In March 2020, the coronavirus pandemic and attending shift to remote schooling initiated a dramatic impact on student learning, an impact that state and district leaders feel a sense of urgency to understand and address. These leaders are accustomed using state and district test data to shed light on student achievement and growth. But without state test data last year, and justifiable concerns about the trustworthiness of state assessment scores in the 2020-2021 school year, state leaders may feel they are in an almost impossible bind. These conditions warrant an expanded indicator system. Opportunity to learn (OTL) data can be helpful in this regard, and education leaders therefore should focus on designing and implementing OTL data-collection strategies. There is a long tradition of collecting such data as part of surveys of educational conditions and as components of large-scale testing programs. These data have been important for understanding varying levels of educational resources, such as access to high-quality curricular and instructional materials, as well as opportunities to learn in safe and healthy contexts. In this report, the author describes the importance of collecting opportunity-to-learn (OTL) data and provides a framework to help states begin an OTL data collection and reporting system.