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Title I and Our Programs

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Our programs may align with the following sections of Title I.


Section 1001.1: Curricula and Assessments

Section 1001.1 calls for “ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging state academic standards.”

See how following programs align with academic content standards:

Read more about our programs and academic achievement.

The Devereux Early Childhood Assessment (DECA) Kit and Devereux Student Strengths Assessment (DESSA) Kit, which assess early learning and K–5 students’ positive-emotional resources and abilities, might also apply.


Sections 1001.1 and 1001.10: Teacher Preparation, Training, and Professional Development

Section 1001.10 calls for “significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development.” (See above for wording for Section 1001.1.)

Read about teacher training and professional development in our programs. 

The Second Step and Steps to Respect programs also address several issues that relate to teacher attrition.


Sections 1001.2 and 1001.3: Closing the Achievement Gap

Title I specifically encourages efforts to address the achievement gap between high- and low-performing students. Students with more of the social-emotional competencies taught in the Second Step and Steps to Respect programs have greater success in school. They get better grades, have higher standardized test scores, better relationships with peers, and fewer disciplinary problems. Social-emotional competence also makes it less likely students will be involved in violence, delinquency, and substance abuse.

For many students, the disadvantages that accompany low socioeconomic status (SES) result in their academic achievement not matching that of their higher-SES peers. One of those disadvantages for students from low-SES families and neighborhoods is that they can have lower levels of social-emotional competence than other students. However curricula such as the Second Step and Steps to Respect programs have been shown to help students, both advantaged and disadvantaged, build those competencies.

The good news for the achievement gap is there is evidence that these types of programs actually produce stronger effects for students from low-SES communities or families than for their more advantaged peers. The Second Step program specifically has been shown to increase social competence for all groups of students, but to boost the social competence of low-SES students more than that of their middle- and upper-SES peers.


Section 1001.8: More Time for Teaching

Section 1001.8 calls for “providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time.”

Better student behavior means teachers can spend less time on classroom management and more on teaching. Second Step lessons emphasize fundamental social-emotional skills that can help students in the classroom and beyond. The program has been shown to reduce disruptions in the classroom, and many schools have found that it can help reduce discipline referrals.

A recent study shows that teachers who use the Steps to Respect program to weave support for positive behavior into daily interactions with students are rewarded with less aggression, victimization, and encouragement of bullying. And another study showed 33 percent less physical bullying, 35 percent fewer teachers reporting fighting as a major problem, and 20 percent more staff members reporting that their school is promoting a positive environment in Steps to Respect schools. Fewer bullying incidents means more time for teaching.


Section 1002(d): Prevention and Intervention Programs

Section 1002(d) allocates funds for “prevention and intervention programs for youth who are neglected, delinquent, or at-risk.” The Second Step, Steps to Respect, and Talking About Touching curricula are all prevention and intervention programs. The Second Step middle school program may apply especially well in this category since it is based on strengthening protective factors and reducing risk factors and it includes substance abuse prevention lessons.


Section 1002 (h): Dropout Prevention

Sectopm 1001(h) allocates funds for dropout prevention. Fostering a better school climate using social-emotional learning programs may help increase students’ bonds to school and reduce student dropout. Read more about the Second Step and Steps to Respect programs and dropout prevention.

Read more about Title I requirements.

Success Stories

Using Title I to Fund Social-Emotional Learning

Title I Funding for Second Step Kits

 

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