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From YouTube: Impact of Disrupted Learning
Description
NCSL Virtual Meeting Series: Impact of Disrupted Learning
A
A
My
name
is
patrick
lyons.
I'm
the
policy
specialist
focused
on
p3
policy
here
at
the
national
conference
of
state
legislators
I'll,
be
joined
in
facilitating
this
meeting
by
my
colleague,
benjamin
olnick
brown,
who
is
our
k-12
research
analyst
before
we
get
into
today's
agenda?
I
want
to
go
over
a
few
ground
rules
for
today's
meeting.
A
Let's
see,
please
join
my
video,
so
we
can
see
all
of
your
faces
and
please
add
your
full
name
to
your
tile
if
you're
not
sure
how
to
do
that,
there
are
three
little
dots
in
the
upper
right
hand
corner
of
your
box
when
you
hover
over
your
own
picture,
be
ready
to
contribute
to
the
conversation
we
want
this
to
be
collaborative.
We
want
you
to
ask
questions
as
you
have
them
of
our
of
our
guests
here
today.
A
Please
feel
free
as
they're
speaking
to
throw
those
questions
in
the
chat
and
we
will
get
to
them
at
the
appropriate
time.
Please
mute
your
audio
when
you
are
not
speaking.
We
want
to
just
make
sure
that
we
limit
background
noise
as
much
as
possible.
I
do
not
share
your
screen
under
any
circumstance.
A
All
right
so
before
we
get
into
today's
agenda,
I
want
to
talk
a
little
bit
about
the
context
that
this
meeting
is
in.
Obviously,
one
of
the
reasons
we're
all
here
is
a
concern
over
the
disjointed
learning
that
has
happened
in
the
past
year
and
the
impact
that
has
had
on
students
from
everyone
from
policymakers,
educators.
Parents
are
just
worried
about
what
it
means
to
have
had
such
a
disruptive
educational
experience.
A
So
we're
going
to
talk
about
ways
to
measure
that
impact
we're
going
to
talk
about
the
role
that
assessments
can
play
in
that
both
formal
and
less
formal
assessments,
thinking
about
ways
to
think
about
student
learning
differently
than
we
have
in
the
past.
And,
lastly,
we're
going
to
talk
about
some
of
the
results
we're
seeing
in
early
research
on
the
impact
of
the
pandemic
and
the
best
ways
to
build
back.
A
The
structure
for
our
conversation
today
we're
very
excited
to
have
three
education
experts
here
to
talk
to
you
all
we're
going
to
speak
with
each
of
them.
In
turn
about
some
of
the
recent
research
they're
working
on
some
of
the
way
that
they
view
the
disjointed
learning
that's
gone
in
the
pandemic
and
how
they're
thinking
about
ways
to
identify
what
has
happened
in
terms
of
learning
loss
and
if
learning
loss
is
even
a
term,
we
should
be
using
and
ways
to
think
about
equity
in
building
these
recovery
plans.
A
Sorry
emma
is
a
research
professor
of
public
policy
and
the
founding
director
of
the
equity
research
action
coalition
at
the
frank
porter,
graham
children's
development
institute,
we're
also
joined
by
dr
jen
dipaoli
senior
researcher.
At
the
learning
policy
institute
and
dr
megan
mccormick
research
associate
for
the
family,
well-being
and
children's
development
at
mdrc.
A
With
that,
I'd
like
to
jump
right
into
our
conversation,
we're
going
to
start
by
speaking
with,
with
emma
on
on
some
of
her
work
first
off.
Thank
you
for
joining
us.
We're
so
happy
that
you
could
be
here
today
and
thank
you
so
much
for
taking
time
out
of
your
family
spring
break.
For
this
conversation.
B
Sure
so
again,
I
just
want
to
say
thank
you
and,
and
really
you
know,
as
a
mother
of
two
young
children
of
four
and
seven-year-olds.
You
know
I
live
it,
but
also
clearly
also
doing
research
around
it.
So
I
would
say
that
you
know
the
work
that
I'm
doing
is
both
leveraging
current
studies
that
I've
been
a
part
of,
and
also
some
new
partnerships.
B
That's
really
undergirded
by
head
start
and
early
head
starts,
and
that's
been
a
long
going
study
or
partnership
and
we've
been
gathering.
How
are
families
with
young
children
who
are
from
low
income
households?
How
have
they
been
experiencing
the
pandemic?
But
how
are
schools,
particularly
education
programs,
working
with
collaborating
with
families
around
ensuring
that
children
are
still
obviously
healthy
and
well,
but
also
being
provided
with
as
much
early
learning
supports
and
engagement
as
needed?
And
then
I
would
say
the
the
latest.
B
One
in
particular,
is
with
the
university
of
oregon
and
phil
fisher's
team
in
the
rapid
assessment
of
pandemic
impact
on
development,
early
child,
which
is
called
also
the
rapid
ec,
and
with
that,
we
really
have
been
sort
of
really
trying
to
identify
or
really
understand
how
our
families
across
the
country,
with
children
from
birth
to
age.
Five.
A
B
So
well,
I'm
glad
you
answered
that
question.
So
I
mean
again
as
a
parent,
particularly
of
a
four
or
seven
year
old.
For
me,
that
term
is
in
many
ways
pejorative
right
because
number
one
it
doesn't
even
give
credit
to
the
families
to
the
educators
who
have
been
working
in
ways
and
places
and
spaces
that
they've
never
had
to
work
in,
like
I
never
thought
I
would
ever
have
to
work.
You
know
me
and
my
husband
have
to
work
with
our
four
seven
year
olds
in
in
sort
of
in
terms
of
virtual
learning.
B
That
was
never
something
we
actually
got
trained
to
do
same
thing
with
educators,
never
had
to
deal
with
having
to
teach
a
number
of
children
through
a
virtual
learning
platform.
The
curricula
were
not
set
up
for
that.
The
assessment
was
not
set
up
for
that.
So
in
many
ways
it's
actually
pejorative
to
kind
of
save
this
learning
loss.
B
Now
there
may
be
sort
of
different
outcomes
right
based
on
what
is
nwea
data,
the
state
that's
suggesting
that
children
may
not
be
performing
at
a
particular
level
for
particular
assessment,
but
to
say
learning
loss
really
undermines
a
lot
of
what
children
are
learning
in
the
household
or
even
in
other
formal
or
informal
informal
things
that
they're
in
right.
It
doesn't
talk
about
how
they're
having
to
regulate
themselves
in
front
of
a
camera
like
how
many
of
us
adults
can
regulate
ourselves
in
front
of
a
camera
for
two
to
three
hours
a
day.
B
Right
like
that.
So
I
think
in
the
end,
we
really
need
to.
I
think,
begin
to
sort
of
think
much
more
closely
about
our
language
and
the
message
it
sends
to
families
who
have
been
working
hard
and
it
sends
the
message
to
teachers
that
education
have
been
working
hard
to
family
advocates
who
have
been
working
hard
to
truly
support
families,
especially
those
who
have
literally
dealt
with
not
just
a
loss
of
a
job
but
a
loss
of
loved
ones.
You
know
risk
of
getting
sick
of
being
hospitalized.
B
B
I
do
hope
that
we
begin
to
sort
of
change
the
narrative
about
the
learning
laws
and
maybe
really
articulate
what
is
the
children
need
to
learn
based
on
standardized
assessments,
but
also
figure
out
what
are
children,
doing
and
learning
right
in
ways
that
we
have
never
fully
embraced
right
and
especially
when
you
have
a
lens
of
equity,
it
really
reminds
you
that
there
are
many
things
that
children
were
able
to
do
and
were
learning
and
were
developing
that
have
never
been
fully
captured
in
a
standardized
assessment.
Again
remember.
B
B
We
are
finding
that
that
you
know
yes,
the
children
may
not
be
doing
as
well
in
assessment,
but
I
would
say
the
analysis
are
still
ongoing,
because
the
issue
is
that
we
have
not
been
able
to
assess
all
the
children
right
in
many
of
the
urban
settings
we
haven't
been
able
to
get
into
schools
because
the
schools
are
like.
Oh,
my
goodness,
we're
still
too
stressed.
B
I
do
want
us
to
be
very
cautious
about
what
we're
trying
to
do
and
we're
trying
to
say,
but
we
are,
we
are
seeing
that
you
know
we
have
a
lot
of
children
who
may
not
be
coming
to
programs
or
even
attending
virtual
lessons,
and
again
it
may
not
be
because
children
don't
want
want
it.
It's
because
they
may
have
access
issues
with
sort
of
having
the
the
electronic
gadgets
even
access
the
bandwidth
we're
talking
about
even
in
urban
sectors
and
rural
sectors,
where
we
don't
have
enough
access
to
broadband
right.
B
So
that
means
that
those
who
want
to
get
virtual
learning
lessons
won't
be
able
to
have
it.
So
we
do
have
to,
I
think,
begin
to
to
really
see
what
are
the
the
conditions
to
ensure
that
children
are
learning,
and
so
we
can't
just
put
it
all
on
children
all
on
families.
We're
not
doing
quote
unquote
the
best
to
to
reduce
our
learning
loss.
A
Great
thank
you.
I
definitely
want
to
follow
up
on
that
last
point
about
different
students,
but
first
I'm
going
to
go
back
a
little
further
to
hit
on
those
standardized
assessments.
You
mentioned
standardized
assessments,
and
that
is
certainly
a
a
big
point
of
debate
in
state
houses
across
the
country.
B
Right
look,
I
mean,
of
course,
I'm
not
going
to
say
that
we
should
go
out
the
baby
with
the
bath
water
right
like
I.
I
do
think
right.
Schools
need
something
that
they
can
measure.
You
know
whether
it's
teachers
or
programming
or
policies
or
strategies,
so
they
need
something
standardized
right.
However,
what
I
would
encourage
states
and
leaders
to
do
is
really
to
expand
the
notion
of
what
is
learning.
What
are
the
outcomes
that
we're
seeking
and
also
asking
whether
the
assessments
we
have
have,
how
are
they
biased,
free
right?
B
What
is
learning?
What
is
excellence,
what
is
it
that
children
know
and
how
can
we
support
their
learning
to
prepare
them
not
just
for
school,
but
for
life
right,
so
even
being
able
to
gather
more
in
terms
of
social,
emotional,
health,
right
learning,
being
able
to
gather
important
for
children
who
are
dealing,
who
have
always
sort
of
had
this
sort
of
live
two
worlds
right?
B
The
biculturalism,
even
the
bilinguistic
sort
of
life
being
able
to
gather
children's
ability
to
navigate
between
two
worlds
is
a
huge
cognitive
task
that
we
don't
really
measure
right
being
able
to
deal
with
biases
and
racism.
We
don't
measure
that
either
and
those
are
huge
cognitive
load
on
young
people.
So
I
do
think
we
have
to
begin
to
think
about.
Are
there
other
metrics
that
we
can
add?
That
really
gives
us
a
fuller
picture
of
what
children
bring
and,
of
course,
we
need
and
again
a
lot
of
some
of
these
standard
assessments.
B
Don't
actually
help
teachers
prepare
lessons
for
children
or
personalize
the
children.
So
to
me,
we
have
to
think
about
other
kind
of
assessment
tools
that
can
help
to
guide
teachers
in
ways
that
they
can
really
support
the
specific
and
unique
needs
of
each
of
their
children
in
their
classroom.
Right
now,
our
standard
assessments
don't
really
provide
that
kind
of
tool.
That's
not
their
role,
and
so
we
have
to,
I
think,
begin
to
sort
of
expand
both
what
is
considered
learning.
B
What
is
considered
excellent,
what
is
considered
doing
well
or
proficient,
but
also,
I
think,
expand
it
and
also
provide
tools
that
teachers
and
educators
and
others
can
also
use
in
terms
of
the
personalizing
lessons
for
children
and,
of
course,
I
think,
provide
tools
that
teachers
and
families
can
talk
between
right.
We
know
that
there's
a
lot,
and
this
is
the
opportunity
right.
B
It's
not
a
horrible
thing,
we're
at
a
time
with
families
we're
literally
the
children's
first
teacher
and
only
teacher
and
so
being
able
to
for
schools
and
families
to
come
together
with
some
level
of
metric
to
say
what
have
you
learned
about
what
your
child
is
doing,
begin
to
gather
that
kind
of
formative
assessment
from
family,
so
that
we
can
and
then
use
that
continuously
right
continue
to
engage
with
them?
It's
about!
What
is
what
are
you
learning?
B
What
are
you
seeing
your
children
being
able
to
do
et,
cetera,
et
cetera,
so
I
think
we
can
do
a
lot
more
and
really
take
this
opportunity
to
not
sort
of
focus
on
the
learning
laws
quote-unquote.
But
to
really
say
what
have
you
been
doing
to
support
your
child's
development,
their
learning,
the
social
emotional
health?
B
And
how
do
we
take
that
right
and
then
move
that
forward
when
they
return
back
to
schools
and
how
do
we
center
educators
and
families
together
in
service
of
children,
especially
for
children,
who
have
literally
been
in
their
own
space
in
their
own
sort
of
home,
environment
or
community
environment?
And
so
I
think
it's
a
time
for
us
to
think
differently
about
how
schools
should
operate.
A
B
So
I
would
say
that
there
are
we.
We
do
have
some
assessments
really
especially
around
the
social
emotional
spaces
right
around
things
like
things
like
self-regulation,
that
we
do
see,
parents
being
able
to
to
also
complete.
We
have
questions
around
children's
attention.
Children's
motivation
for
learning
those
are
things
that
we
already
have
that
both
teachers
can
complete,
but
also
families
can
complete.
B
I
think
that
schools
and
and
and
institutions
they're
interested
in
going
just
beyond
the
basic
freedom
and
math.
I
think
if
we
are
interested
in
really
ensuring
equitable
experiences
and
outcomes,
then
we
know
that
we
can
identify
tools
and
also
continue
to
innovate
in
the
tools
that
matters
for
all
children.
A
Well,
and
that
is
actually
a
perfect
segue
into
the
next
question,
I
want
to
talk
to
you
about
in
your
position
as
the
director
of
the
equity
research
action
council.
I'd
love
to
hear
a
little
bit
more
about
how
how
students,
how
students
of
color
have
experienced
the
pandemic
differently
being
at
home,
both
in
positive
and
negative
ways.
B
Right
well,
thank
you
for
that
yeah
so
part.
I
will
say
part
of
the
reason
for
the
equity
research
action
coalition
is
to
really
be
sort
of
a
really
online
research
program,
partnership
with
policy
makers
and
on
the
ground
and
really
the
goal
is
to
really
recenter
research
to
really
come
from
a
strength-based
antibiotic
anti-racist
perspective
around
the
research,
but
also
how
their
research
is
activated
to
really
meet
the
needs
of
black
children
and
other
children
of
color.
And
I
would
say
what
we
know
from
our
day.
B
But
we
have
seen,
for
example,
a
colleague,
theresa
chapel,
did
a
facebook
sort
of
survey
with
her
with
her
black
mothers
and
they
and
and
the
mothers
were
like
ten
percent
like
I
never
may
never
come
back
to
school
again,
because
what
they
realized
is
that
in
many
ways
schools
have
been
harmful
to
their
children
in
the
ways
that
they
view
their
children
the
ways
that
they
engage
with
them.
The
ways
that
they
even
provide
learning
for
them
right.
B
The
ways
that
they
see
them
right
in
terms
of
whether
it's
a
special
expulsion
or
just
exclusionary
practices,
and
on
top
of
that
families
were
really
concerned
about
how
their
child's
race,
particularly
black
families,
were
impacting
their
children's.
You
know
harsh
discipline,
the
opportunities
for
life
and
success,
and
even
the
interactions
with
school
resource
officers
or
police
officers.
B
So
there
were
already
challenges
and
I
think
in
many
ways,
while
we've
been
dealing
with
covenant,
19
families,
but
to
give
black
families
have
been
dealing
with
cloven
19
we're
raising
them
biases
and
it's
just
been
exacerbated
under
these
conditions.
But
I
will
say
that
that
black
families
in
particular,
are
very
hopeful
right.
B
They
believe
that
that,
as
we
continue
to
focus
on
issues
of
equity,
that
we
could
do
better,
but
they
understand
that
this
is
a
time
for
schools
to
begin
to
center
for
their
needs
centered
their
voices,
their
experiences,
the
fact
that
many
children
go
into
schools
that
were
under
resource
that
really
was
were
not
even
safe
and
healthy
places
before
the
pandemic.
So
I
think
that
this
may
be
the
time
to
sort
of
say,
hey
families.
B
How
could
we
work
in
partnership
to
create
not
just
a
physically
safe
and
healthy
space,
but
a
healing
space
for
black
children
to
not
only
thrive
social
emotionally,
but
also
thrive,
academically
right?
So
this
is
what
I
think
you
know.
Black
families
are
calling
for
is
a
bit
more
of
schools,
please
partner
with
us
in
a
way
that
recognize
our
culture,
our
experiences,
our
language
and
our
history
and
the
trauma
that
we
continue
to
experience
in
many
public
spaces.
B
A
Great
thank
you
for
that.
That
is
obviously
very
exciting
work.
We
hope,
as
more
of
those
conversations
happen,
you'll
come
back
and
continue
to
talk
to
our
constituents
about
how
those
conversations
are
going,
how
black
families
are
using
their
collective
power
to
change
the
education
systems
to
meet
the
needs
of
their
their
students.
More.
So.
Thank
you
for
that.
A
A
A
C
We're
excited
to
introduce
jen
de
powley,
who
is,
as
patrick
said,
a
senior
researcher
at
the
learning
policy
institute
and
her
work
focuses
leading
the
deeper
learning
team
on
social,
emotional
learning,
performance
assessments
and
assessment
and
centering
the
whole
child,
and
that,
really,
I
think,
is,
is
where
we
want
to
start
our
conversation,
dr
depaoli.
Your
work
focuses
on
educating
the
whole
child.
So
how
can
this
approach
affect
our
understanding
of
the
pandemic's
impact
on
students.
D
Yeah
sure
so,
and
I
apologize
my
internet's
going
wonky,
so
I'm
technically
on
the
phone
right
now,
but
you
know
I
would
just
echo
everything
that
dr
ruka
said
before
me.
That
was
brilliant.
I
feel
like.
I
don't
need
to
say
anything
more
really,
but
you
know
we
use
the
term
whole
child,
because
for
so
long
we've
thought
of
students
and
young
people
in
this
country.
D
You
know
getting
them
connected
to
the
right
services,
so
when
we
think
about
whole
child,
we
have
to
think
about
what
is
what
are
all
of
the
aspects
of
students
needs
and,
like
I
said,
I
mean
it
was
a.
It
was
an
inequitable
system
before,
and
you
know
it
was
just
exacerbated
kind
of
like
what
that
doctor
said,
like
we've
just
seen
an
exacerbation
of
it
through
the
pandemic.
C
D
Yeah
I
mean-
and
I
like
I'm
just
echoing
again
what
dr
ruka
said
like
this
year,
has
obviously
been
full
of
trauma
for
everyone,
whether
we
realize
it
or
not,
but
for
students
it's
been
especially
hard
because
you
know
they
were
in
this
position
where
they
were
going
to
school
every
day,
whether
that
was
a
safe,
welcoming
environment
or
not
was
a
touch
point
in
the
day
for
them
to
go
to
now,
all
of
a
sudden
those
kids
are
at
home.
Sometimes
those
homes
were
safe
places.
Sometimes
they
weren't
either
way
they
lost
those.
D
You
know
specific
connections
with
their
peers
with
their
teachers
with
other
folks
I
mean
you
know
we
think
about
how
isolating
it
was
when
we
went
into
lockdown
the
first
time
and
that
you
know
can
obviously
affect
students,
and
I
think
the
one
thing
to
really
keep
in
mind
too,
is
that
you
know
students,
brains
are
constantly
great.
Young
people's
brains
are
constantly
developing
and
they're
changing,
and
especially,
you
know
when
they're
elementary
school
middle
school
even
into
high
school.
D
You
know
it
was
still
very
stable,
but
for
a
lot
of
families
it
wasn't
whether
they
were
dealing
with.
You
know:
health,
the
health
of
relatives,
whether
they
were
dealing
with
unemployment,
whether
they
were
dealing
with
you
know
not
having
the
tools
to
even
connect
to
their
schools.
Right.
We
talk
about
the
digital
divide,
all
the
time
not
having
access.
D
You
know
those
things
have
all
impacted
students
in
really
big
ways
that
we
need
to
be
really
mindful
of
and
I'll
just
throw
out.
You
know
one
quick
fact
and
I
know
there's
been
a
lot
if
anybody's
paying
attention
to
the
news
at
all
about
the
rates
of
suicide
or
suicidal
ideation
that
has
gone
up.
The
rates
of
mental
health
calls,
I
think
you
know
the
cdc
reported
something
around
a
90
increase
in
mental
health
calls
for
young
people
and
yeah.
It
is,
you
know,
I'll,
go
I'll.
Just
go
back
to
the
inequities.
D
We
know
that
the
covid
pandemic
has
inequitably
hit
black
communities
and
latinx
communities.
We
know
that
students
who
are
most
likely
to
be
virtual
throughout
this
ncs
just
put
out
a
study
that
it
was
most
likely
to
be
black
and
other
students
of
color
who
have
been
at
home
this
entire
time.
We
also
know
they're
the
ones
that
were
least
likely
to
have
high
speed,
internet
and
access
to
the
tools
that
they
need
to.
D
You
know
participate
in
the
school
day,
so
yeah
it
has
been
very
inequitable,
and
I
think
you
know,
as
we
go
back
and
and
hopefully
we'll
have
a
more
normal
school
year
in
terms
of
being
in
person
next
year.
But
we
have
to
recognize
that
students
are
going
to
be
bringing
those
back
and
some
students
are
going
to
be
bringing
back
a
lot
more
than
others.
C
Thank
you
and
it's
nice
to
see
you
back
on
the
screen.
I
one
last
question
about
the
impact
in
the
night.
I'm
hoping
we
can
turn
it
turn
the
discussion
a
little
more
forward
looking
and
to
some
of
the
ways
that
we
can
address
these
impacts,
but
you
mentioned
the
long-term
impact
of
trauma
on
brain
development
and
I'm
wondering
if
you
can
expand
on
that
a
little
bit,
particularly
in
the
realm
of
social,
emotion,
social,
emotional
learning.
D
Yeah,
so
I
mean
we
know
that
learning
is
contextual
right.
So
what
is
the
context?
You're
learning
within
so
obviously
the
change
in
being
from
a
classroom
to
being
at
home
and
maybe
not
having
all
the
resources
we
also
know
you
know.
I
know
from
all
of
my
my
close
teacher
friends
that
you
know
you've
got
kids,
sometimes
that
are
learning
when
there's
two
or
three
other
kids
in
that
same
home
that
are
all
trying
to
learn
at
the
same
time.
D
D
We
also
know
that
relationships
play
a
major
part,
and
I
know
we're
going
to
talk
a
little
bit
more
about
that,
but
the
loss
of
relationships
is
really
detrimental
to
their
social,
emotional
well-being
and
just
the
overall
disconnection
I
mean,
we've
seen
a
rise
in
attendance.
You
know
chronic
absenteeism,
students
just
aren't
even
engaged.
D
We
know
that
you
know.
A
lot
of
kids
have
depended
on
expanded
learning
opportunities
out
of
school
time
after
school
time
and
those
those
went
away
in
a
lot
of
places
or
have
been.
You
know
that
they
had
their
funding,
cut,
they
weren't
able
to
provide
those
same
resources
so
yeah.
I
think
it's
having
a
major
impact
and
I
just
think
in
general
you
know
we
all
grew
up
where
we
went
to
school.
D
I
think
there's
been
different
learning
and
in
different
places,
and
so
you
know
we
have
to
consider
everything
that
they
have
been
through
this
year
as
a
part
of
now
their
new
development
developmental
trajectory.
And
how
do
we
now
take
that
to
a
place
that
they
can
build
off
of
it
and
we
can
be
supportive
of
them.
C
Thank
you
for
that
and
there's
a
term
you've
been
using
in
a
couple
of
your
briefs,
which
we
will
which
we'll
put
in
the
chat,
which
is
a
restorative
approach
both
to
reopening
schools
and
to
developing
equitable
education
policy
and
practice
moving
forward.
And
so
I'm
I'm
hoping
you
can
give
us
an
overview
of
what
you
mean
by
that.
And
what
does
the
restorative
approach
to
this
next
period?
Look
like.
D
Yeah,
so
we
you
know
are
we
believe
that
school
should
be
redesigned
to
be
what
you
said
as
restorative
spaces,
so
those
would
be
environments
where
young
people
are
known,
nurtured
healing
is
at
the
center
of
it.
Equity
is
at
the
center
of
it.
You
know
we
want
them
to
be
places
where
students,
unique
strengths,
needs
and
interests
are
really
valued,
they're
put
at
the
center.
You
know,
we've
heard
for
so
many
years,
student-centered
student-centered
student-centered,
and
I
don't
genuinely
think
that
a
lot
of
those
approaches
have
been
actually
student-centered.
D
So
we
need
to
put
students,
you
know,
voices
at
the
heart
of
it.
We
also
need
to
be
thinking
about.
You
know:
how
do
we
bring
communities
in
right?
Schools
used
to
be
the
center
of
communities
and
they
used
to
be
places
where
you
know
that
was
it.
That
was
the
center
of
like
that's.
Where
families
went.
D
We
are
missing
the
larger
points
you
know
going
back
to
what
you're
asking
me
before
about
social
emotional
learning
is
inherently
social
and
emotional.
We
know
that
you
can't
do
the
academic
piece
if
you're
not
attending
to
their
social
and
emotional
needs,
and
that
has
to
be
the
center
of
a
social
or
excuse
me,
a
restorative
approach
and
so
yeah
I
mean,
I
think,
and
I
think
going
back
to
dr
ricky
brought
this
up
about.
You
know
restorative
approaches
a
lot
of
times.
D
B
C
C
And
I
see
one
so,
and
this
is-
and
this
is
a
question
perhaps
that
you
only
you
can
speak
to
as
well
if
you'd
like,
but
we
have
a
question
of
what
sorts
of
supports.
Could
state
policymakers
prioritize
when
using
the
recovery
funds
that
are
now
available
to
address
these
needs?
That
you're
talking
about.
D
Yeah
so
I
mean
you
know
some
of
the
things
that
we
think
are
really
important.
I
I
you
know
I
mentioned
before,
like
community
schools
models
or
any
model
where
integrated
systems
of
supports
is
prevalent.
You
know,
we
know
that
you
can.
You
can
hire
community
school
coordinators
and
put
people
like
that
in
schools
who
can
help
make
those
connections
outside
you
know
we're
also
talking
a
lot
about
making
sure
that
you
are
investing
in
social,
emotional
support.
That
doesn't
mean
just
investing
in
like
an
sel
curriculum,
but
a
lot
around
professional
development.
D
You
know
we
would
love
to
have
a
ton
of
money
be
spent
on
counselors
and
mental
health.
You
know
providers,
but
we
also
know
that
a
lot
of
it
has
to
be
done
by
teachers,
and
so
that's
that's
really
big
and
I
will
just
say
one
other
thing
really
quickly
and
then
you
know
just
to
keep
in
mind
this
and
I
I
know
I've
talked
to
other
people,
and
I
know
that
the
ncsl
has
been
messaging
this
as
well,
but
the
money
doesn't
have
to
be
spent
right
now.
D
So
there
are
a
lot
of
short-term
needs
to
focus
on
and
there's
a
lot
that
could
be
invested
in
this
summer,
and
you
know
there
is
money
set
aside
for
that
and
there's
money
that
can
be
set
aside
for
social
emotional
supports
moving
forward,
but
this
money
could
be
used
for
a
lot
of
really
long-term
investments,
so
starting
restorative
justice
programs
in
schools,
setting
up
those
community
schools
models
investing
in
long-term,
high-quality
pds.
I
know
dr
ruka,
you
mentioned
you,
know
anti-racist
training
and
we
always
talk
about
culture,
responsive
training.
D
That's
that's
not
something
that
a
lot
of
teachers
that
know-
or
it
comes
naturally
to
them
so
think
about
these
things
in
the
long
term.
How
can
we
invest,
and
even
as
early
as
ed
prep
programs?
How
can
we
make
sure
that
we're
we're
focusing
on
training
teachers
now
for
everything
that
they're
gonna
need
to
do
so?
B
B
We
have
a
lot
of
data
systems,
but
not
even
race,
ethnicity,
of
teachers
or
programs.
So
there's
just
a
lot
of
data
that
we
don't
even
have
enough
of,
I
would
say
again,
is
to
think
about
how
do
we
we
sort
of
address
the
issue
of
workforce
preparation,
both
pre-service,
but
also
in
service,
especially
around
issues
of
racial
equity
and
racism?
I
think
that
coven
19
hit
us,
but
so
did
racial
reckoning
right.
We
cannot
take
this
moment
and
go
back
to
normal.
Some
of
us
don't
want
normal.
B
You
know
you
may
not
have
families
coming
back
because
they
don't
want
normal.
They
have
seen
it,
they
have
done
it
and
that
way
to
move
on.
So
I
would
say
this
is
an
opportune
time
for
policy
makers,
and
those
who
have
who
are
going
to
be
distributing
funds
is
to
think
about
it
in
a
more
long
term.
What
is
a
long-term
gain?
Yes,
your
short
short-term
in
terms
of
making
schools
safe,
but
even
getting
school
buildings
up
to
code
right.
B
We
have
schools
in
michigan
north
carolina
across
the
country
that
literally
kids
cannot
drink
out
of
the
water
fountain
right,
so
even
making
this
building
physically,
safe
and
healthy
would
be
really
important
in
the
short
term.
But
then
thinking
about
the
long
game
to
keep
children
and
families
there
and
safer,
and
then,
of
course,
I
would
say
that
you
know
continue
to
sort
of
lean
in
on
what
curricula
and
or
associated
assessments
around
issues
of
equity
and
bias,
because
in
the
end
of
it,
I
think
you
know
dr
depaul
is
right.
B
We
have
children
who
are
coming
into
the
building
who
have
been
living
a
different
kind
of
way.
That's
have
been
more
healthy
for
them
in
some
in
some
regards,
and
we
don't
want
us
to
enter
into
schools
where
they're
going
to
be
fully
pushed
in
again
in
terms
of
their
of
their
mental
health,
and
so
I
think
we
need
to
think
about
a
lot
of
the
mental
supports
and
wraparound
care.
That
means
coaches,
a
lot
of
workforce
in
that
space
of
social,
emotional
health.
B
A
Great,
thank
you
so
much.
I
for
one,
am
very
excited
to
talk
to
megan
in
this
next
segment,
because
we're
going
to
have
a
little
bit
of
a
greater
focus
on
those
early
learners,
those
preschool
to
to
third
grade
kids,
who
who
maybe
have
never
been
in
a
classroom
because
their
education
career
started
during
the
pandemic,
so
megan.
A
The
first
thing
I
want
to
talk
about
kind
of
piggybacking
on
the
conversation
we
just
had
about
how
to
make
investments
in
this
recovery
period,
but
you
recently
made
the
case
for
investing
some
pandemic
relief
funds
and
summer
programs
for
young
kids.
Can
you
highlight
some
of
the
main
reasons
why
you
think
this
is
a
good
bet
for
school
districts
right
now,.
E
As
I'm
sure
everyone
in
this
group
knows,
and
districts
should
be
using
up
to
20
at
least
20
percent
of
their
funds
from
the
arp
towards
out-of-school
time,
learning
experiences,
including
summer
learning,
extended
day
programs
and
extended
year,
programs
and
but
in
the
bill.
Interestingly,
the
money
is
supposed
to
address
like
these.
The
issues
of
the
quote
is
from
the
bill
learning
loss,
but
I
would
kind
of
refer
to
the
language
that
we've
discussed
this
far,
really
really
like
learning
recovery
and
considering
different
types
of
learning
outcomes.
E
And
what
we're
concerned
about
is
that,
because
most
of
the
data
that
we
have
on
like
how
kids
are
being
affected
by
the
pandemic?
It's
for
older
students.
We
don't
really
know
as
much
about
how
younger
kids
are
being
affected
by
the
pandemic,
because
some
of
these
kids
have
never
actually
entered
the
formal
school
system.
A
Excellent,
thank
you,
and
I
do
want
to
really
quickly
plug
the
next
meeting
in
our
series.
Tomorrow.
It's
going
to
get
even
more
into
the
topic
of
reengaging
young
learners
and
learners
in
general,
so
just
to
plug
in
for
that.
But
next
question
megan
how
important
is
kindergarten
during
this
recovery
period,
you
talked
about
the
missing
kindergarten
cohort,
it's
something
we've
been
tracking
and
it's
a
question
that
we
continually
get
from
legislators
about
the
importance
of
kindergarten.
Right
now.
Only
19
states
and
the
district
of
columbia
require
kindergarten.
E
E
Then
the
other
kind
of
key
piece
of
this,
though,
for
the
pandemic,
is
that
this
year
is
going
to
look
even
more
different.
You
know
even
more
varied
in
terms
of
kids
skills
when
they
show
up
to
kindergarten
skills
again
on
traditional
assessments
than
it
has
been
in
the
past,
because
we're
going
to
see
kids
having
a
variety
of
experiences
prior
to
kindergarten,
some
kids
will
have
been
in
formal
pre-k
programs,
some
kids
won't.
Some
kids
will
have
been
at
home
with
their
parents
since
march
2020.
E
This
is
really
the
first
time
that
they're
in
this
kind
of
more
formal
educational
setting
and
so
to
that
and
kindergarten.
This
year
is
kind
of
more
important
than
it's
ever
been
before,
because
having
the
supports
in
place
to
recognize
the
different
strengths
that
kids
are
bringing
to
those
experiences
and
building
on
kind
of
what
they
were
exposed
to
in
the
first
five
years
of
their
life.
E
The
academic
supports
through
different
types
of
curricular,
professional
development
and
quality
improvement
efforts
to
ensure
that
that
kindergarten
year
is
highly
successful.
It
is
a
going
to
be
a
good
investment
in
terms
of
supporting
longer
term
outcomes.
Is
our
guess
again.
None
of
that
all
this
pandemic
research
is
are
things
that
we're
trying
to
come
up
with
based
on
free
pandemic
samples
and
evidence.
But
our
guess
is
that,
given
that
we
know
kind
of
those
early
skills
are
so
important
for
longer
term
outcomes,
and
those
early
experiences
are
important
for
longer-term
outcomes.
A
Great,
so
I
I
think
we
all
understand
that
managing
kindergarten
classrooms
is
can
be
chaotic
on
the
best
day,
but
coming
back
from
pandemic,
it
sounds
like
it's
going
to
be
even
more
stressful.
Can
you
talk
about
early
learning
providers?
Specifically,
you
mentioned
some
of
the
challenges
they
may
have,
but
what
are
some
of
the
things
that
states
could
be
doing
to
support
these
providers
as
their
as
it
sounds
like
the
scope
of
their
job
has
just
expanded
even
more.
E
So
there
one
key
recommendation
that
we've
actually
heard
teachers
getting
in
some
of
our
work
is
that
they
would
love
extra
hands
in
the
classroom.
So
in
a
lot
of
places
in
kindergarten
classrooms,
don't
actually
have
assistant
teachers
full-time,
so
there
might
be
a
part-time
person
in
the
classroom.
That's
funded
that
kind
of
switches
between
classrooms,
but
it's
kind
of
rare
to
see
a
kindergarten
classroom
with
a
full-time
assistant,
and
so
that
obviously,
is
costly
and
has
a
cost
implication.
E
In
addition,
having
there's
a
lot
of
talk
right
now
about
tutoring
programs,
there's
less
clarity
about
what
that
looks
like
for
young
kids,
but
if
we
can
think
about
strategies
for
investing
in
targeted
tutoring
that
can
support
small
group
and
differentiated
instruction
and
take
some
of
the
onus
off
of
one
teacher
to
support
a
variety
of
kids
needs
and
make
sure
that
every
kid
is
getting
that
individualized
support.
That
could
be
an
effect.
We
know
from
evidence
that
that
could
be
an
effective
mechanism
for
supporting
learning
as
well
and
yeah.
E
Those
would
kind
of
be
the
kind
of
key
to
pieces,
because
one
thing
we
don't
want
to
forget
about
with
obviously
focusing
on
kids
experiences
and
the
disruption
that
they've
had
is
a
significant
disruption
that
the
ece
workforce
and
kindergarten,
the
third
grade
teachers,
really
all
teachers,
but
talking
about
young
kids,
have
experience.
So
this
has
been
also
kind
of
a
huge
disruption
for
them
and
kind
of
how
they've
taught
before
they've
had
to
be
learning
on
the
ground.
E
It's
been
very
stressful
for
teachers,
not
knowing
kind
of
what's
going
on,
especially
in
ece
settings
that
might
have
been.
You
know
they
went
out
of
business
staff
were
furloughed,
they
are
being
challenged
by
a
variety
of
issues
related
to
compensation
and
job
security,
so
also
acknowledging
the
challenges
that
teachers
have
experienced
and
having
supports
in
place
to
support
them
and
their
social,
emotional
well-being.
It
seems
like
a
critical
piece
as
well,
because
that's
going
to
kind
of
drive
the
well-being
of
kids
as
well.
A
Great
thank
you
and
and
perfect
timing.
We
are
at
the
last
five
minutes
of
our
session
here.
So
at
this
point,
I'd
like
to
open
it
up
to
anyone
to
ask
questions
of,
of
course,
megan,
because
we
just
heard
from
her
but
of
any
of
our
panelists.
So
if
you
have
a
question,
please
feel
free
to
mute
yourself
and
ask
it:
you're
always
welcome
to
throw
it
in
the
chat
it
looks
like
we.
A
Well,
you
know,
megan,
I
had
another
question
that
that
seems
like
we
now
have
some
time
for
you
know
throughout
your
your
comments
you
were
talking
about.
You
know
we
need
to
do
new
research
to
understand,
but
also
hinting
back,
that
a
lot
of
the
old
research
we
were
doing
about
what
works
well
in
classrooms
should
still
be
relevant
brought
forth.
Can
you
talk
about
some
of
that
work
and
how
you
know
some
of
the
things
that
we
were
really
discussing.
A
E
I
kind
of
mentioned
two
of
those
things
which
is
having
assistant
teachers
and
having
access
to
tutoring
programs,
but
also
having
the
ability
to
invest
in
curricula
and
professional
development
that
supports
the
type
of
child-directed
play-based.
Small
group.
Learning
that
we
know
from
a
variety
of
studies
is
has
impacts
on
kids
learning
and
development,
so
not
just
their
academic
skills,
but
also
their
social
emotional
development
and
what
we've
kind
of
heard
of
why
early
childhood
programs
and
kindergarten
programs
choose
not
to
adopt
those
types
of
curriculum.
E
Professional
development
programs
is
that
they
are
expensive.
It's
a
big
investment
to
switch
curricula.
It's
a
big
investment
to
engage
to
kind
of
make
this
huge
shift
and
what
is
being
offered
at
the
kind
of
center
setting
or
center
level.
But
this
could
be
a
great
with
the
arp,
a
huge
opportunity
to
kind
of
reflect
on
what
we
know
from
free
pandemic
times.
We
now
have
the
money
to
invest
in
that
type
of
instruction
and
learning.
E
That's
really
set
child
directed
it's
very
individualized
and
it
exposes
kids
not
just
to
basic
skill
instruction,
which
is
what
we
see
a
lot
in
early
childhood
settings,
but
it
exposes
kids
to
a
broad
set
of
content,
background
knowledge
it
engages
them
in
learning,
that's
exciting.
It
connects
to
their
real
life
experience
and
lived
experiences,
and
there
are
programs
in
curricula
that
are
evidence-based.
That
can
promote
that.
E
It's
just
that
it's
been
difficult,
giving
funding
constraints
to
actually
kind
of
implement
them
at
scale,
and
so,
given
the
infusion
of
resources,
the
world
has
changed
in
terms
of
the
pandemic,
but
how
kids
learn
hasn't
changed
like
they're
still
going
to
benefit
from
those
types
of
experiences,
and
I
would
also
to
because
you
owe
me
this
year.
I
have
to
put
a
plug
in,
or
this
is
a
huge
equity
issue.
A
Excellent,
thank
you.
Well,
we
are
at
time
I
want
to
first
off
thank
our
excellent
panel
for
coming.
It
is
always
great
to
get
just
such
passionate
experts
to
talk
about
these
subjects
and
help
engage
our
legislature.
I
want
to
thank
benjamin
for
facilitating
this
along
with
me
today,
and
I
want
to
thank
everyone
who
was
able
to
attend.
If
you
have
any
questions,
please
feel
free
to
reach
out
to
us
with
any
follow-up
questions.
We
can
help
connect
you
to
our
experts.
A
There
will
also
be
posting
these
resources
that
benjamin's
been
sharing.
I
mean
if
you
are
watching
the
recording,
please
do
not
hesitate
to
reach
out.
Even
if
this
recording
is
months
old,
we
are
going
to
be
continuing.
This
conversation
we'll
be
happy
to
answer
your
questions
with
that.
I
want
to
wish
everyone
a
good
rest
of
their
day
and
the
rest
of
their
week.
Please
tune
in
tomorrow
at
one
to
two
eastern
time
for
our
final
meeting
in
this
cluster
series
on
re-engaging
learners.
So
thank
you.