I am, as well.

I'll also say that as long as spiraling is ubiquitous as a feature of coherent curriculum design (and it certainly still is, in spite of the shell game of moving things about and using the term "rigor" until I have a regrettable, cheeky impulse to ask my software to replace it with rigor mortis instead...);

well, as long as spiraling is happening in significant amounts, as much as I personally have a preference for supporting compacting over "skipping" to start with, I have to say that it really isn't suitable as an approach for accommodating highly able mastery learners.

Ask me how well compacting worked for my own HG+ daughter in mathematics. Go ahead. Ask me. crazy

(Hint: it made both of us CRAZY-- and led to truly almost unfathomable hatred of the subject and refusal on her part.)

Schrödinger's cat walks into a bar. And doesn't.