Coronavirus Resources for Schools

Lead with Equity Infographic

Contains resources from school districts and public health agencies.

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Lead with Equity: What California's Leaders Must Do Next to Advance Student Learning During COVID-19 — R E C O M M E N D AT I O N S F O R V A R I O U S S TAT E A C T O R S A N D A G E N C I E S — The recent PACE policy brief by Heather Hough, Jennifer O'Day, Carrie Hahnel, Arun Ramanathan, Christopher Edley, Jr., and Maria Echaveste provides recommenda ons to policymakers on the appropriate state role in suppor ng teaching and learning as the pandemic con nues, calling on the state to: 1. Establish a small number of clear requirements related to teaching and learning, monitor their implementa on, and provide support to districts to help them address students' academic, social, and emo onal needs; 2. Extend districts' key flexibili es, consistent with equity impera ves, so they can efficiently, effec vely, and crea vely serve students; and 3. Play a leadership role in securing more funding. This chart breaks down what various state actors and agencies can do to support: • Clarify law to require that every student, including those enrolled in fully remote op ons, receives daily, real- me, one-on-one or small-group instruc on or support designed to address their individual learning needs, with the amount of live instruc onal minutes increasing with student need. • Clarify that synchronous but noninterac ve tasks such as listening to lectures, watching videos, or working independently, while useful instruc onal tools, should not be considered "live instruc on." • Authorize coun es to reject or help revise districts' instruc onal con nuity plans where needed. • Establish oversight processes to document rates of par cipa on in different instruc onal modali es by student group, and help districts correct any dispari es in student par cipa on—unless that disparity is clearly an effort to advance equity by matching instruc on to student needs. • Consider a statewide evalua on or audit to document trends in instruc on and student engagement so that policymakers and stakeholders have good informa on upon which to base future decisions. • Require that districts assess achievement and monitor learning during the pandemic. • Require districts to con nue measuring the Local Control Funding Formula (LCFF) "local indicators" and discussing the results during local school board mee ngs. • Allow districts to carry over unspent funds from one year to the next, so long as they are used for similar purposes and the same student popula ons for whom they were intended. • Offer districts flexibility over the types of facili es in which they may operate. • Remove class size caps and penal es to allow for local crea vity around how to staff and organize classrooms. • Offer districts reasonable flexibility to adjust staffing based on local needs. Legislature Teaching, Learning, and Student Engagement Family Engagement and Community Partnerships Educa onal Funding and Staffing Social- Emo onal Supports and Student Well-Being

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