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* Focus on in depth learning (not how fast we can get through things)
* Don't hyper focus on gaps (these can be addressed in small group/intervention times)

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All students regardless of needs must have equitable access to content, especially when we return to in person learning. Resist watering down content for students who are ELL.
" Removing students from core instruction in an attempt to remediate or catch them up is not only counter-productive, it significantly contributes to the widening of the opportunity gap and often results in students being tracked or grouped into lower grade-level and core content classes. "

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Greater impact of extended school closure on students w/ disabilities, English learners, students who are homeless, or low SES students.

Instead of focusing on differences in experiences, starting point of instruction should focus on the shared experiences.

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-What is most important is what we need to identify.
-Straightforward communication by district.
-Do not dumb down skills or applications, maintain rigor.
-Maybe instead of 6 units for ELA, focus on the 4 most important.
-Want outcomes with each unit, not inputs.

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-Social emotional wellbeing and engagement are most important.  Don't worry about catching students up, focus on depth of instruction not getting through everything.

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keep the focus on grade-level content and rigor, addressing learning gaps as needed within the context of grade-level work

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This daily re-engagement of prior knowledge in the context of grade-level assignments will add up over time

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-provide more reflective feedback
-allow more time for constructive struggle
-"what is most important deserves more time"

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Focus on physical and psychologically safe environments before testing students.
Be aware that a test should be a temperature check because it may not fully represent a students potential.

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Instead of focusing on deficits, scaffold support and allow students to work through grade- level content with their teachers and peers.

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Make connections between the current situation and our content area.

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Creating lessons that reflect the common experiences we've had (pandemic, protests, etc), appropriate with our content areas.

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Recognize our shared experience. Use this for focus on social justice, discussions on how to eliminate racial discrimination. Validate work students complete vs. using to measure. *Help students to comprehend the world around them!

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Reengaging students to school through validating experiences

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Understand that the time off impacts students differently, many struggled without the structure that school brings. Our experiences during the pandemic can bring us together.

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Let students give their own examples of what they remember learning, and share with the class. Teacher may guide by choosing appropriate examples to use with everyone.