n the wake of the COVID-19 pandemic, schools are grappling with the impact of the widespread instructional loss that most students have experienced. Some students have also experienced stress, disruptions at home, and trauma, and historically marginalized populations are likely to be most impacted academically. Even where educators, school administrators, and caregivers worked to deliver high-quality instruction to all children, many children with learning and attention issues received fewer supports, accommodations and services that they rely on to access general education curriculum in virtual or remote instruction.