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Accelerated learning requires  students to consistently receive grade-level materials, tasks, and assignments, along with appropriate scaffolds that make the work accessible. We will need to weave in unfinished learning - not front load it!

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Mason                                      81% of time kids are in school not doing grade level stuff. Unreal! A lot of holes in the boat are going to need to be filled.      

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Mason                                      81% of time kids are in school not doing grade level stuff. Unreal! A lot of holes in the boat are going to need to be filled.      

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We know that students will have gaps in learning from the time out of the classroom at the end of last year.  It will be our job to figure out how to move forward with instruction, while also filling the gaps along the way.

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Every year we have students in our class that have 'holes'. This year we know there just may be a few more than normal. We need to be flexible and get more comfortable with formative assessments so that we can adjust our instruction on the fly. We need to look closer to our neighboring grades benchmarks and see how they connect and how we can be proactive at weaving them together.

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Agree we always have students at varying levels with gaps. This year instruction will really look different and make us think outside the box. We will all grow as educators!!

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We have always known that students come to school with unique and varying backgrounds that set them apart from others. Some students even begin the year with holes or gaps. Every year, specially this year, it will be important to look at the neighboring grades and decide upon what prerequisite skills students will have missed and need taught this year to better grasp grade level skills through a woven model.

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It is important to focus on the grade level standards, even though our students are going to come in with missing skills. We will have to find out what they are missing and how to teach and support them.

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As educators, we know that students come to school for structure, a place to learn, and a place for them to be themselves.  We also know that we need to be flexible this year.  Learning and teaching will be different for all, not just the students or not just the teachers.

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It is so important to get a clear and comprehensive understanding of where each student is at with each skill and the gaps that they may have. Then use that information along with the standards to guide our instruction. It's important to focus on the skills most essential for teaching the grade level content.

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It gives me a lot to think about with weaving in unfinished learning even more than I already have in the past. I think as special ed teachers we often juggle this task of weaving in unfinished learning but I believe this year it will be much more intense. However, the fact that everyone will be doing this it may help close the gap a bit more for our sped kiddos.

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Bichel                                       This year more than any other in my career, my students in special ed will not be looked at so differently when it comes to determining what skills/holes there are to back fill.  More than any other time, this will be considered for ALL students. 

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Bichel                                       This year more than any other in my career, my students in special ed will not be looked at so differently when it comes to determining what skills/holes there are to back fill.  More than any other time, this will be considered for ALL students. 

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Instruction needs to be purposeful and meaningful. It will be important to figure out where each student is academically and how we can help scaffold student learning with gen. ed & spec. ed. This may be a great opportunity for students with IEPs or interventions to close the learning gap. This year will be a great opportunity to collaborate with other teachers from different areas to problem solve the best way to help our kiddos.

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It is so important right now to really be thinking about the standards we are teaching and being meaningful with our instructional time. Making sure that we are proving ample supports and scaffolds for our students so that they can access the content and we can fill in any gaps is extra necessary.

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This information gives me a little comfort in knowing that I don't have to try and fix all the gaps that students will have from last year right at the beginning of the year. It makes much more sense relationally to meet students where they are and move forward.

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Accelerated learning gives students grade-level materials, tasks, and assignments with scaffolds to help them attain skills or unfinished learning. Our high-level learners may not show up with "unfinished learning" or persistent learning gaps because of their previous high-level performance. They, too, missed instruction from March to May, but may not show a decline. They need support with the appropriate level of cognitive demand for tasks, and assignments. They need to learn something new every day.

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It is important to focus on the goal or outcome the students are to learn, and incorporating meaningful scaffolds to support that grade level learning.

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When I think about scaffolding unfinished learning, I think of how EL teachers support scaffolds happening in the classroom via  background building, teaching vocabulary, and providing visuals, graphic organizers and teacher-created tools.  I wonder what specific scaffolds will be needed for individual learners and how myself as an EL teacher can bolster those scaffolds to support and accelerate classroom instruction.

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The process to accelerate learning is universal tier work.

Your beliefs and behavior inform your work and your conversations which effect so many young lives.

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I feel like this school year is going to be a construction site - we have to scaffold our teaching and learning for our students WITH grade level materials and supplementing/expanding on missed or unclear standards for our students. Going back in time is not an option. I also know that working together as a team this year is going to be crucial. We don't have to do this work on our own...We NEED to do this work together as a TEAM!

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It is important to make sure all students are getting grade level instruction while considering what supports students will need (whole class, small group, individual) to be successful. We will need to work together to determine what unfinished learning from last year needs to be addressed and weave it into what we are teaching in a way that is meaningful to students.

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Collaboration with PLC's, special ed, Success, EL, ELP, vertical alignment, etc. will be even more critical this year. We owe students meaningful grade level work that fills in any learning "holes."

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I feel that this year is more important than ever to scaffold students learning, along with assessing where each individual student is. This will help guide our instruction. It is our responsibility to see what they are missing. By meeting the students needs we are helping them succeed!

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Teamwork is so important in education! We need to work together as we teach our kids. "Teams identify and assess essential prerequisites for grade-level learning and then plan how best to meet student needs through each lesson’s learning steps and scaffolds."

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It will be so important to continually check in with students and pre-assess what they know and what they still need to learn. I think we need to let our students feel comfortable with telling us that they don't know or showing us what they do know. We make the whole learning experience richer and more meaningful when we acknowledge where we are and where we need to go.

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Skaar                          Grade level content is the academic priority this year (and every year). Working together will be key to help all students get back on track. "Just in time" instruction will bring students along faster than trying to go back and reteach lessons from the spring.

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Skaar                          Grade level content is the academic priority this year (and every year). Working together will be key to help all students get back on track. "Just in time" instruction will bring students along faster than trying to go back and reteach lessons from the spring.

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Accelerated learning is aggressively filling in gaps of unfinished work in between grade-level work prioritizing the most critical standards. It is scaffolded and complements grade-level work already happening. We need to assess and be data driven and teach these skills in universal instruction. It is profound to think 81% of work kids are doing is not at grade-level. By thinking of grade-level work equaling justice is also profound.

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Making sure that we are teaching on grade level work will ensure that we are better able to accelerate student learning and prepare them for what is ahead. By accelerating students' learning "just in time" we will be able to address student needs on an individual basis. Through use of assessment data, we will be better able to see where we need universal instruction, small groups, or individual support to address unfinished learning.

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It will be ever-so-important this year to listen to students and observe what they already know in order to move forward.  I like the idea of weaving these concepts into the year in purposeful/engaging ways.

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It is crucial to focus on providing kids with grade level content. With accelerated learning, I like the idea of addressing the gaps “just in time” when the material occurs. Instead of trying to make up for all of the instructional time lost and reteach parts of a different grade level, we are scaffolding to support that grade level learning.

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Formal and informal assessments, pre-assements and using data to drive instruction will be very important, even more so this year. As a teacher I will need to know when those "just-in-time" supports will need to be incorporated into my instruction. Knowing how to close gaps while teaching the grade level standards will be crucial.

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I liked the emphasis on finding ways to build bridges across the learning gaps for those who need them instead of letting them wallow in the gap. Providing multiple scaffolds is a challenge, but it also promotes more personalized learning. It helps for teachers to have supports as well!

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Teaching grade level standards and content is so important. Keeping the learning focused on the grade level standards and being sure you are pushing students in their ZPD will be beneficial. Providing rich content and Just In Time teaching is how we can meet student needs

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Be efficient with our time and have a strong, pinpoint focus on learning goals. We are going to need lots of flexibility this year which is exciting and a little scary!

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Grade level teams will have to pin-point gaps and scaffold students in the 'just the right time' thought process. Reminds me of the Guided Reading process.

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Knowing that my students each come with varying abilities and experiences , I will take each child as they come, As we proceed through different units, I will have to fill in the gaps along the way, for some kids. I am thankful that in my department, each year we build on the previous years' instruction so I will be able to back up slightly and go from there!

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Very interesting!  I have often thought about how learning seems to be surface.  It was interesting to hear that we are not on grade level.  Wow!  So much to do and teach :)

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I'll definitely need to be flexible this year as gaps are pin-pointed. Like others have said, it underscores the importance of teamwork.

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This statement: SO TRUE!
"When there's a focus on students' unfinished, they remain perpetually behind. SCAFFOLD SO THEY ALL GET TO GRADE LEVEL LEARNING TARGETS!

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Scaffolding grade level learning to meet students where they are and help them reach their goal is going to be very important. Weaving in the missed learning with what they will be learning will be very important this year.

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Teachers will need to work to identify areas of missed learning. Throughout the year, teachers need to find "just the right time" opportunities to insert this missed learning. Scaffolding will be necessary to help students reach their learning targets and grade level goals.

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When I worked at the high school all of the students on my roster were not on grade level. That's mostly how they were given an IEP. As I watched them progress I always questioned why so few ever got caught up. This is important work that needs to come to fruition.