E.L. Achieve

E.L. Achieve’s mission is to assist educators in equipping English learners for academic achievement. Because the work of increasing English learner success must be collective and sustained, E.L. Achieve takes a system-wide approach and focuses on long-term collaborative planning and implementation.


It is well documented that there is a significant gap between the English language knowledge many English learners possess and what they need to meet the Common Core and succeed academically. Yet educators rarely receive the support they need to provide explicit instruction in advanced uses of English to help students express complex thinking. Closing this language gap is the focus of E.L. Achieve’s work through its initiatives: Systematic ELD and Constructing Meaning.


Our organization was built on the belief that increasing English learner achievement requires a system-wide approach. We work with district leaders, site administrators, and classroom teachers as they gain the skills, knowledge, and tools to be solidly prepared to ensure sustainable English learner academic achievement. Achieving a skillful command of English depends on a number of factors, but quality of instruction is most important. Educators at classroom, site, and district levels need a clear and confident approach to support language development throughout the instructional day. 

E.L. Achieve's 

Spring Symposia

English Learner Achievement:

Our collective responsibility

Fremont, CA March 10-11, 2015

Irvine, CA March 17-18, 2015

Portland, OR April 7-8, 2015

Denver, CO April 14-15, 2015


Continuing Learning Webinars

Recorded webinars – register to view:

Constructing Meaning

Systematic ELD

More Events

 Services for Capacity Building

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We establish partnerships with districts and employ a district capacity-building model that initially provides intensive services, 

support, and guidance, while preparing district, school, and teacher leaders to take charge of their improvement process.

Learn More 


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From the Blog…

The Power of Acceleration

Ellen Levy, Lead Associate for Secondary Constructing Meaning

For many years, at least fifteen percent of freshmen at Liberty High School in Hillsboro, Oregon, failed their science class. An alarming and predictable number of students did not receive credit for a required course, year in and year out – until 2010.



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