# data[].attributes.body
7/8 classes had visual aids to support student learning

# data[].attributes.body
4/8 classes had students helping each other persevere in solving problems

# data[].attributes.body
3/8 non-bilingual classes had students translating

# data[].attributes.body
4/8 classrooms students utilized academic language

# data[].attributes.body
5/8 classrooms teachers modeled academic vocabulary

# data[].attributes.body
0/8 classes had clear connections between the lessons and the Linked Learning theme

# data[].attributes.body
1/8 classes had a connection to big ideas and/or essential understandings

# data[].attributes.body
4/8 classes had visual aids (e.g., graphic organizer, video) to support student learning

# data[].attributes.body
4/8 classes had the expectations that students use academic language for the purpose of the lesson

# data[].attributes.body
in 4/6 classrooms with multiple adults all adults provided instructional support

# data[].attributes.body
6/8 classrooms had more than one adult/instructor

# data[].attributes.body
3/8 classes had students who were not engaged in the lesson

# data[].attributes.body
5/8 classrooms used instructional grouping

# data[].attributes.body
3/5 non-teacher adults in classes were actively engaged in supporting student learning

# data[].attributes.body
5/8 classrooms establishing formal roles for instructional activities (group work)

# data[].attributes.body
1/7 non-bilingual classes had students translating for other students

# data[].attributes.body
2/8 classrooms provided bilingual written instructions/directions

# data[].attributes.body
5/8 teachers were observed modeling the use of academic language for students

# data[].attributes.body
7/8 classrooms students understood directions for procedures for assigned learning activity

# data[].attributes.body
3/8 classes had students referring to text

# data[].attributes.body
2/8 classes had students helping each other persevere in solving problems

# data[].attributes.body
4/8 classes had students clarifying the task for each other in their groups

# data[].attributes.body
0/8 teachers were observed using a whole class check for understanding about the task

# data[].attributes.body
3/8 classrooms were asked to present as their final task

# data[].attributes.body
3/8 teachers provided time limits and followed-through on transitions

# data[].attributes.body
1/8 classes were observed where students responded to teacher directions about transitions

# data[].attributes.body
4/8 classes had student roles (e.g., presenters, facilitators)

# data[].attributes.body
4/8 classrooms had a posted learning objective connected to instructional activities

# data[].attributes.body
1/8 classrooms had a posted essential question

# data[].attributes.body
1/8 classes had posted lesson objective

# data[].attributes.body
4/8 classes had more than one adult

# data[].attributes.body
6/8 classes were <20 students

# data[].attributes.body
1/8 classrooms had a posted language objective

# data[].attributes.body
3/8 classes had students working on individual tasks

# data[].attributes.body
6/8 classrooms had posted objectives

# data[].attributes.body
3/8 classes had students seating in groups helping each other complete individual tasks

# data[].attributes.body
7/8 classes had students seating in groups

# data[].attributes.body
2/8 classes had students engaged in group work (group task to complete together)

# data[].attributes.body
6/8 classrooms had Hawkins norms posted