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From YouTube: Learning Loss and Approaches to Summer Learning
Description
Aaliyah Samuel and Beth Tarasawa from NWEA, and Terry Peterson, Education Advisor provide information on pandemic learning loss and approaches to summer learning. May 26, 2020.
A
Good
afternoon,
everyone,
thank
you
so
much
for
joining
us
today.
My
name
is
Michelle
Eckstrom
and
I'm.
The
group
director
in
the
education
program
at
the
National
Conference
of
State
Legislators
you're
joining
us
for
a
virtual
meeting
series
and
today
we're
going
to
be
focusing
on
the
pandemic
learning
loss
in
approaches
to
summer
learning,
but
before
we
get
started,
I
just
wanted
to
remind
you
of
some
protocol.
We
have
for
each
of
our
virtual
meetings.
A
We
ask
that
you
please
join
us
by
video
rather
than
just
by
phone,
because
we
want
to
see
your
face
and
we
want
you
to
participate
as
if
you're,
in
a
life
meeting
with
us.
We
would
also
ask
that
you,
please
add
your
full
name
to
your
tile.
You
can
do
that
by
clicking
in
the
three
dots
and
that
upper
right
hand
corner
of
your
tile.
A
Do
you
please
indicate
your
full
name
and
the
state
that
you're
from
or
the
organization
that
you're
representing
this
just
helps
us
to
know
who's
on
the
virtual
meeting
for
security
purposes,
and
so
that
we
can
keep
track
of
who's
joining
us?
We
would
also
ask
that
you,
please
mute
your
lines
as
long
as
you
aren't
being
asked
to
speak.
A
So
if
you
can
just
keep
yourself
muted,
there
might
be
times
when
you
ask
you
to
open
up
your
line
and
ask
a
question
that
way
or
you
can
certainly
type
your
questions
in
the
chat
box
as
well.
You
can
also
raise
your
hand,
and
you
will
be
recognized
also
by
today's
moderator.
Please
don't
share
your
screen
under
any
circumstances
and
also
just
a
reminder
that
this
meeting
will
be
recorded.
A
B
Great
thanks
Michelle,
as
Michelle
said,
I'm
Ashley,
Wallace
and,
as
you
guys
know,
summer
learning
loss
happens
every
summer,
but
due
to
covered
19,
it's
expected
to
be
compounded,
both
social-emotional
learning
loss
as
well
as
academic
learning
loss.
So
that's
what
we're
here
to
talk
about
today
and
we're
going
to
start
our
meeting
with
two
speakers
from
nwea.
First
we'll
have
a
Leo,
Samuel
and
then
best
Parma,
Salah
and
those
chairs
our
findings
around
koban
learning
loss
and
outlined
some
policy
implications.
B
Then
we're
going
to
have
an
audience
poll
and
then
a
chance
to
ask
some
questions
of
nwea.
Our
next
but
featured
speaker
is
Terry.
Peterson
he's
an
education
expert
specializing
in
after-school
and
summer
learning
policy
and
he's
going
to
talk
about
the
after-school
and
summer
learning
supports
both
during
the
summer
and
with
fallen
reentry.
Then
we'll
have
a
chance
to
do
some
respond
to
a
question
in
chat
box
and
then
a
chance
for
some
questions
for
Terry
and
then
Michelle's
gonna
wrap
up
the
meeting
with
an
overview
of
coming
virtual
meetings.
B
So
I'm
gonna
go
ahead
and
introduce
both
of
our
speakers
from
nwea.
First,
we
have
alia
Samuel
and
she
is
a
fellow
at
the
center
on
the
developing
child
at
Harvard
and
is
the
executive
vice
president
of
government
affairs
and
partnerships
at
nwea
next
you'll
hear
from
dr.
Beth
terasawa.
She
is
the
executive
vice
president
of
research
and
Beauty,
a
I'm
going
to
just
turn
it
over
to
dr.
Samuel
who
will
share
her
screen.
So
it
might
take
a
moment
here.
Yes,.
A
C
I
sent
you
a
PDF
of
the
slides
that
I'm
not
sure
if
that
helps
so
good
afternoon,
everyone.
It
is
a
pleasure
to
be
here
with
you
today.
We've
had
the
opportunity
to
share
our
learning
loss,
work
and
some
of
the
policy
recommendations
both
at
the
federal
level,
but
also
at
the
state
level
as
well.
One
of
the
things
I
would
like
to
just
level
set
is
and
give
you
a
little
bit
of
background
on
NWA.
A
lot
of
people
aren't
aware
of
just
the
depth
in
the
footprint
that
we
have.
C
We
are
in
over
ninety
three
hundred
schools
here
in
the
US,
and
we
assess
just
over
eleven
and
a
half
million
kids,
just
in
the
United
States.
We
are
also
in
a
hundred
and
forty
six
countries
and
serviced
about
another
half.
A
million
kids
internationally
as
well,
and
one
of
the
pieces
of
in
addition
to
our
footprint
is
NW,
has
a
really
deep
research
footprint,
and
so
with
that
I'm
gonna
turn
it
over
to
my
colleague.
C
D
D
It
may
provide
some
idea
of
what
we
might
see,
we'll
return
in
the
fall
and
that's
the
origin
of
the
work
and
that
we're
leveraging
not
only
really
good
and
really
robust
data,
but
also
the
expertise
of
most
notably
Megan
ku
fold.
My
colleague,
who
is
an
expert
in
this
in
the
space
of
seasonal
learning,
and
so
at
NWA.
We've
been
partnering
for
many
years,
with
kind
of
the
usual
suspects
of
Sean
Riordan,
Andrew
hos,
but
also
Doug
downy
at
Ohio.
D
State
who's
been
doing
some
work
in
the
area
of
summer
learning
loss,
and
so
what
we're
showing
you
today
right
is
looking
at
real
data.
So
this
represents
a
dataset
of
over
five
million
kids
who
took
our
map
growths
assessment
in
the
year
between
2017
and
2018.
So
the
solid
line
represents
actual
real
data
of
five
million
kids,
the
first
slide
here
being
in
reading
for
grades
three
through
eight,
and
so
we
contrasted
two
hypotheticals.
D
So
one
was
what
we
called
AK
Ovid
slowdown,
which
represents
by
the
the
dashed
line
there
in
which
kids
more
or
less
returned
in
the
fall
with
about
the
same
level
of
achievement.
They
would,
when
they
left
for
her
simplicity
purposes.
We
did
march
15th
when
most
of
the
schools
in
the
country
started
to
shut
down
brick-and-mortar.
D
We
did
a
second
hypothesis,
which
was
the
kovetz
lied
hypothesis,
and
so
here
we
walked
back
the
real
observed
trajectory
that
we
see
in
summer
learning
loss,
you'll
notice.
The
slope
is
the
same
and
walked
that
back
to
the
date
of
March
15th,
to
get
some
idea
of
what
we
might
see
for
potential
losses,
and
so
under
this
scenario
we
would
expect
kids
to
come
back
in
the
fall
with
about
about
70%
of
the
typical
learning
gains
that
we
would
see
in
reading
and
then
in
for
math.
D
It's
a
it's
a
bit
more
of
a
dramatic
slope
both
on
the
increase,
as
well
as
the
summer
months
slide,
and
so
here,
you're
not
only
seeing
the
summer
loss
but
you're
actually
also
losing
some
critical
months
of
instruction,
those
last
few
months
of
school
potentially,
and
so
when
we
walk
this
back,
our
COBIT
slide.
Estimates
for
math
kids
would
return
in
the
fall
with
about
50%
of
the
typical
learning
gains,
they'd
see
under
normal
scenarios
and
some
grades
almost
a
full
year
behind,
and
we
give
a
lot
of
caveats
and
disclaimers
of
this
data.
D
We
know
Kovac
could
be
very
different
than
what
we've
seen
in
the
summer,
but
there's
a
few
areas
just
for
for
your
purposes
that
we
give
some
credibility
to
the
work.
So
one
we
don't
just
look
at
the
seasonal
learning
patterns.
We
also
look
at
things
like
absenteeism
and
inclement
weather
closures,
so
like
Hurricane
Katrina,
and
what
we
learned
from
lessons
there
and
Doug
Harris's
group
out
of
Tulane,
which
also
talks
about
the
long
game
right
that
a
lot
of
these
losses
may
take
a
couple
years
to
recoup.
D
This
may
impact
things
very
differently,
depending
on
socioeconomic
background
of
families,
on
access
to
resources
on
one-to-one
devices
on
how
well
schools
switch
to
remote
instruction
in
meaningful
ways,
collect
attendance
and
the
like,
and
so
because
of
that.
One
of
the
things
that
we
keep
talking
about
when
we're
meeting
with
big
districts
is
the
the
vast
variation
that
teachers
may
experience
come
fall
Emily.
D
If
you
can
advance
to
the
next
slide,
that'd
be
great,
thank
you
and
that
you
know
we
know
by
socioeconomic
background,
by
racial
group,
potentially
by
gender,
by
achievement
status,
that
we
could
see
greater
variation
when
kids
return
and
so,
in
other
words,
teachers
always
contend
with
different
achievement
levels
at
the
start
of
their
school
year.
But
Kovach
could
play
out
really
differently
in
those
summer
months
or
those
six
months
out
of
school.
Some
some
families
may
accelerate
learning.
D
Some
kids
may
actually
have
better
gains
and
you
would
see
under
normal
circumstances,
but
we
would
hypothesize.
That's
probably
not
the
majority
of
our
kids
and
we
also
know
given
the
socioeconomic,
given
the
social
emotional
trauma
associated
with
those
patterns
that
we
could
see
our
most
historically
marginalized
populations
impacted
more
severely.
D
D
So,
there's
really
this:
this
push
to
figure
out
how
we
can
lock
arms
with
their
educators,
out-of-school
time,
considerations.
What
we
can
do
in
the
summer
months
to
really
provide
the
social-emotional
support.
The
teachers
need
and
students
need,
but
also
the
academic
supports,
they'll
likely
need.
C
We
know
that
right
now,
educators
are
grappling
with
what
is
the
right
decision
as
we
prepare
to
go
back
to
school,
and
one
of
the
things
we
know
is.
We
have
to
really
think
about
how
to
make
up
lost
instructional
time
and
really
this
is
all
over
the
place.
There
are
some
districts
like
my
children's
district.
C
We
had
a
five
week
gap
before
we
started
a
virtual
school
and
virtual
school
is
essentially
two
hours
a
day
where
in
some
states,
they've
had
virtual
school
two
out
or
two
weeks
right
after
the
pandemic
hit
and
kids
could
be
in
school
three
to
four
hours
a
day.
So
it
really
there's
such
a
wide
range,
but
at
the
core
that
we
really
have
to
think
about
what
instructional
time
looks
like
for
kids
and
not
just
with
any
teacher.
C
We
know
high
quality
teachers
are
gonna,
be
most
important
as
we
go
back
to
school
and
I
say
that
as
a
former
educator,
I
was
an
elementary
teacher
assistant,
principal
and
principal,
and
so
recognizing
the
the
spectrum
of
the
quality
of
our
teachers
and
also
their
experience,
content
knowledge
thinking
about
the
right
classroom
placement
thinking
about
what
teacher
should
be
in
front
of
what
groups
of
kids
to
ensure
that
they're
getting
that
quality
instructional
time.
The
second
is
really
thinking
about
what
the
restart
of
school
should
look
like
the
reality
of
it
is
this
year.
C
The
other
piece
is
really
thinking
about
what
outside
outside
of
the
classroom.
Learning
is
going
to
look
like,
and
how
do
we
surround
kids
with
environments
or
how
do
we
surround
kids
with
supports
that
will
help
them
when
that,
while
they're
outside
of
the
formal
classroom
setting
and
the
fourth
one
really
ties
into
that
is
thinking
about
what
a
blended
learning
option
is,
because
there
is
a
high
probability
that
we'll
have
another
period
of
disruption
in
the
upcoming
school
year.
So
how
can
we
begin
to
strategically
plan
and
have
those
blended
learning
options
in
place?
C
C
The
second
is
thinking
about
the
accountability
infrastructure.
We
have
been
asked
time
and
time
again,
you
know
what
do
you
think
should
we
have
waivers
for
spring
21
testing?
What
should
happen
with
the
consequences
that
come
with
the
accountability
system
and
one
of
the
things
we
really
believe
in
a
as
an
assessment
provider,
but
also
because
we
really
try
to
use
research
to
inform
policy
and
practice
is
to
yes
keep
that
accountability
infrastructure
in
place
and
allow
students
to
be
granted.
C
This
is
with
us
being
in
school,
whether
it's
virtual
or
site-based,
to
still
be
assessed
so
that
we
can
get
the
data
and
really
understand
where
this
coded
classes,
but
not
to
use
the
data
from
some
of
the
consequences
that
come
with
the
accountability
system
like
school
grading.
That
is
really
the
last
thing
that
that
states
and
schools
and
districts
need
right
now,
but
we
would
be
able
to
really
get
good
data
as
far
as
looking
at
growth
models
over
time
and
tracking
students
based
off
of
the
information
we
could.
C
We
could
obtain
also
thinking
about
the
Department
of
Education
and
ensuring
that
they
have
the
right
funds
allocated
to
make
sure
that
service
providers
can
be
positioned
and
in
place
to
support
schools
when
they
go
back.
We
know
that
there
are
going
to
be
needs
on
the
social,
emotional
learning
side
for
both
educators
and
students.
We
know
that
that
assessment
can.
This
is
really
an
opportunity
for
educators
to
use
assessment,
to
drive
their
instruction
and
meet
the
gaps
of
the
students.
C
Fill
those
concept
gaps
and
then
also
just
from
an
equity
perspective,
making
sure
that
we
expand
and
secure
the
connectivity
for
future
of
digital
learning
needs,
but
also
the
technology
that's
in
place.
A
lot
of
districts
due
to
availability
of
their
technology
have
only
been
able
to
provide
one
laptop
for
family
and
I
have
two
kids
in
my
home
we're
blessed
to
have
personal
computers,
so
we
could
put
each
child
on
a
computer.
But
what
happens
to
families
that
have
multiple
children
who
have
to
be
on
at
the
same
time
or
similar
time
windows?
C
How
can
we
make
sure
that
they
not
only
have
the
technology
needs,
but
also
the
connectivity
as
well,
and
so
we've
been
advocating
for
an
increased
investment
there
as
well
so
holistically?
We
really
are
trying
to
a
get
our
research
out
there
and
from
a
policy
and
advocacy
perspective,
use
our
research
to
drive
the
policy
decisions
and
recommendations
that
we
know
will
really
support,
not
just
students
but
educators
and
families,
as
they
return
back
back
to
school
and
whatever
that
might
look
like
so
I'm
gonna
pause
there
and
turn
it
over
for
questions.
B
I
see
it
a
question
in
the
chat
box
from
representative
Daphne
well,
nwea
be
reported
on
actual
learning
loss
in
the
fall
when
they
start
getting
real
assessment
data
assuming
kids
go
back
to
school
in
the
fall,
and
the
second
part
of
his
question
is
nwea.
Looking
at
making
their
tests
available
remotely
as
a
P
and
a
CT
is
reportedly,
a
particular
concern
is
just
if
this
fall
is
also
interrupted.
Yes,.
C
D
I
can
add
a
little
bit
about
the
contextualization
in
the
using
a
map
data.
It
come
come
fall
wherever
that
may
be
taking
place,
so
we're
partnering
with
the
Center
for
reinventing
public
education
as
well,
who
is
documenting
different
policies
related
to
kovat.
So
when
schools
went
remote
one-to-one
device
information
to
try
to
get
some
idea
of
what's
happening
in
these
these
last
few
months,
we're
also
planning
to
leverage
the
data
that
we
do
get
involved,
realtively
quickly
to
think
about
magnitude
and
also
by
different
types
of
students.
D
Are
we
seeing
greater
impacts
for
for
certain
segments
of
the
population
more
than
others?
So
we
definitely
will
be.
All
eyes
are
on
that
fall
data,
and
we
have
a
number
of
people
that
are
interested
in
looking
at
how
kids
are
recovering.
It
will
also
be
I,
think
really
informative
to
think
about.
How
do
we
plan
for
the
future?
So
we're
we're
grappling
right
now,
as
an
organization
with
we
have
current
partners
who
are
who've
been
using
us
before.
D
So
yeah,
almost
all
signs
and
people
are
very,
very
interested
in
that
data
from
both
the
practitioner,
kids
and
families,
who
really
need
that
data
understand
the
Swiss
cheese
as
Aliya
mentioned
before,
but
also
the
the
real
impact
on
learning.
And
how
do
we
catch
those
kids
up
that
they
don't
become
systematically
behind
in
a
really
cohesive
way?.
C
So
I
am
not
sure
where
the
discussions
are
accounting
by
county,
but
I
would
be
happy
to
connect
with
our
director
that
one
of
our
directors
who
oversees
Clark
County,
specifically
so
that
there
can
be
we
can
provide
very
specific
information
as
to
where
Clark
County
is
with
their
map
assessment.
So
I'm
happy
to
I
think
that
was
Marilyn
get
the
right
person
to
you
for
the
right,
update,
I,
primarily
work
at
the
state
and
district
and
federal
level.
Yeah.
D
I
can
chime
in
here
just
a
little
bit.
Cuz
we've
been
working
pretty
intimately
with
dr.
Jarah
who's
that
your
superintendent
out
there,
as
you
know
and
map,
is
a
big
part
of
their
assist
their
assessment
system,
but
also
working
with
the
Khan
Academy
accelerator.
There's
a
pilot
there
to
think
about
that
math
slide
and
interventions.
So
there's
a
lot
of
activity
in
Clark
I
know
they're
still
trying
to
figure
out
the
restart
plan,
but
dr.
D
Joe
is
definitely
leading
the
way
it's
been
interesting
working
with
him,
partly
because
of
his
history
down
in
southern
Florida.
So
he
has
been
very
much
on
the
front
lines
of
her
hurricane
season
where
kids
are
in
and
out
of
school
and
has
talked
about
those
so
I.
You
know
kind
of
silver
lining.
Is
that
I
think
there's
a
lot
of
forward
thinking
in
that
particular
County
and
preparation,
moving
kind
of
from
out
of
the
trenches
and
in
triage
mode
of
getting
one-to-one
devices
and
getting
lunches
and
food
to
kids?
A
Yeah,
so
we
have
some
questions
for
you
related
to
the
discussion
that
we
just
had.
The
first
is:
have
you
been
given
an
estimate
for
learning
loss
for
students
in
your
state?
Yes
or
no?
The
second
question
is:
have
you
been
briefed,
or
are
you
aware
of
your
state's
plan
to
determine
the
amount
of
learning
loss
so
we're
gonna
leave
that
open
for
just
a
few
more
seconds
and
then
we'll
end
the
polling?
A
This
is
a
really
great
way
for
us
to
get
a
sense.
Your
engagement
in
the
conversations
that
are
going
on
in
your
state-
and
it
looks
like
no
one-
has
been
given
an
estimate
in
their
state.
I
know
that
I
did
hear
from
a
legislator
from
Indiana.
It
has
been
a
topic
of
discussion
with
their
superintendent,
but
I.
Think
for
the
most
part,
legislators
are
not
being
briefed
on
this,
at
least
at
this
point.
Maybe
if
and
when
you
go
back
into
session,
that
will
be
a
discussion
that
you
have
so
as
a
results.
A
C
Could
I
just
chime
in
and
really
just
wanna
know
when
you
know
really
one
of
the
things
that,
prior
to
this
role
at
and
NWA,
worked
for
the
National
Governors
Association,
leading
their
education
division
and
worked
very
closely
with
governor's
offices
and
I.
Think
my
pre
to
all
of
you
on
the
line
would
really
be
to
consider
to
Michelle's
point
what
the
learning
loss
might
look
like
in
your
state
and
then
also
recognizing
that
every
state
has
been
hit
a
little
differently
with
with
COBIT.
C
So
I
would
just
love
to
charge
you
with
thinking
about
evaluating
the
system
as
a
whole,
but
also
thinking
passed
beyond
the
fall,
because
really,
this
is
a
longer
run
game
and
not
a
short
run
game
so,
and
policy
absolutely
changes.
People's
lives
I
actually
left
my
principalship
to
get
into
policy,
because
that
year
it
was
actually
in
the
midst
of
the
last
recession.
C
I
was
a
principal
in
Arizona,
and
I
felt,
like
I,
was
being
bludgeoned
by
both
federal
policy
and
state
policy
at
the
same
time,
and
so
it
was
that
reality
of
trying
to
implement
policies
at
my
school
site.
That
really
was
the
catalyst
for
me
coming
into
this
policy
world,
and
so
as
a
pure
educator
in
the
policy
space.
I
would
just
like
to
give
you
that
charge
to
to
think
about
the
future
of
education
and
the
needs
of
your
state
and
really
now's
the
time
to
be
creative
and
and
put
those
structures
in
place.
B
E
E
E
Basically,
summers
offer
a
time
for
families
and
public
and
private
organizations
to
close
the
game,
development
and
learning
and
to
ensure
that
all
youth
have
access
to
experiences
and
settings
that
support
their
needs,
including
nutrition
and
safety.
But
what
you
just
heard:
there's
tremendous
variation
in
families
and
in
neighborhoods
in
these
opportunities.
So
we
need
to
think
about
how
can
we
enhance
and
have
more
of
these
opportunities,
particularly
places
that
really
need
them
next
slide?
E
So,
as
I
said,
the
conclusions
from
the
Academy
could
not
be
more
timely
in
dealing
with
the
summer
learning
strategies
that
are
needed
now
for
the
recovery
learning
recovery,
but
also
probably
in
economic
recovery.
But
what
do
we
know
about
afterschool
out
opportunities
and
how
they
also
can
make
a
contribution
next
slide?
E
The
people
work
in
the
after-school
field
sometimes
use
this
phraseology
unsupervised.
Time
in
after-school
is
sometimes
called
a
time
of
risk
for
some
children
and
youth,
particularly
older
youth.
A
study
some
years
back
by
fight
crime,
invest
in
kids,
call
this
prime
time
for
youth
crime.
Now
this
becomes
really
relevant
when
you
start
thinking
out
in
to
the
fall.
If
schools
go
to
split
schedules
in
the
fall
either
every
other
day
or
afternoon
and
morning's
the
prime
time
could
be
double
and
still,
instead
of
having
three
hours
of
unoccupied
time
after
school
turn
into
six.
E
Instead
of
having
perhaps
an
hour
before
school
starts,
we
could
be
having
five
or
six
well
students.
Her
family
are
waiting
for
the
second
shift.
What
do
the
children
do
then?
What
do
the
families
do
then?
Next
next
slide.
Please
kind
of
summarizing
a
great
deal
of
research
over
the
last
few
years.
In
particularly,
we
found
that
if
well-organized
and
delivered
their
after-school
programs
can
really
be
a
time
for
inspiration
and
help
students
succeed.
This
is
a
rough
list
here
of
some
of
the
areas.
E
I'm
gonna
give
you
a
little
quick
preview
of
a
couple
major
study
just
to
show
you
where
they're
coming
from,
and
you
may
at
some
time
want
to
look
them
up.
This
one
is
a
meta-analysis
which
is
sort
of
a
study
of
studies
about
60
studies
for
a
binder
lack
and
Weissberg,
and
they
found
in
quality
programs.
There
were
percentile
gains
in
these
five
key
areas:
attendance,
social,
behaviors,
reduction
in
problem,
behavior
school
grades
and
test
scores
and
they're
kind
of
lumped
together
under
the
acronym
of
ABC
attendance,
behavior
coursework
improvements
next
slide.
E
Another
way
to
look
at
the
impact
after-school
is
to
look
out
over
time.
Dr.
Deborah
van-del
has
done
a
great
deal
of
work
in
this
area
and
is
working
on
it
as
we
speak,
and
she
found
that
high
participation
and
after-school
activities.
Quality
programs
can
help
narrow
the
achievement
gap
in
math
up
through
grade
five.
Since
she
did.
The
study
she's
now
followed
some
students
into
15
years
of
age
and
into
their
20s,
and
she
finds
quality
program.
Participation
leads
to
better
results.
E
Next
slide.
Oh,
let
me
deviate
one
minute
from
the
slides,
because
I
know
our
colleagues
found
particularly
disturbing
possible
losses
in
math.
Actually,
the
research
I've
seen
in
after-school
in
summers
that
may
be
the
area
where
you
can
make
a
difference.
In
one
year
of
summer,
programming
of
its
quality
and
one
year
of
after-school
program
reading
tends
to
take
a
little
more
almost
two
summers
and
probably
a
double
dose
of
after-school
in
the
summer
research
field.
E
Let
me
mention
something
about
high
attendance
and
I
think
our
earlier
speakers
were
alluding
to
this
around
the
Swiss
cheese.
Not
only
you
have
to
fill
in
the
Swiss
cheese,
but
young
people
will
have
to
want
to
come
to
these
programs.
They
have
to
be
interesting
and
engaging
or
they'll
walk
and
the
older
they
are
quicker,
they'll
walk,
so
you
can't
just
sit
them
down
and
give
them
more
drill
and
kill
and
tell
them
to
learn
more.
E
They
are
a
good
programs,
really
stress,
engagement,
engaging
instruction
in
literacy
and
math
in
stem
and
steam
by
enthusiastic
teachers.
They
also
include
enrichment
experiences,
often
with
community
partners
such
as
in
the
arts
and
sports
and
coding
and
robotics
for
older
youth,
career
internships.
And
finally,
this
was
also
mentioned
earlier.
They
tend
to
use
more
blended
approaches
to
developing
young
people,
deploying
hands-on
projects
incorporating
social,
emotional
learning,
arts
integration,
family
involvement
and
wellness.
When
you
do
all
these
things
together,
young
people
want
to
attend,
they
want
to
participate
and
you
get
much
better
results.
E
E
E
E
First,
one
think
about
changes
in
your
state
laws
or
regulations
to
foster
greater
collaboration
among
school
and
community-based
organizations.
I'm
gonna
use
initials,
CBO's,
I,
normally,
hate
initials,
but
community-based
organization
takes
a
lot
of
room
up
on
a
slide,
so
I'm
gonna
use
it
reluctantly.
What
kind
of
law
changes
regulation
would
invite
and
encourage
more
school
community
based
on
ization
collaboration,
here's
some
keys,
eight
key
areas.
E
We
might
have
a
massive
need
for
more
facility
space.
Think
about
it.
If
we
go
to
half
as
many
students
or
clap,
where
are
the
students
gonna
go
and
where
are
the
after-school
and
summer
programs,
particularly
after
school
and
before
school
approach?
Where
are
they
going
to
be
held?
There
may
be
no
room
in
schools.
E
What
are
other
facilities
in
the
neighborhood
of
schools
that
could
be
used
for
after-school
and
summer
programs,
and
maybe
even
some
of
the
school
programs
this
will
entail,
is
really
to
look
at
serious
partnerships.
And
the
final
point
is
that
often
community-based
organizations
and
in
summer
and
after-school
programs
are
better
connected
to
community
mentors
health
and
mental
health
providers,
enrichment
opportunities,
social-emotional
learning-
and
these
combination
of
supports
was
mentioned
earlier-
that
are
so
important,
sometimes
are
easy
to
pull
easier
to
pull
off
in
after-school
in
summers.
E
Another
option
is
to
allocate
a
portion
of
a
state's
care
as
K
through
12
federal
monies
for
summer
and
after-school
opportunities,
I.
Just
what
your
consideration
I
did.
A
little
simulation
kind
of
took
a
typical
state
typical
number,
historically,
a
typical
summer
or
after-school
program
would
cost
perhaps
100
to
200
thousand
per
school
or
school
community
site.
The
variation
comes
from
the
cost
of
living
and
kind
of
the
nature
of
the
programs.
E
Clearly,
the
site
costs
will
be
somewhat
higher
now
in
order
to
meet
all
the
health
provisions
and
distancing
and
the
need
to
use
more
virtual
and
learning
combined
with
in-person
active,
so
I
up
the
cost
a
little
to
show
you
what
you
could
do
so
in
a
typical
state.
If
you
invest
be
five
to
forty
five
million
dollar
of
cares
K
through
12
funding.
E
This
would
provide
roughly
100
new
summer
sites
and
100
new
after-school
sites,
which
would
be
tremendous
in
a
state,
and
yet
it
would
only
take
a
15
to
20
percent
of
that
state's
K
to
12
cares
monies.
So
that's
what
a
second
option
next
slide.
Third
option
is
to
think
about.
The
cares
higher
education
money
to
support
more
work-study
in
interns
for
summers
in
after-school
programs,
as
we
said
to
allow
for
more
distancing
and
keep
also
keep
the
costs
affordable
in
summers
in
after-school.
It's
worth
considering.
How
could
you
use
some
of
the
cares?
E
Higher
education
monies
to
support
a
big
growth
in
work-study
and
or
interns
from
two
and
four-year
colleges,
and
also
we're
going
to
have
and
people
are
seeing
it
already
huge
numbers
of
unemployed
graduates?
How
could
we
use
perhaps
these
monies
to
reengage
them
or
engage
them
in
summer
and
after-school
programs
under
HAP's
master
teachers
and
senior
staff
with
proper
training
and
screening
and
those
teaching
assistants,
the
interns
work-study
people,
but
perhaps
we'd,
have
to
be
working
at
a
reduced
sale
free
in
exchange
for
college
work
and
service
credit.
E
The
next
option
is
also
a
state
care
funding
stream,
and
many
of
you
in
education
may
not
be
aware
of
this.
It's
the
cares.
Child
care
monies.
This
program
has
a
long
title
and
it's
Child
Development
Block
Grant.
It's
ccdbg
often
use
the
initials.
Most
people
don't
know
what
it
is
for.
It's
a
child
care.
This
block
grant
normally
has
a
lot
of
acquirement
in
the
cares.
E
E
This
is
really
clever
use
of
their
monies,
and
yet
it's
only
to
about
20%
of
their
care
child
care
funds,
their
rationale,
I
thought
was
terrific
and
one
of
the
pubs
I
saw
parents
need
safe
summer
programs
for
school-aged
children,
so
they
can
and
reduce
summer
and
spring
learning
losses.
Next
slide
this
one,
regardless
of
federal
money
or
not,
I,
think
it's
very
important,
particularly
in
this
crises.
E
To
think
of
ways,
you
could
refine
language
in
your
school
funding
system,
categorical
funding,
financing
laws
whatever
might
be
appropriate
and
find
ways
to
create
financial
incentive,
state
financial
and
sent
to
offer
through
school
CBO
collaboration
more
quality
summer
after
school
opportunities,
especially
for
struggling
students
and
in
high
needs
schools.
We're
going
to
need
this
not
just
this
year,
as
was
said,
but
several
years,
we're
really
gonna
I
think
have
a
staggering
loss
in
many
ways
for
young
people
and
States
should
think
of
ways
in
their
own
funding
scheme.
How
to
do
this.
E
I
stretch
stress
again,
the
school
CBO
collaboration
and
because
of
my
research,
the
cost
of
offering
high-quality
summer
and
after-school
program
with
schools
and
CBO's
working
together
from
youth
group.
Circa
me
mr.
cultural
groups
to
college
group.
The
cost
tend
to
be
much
lower,
other
ways
of
providing
after-school
and
summer
programs.
B
B
So
here's
a
question
for
you
and-
and
you
could
just
put
in
the
chat
box
your
state
and
and
answer
these
questions.
Do
you
think
that
there's
a
role
for
CBO's
like
after-school
and
summer
programs
to
play
in
the
recovery
from
learning
loss
in
the
fall
learning
reengagement?
And
if
so,
how
do
you
see
that
role.
E
E
Those
are
the
young
people
can
really
get
off
track
in
those
hours
and
finding
some
new,
clever
ways,
CBO's
and
schools
or
community
colleges
or
cultural
arts
groups,
is
really
important.
Referring
back
to
an
earlier
question
about
summer
learning
and
I
think
interest,
my
colleagues
think
about
with
this
huge
loss
of
time.
It's
not
just
academics,
it's
social
learning.
How
do
you
work
in
a
team
white?
E
Even
school
I've
seen
a
very
successful
program
that
uses
arts
through
science,
analogy
engineering
in
some
rural
schools
for
third,
through
eighth
grade
and
the
past
year
at
one
of
schools,
the
principal
said
they
saw
no
learning
loss
over
the
summer
with
their
map
tests
and
students
came
back,
excited
and
felt
better
equipped
to
to
work
in
a
new
school
year.
So
I
think
this
the
summer
programs
at
after
school.
They
can
be
all
about
reading
and
math,
but
they
can't
be
narrow.
The
focus
on
narrow
drill
and
kill.
E
You
won't
get
any
results
that
way.
In
my
estimation,
I
haven't
seen
it
by
the
way
you
can
get
very
good
result.
You
can
in
or
parade
all
those
skills,
but
you
need
it
to
do
it
in
a
way.
That's
existing
to
young
people
through
projects
and
in
using
arts
and
sports
and
robotics
and
and
those
types
of
opportunities
can
be
put
together
in
fairly
short
time.
If
you
have
people
X
with
expertise
in
those
areas.
E
Well,
I
can
give
you
a
couple
and
me
my
colleagues
too,
can
do
some.
This
one
is
very
in
Baltimore:
go
the
Baltimore
City
Schools
unbeknownst
to
various
summer
straight
on
academic
providers.
Some
use
Arts
integrate
some
used
different
approaches.
They
evaluated
the
results
of
all
the
different
vendors
and
the
program
they
got.
The
best
results
in
improved
reading
and
math
performance
and
attendance
was
a
program
that
used
the
arts
to
teach,
reading
and
math,
and
then
they
had
arts
opportunities.
Before
and
after
the
math
and
reading
lesson.
E
So
the
CBO
was
actually
an
arts
organization
working
hand
in
glove
with
the
teachers.
They
work
together.
This
case
they
they
they
got
better
results
in
reading
and
math,
but
they
also
the
kids
were
excited
school
and
learning
and
they've
been
so
successful.
The
district
cuz
asked
them
to
take
over
almost
all
their
summer.
E
Reading
programs
in
Baltimore
there's
other
example
like
I
mentioned
other
steam
example,
robotics
clubs
coding
where
CBO's
can
come
in
and
work
with
young
people.
It
tends
to
work
best
when
you
have
the
the
youth
group
or
community
group
paired
with
a
teacher,
and
they
work
together
to
offer
exciting
instruction.
That's
engaging,
but
also
as
the
excitement
of
a
Thai
group
and
Perl
involved.
B
A
Thank
you
to
all
of
our
speakers
today.
That
was
a
really
fascinating
discussion
and
something
that's
very
much
top
of
mind.
I
know
for
many
legislators
going
into
this
school
year,
I'm
trying
to
figure
out
how
to
suss
the
amount
of
learning
lost
and
again
I
think
that
we
can
be
doing
between
now
and
then
to
try
to
mitigate
that
learning
loss.
So
thank
you
so
much
for
sharing
your
time
with
us
I'm,
just
a
reminder
of
the
upcoming
upcoming
Cove
in
1900
meetings
that
we
have.
A
We
are
going
to
continue
this
virtual
meeting
series
through
the
end
of
June
and
we
will
continue
to
provide
an
opportunity.
Every
Tuesday
and
Friday
3:00
p.m.
Eastern,
Time
and
you'll
continue
to
receive
those
updates
from
me.
This
Friday
we're
gonna
focus
on
legislative
tracking
and
what's
been
happening
in
the
legislative
sessions.
We
know
that
some
states
have
been
plowing
through
and
trying
to
address
what
they
can
via
legislation
and
other
states
are
now
moving
into
special
sessions
or
we
are
me,
are
beginning
to
meet
again.
A
So
we're
gonna
get
a
quick
update
on
the
legislative
tracking
and
what
we
see
is
going
on
on
Tuesday.
We
have
a
great
opportunity
to
hear
from
international
education
experts
at
the
national
center
for
education
and
economy.
Of
course,
our
partners
in
our
international
study
group
work
about
what
is
going
on
around
the
world.
What
are
other
countries
approaches
to
education
right
now?
A
For
me.
If
she
will
be
joining
us
along
with
the
CDC
to
let
you
know
what
the
guidance
is
and
the
conversations
that
they've
been
having
with
states
and
districts
about
reopening
we're.
Gonna
also
have
a
discussion
about
early
learning
and
then
we're
gonna
end
with
the
discussion
about
the
state
revenue
forecasts.
We
I'm
sure
we'll
know
a
whole
lot
more
about
stuff
state
revenue
forecast
at
that
point
and
we'll
have
a
good
sense
of
where
the
education
budgets
are
in
the
States
and
then
finally,
we're
gonna
end
with
the
discussion
about
evidence-based
policymaking.
A
We
have
a
new
center
at
NCSL,
that's
launching
in
June,
and
our
director
of
that
Center
will
be
talking
with
you
about
how
this
is
more
important
than
ever
to
really
be
thinking
about
evidence-based
policymaking.
When
you're
making
these
tough
decisions
about
budgets
and
how
we
should
approach
this
crisis,
what
what
is
it
that
we
can
be
doing
to
ensure
that
the
policies
that
we're
considering
have
a
strong
evidence
base?