Today I had the opportunity to observe Lena during her Japanese class. This was her first academic class of the day. Her mom, myself (as a silent observer), her Japanese teacher and Lena were all present. Lena seemed very engaged throughout the duration of her class! When many questions were presented to Lena (I'm unsure what the expectation was for her to be able to answer these independently), her mom would often whisper her the answer and then Lena would share. This didn't seem to be a quiz of any sort and there were a few moments for Lena to respond independently. Lena did respond independently in a few of the opportunities. Her mom also frequently would prompt her or suggest to her where she could refer in the textbook for the answers. When provided with this support to refer to a specific page, Lena was very quick to refer, find the answer on her own and respond correctly. When Lena errored occasionally, she would usually apologize but was able to easily move on - she didn't error frequently. Later in the lesson when neither Lena or her mother knew the answer, Cari (her mother) would model saying "I don't know" which the teacher would quickly reinforce by providing help or the answer. Lena seemed to not want to admit that she didn't know the answer - even if it wasn't something she was expected to know yet. Because of all of the swift supports, there was little opportunity for Lena to become frustrated (resulting in an all around happy and effective teaching session), but also few opportunities for Lena to independently select a mode of support on her own (e.g.: deciding to check her Japanese dictionary, asking for help). It would be helpful for us to come up with a way that Lena feels comfortable with saying she doesn't know something or to ask for help - we can work on this during our 1:1 times. It would also be a good opportunity for possibly Lena's mother to review some resources that Lena can use during her lesson, and then giving her increasing amounts of time to utilize these skills on her own before providing her a prompt. I would encourage slowly increasing the time delay on providing support, as a sudden decrease in support from her mother could likely serve to be upsetting and leave Lena feeling unsuccessful in her lesson.