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Use these content-specific protocols to assess the quality of assignments that students are asked to complete .

All students need regular opportunities to think critically and engage deeply with worthwhile content. These assignment and student work review tools are intended to help teachers, leaders, and other s understand if a n assignment is giving students the opportunity to meaningfully engage in worthwhile grade-level content . Using the protocols, you 'll first review the quality of the assignment and then analyze students' performance on that assignment.
ELA Assignment Review Protocol Math Assignment Review Protocol Science Assignment Review Protocol Social Studies Assignment Review Protocol

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From The Student Experience Toolkit (2018) by TNTP, Inc., available at https://tntp.org/student-experience-toolkit.

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Use these content-specific protocols to assess the quality of assignments that students are asked to complete . All students need regular opportunities to think critically and engage deeply with worthwhile content. These assignment and student work review tools are intended to help teachers, leaders, and other s understand if a n assignment is giving students the opportunity to meaningfully engage in worthwhile grade-level content .

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards. They are intended to help publishers, other designers of instructional materials, and instructional leaders find new efficiencies in the curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction.

All of the guidance is designed to support planning and decision making. Due to the structural differences between the grade-specific (K-8 mathematics, K-12 ELA/literacy) and course-specific (high school mathematics) guidance, the high school mathematics resource was developed separately. The high school mathematics content was designed in close partnership with Asia Franks and Jaliyla Fraser.
*Note: Send Feedback While these documents were created for the 2020-21 academic year, they remain helpful for those setting academic priorities for the 2021-22 school year. Given the incredible variability of the 2020-21 school year, to maximize the effectiveness of this guidance, the recommendations should be examined and adjusted based on the specific knowledge educators have about what students were able to accomplish and what may need additional attention. In the 2021-22 school year, educators must take into account the unique needs of students and continue to use strong formative assessment practices to understand where there is unfinished learning and to support students in engaging with grade-level content. For more information on academic acceleration and prioritization, integrated scaffolds and support, human-centered learning environments, culturally relevant pedagogy, and methods for understanding student progress, see our Priorities for Equitable Instruction: 2021 & Beyond page.

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Priority Instructional Content in English Language Arts/Literacy and Mathematics

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

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Consider using only curriculum-embedded assessments this year (limiting number of rigorous assessments)

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Using an assessment in a way that will prevent students from access grade level content

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TNTP has so many resources that could be very helpful for this process.

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Just in time supports

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Utilizing the case study process in elementary

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Utilizing the case study process in elementary

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How do we find time for these discussions in elementary

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Focus the beginning of the year on creating safe learning environments prior to doing any assessments

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Focus the beginning of the year on creating safe learning environments prior to doing any assessments

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Temp checks, not diagnostic

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Page 9

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The length of time it will take to "catch up" on missed learning.

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The length of time it will take to "catch up" on missed learning.

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Keeping students who are not as far behind moving while getting all of the missed skills to the ones further behind.

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Not ignoring unfinished learning but intentionally placing them within grade level content. (this is for students who have gaps in learning not entire year's worth)

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They cannot learn until their basic needs are met. The emotional damage will need to be the first focus.

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I fully believe in the embedding missed skills into the current grade level content to complete the unfinished learning for majority of students, but students who never began learning during this time might need to get a full dose of grade level content over again.

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Making sure we still have time built in to continue working together within grade level content but also meetings with the grade levels above and below to check that the missing learning identified is accurate.

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I cannot wait to get a little hint of normalcy with students being taught in the classroom :-)

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Trying to make sure kids have the prerequisite skills to meet current learning standards, without actually going back and reteaching everything they missed. 

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Trying to make sure kids have the prerequisite skills to meet current learning standards, without actually going back and reteaching everything they missed. 

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Honestly, I am very overwhelmed by all of this. It seems like there are so many options? I need a path. One path. Clear steps.

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Honestly, I am very overwhelmed by all of this. It seems like there are so many options? I need a path. One path. Clear steps.

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The emphasis from the video was to maintain grade level standards and embed missed content/standards. This will inevitably lead to a reduction in time to cover standards or reduce the number of standards covered. Which standards are going to be short-changed? Which are going to have the greatest impact on the overall math sequence?

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I really like the coherence map from Achieve the Core.  This will be very helpful in tracing the standards for unfinished learning.

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I really like the coherence map from Achieve the Core.  This will be very helpful in tracing the standards for unfinished learning.

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Standardized testing shouldn't drive instruction

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Standardized testing shouldn't drive instruction

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Making sure we are doing clear unified assessments

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Pre-assessments to determine what skills need the most attention and to help plan instruction

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Pre-assessments to determine what skills need the most attention and to help plan instruction

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Making sure we are meeting the needs of the whole student not just academic needs

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The implementation of such is like differentiation. Easy to conceptualize, not easy to practice. It will take some intentional planning and maybe PD for effectual embedding.

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Grade levels looking at standards from previous years to address gaps 

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Grade levels looking at standards from previous years to address gaps 

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When we remove up to 50% of the regular curricular activities, it didn't impact post achievement scores...we must waste a lot of time 

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When we remove up to 50% of the regular curricular activities, it didn't impact post achievement scores...we must waste a lot of time 

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This is going to require a lot of planning time that elementary teachers just don't have right now.

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Making the relationships which can help with the remediation needed.