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The Every Student Succeeds Act (ESSA) is prompting many changes to state and local education policies. It's crucial for educators to be involved in these implementation decisions, particularly around new accountability systems, professional development and evaluation requirements, and well-rounded education provisions. This page contains resources related to Title II.
Background | Social Media | Graphics | Talking Points | Educator Voices
ASCD Title II Day conversation with educators Fred Ende and Meghan Everette on professional development. See video
Use these sample Tweets during ASCD's Title II Days (the 2nd and 22nd of each month) and be sure to Tweet at your legislators @[Senators_Reps twitter handle].
"For many districts in North Carolina, the dollars provided through Title II are the sole source of funding for professional development. The state has not provided any professional development funding since 2008-09; therefore, the money that flows through Title II is critical for the ongoing development of our teachers and staff."
—Dr. Patrick C. Miller, Superintendent, Greene County Schools, NC
"For years we have been trying to break down the idea that "everything ends in June" in schools. With the allocation of Title II funds, we have been successful. The funding allows us to continue professional development throughout the summer where we analyze student work and plan how to meet their needs immediately in fall. There is no longer a period of time where the new teacher gets to know their student academically. Their first few weeks are spent on relationships while simultaneously meeting the math and literacy needs we already know they have. This would not be possible without Title II."
—Dr. Holly Prast, Assistant Superintendent, Kimberly, WI
"The growth of our students is only limited by the growth of those who serve them. Within my division, opportunities for professional development has directly steered our organization into improvements that include effective communication strategies, standards-based grading, and increased collaborative measures for students with disabilities. A failure to address professional growth will negatively impact our students and hinder the expertise and skill set of educators."
—Adam Brown M.S. Ed, Principal Re-ED/TRAEP, Virginia Beach SECEP at Renaissance Academy
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