THA knows scholars are deeply engaged when they synthesize diverse information/perspectives/view points, consistently complete the cognitive work during the lesson, build upon peers’ thinking, receive feedback from teacher and peers, take academic risks and provide meaningful oral or written evidence to support their thinking. Teachers do this by crafting English Language Acquisition Plans (ELAPs), screening for gaps in scholars' language learning, monitoring progress, collaborating with instructional staff to implement those plans, and ensuring that required language services, documentation, and applicable state and federal compliance requirements are met.