Since March 2020, the coronavirus disease 2019 (COVID-19) pandemic has placed unprecedented stresses on the public education system in the United States. At every level, from the U.S. Department of Education down through local districts and individual schools, the pandemic has presented formidable challenges. Many of these challenges have been operational in nature but there have also been substantial instructional challenges during the pandemic. Early insight into the effects of the COVID-19 pandemic on public schooling identified the challenges that schools faced in the pivot to online learning in spring 2020. Large proportions of teachers reported through the RAND American Teacher Panel (ATP) that they had not received adequate guidance from their school systems to serve particular populations of students, such as students with disabilities (SWDs), homeless students, and English learners (ELs). These pandemic-era instructional challenges compound existing barriers to quality instruction. This report examines issues of instructional system coherence during the 2020-2021 school year. Specifically, the report investigates teachers' perceptions of: (1) guidance they received about ELA instruction; (2) guidance around addressing the needs of traditionally underserved students; (3) coherence of their ELA instructional system; and (4) presence of contextual conditions identified through literature as supporting coherence.