As lifelong educators, my co-author and I have experienced a combined 50, yes 50 years in education! Spring semesters, planning, reviewing middle-of-year data, and targeting support before the final bell rings for summer. No matter what role we have held, including teacher, administrator, instructional coach, our instinctual goal was to ensure at least one year’s growth for every student.
With COVID-19 and all of its impacts still looming, we again find ourselves faced with an end-of-year deadline and, as always, evaluating student growth. Longstanding academic inequities continue to creep into our schools and classrooms as many students fall further and further behind meeting grade-level standards.
And who’s most at-risk for falling behind? Recent data suggests that our underperforming students are racially and ethnically diverse, are from low socioeconomic backgrounds, and have individualized education programs (IEPs) (Methodology Studies - Achievement Gaps | NAEP). With the best intentions, after a thorough middle-of-year data review, our initial instinct is to group students to focus on remediating foundational skills only to risk excluding them from grade-level content instruction.
➡️ Related Resource: Best Practices on Interpreting Student Assessment Data in MTSS
What if, instead of focusing on growth for every student (which potentially may be grade levels below), we focus on grade-level proficiency or bust for every student? Instead of focusing on identifying the gaps and moving backward to fill them, we accelerate our core instruction by strategically curating the grade-level standards-based instruction. That way, the student can spend time and attention on identified targeted skills to prepare for upcoming learning. Student outcomes change when accelerated instruction replaces traditional remediation strategies alone.
With traditional remediation, students identified as needing additional support typically receive intervention for skill gaps that may have little or nothing to do with the current, on-grade level material and/or instruction.
While it is certainly important to "backfill" for learning gaps, when that remediation is not closely aligned to what the student needs right now to be successful with current grade-level material, the student will only slip further behind. In contrast, acceleration provides immediate access to end-of-year expectations by strategically identifying prior years’ learning and learning gaps, AND providing just-in-time support along the way.
➡️ Related Resource: Selecting the Right Interventions to Boost Accelerated Learning
Considering our classrooms’ significant and diverse needs in 2022 and beyond, we can layer the strategies and principles of accelerated instruction as an equitable multi-tiered systems solution that ensures our Tier 1 core instruction is fluid, dynamic, responsive, and matches our diverse students’ needs. But, before we can jump into how to accelerate, let’s answer the first question that comes to mind…what exactly is differentiated core Tier 1 instruction, and what is acceleration?