Part III: Academic Programs and Student Learning


Please See U.S. CDC Guidance for 2021-2022

1.) Engage staff in professional development over the summer in preparation for remote, in-person, and hybrid instruction models.

  • Access free webinars and live sessions on remote learning and hybrid learning models at DOE (website).
  • Create a planning team for instruction to draft curriculum plans for rapidly transitioning between possible scenarios: all in-person learning; some staff and students remote; all remote learning.
  • Encourage visionary risk takers to create nontraditional models and plans - this is a time for innovation and big thinking.

2.) Consider flexible grouping, multi-age classrooms, looping, interdisciplinary courses and units:

  • Build in learning and practice for remote learning when students are in-person so that everyone is prepared.
  • Emphasize project-based, interdisciplinary learning activities which can provide both organic formative assessment opportunities, high engagement, and efficient delivery of many skills and concepts.
  • Plan to provide equitable services (consider low-tech and no-tech options in addition to online learning; quasi-independent projects that can be completed with minimal resources at home) for each critical skill/concept/set of standards.
  • Keep equity at the forefront of decision-making around grouping.
  • Conduct needs assessments for students regarding access to technology, an adequate at home learning space, basic needs such as nutrition, to gauge their abilities and needs to access remote learning.
  • Develop plans in collaboration with building leaders, teacher teams, curriculum staff, and MTSS staff.

3.) Formative Assessment:

  • Involve, consult, and communicate with teachers, MTSS, and curriculum staff.
  • Consider offering projects and assignments prior to the start of the school year that include embedded assessments to provide some baseline data for class groupings and accelerated learning plans.
  • Use formal assessments sparingly and efficiently to reduce stress. Avoid permanent or long-term ability groupings or placements; hold high expectations and offer scaffolded opportunities for all students to reach and exceed grade-level goals.

4.) Students with disabilities, students who are English Learners, students who are black, indigenous and people of color (BIPoC), and other special populations may be particularly impacted.

Access, resources and supports should be considered broadly and include:

  • Access to technology
  • Access to academic skills necessary to engage with content
  • Access to executive skills necessary to participate in remote learning
  • Cognitive needs that may impact access to remote learning
  • Access to communication to support engaging with virtual curriculum (e.g. verbal/written communication skills)
  • Behavior and social/emotional supports required to access remote curriculum.

5.) Make a plan for considering what will be needed to recover learning loss that may have occurred as a result of remote learning. These might be termed COVID-19 Impact Recovery Services.

6.) Consider what assessments may be used to measure student progress attained through the end of the third quarter and what was the expected growth through the end of the 2019-2020 school year. Consider the following:

  • Formative academic measures (Math, ELA, Science)
  • Social and Emotional Skills
  • Progress monitoring and intervention data prior to March 2020 and current
  • Executive Skills
  • Access issues (Was the child able to meaningfully participate in remote learning?)

7.) Identify the structures teams will use to review progress data for all students and then how each sub-group of students performs in relation to the general student population. In some cases, this will be reviewed by existing teams (IEP teams, grade level teams, MTSS teams, ELL teams, multidisciplinary)

8.) Calculate what recovery education will be needed to close the identified gaps.

9.) Continue to monitor progress and communicate with teachers, parents and administrators about decisions regarding learning loss and the recovery education that will be provided.  Document the outcomes of the conversations.

10.) Further considerations: If a student’s educational, social/emotional, or behavioral needs have changed to the degree that the student’s ongoing services or supports are no longer sufficient to access their educational programming, the student’s specialized team (EL Team, MTSS/RTI Teams, IEP Team) should meet to determine if student’s current needs require more support.