This strategy supports teachers to create a pacing calendar for students in a mastery-based or self-paced progression. When students are allowed to work at their own pace and focus on what they need the most, some of them handle this independence really well right away. It is, in a sense, something they have waiting for a long time to have. For other students, having a chance to work at their own pace might mean that they are allowed to slow down on certain skills to work with the teacher one on one or in small groups, while keeping pace with the class on other skills. When students start having this type of flexibility, it is important to continue to provide them with guidance around a suggested pace that would help them stay on track, while closing some gaps.
This strategy will help you create this resource and give you examples from classrooms of teachers who have tested this idea successfully.
Students with disabilities that impact their organization or attention, or students who receive extra time on assignments per their IEP, may struggle with self-pacing. To support students, the teacher should meet with these students to ensure that the daily goal is achievable for each student and that students understand the path to complete the goal.