Referring to English learner (EL) students as a population masks the tremendous diversity of students within this classification. EL students require a variety of educational options that match their interests, goals, and purposes for school (American Institutes of Research, 2010). Therefore, no single program or strategy will be successful for these students. Yet, stringent policies and guidelines that are indifferent to students' individual needs and aspirations often hinder the ability to differentiate the services these students receive. That's why Project ExcEL, a partnership between UCLA's Center X and New York's Tarrytown and Ossining school districts, works to actively and intentionally shift the focus back to individual students.
Project ExcEL, or Excellence for English Learners, is a multiyear program aimed at creating expanded and personalized learning opportunities for students in middle and high school who do not speak English as their first language. The program combines evidence-based strategies for classroom teaching with support from community partners. Teams of teachers work together to discuss and tier support for their EL students. Team meetings consistently revolve around the question, "What can we do to help this student succeed?"
A simple but fundamental shift underlies the developing success of this approach. ExcEL is an attitude rather than a program. It is not a prescribed set of practices or strategies but an approach that allows educators the time and structures to use their own expertise to address the individual challenges facing their students. With ExcEL, educators gain a deep understanding of the strengths, needs, and aspirations of each student and have access to flexible programming that is designed to meet unique student needs.
ExcEL team members meet every two weeks to discuss each student's progress and collaboratively explore ways to improve their own pedagogy. Team meetings are typically divided into three parts: student progress, professional development, and action planning. To anchor their planning, educators use a simple spreadsheet that color codes students as struggling, progressing, or excelling and includes details and recommendations clarifying these observations. With student data and strong teacher agency at the core of the ExcEL process, schools are able to develop flexible programming options that respond to students' needs.
For example, Ossining High School is experiencing an influx of immigrant students, many of whom have experienced significant trauma and interrupted schooling prior to their arrival. Based on a clear understanding of the needs and personal learning goals of individual students, the school has added an emergent literacy program designed to prepare students for full entry into the mainstream or Spanish language GED programs. Both programs are integrated into the school day, allowing students in either program to participate in the full scope of enrichment, athletic, and social activities the school offers.
Supporting individual EL students also means considering the unique needs of their families. Project ExcEL teams provide outreach to families with workshops on topics such as college and career readiness, financial aid, and immigration law. Local partners in New York State, like Latino U College Access and Westchester Community College, work with the schools to provide visits to area colleges, internships, and mentoring to better prepare students for college and career. A critical element in the success of these partnerships is the connection between the teacher conversations about EL student needs and pedagogy and these supports. ExcEL teachers know what kind of afterschool tutoring will benefit their students, and they also know where to refer a family facing an imminent health, legal, or immigration crisis to help stabilize the lives of their students.
The ExcEL attitude is making a difference. The Ossining school district has identified 150 EL students through the tiered, evidence-based approach. Roughly half of these students are being monitored in the classroom and are progressing; only one-quarter have been identified as struggling and are receiving needed interventions. To see a snapshot of the ExcEL attitude in action, including the framework for teacher-led interventions and examples of student work, see on the Ossining district's team presentation from the 2015 NYSTESOL conference. Here, you'll see why an EL attitude shift that is rooted in individual student goals and driven by teacher expertise is designed for results.