Accelerating Learning Recovery for All Students

“What a timely volume for thinking through how to address the needs of students and teachers as we recover from years of pandemic teaching and learning! This book would be suitable for a school- or districtwide professional book study. It emphasizes the importance of creating school environments and instructional supports that draw on the community's assets and teachers' professional knowledge and strengths. Chapters offer both theoretical and practical advice about collaborating meaningfully toward an adaptive, culturally responsive approach to helping students grow academically and socially.”

—Jacquelynn A. Malloy, PhD, Department of Teaching and Learning, Clemson University College of Education


“Vaughn and Parsons present a systemic and comprehensive approach to literacy that embeds equitable practices and focuses on strengths. The book highlights the intersection of literacy and social–emotional learning (SEL). I love how it emphasizes the importance of relationship building. The more we know our students, the better we can provide instruction that is culturally relevant and interesting to individual learners.”

—Susan J. Davis, MA, SEL Coordinator, St. Vrain Valley School District, Longmont, Colorado


“Anchored in an assets-based perspective on students, teachers, and schools, this book offers specific, actionable ideas to accelerate learning recovery for all students. Vaughn and Parsons's practical recommendations draw on decades of research. This book is a 'must read' for school leaders looking to improve the literacy achievement of culturally and linguistically diverse students.”

—Melissa A. Gallagher, PhD, Department of Curriculum and Instruction, University of Houston


“Vaughn and Parsons take a fresh look at adaptive instruction, beginning with the full community and inviting schools to partner and reflect with purpose. The book shows how to link teaching, leadership, and organizational practices in creating a schoolwide vision that positions teachers as leaders and fosters a learning culture, while centering equity. The authors explore ways to implement more flexible differentiation strategies in place of strict reading levels. I hope that district leaders and school teams will use this book as they are recreating schools for all.”

—Sharon Walpole, PhD, School of Education, University of Delaware