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“There is no fault to be assigned for the cause of this COVID-19 gap. However, educators have a professional duty to address it.”

It’s important for us to understand while it’s no one’s fault, we still need to address the reality.

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Understanding the persistent COVID Gap is a key factor in understanding how we we need to increase our effectiveness as teachers or our students will suffer a permanent loss of educational outcomes compared to students pre-2020. There is no "going back to normal" anymore. This will be a persistent issue until the kindergarten class of 21-22 goes through the different levels of elementary, middle, and high school. With the discovery of the Fundamental Five being the result of an educational "perfect storm" in the late 1990s, the COVID pandemic became the perfect setting to show the effectiveness of the models themselves.
-Prior

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"When these five individual high-yield practices are used as a cohesive, integrated unit at high frequency and with high quality, teacher effectiveness is significantly enhanced."

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"The most important element of the Close is to actually do it."
This is the biggest area of growth for me now that I actually understand what I am supposed to do for the Close :)

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Consistently high performing schools focus primarily on performance. This reminds me that we need to always be focused back on data and common formative assessments. Also that instructional practices should be campus suggested- which is where the fundamental 5 comes in!

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"A sprint back to "normal" is not a responsible option." I am always especially taken aback to see the COVID Gap visualized. While students are moving forward, they are doing so with a gap in their learning. We have to account for that in our instruction. "Going forward, better instructional practices are no longer a suggestion."

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The graph (Cain's Foundation Trinity) highlights the three pillars that support great instruction.

Here is the quote: "The comparison data (exceptional teacher to typical teacher) indicated two things. One, the exceptional teacher was not doing extraordinary things. Instead, the exceptional teacher was doing ordinary things extraordinarily well. Two, the exceptional teacher was not teaching dramatically differently from the typical teacher. Instead, they were teaching slightly differently at various times during the lesson."

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"In the search for the magical, they stumbled upon the do-able"