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What Is the Evidence for an Uninterrupted,90-Minute Literacy Instruction Block?

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What Is the Evidence for an Uninterrupted,90-Minute Literacy Instruction Block?

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MAP Reading Fluency Informing Instruction Resources

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MAP Reading Fluency Informing Instruction Resources

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NWEA Professional Learning Online

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Why Teachers Should Choose Scaffolding Over Leveling

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Why Teachers Should Choose Scaffolding Over Leveling

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How to Use Data to Create Small Reading Groups

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How to Use Data to Create Small Reading Groups

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As educators, we constantly hear how important data collection is but are often not given the tools for what to do with data. We need to change that!

In this post, I tackle how data can be used to design small reading groups, often referred to as guided reading, in K-2 classrooms. The steps below outline a repeatable framework that can be applied each time you collect data and regroup students according to their reading level. This process will work independent of the reading assessment you employ in your classroom.

1. Assess all students' reading over the course of 1-5 days

Ideally, assessment occurs 3-5 times per year to provide actionable data. The rationale for testing your entire class over the course of 1-5 days is simply to ensure all data is collected within a manageable time frame. Time is a scarce resource for educators, so setting a concrete timeline helps to ensure all students' reading is assessed.

This process will work independent of the reading assessment you employ in your classroom.

Setting aside a few days at several times during the year enables you to have up-to-date information on your students' progress. When I taught, I tested in September, December, February, April, and June, and created what I called inquiry week mini-units. Students voted on the unit topic, and this provided new, exciting content for students to learn. The units also allowed me to pause my guided reading instruction, so I could test everyone.

2. Assess multiple reading skills to build a full reader profile for each student

The testing process will look different depending on the grade level, but your overall assessment should include a consistent set of leveled texts that all students read. Some will read one and some will read multiple, but the key is that the texts stay consistent regardless of the student.

When reading a text, assess students on the following: concepts of print (kindergarten only), accuracy, comprehension, rate, and fluency. Most assessments already contain these subtests but if they don't, create a quick template for your class so you have data in all the categories listed here.

3. Analyze the reading data on a class, group, and individual student level

This is the most crucial step in creating your small groups because this is where data becomes action.

Class-wide lens: Using your class list, enter each student's score on all subtests to view the data from a class wide lens. A simple spreadsheet is a great place to house and save your class reading data. This analysis will provide you with the large trends for your class, like what percent of the class is above, at, or below benchmark, for instance.

Group-wide lens: Using the above, at, and below benchmarks, create small reading groups of about six students each. (If you have a fairly large class size, you could go a bit bigger but try not to exceed eight per group). Students grouped together should be within one or two levels of each other for your groups to be most effective. As you create these small groups, make note of the most common concepts of print (for kindergarten only), accuracy, comprehension, rate, and fluency instructional needs for the group. This little move will save you big time when planning mini-instructional units for each group.

Individual-student lens: Once you have each student in a small group, scan the data for the instructional area that is the highest leverage for the student's reading growth. A helpful question to ask yourself is, "What held this student back from reaching the next level?" For example, a kindergarten student whose rate held them back from reaching the next benchmark should have an individual goal of "I will read the way I talk." Once you have a bank of goals, you can reuse them for students who demonstrate the same instructional need. Tip: Phrasing the goal in student-friendly language helps to ensure students take ownership of their goals.

4. Create mini-instructional units for each small group

Mini-instructional units will guide your small group instruction over the next assessment period. Typically, mini-instructional units cover 4-6 weeks of learning. The timeframe gives students time to learn new skills, apply them in real time with your feedback, and make solid progress.

This is where that common goal you set aside during the group-wide lens analysis is a big help! Take that goal and backward plan 4-6 weekly objectives to guide students in meeting that goal. Now that your mini-unit has an instructional focus, drop in the relevant content standards and your daily objectives.

Use this framework each time you assess your class reading growth to create focused instruction for all your students.

To be even more precise, add in weekly phonics goals for each group, sometimes referred to as word work. Word work typically happens during your balanced literacy block, when students are not in a small group with you. For example, during your small group reading time, you teach a small group while others are working on independent literacy activities. By focusing each group's word work to meet their instructional needs, you are providing your students with more opportunities to practice at their skill level.

5. Share individual goals with students

By sharing individual learning goals with students, they begin to take ownership over their learning. You can type out student goals on small strips of paper, print them on labels to create stickers for students, or share them verbally. This process begins to shift the continuum of voice from teacher centered to learner centered, or learner manager to learner empowerer, as my colleague Erin Beard says.

Add your students' goals to your small group conferring notes binder, and as you are conducting your small group instruction, have students state their learning goals to you before you listen to them read. Now, your time with that student is hyper-focused on their individual needs and students are continually referring to their goals as they work to meet them.

Consistency is key

Use this framework each time you assess your class reading growth to create focused instruction for all your students. It's sure to lead to success. To learn about our reading assessment, MAP® Reading Fluency™, visit our website.

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How to use data to create small reading groups

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Educators know how important data is but are often not taught how to use it. Here's how to rely on data to build small reading groups.

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Less Stopwatch, More Heart: What Football Movies Can Teach Us

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Less Stopwatch, More Heart: What Football Movies Can Teach Us

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One-on-one assessment can seem like a really important thing to protect, in the primary grades. I am in that camp myself. But I don't think all forms of assessment need to be one on one. In fact, I think if we can take some pieces of assessment off the one-on-one load, we free teachers up for more of exactly what we wanted to protect in the first place: high quality, responsive, teacher-student interactions in authentic environments.
When is a movie coach like a primary grades teacher?
I'm going to talk about oral reading fluency assessment here, I promise. But first, a little parallel to football movies.

Remember Friday Night Lights (the TV series, of course)? It was the high school football drama even a football hater could love. Kyle Chandler helped.

On the TV show, we saw the coach interacting meaningfully with the kids. A lot. He was tuned in, engaged with their actual persons. The show focused on those meaningful conversations. Come to think of it, all coaching movies point to the same truth: a good coach tunes all the way in and doesn't miss it or ignore it when someone is hitting a personal barrier.

There are also those parts in football movies when a coach stands there with a clipboard and a stopwatch as the players run the forty. Luckily, we don't have to watch the whole dang team, one by one - that wouldn't leave us time for all those meaningful moments that add up to Oscar glory. (Admittedly a rarity-no hashtag yet for #OscarsSoFootball.)

What makes a great football movie is when the film editing protects those high quality, responsive, coach-player interactions in authentic environments.
How much time does fluency assessment today take?
So here's the thing about current day oral reading fluency assessment: typically, it's a lot more like the clipboard and stopwatch scenes and less like those meaningful moments. But since we can't edit down to a brief montage, those oral reading clipboard scenes do not end up being quick and efficient.

In many schools, all students in kindergarten through third grade are given a set of one-minute oral reading fluency assessments, administered one on one and then scored by the teacher for words correct per minute (WCPM). An efficient teacher might do her whole class in three days of reading block time... then do that again in winter and in spring. It's easy to see how several days of good, interactive literacy support can be lost to assessment.

In some schools, the classroom teacher is off the hook. Instead, an interventionist-from Title 1 or special education, often - collects fluency data on all kids. That can mean weeks of literacy intervention for our most at-risk students, lost.
What do we trade for good data?
Finally, in some schools the WCPM approach has been supplanted with richer, informal one-to-one literacy assessments. These tools typically include oral reading accuracy and rate, comprehension checks, and adapting text level based on a student's performance. For most of these tools, half an hour per child is typical. Half an hour per child easily means 15 hours for a whole class-perhaps three weeks of literacy instruction, re-designed to accommodate assessment needs.

Half an hour per child strikes some as worth it because it affords the teacher rich, instructionally useful, student-specific data. But there are some downsides. The cost is 15 hours when a teacher cannot move about the classroom, monitoring for what happens when kids write or explore books on their own-or for why they don't. Those hours are time stolen from differentiated small group instruction, from pumping up opportunities to respond, and from conversations that extend language and vocabulary development.
Can use of technology help us protect high-quality, interactive instruction?
Fifteen hours is also enough to affect the very design and climate of reading block time: the teacher has to set up procedures that ensure kids will not try to interact with her while she is assessing a student. That can be tough to reconcile with a classroom climate based on good formative assessment practice, where kids are encouraged to voice their confusion or check their understanding.

Noting that fluency assessment had been largely unchanged for 25 years, NWEA recently tackled the problem of next generation fluency assessment. The challenge was to vastly improve efficiency while insisting on instructionally useful data. By putting the now-omnipresent technology of speech processing under the hood (think Siri or Alexa), we developed an approach that can be administered to a whole class of students in under half an hour, with automatically scored results. (Check out here and here for details.)

Good K-3 teachers know incredible ways to use time with kids in literacy instruction, if we can give it back from assessment. It's just like Friday Night Lights. If we can help edit down those clipboard and stopwatch scenes, we are going to see more scenes where the fully present, interactive connection between teachers and students moves us to tears-and moves all kids to success and growth in literacy.

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Less Stopwatch, More Heart: What Football Movies Can Teach Us About Oral Reading Fluency Assessment

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Here's the thing about current day oral reading fluency assessment: typically, it's a lot more like the clipboard and stopwatch scenes and less like those meaningful moments. #edchat #earlylearning #fluencyassessment #education

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I have a question regarding my school's reading program. My question today is about the reading portion of our literacy block and most specifically the partner reading and independent reading. I'm finding that my homogenous group of fourth-grade students aren't fluent readers. The routine expectation is that partners take turns reading a paragraph at a time. The partner who is following along and not reading aloud is to provide a brief summary of what was read by the partner before reading the next paragraph. I love this, except that my students aren't fluent readers, so I feel that first the comprehension is low because of non-fluent reading, and second the time is a bit wasted because of the lack of fluency and therefore comprehension. After students do their partner reading, they read the next couple pages independently. Again they aren't fluent, so it's taking quite awhile. I feel that comprehension is low. Shanahan's response
Fluency instruction can be valuable with fourth-graders (and with lots of other kids in grades 1-12)-it can help them to decode better, read more fluently, and improve reading comprehension.

What you describe is not likely to have much impact on kids' learning. Fluency instruction requires, well, instruction.

Text selection. Good reading instruction requires appropriate texts. On this, it sounds like you're doing fine-that often isn't the case. Fluency practice is best carried out with texts that students will struggle with, and with fourth-graders this is most likely to mean that the kids won't recognize all the words.

I would shoot for texts in which kids would make about 10 mistakes per hundred words. Given that your boys and girls are struggling to read the texts well enough to understand them, it sounds like you are using texts are hard enough to be effective for this teaching.

But while you want to use texts that difficult for these lessons ... you don't want to end there.

If kids aren't reading the text fluently by the end of the lesson, then the lesson itself is ineffective. (Unlike you, many teachers try to teach fluency with texts that are too easy. That doesn't help the kids learn anything because they are already sufficiently fluent when they start.)

Purpose setting. Fluency lessons are no different from any others; students need to understand the purposes of the lesson.

I usually start out with a discussion of what oral reading should sound like. You might consider making a poster or bulletin board based on the kids' insights about oral reading. Perhaps read a text to them to show what reading should sound like, and then do some less than terrific readings (e.g., making mistakes, reading too slow or too fast, pausing badly, reading choppily).

Tell kids upfront that you are starting them with texts that they will probably not read well the first time through. Explain that you want them to work on that text until they can read it well.

Before each day's fluency work, remind the kids what they are trying to accomplish and what reading should sound like.

Modeling. There are some studies of fluency instruction in which teachers read the texts to the students before the students do their own oral reading. That can be helpful because it tips kids off to some of the unknown words and gives them some clues about the content. (Sometimes audio recording provides the modeling).

However, there are also many studies in which there is no such modeling.

I tend to put myself in the "don't model" group. Experience tells me that it only helps if you read a very short portion of the text, like a sentence, and then immediately have kids try to read the same sentence. Verbatim memory in these circumstances doesn't last longer than that, so modeling tends not to be a big help.

If a student tries to read something and makes a real mess of it (e.g., lots of mistakes, poor phrasing, etc.), then I might read that sentence aloud and have the child try it again. In other words, I'd provide modeling only when I think the students are struggling so much with a sentence that they are not likely to improve on a second (or third) reading without that extra boost.

Partners. Research suggests that lots of people can be effective reading partners. Teachers, parents, volunteers, cross-age tutors, computers, and classmates have all been tried in one study or another and they have all been effective. In your case, you have kids partnered up, but you told me nothing about how these pairings were made and what training was provided to them to enable them to be effective.

Studies (and personal experience) tell me that not all kids are great partners. Some are careful and supportive and others could care less. If you get Mariel as a partner, there is a good chance that your reading will improve; if you're paired with Bobby - not so much.

In some studies, children are paired on the basis of ability, and that can be successful, at least generally. In such pairings, the bottom students are placed with the top ones. This makes sense: The better readers can certainly help with errors, but that means they get no help and just because someone is a good reader, that doesn't make them patient or helpful.

I believe in sharing the pain, sharing the gain.

Match kids with a different student partner every day. That way, if getting to work with Mariel is a great opportunity, everyone will enjoy that opportunity every few weeks. If Bobby is a dud, everyone suffers that occasionally, too.

Feedback. Partners should be trained to give beneficial feedback. In all of the studies that have found fluency instruction to have a positive impact on reading, the readers received feedback.

I'm a fan of the "Pause, Prompt, Praise" system. If a student errs, the partner waits until the end of the phrase or sentence. The idea of that is to give the reader a chance to fix the mistake. If the reader doesn't take it on, then the partner should stop him/her.

The partner should then try to help by offering a prompt. There are three kinds of prompts: (1) encourage the reader to sound out the word (e.g., look at that more closely; sound it out; try to break it apart, etc.); (2) encourage the reader to use meaning to figure out the word (e.g., does that make sense? what should that say?). Or, (3) you can tell the reader the word.

Never give more than two cues. If the reader doesn't get the word right, then tell him/her the word.

If neither partner knows the word, they should write it down and the teacher can guide then guide the whole group to decode these words at lesson's end.

Rereading. Your letter does not mention it, but research suggests that the single most important step in fluency practice is rereading. Your students are reading a text badly, and your lesson seems to go on.

What should be happening is that the students should be asked to reread those portions of the text again. And, they should sometimes do so even a third time.

That's where the learning is. By reading and rereading a text the students transform it from one they can't read well to one that they have read well. In some schemes, they read the text again and again until they can do so, and in others, 3 readings seem to be sufficient.

Having kids taking turns reading paragraphs aloud poorly is not effective teaching. Whereas, having kids read and re-read a text gives them an opportunity to figure out unknown words and how to make the text sound meaningful.

Teacher's role. The teacher plays a very important role in this process. Teachers should supervise these paired readings. Teachers should coach readers through the partners (this is part of partner training). For example, I would eavesdrop on a pair, listen to the reader read and wait to see what the partner does. If the reading was weak I'd ask the partner, "What do you want her to do?" or tell the partner, "I'd tell him to read that again."

Make your way around the group, making sure that you hear several kids reading each lesson and that you add your feedback and modeling as needed.

Comprehension. In some studies, comprehension is handled in the way you described. In others, comprehension is not dealt with a fluency lesson. It might not be absolutely necessary, but I would encourage you to continue with the summarization practice as described. But have the students delay doing it until the paragraph has been read reasonably fluently.

Amount of fluency instruction. Schedule anywhere from 30 minutes to 45 minutes per day for fluency teaching (about 25% of the reading instruction time).

If kids finish the text prior to the end of the lesson time, then have them switch places, reading the paragraphs that their partners read the first time.

If you want kids to learn from fluency instruction, you need to teach fluency. Try that and let us know how it goes.

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How to Teach Fluency So That It Takes | Reading Rockets

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I have a question regarding my school's reading program. My question today is about the reading portion of our literacy block and most specifically the partner reading and independent reading. I'm finding that my homogenous group of fourth-grade students aren't fluent readers. The routine expectation is that partners take turns reading a paragraph at a time.

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NAEP Prosody Rubric

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6 Scaffolding Strategies to Use with Your Students

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6 Scaffolding Strategies to Use with Your Students

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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What are the benefits of effective scaffolding?

The combination of respectful learning standards and an excellent curriculum is a powerful place to begin the exciting work of helping all learners succeed. However, the needs of some students for processing new learning require thoughtful scaffolding.

A scaffold is a temporary support provided to students to help them achieve a learning goal. Scaffolds are distinct from accommodations or modifications.

An accommodation is similar in concept to a scaffold, but it is usually a legally mandated instructional requirement. An example of an accommodation would be "extra time" on a summative assessment.

A modification goes deeper than a scaffold, and changes the actual content and/or learning standards for students. A modification may be found on a student's Individualized Education Plan, or IEP.

Your problem is to bridge the gap which exists between where you are now and the goal you intend to reach.

Scaffolds should be...

Sensitive to students’ strengths and challenges.

Standards-based.

In alignment with learning targets (objectives).

Applied to the process of meeting the learning target.

Temporary.

Used to provide a student with necessary supports to accomplish a task that is not otherwise possible.

Appropriate to the task.

Respectful for all learners.

EL Education regards successful scaffolding of instruction, then, as a matter of the intersection of instructional tasks, the grade-level standards, and the needs of individual students.

Learning Targets

I can describe a variety of effective scaffolds that maintain the rigor of the Common Core and other standards.

I can explain the benefits of effectively scaffolding a lesson for students.

Watch: Teaching Matters: Scaffolding

1. What are the benefits of effective scaffolding for students? What practices do you currently have in place to support your students?

2. What professional support might you need in providing scaffolding for your students?

eMedia Workshop. (2012, September 17). *Teaching Matters: Scaffolding.* Retrieved October 23, 2015 from https://www.youtube.com/watch?v=9gNjGD_W3dM.

Read

Digging Deeper on Differentiation Strategies: This excerpt is from EL Education’s text Transformational Literacy (download on this page.)

1. Think about the students you teach. Which type of scaffolding, front-end or back-end, is preferable in helping these students meet the rigorous standards of the Common Core? Explain.

2. What are the benefits for students when you effectively scaffold a lesson? What are the challenges for you, the teacher, in offering scaffolded experiences for your students?

3. Think about an upcoming lesson and the students you teach. How might you scaffold the process for some students toward meeting the learning target(s)?

Three-Level Approach to Scaffolding Can Be Applied to the Teaching of Math: This article, from Educational Research Newsletter and Webinars, proposes a three-level hierarchy of scaffolding practices that strategically support mathematics learning.

1. What environmental provisions can support students in a mathematical classroom?

2. Why are reviewing and restructuring math concepts more powerful than telling, showing, and explaining a math concept?

3. Compare your experiences with developing mathematical thinking within your students. What strategies might you add to your toolbox?

Watch: Learning to Think: A Foundation for Analysis

This video from the Teaching Channel, showcases lessons being delivered by Sarah Brown Wessling, National Teacher of the Year. Consider how she is scaffolding the instruction for her students. What are her critical moves that help her students reach the learning target? Discuss with a partner or journal on your own.

Watch: Scaffolding Literacy Instruction for English Language Learners

1. How do the teachers scaffold literacy instruction for their English Language Learners? What are the conscientious decisions they make to help all students access complex text?

2. Observe the cycle of close reading: reading, thinking, talking, and writing. Reflect on or discuss the following:

3. Why is each part of the close reading cycle critical for comprehension?

4. Consider your typical lesson around teaching comprehension. How closely do your lessons mirror the cycle highlighted in the video? What might be your next steps in designing or implementing a close reading lesson?

5. How are the scaffolds in the lessons good strategies for all learners? How might you accelerate more ready learners in a classroom?

Quiz: ELA Scaffolding Scenarios

Click here to go to the scaffolding scenarios. Read each scenario and then decide if the scaffold applied by the teacher maintains alignment to the Common Core ELA shifts or negatively affects alignment to the Common Core ELA shifts. Click to reveal the answer on the next slide.

Tools

Resources to Help Teachers Scaffold Lessons

Continuum of Interventions: A tool developed by EL Education to assist teachers in spontaneous interventions as well as low-preparation and high-preparation scaffolds for ELA. The spontaneous interventions might fit the category of “scaffolds.” Many of the interventions at the more planful end of the continuum fit the category of tiering, which is described more fully on the next page.

Scaffolding Options for ELA: A quick reference guide from EL Education naming appropriate ways to scaffold ELA activities while maintaining alignment to the CCLS.

Dig Deeper

Readings

Additional Work with Complex Texts: This resource, developed by EL Education, is designed to help school leaders, instructional coaches, general education teachers, special education teachers, and intervention teachers think and plan together about strategic ways to best use additional support time beyond the ELA block (download from this page).

Scaffolds for Learning: The Key to Guided Instruction: Appearing in an ASCD publication, this chapter from Douglas Fisher and Nancy Frey’s book Guided Instruction offers insight into the brain science of the effects of instructional scaffolding, along with guidelines for supporting students.

Cultivating Students’ Ability to Read Complex Texts Independently: This text is excerpted from New York State’s Revised Publisher’s Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–8, by David Coleman and Susan Pimentel (download on this page).

Discuss

For Teachers:

1. Time is a luxury for most teachers. As you consider an upcoming lesson, think about some low-prep scaffolds you can include to support learners. What steps do you need to take to be sure that these scaffolds maintain the rigor of the Common Core Standards?

2. What are the most essential considerations, or things to attend to, when planning to use scaffolds in a lesson? Predict the impact that these scaffolds will have on student success.

3. What seems particularly challenging to you when planning for the use of scaffolds?

For School Leaders:

1. What support might teachers need in moving students toward more challenging work required by the Common Core while simultaneously ensuring students are receiving appropriate scaffolds?

2. As an instructional leader, how will you ensure that teachers’ scaffolds are aligned to the rigor of the Common Core Standards?

3. Using the method of scaffolding, how can you gradually help teachers improve in their practice?

Resource Downloads

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Earl Nightingale, author and entertainer

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Helping All Learners: Scaffolding | EL Education

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What are the benefits of effective scaffolding?

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Making sure early readers are on the right track is crucial to their future development. That’s why we came up with an easier way to evaluate your K–3 readers.

MAP Reading Fluency is an online, adaptive assessment that efficiently measures oral reading fluency, comprehension, and foundational skills. It uses advanced technology to enable group testing, automatically record and score each student, and deliver instructionally useful data.

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MAP Reading Fluency Informing Instruction Learning Guide

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MAP Reading Fluency Informing Instruction Learning Guide

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MAP Reading Fluency page

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Striking the balance of instruction and assessment

Get precise, reliable insights to support early readers while maximizing valuable instructional time. With speech-recognition technology, group administration, and automatic scoring, MAP Reading Fluency-part of the Early Literacy Solution from NWEA- provides a clear view of early literacy skills and learning needs for an entire class in about 20 minutes.

Go beyond fluency for a more complete picture of early literacy

Aligned to the science of reading, MAP Reading Fluency measures and monitors oral reading fluency, literal comprehension, and foundational reading skills from season to season and year to year. Quickly screen students at risk of reading difficulty, including characteristics of dyslexia. Benchmark assessments are available in both English and Spanish.

See MAP Reading Fluency in action

MAP Reading Fluency is an adaptive universal screening and progress monitoring assessment for grades pre-K to 5-and it's available for remote and on-site administration. This powerful tool efficiently assesses in English and Spanish.

Insights you can implement today

MAP Reading Fluency provides educators with comprehensive reports and actionable data to improve instructional decisions.

Student audio recordings available for teacher playback

Easy-to-use reports to support differentiation and planning

A direct link to instructional resources for foundational skills

Identify challenges earlier with the new dyslexia screener

Get precise, reliable insights to support early readers while maximizing valuable instructional time. With speech-recognition technology, group administration, and automatic scoring, MAP Reading Fluency provides a clear view of early literacy skills and learning needs for an entire class in about 20 minutes.

MAP Reading Fluency: The center of the Early Literacy Solution

The Early Literacy Solution pairs high-quality assessment from MAP Reading Fluency with guided implementation and professional learning experiences that engage and galvanize your team while honing assessment literacy and instructional planning. Wrap-around support and expert-led guidance round out this solution, providing your teachers and coaches with the resources and tools they need to help young readers succeed.

Ready to learn more?
An industry leader

Explore grades, languages and the time-saving features of MAP Reading Fluency.

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Better reading insights in less time - MAP Reading Fluency

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MAP® Reading Fluency™ is an online, adaptive assessment that efficiently measures oral reading fluency, comprehension, and foundational skills.

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NWEA Professional Learning Community MAP Reading Fluency Space

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NWEA Professional Learning Community MAP Reading Fluency Space

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Setting the Stage + Reflection and Planning

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Setting the Stage + Reflection and Planning

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NWEA Professional Learning Online User Guide

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NWEA Professional Learning Online User Guide

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The education blog

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Teach. Learn. Grow. | Voices of educators and experts

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A blog covering classroom tips, early learning, literacy, assessment, equity, SEL, and more.