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ourapproachOur organization was built on a strong belief in the capacity of public education. As relentless advocates for the educational rights of English learners, we are committed to supporting districts in meeting the needs of their communities. Increasing English learner achievement requires a system-wide course of action. Our approach is rooted in multiple areas of educational theory, research, and practice, including effective literacy and content instruction, second language pedagogy and policy, trusting and caring school environments, academic optimism, and the science of implementation.

Along with effective, student-centered pedagogy in settings supported by purposeful leadership, English learners need opportunities for robust language learning. Our research-based and federally compliant blueprint illustrates how school systems can structure the day to ensure English learners receive explicit language instruction for these two related, but distinct, purposes:

  • Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. This is also referred to as integrated ELD.
  • 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.
Learn more about creating effective systems

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E.L. Achieve's 2020 Seminar

Leadership seminars build leadership capacity so systems can continue to take ownership of the work, lead high quality implementation, and ensure their investment in professional learning pays off in increased English learner achievement.

K-12 Systematic ELD

Virtual - June 15-19, 2020

Virtual - June 22-26, 2020

Virtual - July 27-31, 2020

Virtual  - August 10-14, 2020

Elementary Constructing Meaning

Virtual - August 10-14, 2020

Secondary Constructing Meaning

Virtual - June 22-26, 2020

Virtual - August 3-7, 2020

More Events

Busting the Myths about Integrated and Dedicated English Language Development

According to Title III, regardless of the type of program in which English learners are enrolled, each must receive instruction in English at their level of English proficiency as well as meaningful access to grade-level academic content.  

There are some peskily persistent misconceptions in the field about what this means.  Read about how to bust the myths.

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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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Contact Us

2450 La Mirada Dr.
Vista, CA 92081
P: 760-290-3461
F: 831-536-1616

elachieve.org

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