Title I is a Federal program that provides support through resources and research-based training, enabling schools to develop high quality enriched programs that meet the individual needs of children, families, and staff. The purpose of this program is to ensure that all students have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Harrison School District Two's Title I program believes that all children can learn and acknowledges that parents share the school's dedication to education success for all students. We recognize that a student's education is a responsibility shared by school, family, and community.

Title I Components

Parent Involvement - Harrison School District Two's Title I program believes that all children can learn and acknowledges that parents share the school's dedication to educational success for all students. We recognize that a student's education is a responsibility shared by school, family, and community.

All schools in D2 highly value and encourage parent and family involvement. Opportunities to engage in your child's education at the school range from Back to School Nights, Family Nights, Family Conferences, School Accountability Committees, volunteering, and more! You can stay informed about upcoming engagement opportunities from the school and district by following our social media pages, keeping your information in Infinite Campus updated, and downloading the D2 District App! Please visit your school's website to find a calendar of school events. We would love to see you there!

Staff Development - Harrison School District 2 currently offers a variety of staff development opportunities which Title I helps to support.

Parents' Right to Know

As a parent in a Title I school, you have the right to know the professional qualifications of the classroom teacher who instructs your child(ren), including:

• Whether the Colorado Department of Education (CDE) has licensed or endorsed your student's teacher for the grades and subjects being taught
• Whether CDE has decided your student's teacher can teach in a classroom without being licensed or qualified under state regulations because of special circumstances
• The teacher's college major, whether the teacher has any advanced degrees, and the subject(s) of the degrees
• Whether any teacher's aide or similar paraprofessional provides services to your child and, if they do, their qualifications.

Additionally, if a student in a Title I school is being instructed for longer than four consecutive weeks by a teacher/substitute who does not fulfill the "highly qualified" requirements as set forth by NCLB, a letter informing the student's parents of this information must be sent in a timely manner.

School – Parent Compact

As a component of the Title I, Part A School Parent and Family Engagement Policy, each Title I, Part A school must develop a school-parent compact with all parents of students participating in programs, services or activities funded with Title I, Part A.  Please share the following compact with parents at the beginning of the school year:

Parent Family Compact - English 

Parent Family Compact - Spanish 

TITLE l Schoolwide Plan

All schools participating in Schoolwide Title l Program must complete a Schoolwide Plan. The Schoolwide Plan is based on a comprehensive needs assessment (UIP) and serves as a strategic plan for the use of Title funds.

Schoolwide Plan Requirements:

• Conduct a comprehensive needs assessment of the entire school, using academic achievement and growth data, process data, and perception data from school staff, parents, and others in the community. The Unified Improvement Plan (UIP) should serve as the school’s comprehensive needs assessment.
• Prepare a comprehensive schoolwide plan—through consultation with district and building leaders, teachers, staff, parents, students, and community members—that describes how the school will improve academic achievement overall, but particularly for the lowest-achieving students, by addressing the priority performance challenges identified in the comprehensive needs assessment.
• Annually review the schoolwide plan, using data from State and local assessments, other indicators of academic achievement and growth, process data, and perception data to determine if the schoolwide program has been effective in addressing the priority performance challenges and increasing student achievement, particularly for the lowest-achieving students. Schools need to revise the plan annually, as necessary, to ensure continuous improvement.

Please download the ESSA Schoolwide Requirements and Rubric (DOC).