Remediate or Accelerate?

For more than three decades, the predominant approach in schools and districts has been to address and close learning gaps solely through remediation and re-teaching. Regrettably, this exclusive focus has consistently fallen short in propelling the majority of students to reach grade level proficiency. If it were effective, we would observe greater academic growth in 8th-grade students compared to their 4th-grade counterparts, as indicated by the National Assessment of Educational Progress (NAEP).

While an increasing number of educators now recognize the critical need to shift towards Acceleration rather than Remediation, there persists a host of misunderstandings surrounding what Accelerated Learning entails and how to systematically plan and implement it consistently and comprehensively.

5 Misconceptions About Accelerating Learning

Like many educational initiatives, the goal is to make the implementation of evidence-based interventions like Accelerating, or Accelerated Learning, as easy as possible. This has led to common misconceptions about the most effective ways of maximizing impact within a school, including:

Misconception 1: Acceleration Lowers Grade Level Learning Expectations

Clarification: Accelerated Learning, contrary to the misconception, does not lower grade-level expectations. Instead, it involves employing various strategies to effectively support and challenge students, ensuring their progression towards meeting or exceeding grade-level standards.

Misconception 2: Acceleration is a Single Practice

Clarification: Accelerated Learning encompasses multiple strategies and practices that differentiate learning, supporting and challenging students before, during, and after each lesson. It goes beyond a singular practice, providing a comprehensive approach to individual achievement.

Misconception 3: Acceleration Replaces Remediation

Clarification: While Acceleration is a shift in focus, it doesn't replace remediation; rather, it incorporates it as one of the practices. The key distinction lies in the amount of time allocated to remediation, with the goal of reducing it as more Accelerated Learning practices are implemented.

Misconception 4: Acceleration Occurs Outside Core Instruction

Clarification: Acceleration is most effective when implemented school-wide, involving every teacher in supporting students. While there is often a focus on intervention teachers, the reality is that each teacher plays a significant role in the success of Accelerated Learning, supporting core instruction.

Misconception 5: Acceleration is Simple to Implement

Clarification: Implementing Accelerated Learning requires proactive planning and collaboration. Its success hinges on advance preparation, including specific supports utilized before, during, and after lessons. The complexity of implementing Accelerated Learning is a key reason why Remediation alone persists as the primary intervention, as technology makes it easier to carve out time on a computer. However, the investment in Accelerated Learning yields more comprehensive and sustainable results.

"Learning-Focused instructional strategies implementation has helped our special education and regular classroom teachers to begin working together as a more cohesive unit. They are now teaching for a common goal with the same high expectations for all. These strategies have certainly made a big difference in our special education students’ CRCT scores. Preview and acceleration strategies, especially, have served as a vehicle for special education teachers to move beyond remediation."

– Special Ed Director

The Power of Accelerating Learning

Accelerating Learning allows educators to address the learning needs of students by enabling them to identify potential learning gaps or struggle points early on. This early intervention is critical to preventing students from falling behind and struggling to catch up later.

Did you know?

Learning-Focused began providing professional development on Acceleration in 2003.

"All the wonderful ideas will be used immediately to help our struggling students be successful."

- Lisa Neld, TN

Unlocking the Potential of Accelerated Learning

“Learning is social, emotional, and academic. Children learn best when they feel safe, affirmed, and deeply engaged within a supportive community of learners.” - Linda Darling Hammond

The way students perceive their abilities significantly shapes their learning experiences. By embracing Accelerating Learning, we not only enhance academic progress but also cultivate students' self-efficacy and self-esteem. This empowerment, in turn, boosts their willingness to actively engage in classroom discussions and participate in challenging activities within a rigorous learning environment.

Individuals, regardless of age, are inherently driven to acquire new skills when they believe they are ready for the challenge. Integrating Acceleration into your lessons becomes a powerful tool for educators, enabling them to establish high expectations for student learning. This is achieved by providing the necessary support that fosters a sense of competence and confidence among students, affirming their belief that they can indeed master the material at hand. Accelerating Learning, therefore, becomes a catalyst for creating a positive and motivated learning atmosphere.

Accelerate Learning for Students: A Case Study on Previewing

Catawba County Schools is a school district in North Carolina. Like many districts, they knew some students struggled to meet proficiency levels, particularly in mathematics. Traditional remediation methods were not yielding the desired results, and there was a need for an innovative approach to address performance and boost student confidence.

View Case Study

Guiding Instruction with Accelerated Learning Framework

Exemplary Schools distinguish themselves by directing support precisely where students require success—the grade-level classroom lesson. By integrating all support programs into a cohesive focus, they ensure a united and seamless learning experience that is not fragmented or tethered to expectations below grade level.

In Exemplary Schools, Acceleration strategies permeate the entire educational landscape, aiming to:

Set High Expectations: Establish high expectations for every student to thrive at the grade level, fostering an environment of academic excellence.

Consistently and Pervasively Utilize Acceleration Strategies: Equip all teachers, including resource and special area teachers, with tools for catching all students up.

Plan Lessons and Activities with Acceleration: Design and implement lessons and activities that accelerate learning for struggling students and challenge those prepared for added complexity in their practice.

Foster Schedules that Accelerate Learning: Strategically schedule classes, groups, and labs to ensure targeted intervention and enrichment.

Facilitate Collaboration: Promote collaboration among teachers, specialists, and coaches to foster fluid instruction that is laser-focused on meeting the unique needs of each student..

“The Learning-Focused Acceleration practices has forced us to think differently about the delivery of instruction. Our teachers are planning for how every student learns, and our test scores have outpaced the state for the first time ever. The Learning-Focused Framework has given us the model to achieve exemplary status.”

– Thomas M. Richardson, Director of Curriculum and Instruction

Designing Accelerated Learning Solutions with a Learning–Focused Partnership

In the complex landscape of education, where balancing the demands of curriculum, instruction and assessment requires capacity and sustainability, implementing Acceleration can pose considerable challenges, including:

🕒 Time Constraints

Teachers often face time constraints due to a packed curriculum and other responsibilities. Planning for acceleration and addressing struggle points requires additional time for analysis, individualized planning, and implementation.

👥 Classroom Heterogeneity

Managing a classroom with diverse learning needs can be challenging. Teachers need to adapt their instruction to accommodate varying readiness levels and learning preferences, which requires careful planning and flexibility.

✏️ Limited Resources

Some teachers may have limited access to resources, such as additional materials, technology tools, or professional development opportunities. Lack of resources can hinder the effective implementation of acceleration practices.

🧠 Professional Development Needs

Not all teachers may have received adequate training in implementing acceleration practices or addressing struggle points. Professional development opportunities may be limited, making it difficult for educators to acquire the necessary skills and knowledge.

📚 Resistance to Change

Some teachers may be resistant to change or may have established teaching methods that they are comfortable with. Implementing new practices and addressing struggle points may require a shift in teaching philosophy, which can be challenging for some educators.

📋 Assessment Challenges

Accurately assessing students' readiness levels and identifying specific struggle points can be challenging. Teachers need reliable assessment tools and methods to gather meaningful data for effective planning.

In light of these challenges, Learning-Focused partners with schools and districts to offer strategic solutions and collaborative approaches. We focus on addressing these hurdles proactively, by providing quality resources and professional development, and ensuring the successful integration of Acceleration through a shared responsibility of implementation, for both administrators and teachers.