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I give high quality feedback that I expect students to put into immediate practice. I require students to use precise and meaningful language and to fully express ideas in oral and written work. I incorporate college-going language and practices in all aspects of my class experience.

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Student's are given different checklists and tools to hold them accountable. They also reflect back on their work using glows and grows.

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My students reflect on their learning at the end of each period, saying something new they have learned OR how what they know connects to what we talked about or read about.

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provide positive feedback and frame areas of need as things to work on, not deficits. I try to include appropriate sentence frames or structures to help guide students towards targeted outcome. At times I also include think-pair -share for students to share their perspectives.

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Students are responsible for glow and grows. I always provide feedback and students are always aware of their goals.  Students are provided with exemplars and checklists to show what is expected.  There are many academic discussions as well- Donna

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I use connection and motivation at the beginning of my lesson to bring all the students together so eveyone can be part of the learning. I have academic discussion build in to each lesson to provide opportunities for conversation, expression of opinion and share ideas. I use formative and summative assessments. There is a reflection part at the end of every lesson before I wrap up my lesson everyday.

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I use the grade level checklist to hold my students accountable. - D. Li

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I have my students reflect on their learning whether it be verbally or on paper. I allow for peer work as well because sometimes having a peer respond sticks more than what I have suggested.

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Princ. 2 is evident in my practice when I provide my students with adequate levels of support, give them specific feedback, allow them to contribute, and show them that I have confidence in their abilities.

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I am always aware of how important it is for students to feel as though they can be successful either independently or as a group. When they are working they support each other so they all feel valued and successful. I believe this is due to the clear expectations that are set.

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When teaching new content, I always start with trying to help student make connections to what they already know, activating their background knowledge.  I try to modify content to make it culturally relevant to my students and by activating their background knowledge they help see how the content relates to their own lives. -Rachel

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When teaching new content, I always start with trying to help student make connections to what they already know, activating their background knowledge.  I try to modify content to make it culturally relevant to my students

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Keep the students accountable by checking in and through the use of partnerships.

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I think my feedback and checklists provide guidance for students so that they are accountable for their work

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It is difficult to know how to have students work cooperatively in a virtual environment,  I find myself working with them individually more.

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In my classroom students take active roles, acting as facilitators. They have students to students interactions and challenge each other's thinking by providing claims counter claims.

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Students are asked to write a variety of genres (opinion/persuasive writing, realistic fiction, etc.) using different writing strategies.  Students are asked to make inferences when reading a variety of texts (fiction, nonfiction, etc.)  Students are learning a variety of subjects (Math, Science, Social Studies).

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It's important to get students to give feedback...like in wriring!I frequently have my students reflect on their learning progress and set goals for themselves. I also encourage students to provide peer feedback.

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My students are expected to do the same work as the other non MLL students in their class.  They participate in higher thinking activities and are expected in some way to reflect on their learning in the classroom

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I think my students do feel accountable for their work many due to my clear feedback in real time.

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It is reflected in my practice when I use a mix of summative and formative assessment. I want to incorporate more time for student reflection, to help them build the part of their identity as a learner.