Beginning at a level appropriate to their prior knowledge and learning needs

Use all available data to determine where a learner falls on the appropriate learning progression for major and sub skills
Example: Teacher and learners regularly review data to set goals and adjust learning and instruction.

Partner with learners to identify the most suitable learning format for their current academic level (e.g., class, groupings, activities, software)
Example: A teacher has regular check-ins with individual learners after learning activities to discuss how successfully they learned something, and what that says for the types of learning activities they should focus on moving forward.

Design learning experiences that explicitly connect new content to prior knowledge and skills
Example: Using a learner profile, a teacher intentionally designs mini-lessons to build upon her learners’ past experiences and strengths.

Articulate short- and long-term learning expectations that are appropriate for learners’ current
academic levels
Example: A teacher sets goals with learners on which steps of a project learners will complete in a week.

Assess learners during the first parts of any lesson/unit to determine the starting points on their learning paths, then continue with dynamic, fluid grouping changes to prevent “tracking”
Example: A teacher starts each class with an entrance ticket to check for understanding, and then creates dynamic groups for mini-lessons or independent work that learners can opt into based on their needs.