Teacher materials should provide examples of teacher-student and student-student interactions that model and reflect the intent of mathematical practices.

Teacher materials present examples in a way that highlights student potential for English proficiency, not deficit-based.

Assessments prompt students to use math practices through language (including but not limited to vocabulary).

Rubrics specifically identify and describe typical mathematical content, practice, and language achievements.

Teacher materials suggest ways to capture students' progress from everyday language to language for more formal academic and mathematical purposes.

Teacher materials instruct teachers to avoid interpreting lower level language proficiency as lower level mathematics proficiency.

Units include a range of assessments for formative purposes that enable students to draw on and make use of their existing language resources.

Summative assessment tools specifically identify, describe, and measure mathematical and language successes, errors, and misconceptions and guide teachers to score them accordingly.