Meet Karla Lopez, a fourth-grade student at Figueroa Street Elementary who is finding her voice as a learner. This year, she has grown academically and has become more confident in sharing her thinking and participating fully in classroom conversations.

When Karla first began sharing her ideas in class, she felt nervous. “But when I saw my classmate raising his hand, I felt comfortable, and I raised my hand too,” she said.

Today, Karla speaks with confidence during math discussions. “My classmates can hear my opinion about the problem, and they can agree or disagree.” In her classroom, sharing an answer is about more than being correct. Students explain their thinking, listen to one another, and reconsider ideas based on feedback.

For Karla, a multilingual learner, that growth has been guided by her teacher, Ms. Diana Moncada. “When I don’t understand, I raise my hand, and my teacher comes to my desk and explains how to do it,” she said. Ms. Moncada tailors instruction to each student’s needs, putting equity first and supporting every learner’s success.

Peer conversation is also a powerful tool. “If I don’t understand, I can ask one of my classmates at my table to help me, step by step,” Karla explained. Students talk through problems together, using discussion to confirm thinking or challenge one another’s reasoning. Hearing different approaches helps Karla refine her understanding.

Language development is built in throughout the day. In writing, Karla receives guidance from her teacher on how to organize her ideas. “She tells me which part goes first, then this, and finally this,” Karla said. When she feels confused, her teacher models the structure again. These routines strengthen her academic language while keeping expectations high. She is not given easier work. Instead, she receives the tools and explanations she needs to succeed with grade-level content.

Because instruction is clear during the school day, learning extends beyond the classroom. “Because she teaches us how to do it in class, we can do it at home,” Karla said, a sign that she feels ownership of her learning. Ms. Moncada reassures Karla through simple, regular reminders that she is capable and on the right track. “When I get it right, she tells me, ‘Good work. You got it,’” said Karla.

When asked what advice she would give to new or future students in Ms. Moncada’s class, Karla said, “If you don’t understand something, you can raise your hand, and the teacher will listen and explain it.”

For Karla, success is not about avoiding confusion. It is about knowing that confusion is part of learning and that through conversation, clear guidance, and a classroom culture where every voice matters, she can work through it.