Supporting English Language Learners in Low-Incidence Districts

At a low-incidence district, English language learners (ELLs) make up 5% or less than the total student body. Administrators at most profiled low-incidence districts provide English language (EL) services at all school sites. This research brief explores supporting English language learners in low-incidence districts.

The brief explores different English language models and provides guidance on creating an inclusive school environment for ELLs and their families. Administrators should offer robust professional development to EL teachers and general education teachers, to ensure that all teachers understand how to support ELLs in the classroom. The brief also provides considerations for staffing, programming, and facilities as administrators expand EL services.

EL programming

20%

annual increase in ELL enrollment at one district between 2015-2019

English language learners (ELLs) represent the fastest growing segment of students in U.S. public schools. For example, the ELL population in states with the highest growth rates between 1993 and 2004 (i.e., Indiana, South Carolina, North Carolina, Tennessee, Georgia) increased by at least 400%. Contacts at several profiled districts note increasing numbers of ELLs in recent years. For example, contacts at District B report a 20% increase in ELL enrollment every year between 2015-2019.

Administrators at District A, District C, District D, District F, District G, District H, and District I provide EL services at all school sites, while District B and District E provide EL services at select school sites. For example, administrators at District I offer EL services at all sixteen elementary, middle, and high school sites. Contacts at profiled districts that offer EL services at all school sites (versus clustering ELLs at specific sites) highlight an integrated, inclusive culture of community-based schools as the motivation behind the decision. In addition, contacts at District C note that the district’s schools are spread out, so supporting English language learners with bus transportation to select sites would be complicated and expensive.

In contrast, administrators at District B provide EL services at two out of ten elementary school sites and at all middle and high school sites. By concentrating EL services at two elementary sites, administrators consolidate resources and limited staffing. Administrators selected the two specific elementary school sites because they belong to two different feeder systems. Thus, ELLs can stay in the same feeder system throughout elementary, middle, and high school at District B, which helps them build a consistent community

Professional development

Administrators at District A and District H establish regular meetings for EL teachers to discuss classroom practices and receive professional development. During these meetings, teachers typically discuss individual student concerns, brainstorm solutions to challenges with push-in or pull-out services, analyze ELL data, and discuss appropriate placements for the following year.

Contacts at District H emphasize the importance of dedicating professional learning time for EL teachers in addition to schoolwide professional development days. During schoolwide professional development, teachers work with their colleagues by department. However, because most school sites at District H only have one EL teacher, the EL teacher is unable to collaborate with other EL teachers. In response, administrators at the district bring EL teachers together for specific professional development time.

Several profiled districts draw support for EL programming from regional associations, ranging from statewide resources to county-specific intermediate units. By encouraging EL teachers to obtain ongoing professional development, administrators ensure continued success of the EL program.

Sample regional resources to support EL programming

Expanding EL services

To provide EL services at all school sites, administrators often assign EL teachers to multiple sites. For example, at District A, three EL teachers, assisted by two paraprofessionals, work with ELLs across five elementary school sites. In addition, one EL teacher divides their time between the middle school and high school. Contacts at the district note that because the same EL teacher works with ELLs in the district’s middle and high school, the EL teacher helps in supporting English language learners transition from middle school into high school.

When designing new facilities, administrators should proactively consider additional learning spaces for all accommodations. Consider establishing a culturally responsive library collection to recognize ELLs’ diverse backgrounds, boost their self-esteem and adjustment, and ultimately create a more inclusive school environment. For example, at District H, librarians, ELA teachers, and EL teachers collaborate to select books for ELA courses. Contacts note that administrators often add books to the library at the recommendation of EL teachers or ELLs. In addition, beginning this fall, all students will receive a public library card.

Strategies to support ELLs in the school library collection