Presented by Brooke Mabry, Strategic Content Design Coordinator, NWEA

Sponsored by NWEA

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What content would all students have been exposed to if schools had not closed? How will teachers address the interrupted and unfinished learning needs of students? Dialing the time machine back to March 2020 and restarting instruction from there is not the answer. It is highly likely that evidence will reveal widely variable student learning needs in the coming school year. How might important content from prior grades be integrated into the scope and sequence of the upcoming school year? More than ever, educators will need clarity in their instruction, and students will need agency in their learning.

This edWebinar provides teachers with ideas to support developing plans, processes, and routines to address unfinished student learning, including prioritizing interrupted standards and curriculum and planning for formative assessment practice. Paired with prioritization of standards and adjustments to scope and sequence, the formative assessment cycle will help educators and students to partner in teaching and learning with more precision about where they need to focus their energy to meet student needs and to set student goals to drive learning, motivation, and success. Viewers will walk away with a planning tool to support the development of a back-to-school plan specific to their teaching context.

The learning objectives of this edWebinar are to:

• Describe a process to prioritize interrupted standards and curriculum from school closure and integrate into the scope and sequence for the upcoming school year
• Determine how to leverage the formative assessment cycle to inform teaching and learning plans supportive of interrupted learning

This recorded edWebinar will be of interest to elementary through high school teachers.

About the Presenter

Brooke Mabry has more than 17 years of experience in education and joined NWEA in 2016 as a professional learning consultant. She now serves as a strategic content design coordinator of the Professional Learning Design team. Brooke began her career as a high school English teacher in Asheville, North Carolina, and holds undergraduate and graduate degrees in education from Western Carolina University. She also holds national board certification in adolescence and young adulthood English language arts. She’s deeply committed to fulfilling the NWEA mission, partnering to help all kids learn.

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NWEA is a research-based, not-for-profit organization that supports students and educators worldwide by creating assessment solutions that precisely measure growth and proficiency—and provide insights to help tailor instruction.