ourapproachE.L. Achieve consults with educational agencies to equip English learners for academic achievement. Our organization was built on the premise that increasing English learner achievement requires a system-wide approach.

Along with strong pedagogy and purposeful leadership, English learners need opportunities for robust language learning.

Our research-based and federally compliant model illustrates how school systems can structure the day to ensure English learners receive explicit language instruction for these two related, but distinct, purposes:

  • Systematic ELD – Instruction in the English language as its own subject of study designed to grow students’ proficiency in English. This is also referred to as dedicated or designated ELD.
  • Constructing Meaning – Explicit support for all students in acquiring the language needed to comprehend and express understanding of
    grade-level work. This also serves as integrated ELD.
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E.L. Achieve's 2019 Symposia

E.L. Achieve’s Symposia are an annual opportunity for partner district teams – central office administrators, site principals, district and site coaches, and teacher leaders – to strengthen leadership, evaluate progress, and refine their approach to serving English learners well. 

Southern California - February 12-13, 2019

Northwest Region - February 20-21, 2019

Northern California - March 6-7, 2019

Mountain West Region - March 13-14, 2019

Southern Region - April 3-4, 2019

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Institute for Paraprofessionals

Learning a new language requires more than just learning vocabulary or spending more time reading. The purpose of the institute is to build the capacity of paraprofessionals to provide intervention that capitalizes on what students are learning in Systematic ELD and the rest of the school day. This helps ensure that the intervention instruction we provide bridges the reading and language knowledge English learners need to succeed in and out of school.

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New Secondary ELD Units

Empowering Secondary Students:

Setting the stage for meaningful ELD

Many English learners at the secondary level see ELD as a sentence they must endure and an indication of academic failure. ELD must be reframed as intensive, accelerated, and short term. Our instruction needs to reflect a commitment to this reframing and clarify the purpose of dedicated language learning.

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