Students are continuing to experience the negative effects of the pandemic. That’s why leaders should consider tapping into the last of their ESSER funds to support students’ social, emotional and academic development,a new report urges.
The from The Education Trust offers insight into how nine states have used their ARP ESSER funds to make progress infive areas that deserve sustained funding:
- Integrating evidence-based strategies and structures to bolster school safety and discipline
- Providing professional development that ensures teachers have the skills to continue supporting students
- Investing in wraparound supports
- Building and strengthening family and community engagement
- Adopting curricula that are reflective of students’ backgrounds
Let’s briefly dive into how pandemic relief is addressing these needs:
Delivering dropout data
The Louisiana Department of Education collects student attendance and discipline data from each school system and is helping K12 leaders implement the evidence-based practice of a Dropout Early Warning System. This gives educators actionable data onachievement, dropout rates, discipline and other issues.
Relationships
In Tennessee, the Department of Education has focused on providing social and emotional support to students and staff through its . Theresources provided cover the importance of relationships in schools, how positive daily interactions and reactions to student behavior play a role in a student’s day, and emphasize the fact that all adultsincluding teachers, assistants and bus driverscontribute to these relationships.
Maximizing mental health
The Texas Education Agency offers guidance on getting the most from mental health professionals. This includes resources on mental health screening, connecting to local or regional mental health resources, and information on grief and trauma-informed care.
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Improving outreach and engagement
In California, the Department of Education for using relief funding to support homeless children and youth. It emphasizes outreach strategies for family engagement and community partnerships.
Early-childhood acceleration
New York invested in summer learning and expanded after-school programs for high-needs districts. The New York State Education Department required districts to add evidence-based interventions and will provide technical assistance to support and monitor implementation.
Leaders also invested in new, full-day pre-K programs and created opportunities for 4-year-olds to attend free public pre-K programs.
“Ultimately, state and district leaders will need to identify other funding sources to support critical elements for student success, prioritize funding evidence-based practices for students with the highest needs and use the remaining ESSER funds for investments that create sustainable change,” the research concludes.
