In the wake of the COVID-19 pandemic, educational systems worldwide have faced unprecedented challenges, particularly concerning the support of students based on traditional face-to-face instruction. This study focused on the concerns surrounding 2nd grade students at LEA and DRA, two urban elementary schools, who have faced multiple layers of accountability to address low student achievement concerns. Notably, these students have been tasked with adapting to state-mandated assessments since 2022 while addressing other concerns impacting their academic success, further exacerbating the pressure on students and teachers.

Observations by educators highlighted a significant need for socio-emotional support among students, coupled with a decline in academic achievement scores and an apparent struggle to adapt to traditional data-driven instructional strategies. To address these challenges, this study investigated the instructional strategies employed by 2nd grade teachers in the schools' English Language Arts (ELA) domain. By analyzing achievement data spanning the COVID-19 pandemic's duration, the study aimed to provide valuable insights to educators, aiding them in tailoring instructional approaches to meet the diverse needs of their students.

The findings of this study are expected to serve as a guide for teachers in selecting appropriate instructional strategies that align with students' evolving needs and learning contexts. By offering targeted support to educators, this research sought to facilitate more effective teaching practices amidst the ongoing disruptions caused by the pandemic. Ultimately, the study contributes to the broader conversation surrounding educational resilience and adaptability in the face of unprecedented challenges.