Education leaders are getting ready for the conclusion of federal pandemic financial aid
North Carolina Education Officials Develop Toolkit to Evaluate Learning Recovery Programs
A toolkit created by education officials in North Carolina aims to assist districts in assessing the effectiveness of learning recovery programs as federal COVID-19 funds dwindle. With approximately $6 billion in federal learning recovery funds received, districts and schools have utilized the funds for various purposes, including tutoring programs, technology purchases, and facility improvements. However, as the funds are not long-term, schools are urged to plan ahead to sustain the programs that have proven most beneficial to students.
The ESSER Funding Cliff Toolkit developed by the Department of Public Instruction provides district leaders with the means to analyze expenditure data and student outcomes, enabling them to make evidence-based decisions on which programs to continue. The toolkit also offers recommendations for securing additional funds. Regional meetings are being held to introduce district leaders to the toolkit and discuss important considerations for the future. Statewide programs are also being evaluated through a similar process.
Preparing for the Funding Cliff
As the remaining federal relief funds must be spent by September, districts are facing the challenge of planning for the future. The toolkit assists districts in estimating the fiscal cliff they will encounter by assessing factors such as federal allocations, teacher salaries, staffing levels, per-pupil funding, fund balance, and unspent COVID-19 relief dollars. Some districts have used the funds for recurring expenses that may become difficult to cover after September.
State education officials are advocating for zero-based budgeting and the concept of braiding federal funding, which involves utilizing multiple funding sources to mitigate the loss of federal relief funds. The toolkit includes a budgeting template and explainer document to support districts in this process. While the impact of the federal relief funds will vary across districts, there are numerous federal programs available to schools that can help offset the loss.
“We’ve been really pushing this idea of overlapping funding,” said Deputy Superintendent Michael Maher. “For tutoring programs, I have available to me as a district seven different funding sources.”
What is the purpose of the toolkit developed by the North Carolina Department of Public Instruction and the Friday Institute for Educational Innovation?
Infinite, education officials in North Carolina have recognized the need to evaluate the impact of these programs to ensure that students are truly benefiting from the resources provided.
The North Carolina Department of Public Instruction (NCDPI) and the Friday Institute for Educational Innovation at North Carolina State University have partnered to develop a comprehensive toolkit that will enable districts to effectively evaluate the learning recovery programs implemented in their schools. This toolkit will serve as a valuable resource for educators and administrators as they navigate through the challenges posed by the COVID-19 pandemic.
One of the primary goals of this toolkit is to assist districts in identifying the areas where their learning recovery programs have been successful and areas that may require further attention. By gathering and analyzing data on student outcomes, attendance rates, and engagement levels, educators can gain insights into the effectiveness of the strategies and interventions employed.
The toolkit provides a framework for conducting thorough evaluations, including guidelines for setting clear goals and objectives, selecting appropriate assessment measures, and interpreting and reporting findings. It also offers templates and examples that districts can customize to suit their specific needs.
In addition to evaluating the overall effectiveness of learning recovery programs, the toolkit also emphasizes the importance of addressing equity and inclusivity in education. It encourages districts to examine whether the resources and support provided through these programs are reaching all students, particularly those from marginalized communities or with special needs.
Furthermore, the toolkit includes recommendations for improving program implementation and sustainability. It highlights the significance of ongoing professional development for educators to ensure they are equipped with the necessary skills and knowledge to deliver effective interventions. It also emphasizes the need for collaboration among stakeholders, including parents, community organizations, and policymakers, to create a shared vision and drive lasting change in the education system.
The development of this toolkit reflects the commitment of North Carolina education officials to accountability and continuous improvement. By providing districts with the necessary tools and guidance to evaluate learning recovery programs, they are enabling educators to make data-informed decisions and maximize the impact of these programs on student learning.
As the federal funding for learning recovery programs begins to dwindle, it becomes even more crucial to ensure that the remaining resources are utilized effectively and efficiently. With the use of this toolkit, districts in North Carolina can make informed decisions about their education programs and allocate resources where they are most needed.
North Carolina’s initiative to develop this toolkit sets an example for other states and districts across the country. As schools continue to grapple with the consequences of the pandemic, it is imperative to prioritize the evaluation of learning recovery programs to ensure that students are provided with the support they need to thrive academically and emotionally.
By investing in comprehensive evaluation tools and processes, education officials can gather evidence-based data that will inform decision-making and contribute to long-term improvements in the education system. The toolkit developed by North Carolina education officials is a significant step in that direction, demonstrating a commitment to the success and well-being of every student in the state.
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