OVERALL REPORTS ON RECOVERY / UNFINISHED LEARNING / ESSER FUNDING ● COVID-19 and Learning Loss. McKinsey. (Dorn et al., 2020) ○ https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-lo ss-disparities-grow-and-students-need-help ● Restarting and Reinventing School: Learning in the Time of COVID and Beyond. Learning Policy Institute. (Darling-Hammond et al., 2020) ○ https://restart-reinvent.learningpolicyinstitute.org/ ● Guiding Schools’ COVID-19 Recovery Decision Using Data and Evidence. EdResearch for Recovery Project. (Annenberg Institute, 2021) ○ https://annenberg.brown.edu/recovery ● Addressing Unfinished Learning After COVID-19 School Closures (Council of Great City Schools, 2020 ○https://www.cgcs.org/CMS/LIB/DC00001581/CENTRICITY/DOMAIN/313/CGCS_UNFINISHED%20 LEARNING.PDF ● EdTrust Strategies ○ https://edtrust.org/strategies-to-solve-unfinished-learning ● FutureEd Perspectives ○ https://www.future-ed.org/perspectives-on-how-schools-should-spend-covid-relief-aid/ ● ERS Principles ○https://www.erstrategies.org/news/investing_federal_esser_funds_in_recovery_and_redesign SPECIFIC PRACTICES BY THEME ASSESSMENT ● 3 Principles for Assessments During Instructional Recovery and Beyond (14 p) ○ Provides a description, rationale, reflection questions, and recommended action steps for each principle:
Establish a tiered approach to collecting data
Prioritize data close to instruction
Use data to increase student and family engagement
● Blueprint for Testing: How Schools Should Assess Students During the COVID Crisis (17 p) ○ Outlines the following suggestions for assessment:
Get clear on purpose
Focus on student wellness and relationships
Consider student and staff surveys
Prioritize assessments closest to instruction
Use classroom assessments to accelerate learning
Use interim assessments primarily for school and district decisions
Make test results available to parents
Administer state tests in the spring without high stakes TUTORING
● Accelerating Student Learning with High-Dosage Tutoring (10 p)
○ Summarizes the
evidence base for high-dosage tutoring and lays out 10 design principles for effective tutoring: frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization
ACADEMIC INTERVENTION & SUPPORT
● School Practices to Address Student Learning Loss (5 p)
○ Strategies to consider: high-dosage tutoring; extended learning time; strong early-warning monitoring systems
○ Strategies to avoid: compressed content, grade retention, and enhanced RTI
● Broad-Based Academic Supports for All Students (6 p)
○ Strategies to consider: face-to-face instruction for early elementary; targeted support for families; teaching grade-level content with special support; cross-team communication and maximizing instructional time; teacher looping structures
○ Strategies to avoid: large-scale standardized testing; remediation programs that supplant regular instruction
● Changes in the School Calendar that Maximize Learning (9 p)
○ Reviews evidence suggesting that extending and/or reconfiguring the school year to include shorter
breaks can benefit students, then offers recommendations
● Extended Day, Extended Year, and Year-Round Schooling – A Brief Review of the Literature (7 p)
○ Evidence suggests that adding instructional time to the school year and reducing the length of summer vacation work, to some degree, to mitigate learning loss, although neither appears to produce very large gains, at least consistently.
OTHER STRATEGIES
● Keeping Pace: Strategies for Ensuring Equitable Continuity of Learning During the COVID-19 Pandemic (4 p) ○ Summarizes the following continuity of learning strategies:
Curriculum-based assessments and curriculum-based measurements
Community homework centers
Alternative scheduling models
Ongoing, real-time, synchronous feedback and interaction with teachers
Universal SEL program
Summer learning programs
Thank you for sharing this resource Jusmar Maness!
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