Friday, March 13, 2020, was a professional learning day for many school districts in Connecticut. The timing was fortuitous because it gave educators a chance to make plans for the coming weeks. In the previous few days, they had learned that schools were going to be closed for a couple of weeks due to the rising threat from the pandemic that would come to be named COVID-19. When it became clear that, in fact, schools were going to be closed for a lot longer, the author and colleagues at Partners for Educational Leadership went into overdrive figuring out how to support districts in their planning for online learning, and later, for the return in the fall. When they realized remote learning was going to be with them for quite some time, they began researching and creating a framework and resources for districts to guide them in making decisions about instruction in an extremely challenging educational context -- one that no one in their professional network had ever encountered before. This article is the story of what they created and how Wilton Public Schools, a district in Connecticut, designed and facilitated professional learning for its teachers and leaders so that they might leverage academic acceleration in service of student learning. Wilton was recently ranked No. 1 on Connecticut's Accountability Index, which is a combination of several metrics and prioritizes student growth over time. District leaders credit the implementation of their approach to accelerating learning with contributing greatly to their success.