Last month, the U.S. government lifted the emergency designation put in place three years ago to address the COVID-19 pandemic. But the impacts of the pandemic live on, especially in schools, where there is a dire need to address the interrupted learning students experienced and continue to wrestle with now that they are back in classrooms. The critical question is: How do we do this? What are the promising practices leaders and classroom-level educators should consider as they work to support all students? And how should the billions of dollars in education stabilization funding be allocated to best meet students' needs, especially students who are struggling and those who have been historically marginalized and frequently left behind? Instead of working toward more inclusion and equity, efforts from many states are moving backwards. They are banning books from classrooms and libraries, narrowing curricula, and putting leaders and classroom educators in jeopardy. In this context, what does it mean to approach acceleration with an equity lens?