Meeting the Needs of Secondary Newcomer ELLs Through A Rigorous Curriculum

A guest post 

Teresa Vignaroli, ELL Supervisor, Loudoun County Public Schools, Virginia; Julie Baye, ELL School Improvement and Accountability Specialist, Loudoun County Public Schools, Virginia; Giuliana Jahnsen Lewis, ELL Staff Development Trainer, Loudoun County Public Schools, Virginia

Imagine Learning now publishes monthly guest posts in order to stimulate conversations about K12 education across the country. Opinions expressed herein are those of the individual author(s) and may not necessarily reflect the official opinion of Imagine Learning.


Imagine Learning secondary ELLs blog photo of Kandahari girls Vignaroli and Jahnsen LewisLike many other districts in the nation, Loudoun County Public Schools has experienced an influx of older English Language Learners (ELLs).

Currently, nearly twenty-seven percent of our high school ELLs are proficiency level 1 students; forty-five percent are combined proficiency levels 1 and 2 students.

These students bring a myriad of situations and challenges that include varying ethnic backgrounds, low socioeconomic status, differing levels of formal education, and special needs status.

The varying language learner types and their unique needs indicate that there is no one-size-fits-all service delivery model nor one intervention that addresses, in its entirety, the best practices in service delivery models for high school ELLs.

Research, however, indicates that ELLs must have access to standards-aligned curriculum that is rigorous and grade-level appropriate. Read more »


Study: students see 36-65% greater gains with Imagine Learning

SEG Study Executive Summary

SEG Measurement, an independent research firm, announced the completion of the first phase of a study of nearly 1,000 English language learners in grades two–five in a large California school district. Study results demonstrate that students in programs using Imagine Learning’s curriculum show greater improvement in reading than students not exposed to Imagine Learning software.

The study compared growth in reading skills of students who used Imagine Learning to comparable students who did not use Imagine Learning. Students used the Imagine Learning software for approximately six months between December 2012 and June 2013. Students in second grade using Imagine Learning showed 36% greater gains in reading than students who did not use the program. Imagine Learning students in grades three–five showed 65% greater gains in reading than non-users.

“Students using Imagine Learning showed statistically significant gains in reading skills and outperformed students who did not use Imagine Learning,” said Scott Elliot, president of SEG Measurement. “These findings are particularly important, given that students only used Imagine learning for half of the school year. More extended use of Imagine Learning may yield even greater gains for the students.”

Read more »


There’s a reason life is elevated in Utah

With Imagine Learning in classrooms all across the state of Utah, the standard of learning is a lot higher. And as an educational partner with districts all over, we’ve successfully helped ELL students achieve a higher level of literacy. In fact, these same districts are now experiencing incredible results with their K–1 students. Read more »


2 ways to learn how to close the English learner achievement gap

Are you ready to level the playing field for your English learners? Join us for a free webinar on closing the English learner achievement gap this afternoon, hosted by Imagine Learning chief academic officer Marc Liebman and curriculum specialist Mia A. Allen. Take advantage of one of two ways to learn about actionable, technology-based strategies you can start implementing right away to improve achievement for your English learners:

  1. Join us live by clicking here to register and participate in the webinar today. The presentation begins at 2 p.m. MST.
  2. Check in on our webinars page later this week to watch the archived version of the presentation.

As Michael Scott would say, this is pretty much a win-win-win.



Journey through data

Educators are surrounded by data. What they do with the data is crucial. How do they make sense of it? What can they learn from it? How can it inform instruction and accelerate learning?

In this short video, Superintendent Francisco Escobedo shows how he uses data and Imagine Learning English to achieve phenomenal results in Chula Vista, the largest elementary school district in California. Dr. Escobedo knows data is critical, and he has discovered that by making Imagine Learning English a priority, the schools in his district are achieving amazing gains and preparing their students for bright futures.

[jwplayer config=”16×9″ image=”” file=””]