The Core Decision Points

During the SHOWCASE phase, teachers are asking:

Am I offering multiple ways for students to show what they know - maintaining cognitive demand while flexing linguistic demand?
Format flexibility isn't about lowering expectations. It's about recognizing that students can demonstrate rigorous thinking in multiple ways. A verbal explanation can be just as cognitively demanding as a written essay - and for students still developing academic writing proficiency, it might reveal more about what they truly understand.

Are my success criteria clear and specific?
Students can't aim for a standard they don't understand. When teachers make success criteria visible and concrete - and when they provide models of what meeting the standard looks like - multilingual learners can self-assess, revise, and produce work that demonstrates grade-level thinking.

How is my feedback personal, focused on effort, and linked to growth?
Feedback isn't just about pointing out errors. It's about identifying specific next steps that move learning forward. When feedback is actionable, when it communicates "this is what you did well, and this is what to work on next," students know how to improve - and they believe improvement is possible.

What Amplifying Looks Like in the SHOWCASE Phase

When teachers amplify during SHOWCASE, they're creating opportunities for students to demonstrate rigorous thinking while honoring the linguistic diversity in the room.

For example:

Instead of limiting multilingual learners to simplified assessments or accepting lower-quality work "because they're still learning English," teachers amplify through:

• Clear success criteria that name what rigor looks like
• Multiple format options that allow students to show thinking in different ways
• Review and consolidation activities that strengthen understanding before assessment
• Specific feedback that identifies strengths and actionable next steps

The cognitive demand stays high. The assessment becomes more accessible and more meaningful.