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It highlights pandemic learning losses and achievement gaps, then presents district experiences showing how systemic improvements to core instruction can close equity gaps. Three core strategies are emphasized: strengthening professional learning and instructional leadership teams with teacher leaders; prioritizing high-quality instructional materials and teacher training; and focusing interventions on students most in need while minimizing time away from the classroom.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accelerating-student-learning-through-prioritizing-teacher-support-spring-2022/585687/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accelerating-student-learning-through-prioritizing-teacher-support-spring-2022/585687.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the document argue that remediation is inadequate?","Question",{"text":112,"@type":113},"It states that remediation—re-teaching prior material—has quickly proven inadequate for addressing learning gaps effectively, especially as teachers try to meet students’ needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What learning acceleration approach does the document recommend?",{"text":117,"@type":113},"Accelerate learning by teaching current grade-level content first and use remedial content only when a student demonstrates the need for it.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three core strategies driving success in partner districts?",{"text":121,"@type":113},"The strategies are: strengthen professional learning and instructional leadership teams using teacher leaders; prioritize high-quality instructional materials with effective teacher training; and focus interventions on students most in need while minimizing time students are out of the classroom.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585687,1792171850,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ACCELERATING STUDENT LEARNING THROUGH PRIORITIZING TEACHER  \nSUPPORT  \nSPRING 2022  \nACCELERATING STUDENT LEARNING THROUGH PRIORITIZING TEACHER SUPPORT  \nINTRODUCTION  \nThe impact of the pandemic on student learning was significant and widened pre-existing achievement gaps for historically disadvantaged students. Researchers found students on average were four to five months behind in reading and math at the end of the 2020-21 school year, while students in majority Black schools were six months behind and those in low-income schools were seven months behind.¹ Yet some districts serving large numbers of high-need students were able to achieve notable learning gains, or substantially lower learning losses, than comparable districts.  \nAs teachers continue to solve for the best way to meet their students’ needs and address learning gaps, the common approach of remediation – teaching or re-teaching prior material – is quickly proving to be inadequate.  \nA more effective strategy of learning acceleration starts with teaching current grade-level content and only bringing in remedial content if a student demonstrates the need for it.²  \nThis requires significant skill on the part of the classroom teacher, along with high-quality instructional materials that engage all students in grade-level learning. Interventions such as highdosage tutoring, extending the school year, and summer sessions are important supplements for students with the greatest learning needs; however, we must increase our focus on ensuring that all classroom teachers are equipped to support learning acceleration strategies during core classroom instruction. This requires a systemic approach to improving classroom teaching and learning.  \n¹ Dorn, E., Hancock, B., Sarakatsannis, J., Viruleg, E.“COVID-19 and Education: The Lingering Effects of Unfinished Learning.” McKinsey & Company. July 27, 2021.  \n²Zearn & TNTP.“Accelerate, Don’t Remediate: New Evidence from Elementary Math Classrooms.” May 23, 2021.  \nSomerset Independent School District, Texas  \nSPRING 2022  \nBuilding systems and structures that strengthen core instruction to accelerate learning and close equity gaps has been the center of the National Institute for Excellence in Teaching’s work with our district partners for over two decades. We work with educators to build their instructional leadership capacity and equip teachers and leaders to accelerate learning consistently across all classrooms, reaching all students.  \nTo provide insight on the most effective strategies that teachers and leaders can adopt right  \nnow, we interviewed educators in three of our partner districts that have invested in improving classroom instruction as their primary lever to accelerate student learning. Those investments made a significant impact in the achievement of their students during the pandemic.  \n• Somerset Independent School District outside San Antonio, Texas, was one of nine districts, of the 1,200 school districts in Texas, recognized for achieving academic growth during the pandemic.  \n• Cross County School District in northeast Arkansas is one of only a few districts in the state to increase student performance from 2019 to 2021 and, in 2021, Cross County High School students outperformed students statewide in all subjects.  \n• East Feliciana Public Schools, serving a rural community in south Louisiana, was in the top quartile of districts statewide for learning growth from 2019 to 2021.  \nEach of these districts is focused on strengthening classroom instruction by supporting teachers to diagnose and address individual students’ learning needs, prioritizing and creating more structure around collaborative learning, and providing classroom-based coaching in the use of high-quality instructional materials. They aligned interventions outside the classroom such as tutoring and summer learning to the same learning goals that inform the everyday instruction students receive. Three core strategies are driving their ","cbCaie2fFr2aiY2E","https://ap.wps.com/l/cbCaie2fFr2aiY2E","pdf",1271273,13,"English","# Introduction\n# District experiences and interviewed strategies\n## Core strategies\n## Strategy 1: Professional learning and leadership teams\n## Strategy 2: High-quality instructional materials and training\n## Strategy 3: Targeted interventions with minimal classroom removal","[{\"question\":\"Why does the document argue that remediation is inadequate?\",\"answer\":\"It states that remediation—re-teaching prior material—has quickly proven inadequate for addressing learning gaps effectively, especially as teachers try to meet students’ needs.\"},{\"question\":\"What learning acceleration approach does the document recommend?\",\"answer\":\"Accelerate learning by teaching current grade-level content first and use remedial content only when a student demonstrates the need for it.\"},{\"question\":\"What are the three core strategies driving success in partner districts?\",\"answer\":\"The strategies are: strengthen professional learning and instructional leadership teams using teacher leaders; prioritize high-quality instructional materials with effective teacher training; and focus interventions on students most in need while minimizing time students are out of the classroom.\"}]","ACCELERATING STUDENT LEARNING THROUGH PRIORITIZING TEACHER SUPPORT - Spring 2022 | PDF",1792055535,33]