Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.
- Focus on Essential Standards from grade-level Core and scaffold as needed
- Include Important and Supporting Standards from grade-level Core as appropriate
- Include tiered extensions and remediation
Recognizing and Completing Unfinished Learning
- Study the Essential Learning Targets for upcoming instruction.
- Identify critical, prerequisite skills and understandings students need to access grade-level content
- Determine student understanding of prerequisites based on diagnostic or formative data
- Consider if gaps exist for the entire class or a small group.
- Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
- Small group: plan differentiated instruction or coordinate to address gaps within intervention periods
It is more important to help students catch up on thinking skills than facts.
Feedback to Students
- Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
- Based on observed and/or submitted assignments, assessments, class discussions, performances, etc.
- Feedback is not limited only to assignments
- Tools: written, auditory, recorded, in person
Instructional and/or Practice Time
- Elementary: ELA (2 hours), Math (100 minutes), Science (30 minutes); 20 minutes of home reading is still highly recommended
- Junior High: class period plus 15-30 min/class/day
- High School: class period plus 40-60 min/class/day
- For students receiving special education services, service minutes will be determined by the student’s IEP team.
- Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
- Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
- Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
- Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.
- Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
- Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
- Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
- Use items and tasks that support deeper thinking
- Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT
Student and Family Communication
- Occurs frequently
- Tools: Parent-Teacher conferences, family nights, back-to-school night, email, phone, MyStudent
Based on clear demonstration of proficiency by students with multiple data points
- Grading occurs as in pre-COVID-19 settings
- Silent discussion, turn-and-talk (perhaps with white boards), online discussions, etc.
- Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
- Use team approaches and shared resources
- Continue PLCs (may need modified format)
- Addressing Unfinished Learning in the Context of Grade-Level Work
- Carpe Diem: Evolving Education After COVID-19
- Learning Acceleration Guide - Planning for Acceleration in the 2020-2021 School Year
- Five Essential Features of Assessment for Learning
- Remote Learning Provides an Opportunity to rethink Assessment (and Learning)
- The Looming Coronavirus Achievement Gap: What Schools Can Do
- Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps
- Re-Entry and Beyond: COVID-19 Implications and Considerations for Pre-K-12 School Districts