To address unfinished learning, districts need to design systems that will support students and teachers. The below tools and resources help district leaders consider several such systems, including a multi-tiered system of support, a district-wide tutoring system, a strong assessment system and targeted professional development for teachers.
| Category | Name | Type | Description |
| Multi-Tiered System of Support | Understanding Washington State’s MTSS Framework
Center for the Improvement of Student Learning |
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This presentation deck shares information about Washington State’s MTSS framework, how to build the district’s capacity to implement it with fidelity, and what supports exist to help districts scale up now and in the future. |
| Washington State MTSS District Capacity Assessment Action Plan
Center for the Improvement of Student Learning |
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Districts can use this self-assessment to understand their district’s capacity to implement MTSS and to design an implementation action plan. | |
| MTSS Leadership Team Self-Assessment
Colorado Department of Education |
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This self-assessment allows leadership teams to self-assess their teaming structures; data-based problem solving and decisionmaking; family, school and community collaboration; equitable academic and behavioral supports; and evidence-based practices for instruction, intervention and assessment. | |
| District Systems Fidelity Inventory (DSFI)
Center on Positive Behavioral Interventions and Supports |
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The purpose of the District Systems Fidelity Inventory (DSFI) is to provide an efficient instrument that can be used to guide districts exploring or actively implementing a multi-tiered social, emotional and behavioral system of support and practices. | |
| Massachusetts MTSS Self-Assessment
MA Department of Elementary and Secondary Education |
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This tool is designed to help district teams assess the systems and structures that they have (or do not have) in place to foster an effective multi-tiered system of support. The results of the self-assessment will help illuminate current gaps and strengths and can be used for prioritization and planning purposes. This tool was designed to give a district-level perspective and should be used by a team consisting of a range of stakeholders (i.e., representation from different departments, roles, etc.). | |
| SWPBIS Tiered Fidelity Inventory
Center on Positive Behavioral Interventions and Supports |
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The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier 1: Universal SWPBIS Features; Tier 2: Targeted SWPBIS Features; and Tier 3: Intensive SWPBIS Features) that can be used separately or in combination to assess the extent to which core features are in place. | |
| District-Wide Tutoring System | Tutoring Deep Dive Presentation
Education Resource Strategies |
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This presentation deck shares high-dosage tutoring research and best practices. |
| Blank Implementation Plan for District Tutoring Program
Education Resource Strategies |
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This blank implementation plan can help districts design and implement a tutoring program to expand and target individual attention and learning time inside and outside of traditional school hours, especially for students with the greatest learning needs. | |
| Example Implementation Plan for District Tutoring Program
Education Resource Strategies |
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This document provides an example of how Metro Nashville Public Schools planned for and implemented a tutoring program. | |
| Sample Continuous Improvement Dashboard for Tutoring Program
Education Resource Strategies |
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This is a sample district-level dashboard to assess implementation of a tutoring program. | |
| Assessment System | Teaching Comes First: How School District Leaders Can Support Teachers, Save Time and Serve Students with a New Vision for Assessment
Achievement Network |
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This paper offers district leaders case studies, tools and a description of the process that ANet has used to help their partners develop a coherent, instructionally focused assessment strategy. |
| Three Principles for Assessment Strategy During Instructional Recovery and Beyond
Achievement Network |
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This presentation shares the three guiding principles for establishing a strong assessment system and shares how these principles are shaping the planning that leaders are doing for the 21–22 school year. | |
| Teacher Professional Development | Tiered PD to Build More Equitable Access to Math Instruction
Leading Educators |
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This presentation deck shares information on how to provide tiered professional development that helps teachers address unfinished teaching and learning in order to provide more equitable access to rigorous mathematics instruction for all students. |
| Integrated Learning Planning Protocol
Leading Educators |
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This sample planning protocol shows how one teacher planned to address unfinished learning in her 3rd grade math class. | |
| Intentional Planning Practice with Multilingual Learners; Ensuring Access for All
Education Northwest |
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This presentation shares the three pedagogical beliefs of the Intentional Planning Practice framework, which can guide how teachers plan lessons to support multilingual learners and ensure access for all students. | |
| Creating the Conditions for GLEAM: Grade-level, engaging, affirming and meaningful instruction
UnboundEd |
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These are presentation slides from UnboundEd’s presentation on the conditions for GLEAM (grade-level, engaging, affirming, meaningful) instruction. |
