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It contrasts remediation with acceleration back to grade level using proven strategies, supported by evidence on improved outcomes. The guide offers planning decisions, community engagement, change management, and guidance on using ESSER resources to prioritize initiatives most likely to meaningfully improve student experiences.",{"@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/learning-acceleration-for-all-planning-for-the-next-three-to-five-years-june-2021/587539/",{"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/learning-acceleration-for-all-planning-for-the-next-three-to-five-years-june-2021/587539.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","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 should schools shift focus after students return to in-person instruction?","Question",{"text":112,"@type":113},"Schools can move from surviving the crisis to helping students recover. This includes reestablishing social identities, addressing ongoing physical and emotional challenges, and making up for interrupted learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does learning acceleration differ from remediation?",{"text":117,"@type":113},"Remediation asks students to spend most time working below grade level in hopes they will catch up later. Learning acceleration focuses on getting students back to grade level quickly using proven strategies that support the most critical work of the grade.",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance does the document provide for using ESSER funds?",{"text":121,"@type":113},"Leaders should think carefully about how and when to spend one-time ESSER funds. 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In the face of unprecedented disruptions to regular school routines, school communities—from educators, to support staff, to families and caregivers—rallied to provide the social, emotional, and academic support students needed. They did this heroic work knowing all the while that even their best efforts would not be enough to make up for the trauma many students were experiencing.  \nNow, with more students returning to in-person instruction, school systems can begin to shift their focus from surviving the crisis to helping students recover. They will need to help students readjust to simply being in the classroom; reestablish their social identities after months of isolation; cope with ongoing physical, emotional, and economic challenges; and make up for interrupted teaching and learning.  \nThis will be a difficult, years-long process. But it 's also a once-in-a-generation opportunity—aided by a historic infusion of federal funding—to fundamentally improve student experiences and address longstanding inequities in our education system. Leaders at every level should challenge themselves to go beyond returning to a \"normal\" that wasn 't working for far too many students—especially students of color, from low-income families, with learning and thinking differences, and who are learning English.  \nAbove all else, that means ensuring every student has opportunities to do the grade-level work that will prepare them to reach their goals after high school. But remediation—asking students to spend most of their time in work below their grade level in the hopes that they ' ll eventually catch up—is the wrong approach to helping students recover unfinished learning.  \nInstead, systems should focus on accelerating students back to grade level—not by rushing through the curriculum, but by using proven strategies that help students engage with the most critical work of their grade as quickly as possible. A recent study we co-authored with Zearn found that students who experienced learning acceleration struggled less and learned more than those who experienced remediation, and that learning acceleration can be especially effective for students of color and those from low-income families.  \nSchool systems have a once-in-a-generation opportunity to interrogate and disrupt their historical approaches to teaching and learning in the pursuit of learning acceleration for all students, especially those who have been systematically denied access to high-quality academic experiences.  \nThis guide is designed to help system leaders create a plan to do just that—starting with the critical decisions this summer that will shape what's possible for students and schools over the next several years. We offer recommendations not just on goals and instructional materials, but on the authentic community engagement, change management, and organizational development that are critical to any plan's long-term success. We also highlight the most effective ways leaders can use one-time federal resources from the Elementary and Secondary School Emergency Relief Fund (ESSER) to support their learning acceleration plans—and avoid spending those resources on initiatives less likely to create meaningfully better experiences for students.  \nContents  \n1. What steps should we take to develop our learning acceleration strategy?...............................................................................4  \n2. How should we engage in our students, families, caregivers, and community members as we think about the next three to five years? ..................................................................................................................................................................","cbCailMX6rRRlSyz","https://ap.wps.com/l/cbCailMX6rRRlSyz","pdf",437709,"English","# What steps should we take to develop our learning acceleration strategy?\n# How should we engage in our students, families, caregivers, and community members as we think about the next three to five years?\n# What vision and principles should guide our planning for the next three to five years?\n# Given our vision, what goals should guide our planning for the next three to five years?\n# Given our vision and goals for all students, what is our current state?\n# Once I understand my current state, how do I create my strategy?\n# How might you implement and manage change in your system to realize your long-term vision and strategy?\n# What are some common challenges or pitfalls in realizing our vision for the next three to five years?","[{\"question\":\"Why should schools shift focus after students return to in-person instruction?\",\"answer\":\"Schools can move from surviving the crisis to helping students recover. This includes reestablishing social identities, addressing ongoing physical and emotional challenges, and making up for interrupted learning.\"},{\"question\":\"How does learning acceleration differ from remediation?\",\"answer\":\"Remediation asks students to spend most time working below grade level in hopes they will catch up later. Learning acceleration focuses on getting students back to grade level quickly using proven strategies that support the most critical work of the grade.\"},{\"question\":\"What guidance does the document provide for using ESSER funds?\",\"answer\":\"Leaders should think carefully about how and when to spend one-time ESSER funds. The most effective use may not align with current pressures, and deprioritizing initiatives that do not support learning acceleration is emphasized.\"}]","Learning Acceleration for All - Planning for the Next Three to Five Years - June 2021 | PDF",1792062114]