with officials of the private schools.

The amount of Title I funds allocated to each participating public school attendance area is determined mainly on the basis of the total number of low-income students—both public and private—residing in each area. Expenditures for private school students in each area generally are determined based on the proportion of students from low-income families residing in that area who attend private school.

The Title I services provided by the local educational agencies for private school participants are designed to meet their educational needs and supplement the educational services provided by the private school. These services may be provided by the local educational agencies, or by a contractor who is independent of the private school and any religious organization. Title I services or benefits must be secular, neutral, and non-ideological.

Title II Programs


Title II, Part A of the Every Student Succeeds Act (ESSA) of 2015 is intended to increase student academic achievement consistent with challenging State academic standards, improve the quality and effectiveness of educators, increase the number of educators who are effective in improving student academic achievement in schools, and provide low-income and minority students greater access to effective educators.

Use of funds:

  1. Providing high-quality, personalized professional development that is evidence-based
  2. Developing or improving a rigorous, transparent, and fair evaluation and support system for teachers, principals or other school leaders that is based in part on evidence of student achievement, which may include student growth, and shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders
  3. Developing and implementing initiatives to assist in recruiting, hiring, and retaining effective teachers, particularly in low-income schools with high percentages of ineffective teachers and high percentages of students who do not meet the challenging State academic standards
  4. Recruiting qualified individuals from other fields to become teachers, principals, or other school leaders, including mid-career professionals from other occupations, former military personnel, and recent graduates of institutions of higher education with records of academic distinction who demonstrate potential to become effective teachers, principals, or other school leaders
  5. Reducing class size to a level that is evidence-based
  6. Developing programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities, and English learners
  7. Providing programs and activities to increase the ability of principals or other school leaders to support teachers, teacher leaders, early childhood educators and other professionals to meet the needs of students through age
  8. Supporting the instructional services provided by effective school library programs
  9. Developing feedback mechanisms to improve school working conditions, including through periodically and publicly reporting results of educator support and working conditions feedback
  10. Carrying out other evidence-based activities that meet the purpose of Title II, Part A

Title III Programs for Multilingual Learners


Title III is a supplemental grant under the The Every Student Succeeds Act (ESSA) that is designed to improve and enhance the education of English learners (English learners) 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 provides opportunities for districts to enhance the instructional opportunities for immigrant students and their families.

Use of funds and required activities:

  • Increasing the English language proficiency of English learners by providing effective language instructional education programs that have successfully demonstrated increasing English language proficiency and academic achievement.
  • Providing effective professional development to classroom teachers, principals and other school leaders, administrators, and other school or community-based organizational personnel that relates directly to the instruction of English learners that support their linguistic, academic, and social-emotional challenges and opportunities of English learners.
  • Providing and implementing other effective activities and strategies that enhance or supplement programs for English learners. These activities and strategies must include parent, family, and community engagement activities, but may also include strategies that coordinate and align related programs.

Allowable activities:

  • Upgrading program objectives and effective instructional activities.
  • Improving programs for English learners by identifying, acquiring, and upgrading curricula, instruction materials, educational software and technology, and assessment procedures that improve content and language acquisition.
  • Providing community participation programs, family literacy services, and parent outreach and training activities to English learner students and their families.
  • Providing tutoring and intensified instruction for English learner students.
  • Offering early college high school or dual/concurrent enrollment programs or courses designed to help English learners achieve in postsecondary education.
  • Developing and implementing effective preschool, elementary or secondary school programs that are coordinated with other relevant programs and services.
  • Improving instruction for English learner students, including students with a disability or identified as gifted in a specific area.

Title IV


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.

Use of funds:

  • Well-rounded education 

    Activities to support well-rounded educational opportunities for students may include, but are not limited to:

    • STEM programs
    • Music and art programs
    • Foreign language offerings
    • The opportunity to earn credits from institutions of higher learning
    • Reimbursing low-income students to cover the costs of accelerated learning examination fees
    • Environmental education
    • Programs and activities that promote volunteerism and community involvement

    Safe and healthy students 

    Activities to support safe and healthy students may include, but are not limited to:

    • School-based mental health services
    • Drug and violence prevention activities that are evidence-based
    • Integrating health and safety practices into school or athletic programs
    • Nutritional education and physical education activities
    • Bullying and harassment prevention
    • Activities that improve instructional practices for developing relationship-building skills
    • Prevention of teen and dating violence, stalking, domestic abuse, and sexual violence and harassment
    • Establishing or improving school dropout and reentry programs
    • Training school personnel in effective practices related to the above

    Educational technology 

    Activities to improve the use of educational technology in order to improve the academic achievement and digital literacy of all students may include, but are not limited to:

    • Building technological capacity and infrastructure
    • Developing or using effective or innovative strategies for the delivery of specialized or rigorous academic courses through the use of technology
    • Carrying out blended learning activities (must include ongoing professional development for teachers)
    • Providing professional development on the use of technology to enable teachers to increase student achievement in STEM areas
    • Providing students in rural, remote, and underserved areas with the resources to take advantage of high-quality digital learning experiences
    • Providing educators, school leaders, and administrators with the professional learning tools, devices, content and resources to:Personalize learning
    • Discover, adapt, and share relevant high-quality educational resources
    • Use technology effectively in the classroom
    • Implement and support school and districtwide approaches for using technology to inform instruction, support teacher collaboration, and personalize learning


  • Use of Technology Special Rule: At least 85 percent of the educational technology funds must be used to support professional learning to enable the effective use of educational technology. Districts may not spend more than 15 percent of educational technology funds on devices, equipment, software applications, platforms, digital instructional resources and/or other one-time IT purchases.

How DPS Determines Title Funds to Nonpublic Schools

How DPS Determines Funds for Title I »
How DPS Determines Funds for Title II »
How DPS Determines Funds for Title III »