The COVID-19 pandemic has created an unprecedented challenge for state, district, and school leaders across the country. Whether states and districts mandate or choose an in-person or remote model or a hybrid model, which includes some aspect of virtual learning, ensuring that vulnerable students and teachers have a remote learning option has required that all districts offer a remote learning plan. Because of the newness of these efforts, however, most state, district, and school leaders do not know how to assess their remote learning and hybrid models. The Region 1 and Region 9 Comprehensive Centers (CCs) convened a community of practice (CoP) of school, district, and state leaders from Massachusetts, Illinois, Iowa, and Vermont to tackle this issue by reviewing existing measures of quality identified in research; identifying new measures of quality needed based on current best practice; and developing a framework for state, district, and school leaders to assess the quality of remote and hybrid learning. The CoP examined two remote and hybrid learning constructs that the Region 1 and Region 9 CCs had identified as the highest priority for their stakeholders and the least defined in current frameworks. These constructs included measures for assessing student engagement as well as teacher working conditions and well-being. This document includes the framework and data collection and analysis protocol for student engagement. [For the related report, "District Metrics for Quality Remote/Hybrid Learning: Teacher Working Conditions and Well-Being," see ED612764.]