跳到主要内容
亚博电竞电竞外围
密歇根州的非托利斯坦,非营利性新闻来源
话题: 人才与教育

How can Michigan schools spend $6B in COVID money? Here’s what experts say

孩子在教室里
Michigan schools have a once-in-a-lifetime influx of cash from the federal government. How can they use it to help the most students? (Bridge photo by Dale Young)
亚博电竞电竞外围
人才与教育
How can Michigan schools spend $6B in COVID money? Here’s what experts say

Congress has now injected over $6 billion into Michigan’s public schools through three COVID relief packages since the pandemic began in the spring of 2020. Individual districts and charter schools are facing a question that was unthinkable in recent years:

How do we spend the money?

学校领导人习惯了每夏天,以弄清楚如何平衡一平衡的预算现在正在寻找愿望清单,想知道他们可以在哪里获得最大的爆炸。

Related:

学校have until 2024to spend stimulus funds, which can be used for a广泛的需求。There’s no shortage of worthy projects, from delayed maintenance on school buildings, to programs to increase college enrollment, to efforts to address the academic and emotional needs of children emerging from the pandemic.

Using that money wisely is critical to Michigan schools, which are, at best, middle of the academic pack in the nation, and where students will be returning in the fall after a challenging pandemic school year.

Bridge Michigan asked a selection of Michigan education experts to weigh in on how schools can best use their federal funds. Their suggestions ranged from school building improvements to early literacy help, to hiring and retention bonuses to address the state’s teacher shortage.

琥珀色的阿勒腊诺, executive director, Education Trust-Midwest

Help the young and those about to graduate

联邦刺激渠道是对公共教育的历史性投资,对未完成的学习至关重要。然而,事实仍然存在,这些一次性美元将耗尽。由于密歇根领导人考虑如何度过最后一个资金 - 近3.7亿美元的酌情联邦资金 - 他们应该承诺改变我们的不公平的学校资金制度,这是国家缺乏高贫困之间的资金差距之一低贫困区。

这些美元代表一个特殊的机会for Michigan to make a down payment for educational equity through systemic investments in underserved students. By investing intentionally in improving early literacy through expanded summer learning, intensive tutoring and competitive literacy grants, we can set our youngest learners up for success, regardless of where they enter or existing gaps.

密歇根立法者还应专注于最近毕业或将在未来几年毕业的学生的需求。通过夏季桥梁计划的投资,没有成本的历史纠正,更多地获得高中的高中咨询,并与在大流行期间辍学的学生重新演绎,或者在毕业后没有继续追溯到毕业。通过有针对性的努力,密歇根州可以开始解决我们更广泛的人才危机,以及后期访问和成功的不可接受的不公平。

我们还必须持有学校,以便有效地花费新的美元和改善学生结果。通过精心设计的强大的财政责任和透明度,我们可以确保公共教育资金有效地花费了这些投资旨在受益的学生。只有通过透明度,这些资金如何度过,以及他们所拥有的影响,我们可以告知未来的投资,并确保每美元的教育都有最大的影响。

Michigan must consider the successes and examples of leading education states that have made transformative changes in the way they fund schools to ensure that all students to have opportunities to achieve at high levels, including Black and Brown students, English learners, students with disabilities and low-income students. Transforming our funding system into one that supports students according to their diverse needs and guarantees that new dollars go first to those who are the most underserved is critical as state leaders prioritize the spending of this federal stimulus funding.

Elizabeth Moje, dean, School of Education, University of Michigan

New technology and teacher training

  1. Purchase technology tools for classrooms and training for teachers

A popular topic of conversation of late has been how technology tools can be leveraged to intervene on so-called “learning loss.” And it’s true that teachers and schools are perfectly positioned after the past year to creatively and meaningfully integrate technology tools into their instructional practice.

但是,决策者需要依靠专业知识和奖学金,因为他们投资于实际帮助学生更有效地学到的工具。太多的工具提供了醒目的钟声和口哨,但不会产生深入学习。太多的工具承诺同时达到数千名学生,提供个性化,即时支持。有些工具可以这样做。但我们需要确保我们正在采用基于证据的工具,以学习,而不是利润。

Moreover, resources should be dedicated to high-quality instructional technology training for both teachers and school leaders so that these powerful technology tools will not sit on shelves.

  1. Better support for students’ social, emotional and physical development.

The need for improved socioemotional learning and development in schools was evident prior to the pandemic. Schools are welcoming back into their environments whole humans who have lived through life-altering events. This year has also highlighted the need to be more attentive to the health determinants of learning, which include health care, dental care, safe and supportive environments, food access, and social-emotional health and well-being. Each of these dimensions of health has a significant effect on the extent to which children can take up opportunities to learn.

And in some cases, these health determinants may affect the ways teachers and leaders offer opportunities to learn, particularly if they assume that the hungry or tired or stressed child is unmotivated or unable to self-regulate in ways that comport well with classroom organization.

These health determinants, as we have been reminded throughout our twin pandemics of COVID-19 and racial injustice, are unevenly distributed across racial, ethnic and socioeconomic lines, thus shaping the learning opportunities of Black children, Indigenous children, children of color and children who live in economically challenged conditions.

然而,过去几十年的学校资金中的大流行病下降已经为课堂以外的学生提供了惠特调,让教师负责学生的学习以及健康,咨询和教学和行为干预。

我们需要提供个人社会间谍支持,同时继续制定纳入社会间谍学习(SEL)和恢复实践的实践和政策,从而促进所有人的关怀和犹豫不决的环境。学生要求在这些领域应得的专家支持 - 特别是来自识字专家,数学专家,SEL专家,护士和社会工作者。此外,教师需要这些专家直接与孩子一起工作,以便教师继续教授。

The last thing we need is for teachers to hold back from teaching children concepts and skills because they are spending their time trying to wrestle with the very real challenges that children are facing. In short, we need teams of classroom teachers and support specialists who can work together with children and their families to provide the very best — and most equitable — opportunities to learn.

  1. 专业的发展t for teachers.

教育工作者需要获得专业学习,使他们能够制定一系列技能来支持持续的学生,因为他们从大流行中出现。高质量的机会将使赤字方法的增长思维排列,并协助教育工作者在制定基于证据,文化维持和社会有意义的教学实践方面。

教育工作者 - 在大流行期间也改变了谁的生命 - 必须配备技能,了解许多学生和家庭经历的创伤,困难和孤立以及它如何影响学生的学习。我们是否应该以其他专家的形式提供教师支持服务,这些专家能够与教师和学习者并肩工作,但教师本身需要教练学习如何磨练他们参加儿童经历的真正创伤的技能并将继续去体验。

教师需要支持,了解学习者内部不存在创伤;孩子们经历过创伤,是我们社会责任减少创伤,而不是学习者的责任。虽然我们可以教孩子来管理创伤的产品,但我们不应该将它们减少到受害者身份或在他们内找到他们的创伤来源。

This one-time infusion of funds begs the question, how can we sustain our successes? What is the best way to advance just and equitable education for all children, youth and adults? The most important thing we can do is ensure our educators continue to be educated at a high level—higher than ever before.

Teaching is a profession that requires expertise, nuanced professional judgment and learned skills. To thrive and survive requires a foundation of high-quality training, guided practice and continued support into the early career and beyond. Our educators need—and deserve—all we can equip them with to successfully navigate the myriad needs of our children and youth coming out of a pandemic and a time of great upheaval.

Paula Herbert,密歇根教育协会教师联盟

招聘 - 和支付 - 教师

联邦Covid救济资金,最终在几个月的延迟后立法机会分发,将提供一场更改的机会,投资于我们的学生和学校。特别是,这些基金可以对大流行恶化的两个长期问题产生巨大差异:教育工作者短缺和老龄化学校基础设施。

Much has been written about the shortage of teachers and other professionals to serve students in Michigan schools. This was a crisis already before the pandemic made it worse, driven by a mix of retiring educators, early departures from the profession and declining enrollment in teacher preparation programs.

Local districts can use these funds to raise salaries to improve recruitment and retention of educators to meet student needs.Michigan ranks 41st nationally in starting teacher salary是吸引人们对学生成功至关重要的职业的重要公制。

资金也可以向教育工作者偿还学生债务,赔偿学生教师的实习,他们必须完成,以获得他们的学位和增加职位,并为满足关键学生需求的非教师支付 - 从学校护士和辅导员到公交车司机和副手。

这些决定 - 需要在学校员工和社区成员的意见本地 - 将确保学生能够获得致力于他们成功,学术和生活中的教育工作者,超越我们学校的四墙。

Like the educator shortage, problems stemming from Michigan’s aging school buildings were present long before COVID-19. The pandemic put a finer point on many of these issues: windows that won’t open, poor ventilation, inadequate heating and air conditioning, and more. School air quality is a frequent concern of educators and parents alike – and a critical focus for school safety during the pandemic.

Federal funds can be used to fix these issues and add equipment that will keep people healthy and safe long after the pandemic. Better air quality, improved ventilation and HVAC systems, and greater investment in cleaning and sanitization will not only help stop COVID, but will also prevent outbreaks of colds, flus and other illnesses that frequently roll through school buildings.

Such improvements can often be done by local contractors and tradespeople, helping improve our local economies while helping students and staff be safer and healthier in our schools.

Long term, this infusion of cash won’t permanently solve these issues. However, in the short run, this funding can go a long way to helping students succeed and showing our communities what’s possible when we properly fund our schools.

Ben DeGrow, director of education policy, Mackinac Center for Public Policy

Keep optional virtual learning

当地学校领导人有一个独特的机会:利用额外的资金来恢复在大流行期间失去的一些信心家庭。虽然有些学生在全职的在线环境中繁殖,但更多的袋子们更响就,特别是在拖着脚的地区重新打开教室和左边家庭。学校领导人必须考虑新资金如何解决缺点,或者冒险推动更绝望的家庭在其他地方追求教育。

Improving services will require more flexibility. At minimum, districts should include options for both in-person and virtual learning. Rather than adopt an all-or-nothing approach, local leaders should deploy teachers who excel at online education and recruit students to take virtual courses. For their part, state lawmakers could let dollars follow students at the course level, as outlined in the Mackinac Center’s灵活学习proposal.

家庭想要新鲜,以学生为中心的方法from their public schools. A recentnational survey2700名家长发现,40%是非常关心的ed about setbacks in student learning. Nearly 60 percent favored using federal funds to make “bold changes,” an opinion that cut across all demographic groups. High on the list of changes: offering students more ways to earn college credit or complete apprenticeships and other work-based learning opportunities. Expanding student access to high-quality tutoring and mental health services to meet individual needs gained strong support, too.

不幸的是,早期指标建议全国各地的地方教育官员在较低的效率下。大多数地区被监测Edunomics Lab在乔治城大学计划使用一次性资金来增加人员配置或提供“谢谢”奖金。他们都缺少有机会使用有效的战略和建立严重的未来预算挑战。

Whatever decisions Michigan school boards make, they should heed an important lesson from the pandemic: Business as usual isn’t good enough.

迈克弗拉纳曼,前国家主管

More Pre-K, and decrease elementary class size

我会在两件事上用它:3-岁的幼儿早期幼儿和较低的阶级尺寸,以获得雄鹿最大的爆炸。然后孩子们会做好准备阅读(学会阅读,然后阅读学习)。

In an ideal world, Michigan would continue that funding. But if not, I would then take the years before the windfall ran out institutionalizing both of those in my district by reducing or eliminating less proven, time-worn strategies.

Craig Thiel, research director, Citizens Research Council of Michigan

设施改进

Although plentiful, schools should proceed with caution in their use of federal funds.

To begin, schools must recognize that these are one-time funds and budget accordingly. Given the fact that the federal money is being layered on top of a growing state revenue base, districts are advised against programming the money as replacement revenue in their on-going operational budgets. There is no need to back-fill education cuts because dedicated school operating revenues remain strong, and Lansing kept K-12 schools financially whole throughout the pandemic.

预算金钱作为临时将使未来的预算挑战挑战;避免将他们要求他们的“财政悬崖”更新,并在金钱最终耗尽时删除员工。

相反,学校官员应该寻求解决他们的一次性短期需求,特别关注大流行产生的直接影响。To this end, Congress directed that 20 percent of the money ($670 million statewide) must be used to address learning loss through the implementation of “evidence-based interventions” and ensure that those interventions respond to students’ social, emotional and academic needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups.

What these learning loss efforts will entail, how they will look, and how they will be implemented is going to be unique to individual students and schools. In some cases, this might look like extended classroom time/school year, tutoring, and/or new delivery models. Congress required districts to gather local input and finalize spending plans by the end of August.

以自由裁量金留下27亿美元(全国权)。一个值得严重关注的一个领域是设施改进和维修。联邦基金的规模将使一些地区对其老化基础设施进行可衡量的改善,a long-standing financing challenge faced by many poorer districts, The Detroit Public Schools Community District has an estimated $530 million need across nearly 100 buildings. It is doing the right thing by spending some of its $800-plus million federal awardon building improvements

Sherry Sparks,教育顾问,前老师,校长,课程总监,主管

Gifted and talented programs

密歇根州目前拥有丰富的教育资金,并通过国家任务测试来衡量的学生学术成果令人失望的令人失望的学生学术成果的金融机会。

Michigan governors, legislators, superintendents and teachers once knew the difference between a high-quality gifted education and regular education, but that is no longer true. After Michigan permanently cut gifted and talented funding, most colleges, universities, and school districts stopped training administrators and teachers in gifted education.

As a result, gifted and talented education curriculum, instructional strategies, and assessments, teaching practices most closely aligned with Michigan’s standards, have been lost in our state.

How has that hurt all Michigan children? No one can know when children are achieving at their highest possible levels until they are given the educational opportunities that maximize their potential. Instead of viewing gifted education as elitist and cutting funding and access to it, why not give every child an opportunity to learn as a gifted student?

If Michigan uses some education funds to train all teachers and administrators in gifted education in every rural, urban and suburban school, every child would have the opportunity and means to maximize their potential. Think what that would mean for the academic prowess of every child and teacher in our state and for Michigan’s future!

We're not just a news organization, we're also your neighbors

我们在每日密歇根Covid-19新闻中为您服务;报告病毒的出现,我们的跟踪器和仪表板的每日数字,爆炸失业,我们终于能够报告质量疫苗分布。我们报告,因为新闻影响了我们所有人。请你donate and help us reach our goal在2021年的15000个成员?

支付签证 用万事达卡付款 用美国快递支付 捐Now