The National Center Presents...

The National Center Presents... series is a new approach to universal capacity building for the National Center. This series will allow the National Center to build awareness and knowledge among state education agencies (SEAs) and local education agencies (LEAs) around high-leverage problems, common needs, and evidence-based strategies and solutions related to the focus topic.

Each 60- to 90-minute interactive webinar will:

  • Respond to time-sensitive universal needs
  • Integrate purposeful linking of research to policy and practice
  • Elevate actionable knowledge, examples, and practical resources available through the National Center, the Comprehensive Center Network, the U.S. Department of Education, and partner organizations

Data-Driven Recovery

View the videos from Ajit Gopalakrishnan from Connecticut and Chris Neale from Missouri as they discuss how their states are using data to measure and address learning loss while tailoring supports to accelerate learning. The moderated Q&A video features Christian Rhodes, Senior Advisor for National Comprehensive Center, and leaders from Connecticut and Missouri. Read session summary here

CCNetwork Resources

National Center Presents: Data-Driven Recovery with Connecticut

In this clip from The National Center Presents: Data-Driven Recovery, Chief Performance Officer Ajit Gopalakrishnan from the Connecticut State Department of Education explains how they used data to shape two new initiatives. Check out the video to find out how Connecticut used data to prioritize tutoring and learning strategies for its students.


National Center Presents: Data-Driven Recovery with Missouri

In this clip from The National Center Presents: Data-Driven Recovery, Assistant Commissioner Chris Neale from the Missouri Department of Elementary and Secondary Education explains Missouri’s response to the COVID-19 pandemic using data. Neale notes that Missouri’s state funding for schools is based on attendance; so, school closings presented a major challenge. Check out the video to find out the strategies Missouri used to boost attendance and mitigate lost instructional time.


National Center Presents: Data-Driven Recovery Q&A

Two education leaders from Connecticut and Missouri—Ajit Gopalakrishnan and Chris Neale, respectively, joined The National Center Presents: Data-Driven Recovery and explained how their states are using data to strategically address the challenges posed by the COVID-19 pandemic. In this Q&A, moderator Christian Rhodes gives us a deeper dive into the states' data-driven strategies, including their starting points and their goals for sustainability.


Tools to Examine ARP-Funded Interventions

Federal dollars from the American Rescue Plan (ARP) target learning recovery in our nation’s schools, especially students disproportionately impacted by the pandemic. The funding comes with reporting and tracking requirements which may be new to state education agencies (SEAs) and local education agencies (LEAs).

The National Center and a panel of practitioners provided an introduction to four tools that recipients can use to better implement and monitor ARP funds. These tools will help SEAs and LEAs track financial and outcome data and determine if interventions are making a difference for the students who need them the most.

The tools can help:

  • Assess progress on activities at the SEA and LEA level
  • Identify and prioritize districts most in need of support
  • Evaluate existing ARP-funded interventions to inform future decisions
  • Track short-, medium-, and long-term outcomes for common interventions and communicate their impact

Hear from field experts about how the tools have already supported SEA teams and LEAs in meeting key ARP milestones during the 2022–23 school year.

Check out key moments from the event in the videos below: 



  • Investment Grid: Linking Costs and Outcomes – this tool helps SEAs and LEAs identify which evidence-based intervention to use, identifying cost per intervention per student served. 
  • ARP PATHS Tool – the Monitoring and Measuring Progress section is particularly relevant now that SEAs and LEAs have moved past initial ARP ESSER implementation. It can help SEAs reflect on their progress and note promising practices.  
  • ARP/ESSER Financial Monitoring Checklist – this tool helps SEAs identify LEAs most in need of support considering ARP spending (e.g., percent unspent, amount spent on salaries) and other factors (e.g., declining enrollment, numbers of CSI/TSI schools).


  • Evaluating the Impact of ARP-Funded Programs Using Logic Models – this tool can help SEAs and LEAs understand the impact of learning-recovery activities by defining a challenge, implementing an intervention, and articulating the intended outcomes of ARP-funded programs. A logic model on high-dosage tutoring is provided, accompanied by example statements that illustrate how to use a logic model to communicate with stakeholders as well as a blank logic model template with communication prompts for SEAs and LEAs to personalize


Access the downloadable Session Summary.

Assessing and Addressing Equitable Opportunities to Learn

National Comprehensive Center (NCC) hosted The National Center Presents: Assessing and Addressing Equitable Opportunities to Learn, part of a webinar series to build awareness and knowledge among SEAs and LEAs around high-leverage challenges, common needs, and evidence-based strategies and solutions.

The webinar featured Don Barfield, equity advisor to the NCC, and partners from the Education Commission of the States (ECS), Sarah Glover and Adrienne Fischer, who introduced an upcoming 50-state equity policy scan. NCC and ECS have partnered to complete the scan, which is framed by the National Academies of Sciences, Engineering, and Medicine’s Monitoring Educational Equity report. The report outlines 16 indicators (within 7 domains) for measuring and monitoring equity in educational outcomes and opportunities. The scan is slated for release in fall 2022.

Also featured were Chris Dwyer, a co-lead for the NCC’s Equity and School Improvement Community of Practice (CoP), and Nancy Hines, superintendent of the Penn Hills School District and member of the CoP. Ms. Dwyer described how the CoP also makes use of the NAS report and indicators, and some of the equity-focused work that’s underway among CoP members. Dr. Hines discussed Penn Hill’s journey toward equity, the challenges it has encountered, and the work the district continues to undertake within the CoP and with the Pennsylvania Department of Education.

Following a robust Q&A segment, Donna Harris-Aikens J.D., Deputy Chief of Staff in the Office of the Secretary at U.S. Department of Education, closed the session by highlighting the Department’s efforts, as of January 2021, to establish an equity agenda and action plan. She also underlined the importance of “digging into the data”, having conversations regarding equity and opportunities for students early on, and gathering feedback from students, families and other stakeholders to strengthen educational systems.

Please refer to the session highlights and resources shared below to learn more about the NAS equity indicators, the 50-state equity policy scan, and other equity-centered work coming out of the NCC. 

Read the Session Summary here.

CCNetwork Resources

National Center Equity CoP Overview Slides

These are the slides from the National Center Equity Community of Practice Overview Open House.

State teams will build their capacity to strengthen systems of support for low performing districts and schools (CSI and TSI) through the use of the National Academy of Sciences equity framework. There will be a combination of asynchronous and synchronous activities that will support SEA leaders in applying equity indicators in their systems of support and accountability for CSI and TSI schools.


Making Summer a Successful and Sustainable Strategy for Student Growth

Summer learning and enrichment is an evidence-based approach to academic growth and social-emotional development and a critical post-pandemic educational strategy. Yet launching or expanding summer programming requires districts to possess certain resources, knowledge, and skills that may be new to them or not fully developed. This session will feature a robust conversation with national summer researchers and local practitioners around what it looks like to design, execute, and sustain summer learning and enrichment programming over time. Panelists will lift up lessons that are evidence-based and will discuss how they may be tailored to local contexts. Throughout the session, we will solicit examples of local approaches from participants to build our collective knowledge and stimulate ideas.

View the Session Summary here.


CCNetwork Resources

National Center Strategic Use of Summer and Afterschool Set Asides CoP Overview Slides

These are the slides from the National Center Strategic Use Of Summer And Afterschool Set Asides Community of Practice Overview Open House.

State teams and their partners will work to address individualized problems of practice related to accelerating learning through summer and OST, as well as developing mechanisms for continuous program improvement. There will be a combination of asynchronous team planning activities and synchronous peer learning opportunities which will include thought leadership from experts from national partners.