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Title II and Our Programs

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Title II, Part A of the Elementary and Secondary Education Act (ESEA) is the teacher and principal training and recruiting fund. Section 2101 states that the purpose of this part is to “increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools.”

The guidance document for Title II Part A (PDF)  provides a list of criteria for high-quality professional development laid out by the ESEA. Our Second Step and Steps to Respect programs include trainings and other tools for teachers, program coordinators, and administrators that may align our programs with the following criteria from that list.

[Programs] are designed as an integral part of broad schoolwide and districtwide educational improvement plans

The Second Step and Steps to Respect programs were designed to be taught school- or districtwide and include trainings and tools to help staff implement the programs and improve the climate of the entire school or district. The Second Step program teaches students skills to help them succeed academically, manage emotions, solve problems, and get along with peers. The Steps to Respect program teaches students to recognize, report, and refuse bullying, and helps staff create and implement schoolwide bullying policies and procedures for reporting and responding to bullying and coaching the students involved.

[Programs] give teachers and principals the knowledge and skills to help students meet challenging state academic standards

The Skills for Learning taught in the Second Step early learning and K–5 lessons and the Brain Builder games in early learning and K–3 lessons strengthen core self-regulation and executive-function skills that help students learn—such as listening, following directions, and focusing attention. Teachers are given instructions and tips for teaching these skills and games, and video models of many of the activities are provided in the online Teaching Guide. In addition, each unit in early learning and K–8 includes ideas and techniques for integrating Second Step skills into academics.

The Second Step program provides teachers with a wide variety of instructional and management techniques, which are outlined in the Teaching Guide and embedded in the lessons themselves. Video models of some techniques are also provided. The Steps to Respect Schoolwide Implementation Support Kit contains tools to teach staff about bullying and how to set up discipline procedures, handle bullying incidents, and coach students involved.

Read more about our programs, classroom management, and teacher retention.

[Programs] are sustained, intensive, and classroom-focused, and not one-day or short-term workshops

The Second Step and Steps to Respect programs include either online training or outlines, handouts, scripts, and videos for training staff. The Second Step early learning and K–5 programs and the Steps to Respect program also contain materials for follow-up meetings or trainings. In addition, teachers of both the Second Step and Steps to Respect programs practice program teaching and classroom management techniques throughout the weeks that they teach the lessons in the classroom. The Second Step program for all grades also contains lesson observation forms that can be used to provide feedback for every lesson, and the elementary and early learning curricula include reflection logs and success story logs to document successes and challenges.

[Programs] advance teacher understanding of effective instruction strategies that are based on scientifically based research

The Second Step and Steps to Respect programs provide teachers with a wide variety of instructional and management techniques, which are outlined in the Teaching Guides and embedded in the lessons themselves. Both programs are research-based.

Learn more about teacher professional development and training and our programs.

Learn more about Title II requirements.

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