Learning Loss Guide
Click here to download this resource in Word.
Learning Loss Guide
A co-requisite model for learning is a systematic way to address the learning needs of students while engaging with on grade-level content. As opposed to delaying grade-level learning experiences until students acquire “the basics,” students study appropriate course content while receiving “just-in-time” support for prerequisite knowledge and skills. As students in Tennessee return to learning this fall, employing a co-requisite model to support lost learning from the previous grade can be an effective strategy to fill gaps in understanding for students while teaching up to grade level standards. As this approach scaffolds learning support over time, planning for the recovery of lost learning must be cyclical in nature throughout the upcoming academic year. This cycle should include determining standards gaps and subsequently adapting grade-level scopes and sequences, assessing students learning gaps, monitoring students’ learning to see if students are mastering content, and providing additional scaffolds and supports to ensure all students are receiving the right level of intensity and duration for remediation.
This guide outlines a series of four sessions. Each session provides guiding questions for participants to collaboratively answer with their PLC team. In answering the embedded questions, teachers will develop cohesive plans to address loss of learning for all students.
Re-Aligning Scope and Sequence
Pre-work: Teachers should come to the meeting with the focus standards for their grade level. They should have already identified any standards that students as a whole did not demonstrate mastery of or had limited exposure to in the 2019-20 academic year to share during the PLC.
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Session One: Re-Aligning Scope and Sequence |
Step One: Determine students’ level of experience with previous years’ standards and merge into current year’s scope and sequence. |
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Teachers should be placed in groups comprised of members from their current grade level AND the prior grade level (e.g., the second grade group should include current second grade teachers and prior year first grade teachers). This step will take two rotations so that each teacher can participate as a focal grade teacher and a “prior grade” teacher. |
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In this session, teachers should focus on the following questions.
NOTE: What are the on-grade-level standards that would be impacted in the current grade level and where do they occur in the current grade’s scope and sequence? OR Where are the connected standards that would naturally provide a connection to “missed standards”?
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Initial Assessment of Student Learning Gaps
Pre-work: Teachers need to gather benchmark/checkpoint data for the students they are currently teaching in predetermined content areas. This data needs to be brought to the PLC.
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Session Two: Initial Assessment of Student Learning Gaps |
Step Two: Assess students’ mastery of prior year’s content to determine what skills and concepts to include as focal areas within the scope and sequence, additional remediation sessions, or focal areas for intervention. |
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In this session, teachers should focus on the following questions.
Note: In this sections, districts and schools will need to ensure teachers can analyze benchmark results that they can identify concepts that the whole class struggled to master, small group challenges, and individual student challenges. The school will need to identify structures and supports that will allow teachers to support groups and individual learners with identified needs. These supports can include intervention time, additional time included in learning blocks, “push-in” classroom support, etc. |
Monitoring Student Progress
Pre-work: Teachers should bring to the session data from unit assessments for each student.
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Session Three: Monitoring Student Progress |
Step 3: Monitor students’ learning closely to see if students are effectively mastering both new and prior content by assessing current grade-level standards. |
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Session 3 should become an ongoing session throughout the academic year, ideally occurring at the end of units of study especially those units that focus on major standards within the grade. As teachers collect more data on student progress, they will need the opportunity to ascertain the learning of each individual student. Teachers should be grouped in grade level teams for this PLC session. In this session, teachers should focus on the following questions.
Note: Teachers may need assessment literacy strategy support to understand the differences between skill-based diagnostics and standards/knowledge-based benchmark data and how to effectively use different types of data. Further, teachers may need additional resources and professional learning around intervention vs. remediation. |
Reaching All Students
Pre-work: Teachers should bring to the session data from a variety of assessments for each student who they feel is not being reached by just-in-time instruction.
Session 4: Reaching All Students |
Step 4: Identify additional scaffolds and supports needed to ensure students are receiving the appropriate intensity and duration of remediation. |
This PLC session is designed to help provide clarity to participants and then provide the opportunity for teachers to discuss supports for students beyond core instruction time. This session should occur for the first time after there is enough significant data to indicate that just-in-time instruction is not enough to meet the learning needs for a group of students. Districts need to be prepared to provide the following information for participants at the beginning of the first time this session occurs:
What data needs to be evaluated? Discussion questions for PLC participants:
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Additional Topics for Districts |
In addition to the topics covered in these PLC sessions, the district may want to consider providing additional guidance on the following topics related to addressing loss of learning.
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Appendix: Supplemental Guiding Questions and Resources for Math
Click here to download Appendix A and Appendix B to a Word document.
Learning Loss PLC Appendix A – Supplemental Guiding Questions for Math
Additional Guiding Questions |
Session 1
Session 2
Session 3
Session 4
Learners, students with IEPs and other vulnerable student populations?
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Learning Loss PLC Appendix B – Resources for Math
TDOE Resources |
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Front Mapping Tools: These grade-specific tools can be used to connect standards or concepts that may not have been taught to current and future grade level standards. It may be used in conjunction with the Standards Summary Tools.
Instructional Focus Documents: The purpose of these documents is to provide teachers with examples of learning across all performance levels to help educators determine the depth of a student’s conceptual understanding of the Tennessee mathematics standards.
Standards Summary Tools: These grade-specific tools can be used to identify standards that may not have been taught or were not adequately addressed in the 2019-2020 school year due to disruptions caused by natural disasters and/or COVID-19 school closures. |
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External Resources |
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Achieve the Core 2020-2021 Priority Instructional Content: This document names the instructional content priorities for the 2020–21 academic year. It is intended to help instructional leaders find new efficiencies in the curriculum that are critical for the unique challenges that have resulted from school closures. Achieve the Core Coherence Map: The coherence map is an interactive website that illustrates the coherent structure of mathematics standards.
NCTM/NCSM Moving Forward: This document provides guidance for mathematics teachers and leaders at all levels to make informed decisions for next steps due to COVID-19.
Solution Tree Protocol to Determine Prior Knowledge for a Math Unit: This protocol uses the standards from the previous grade levels or courses (or your current grade level or course standards) to determine the prior-knowledge standards students need to make connections to learning in the current unit. |
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LEA Resources |
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LEA Curriculum
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LEA Assessments
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