From the report: In this guide, we focus more directly on the instructional challenges posed by school closures. In particular, we present district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses, as well as a review of essential skills and content in English language arts and mathematics to support access to grade-level content in key grade transitions for all students. We also provide additional resources for districts to consult as they design and implement their curricular materials for the coming school year, including further information on Universal Design for Learning (UDL) to ensure that grade-level content is accessible for all students. While this guide touches on some of the specialized instructional needs of English language learners, a forthcoming Council guide will provide more detailed guidance and materials in this area. Finally, this guide is intended to complement resources being released by various other organizations, including Student Achievement Partners (SAP) and the Council of Chief State School Officers, that also address the challenges of prioritizing instruction, addressing unfinished learning, and meeting the social-emotional and mental health needs of students. The common messages found across these materials illustrate a consensus in the field around the importance of safeguarding equity and access in the wake of the COVID-19 crisis. We hope that the following guide contributes to that national conversation, and to the capacity of urban school districts to effectively support students and families.