ELLs and SWDs are receiving individual supports (e.g., sentence frames, read-alouds), but supports are inconsistently implemented across classrooms.

Small group instruction is present, but not always data-driven or aligned with STAR results.

Representation in classroom texts and visuals is emerging, particularly for Hispanic students, but not consistent or visible for SWDs and ELLs.

Positive tone and inclusive language were strong schoolwide, reflecting a strong classroom culture.

Academic discourse structures, such as turn-and-talks, are present but not always accessible to all learners (e.g., limited use of sentence stems for English language learners, or ELLs).

How can we ensure that scaffolds (e.g., sentence frames, anchor charts) are used not just as visuals but as active learning tools for all subgroups?

In what ways can we empower students, particularly English Language Learners (ELLs) and students with disabilities (SWDs), to take more ownership through goal-setting and self-assessment?

How can we utilize STAR and classroom-based data more systematically to inform instructional groupings?

How can we increase cultural and linguistic representation in student-facing materials across content areas?

What supports or structures can we put in place to help chronically absent students re-engage academically and socially?