As the new school year starts, one of educators’ many challenges is assessing where students’ skills stand and filling the gaps. Students may be behind where they would typically be at the beginning of their grade level as a result of missing out on instruction last spring. With the unplanned transition to distance learning, many teachers focused on reviewing content and maintaining students’ current skill levels rather than attempting to teach new content. That choice was driven by concerns about leaving behind students without internet access, teachers’ lack of training in how to engage students online, and the urgency of tending to students’ nutritional, safety, and social and emotional needs. Even when teachers did teach new content, students may have experienced stress and trauma that hindered