Consistent ( > 80% ): Adjusted pacing, When reteaching - it is focused on who and what is needed, The emphasis in lesson planning for the target (ex: stress language over skill if that was the need), Linking to prior knowledge, Reteaching (both content and time spent) should be specific to the draw back, Students make connections to the grade level content and prereq content, Sometimes ( 50-80% ): As a leader: Am I providing the time and space that shows this is important?, Evidence of students taking just in time diagnostics, Clear alignment of diagnostic material to planning documents, Teacher brings in diagnostic data to core instruction (pulling back the curtain for students), Teachers explicitly teach misconceptions that they saw in the diagnostic data, Rarely ( < 50% ): Annotated standard/PBO, Teacher is using both the curriculum and state guidance documents, Instruction matches grade level material (and related pre-reqs are included), Pre-reqs being called out/taught, Students are engaged with grade level material and questions are thought provoking,

Acceleration Implementation Progress

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