--- title: How Educational Leaders Can Ensure More Accurate Assessments, Effective Instruction, and Inclusion of English Learners description: In this blog, we provide possible solutions so educational leaders can foster a more inclusive and effective classroom learning environment for English learners. image: https://blog.institute.aimpa.org/hubfs/AIM%20Institute%20English%20Learners.png --- [![AIM Institute 2025 Landscape Subtitle CMYK (1)-1](https://blog.institute.aimpa.org/hs-fs/hubfs/AIM%20Institute%202025%20Landscape%20Subtitle%20CMYK%20(1)-1.png?width=2725&height=750&name=AIM%20Institute%202025%20Landscape%20Subtitle%20CMYK%20(1)-1.png "AIM Institute 2025 Landscape Subtitle CMYK (1)-1")](https://institute.aimpa.org/) Search Search Translate Website Select Language Afrikaans Albanian Amharic Arabic Armenian Assamese Aymara Azerbaijani Bambara Basque Belarusian Bengali Bhojpuri Bosnian Bulgarian Catalan Cebuano Chichewa Chinese (Simplified) Chinese (Traditional) Corsican Croatian Czech Danish Dhivehi Dogri Dutch Esperanto Estonian Ewe Filipino Finnish French Frisian Galician Georgian German Greek Guarani Gujarati Haitian Creole Hausa Hawaiian Hebrew Hindi Hmong Hungarian Icelandic Igbo Ilocano Indonesian Irish Gaelic Italian Japanese Javanese Kannada Kazakh Khmer Kinyarwanda Konkani Korean Krio Kurdish (Kurmanji) Kurdish (Sorani) Kyrgyz Lao Latin Latvian Lingala Lithuanian Luganda Luxembourgish Macedonian Maithili Malagasy Malay Malayalam Maltese Maori Marathi Meiteilon (Manipuri) Mizo Mongolian Myanmar (Burmese) Nepali Norwegian Odia (Oriya) Oromo Pashto Persian Polish Portuguese Punjabi Quechua Romanian Russian Samoan Sanskrit Scots Gaelic Sepedi Serbian Sesotho Shona Sindhi Sinhala Slovak Slovenian Somali Spanish Sundanese Swahili Swedish Tajik Tamil Tatar Telugu Thai Tigrinya Tsonga Turkish Turkmen Twi Ukrainian Urdu Uyghur Uzbek Vietnamese Welsh Xhosa Yiddish Yoruba Zulu - 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[Who We Are](https://institute.aimpa.org/who-we-are) - [Who We Serve](https://institute.aimpa.org/who-we-serve) - [What We Provide](https://institute.aimpa.org/what-we-provide) - [Research & Impact](https://institute.aimpa.org/research-impact) - [Connect & Learn](https://institute.aimpa.org/connect-learn) ![](https://blog.institute.aimpa.org/hubfs/AIM%20Institute%20English%20Learners.png) # How Educational Leaders Can Ensure More Accurate Assessments, Effective Instruction, and Inclusion of English Learners Published by [AIM Institute](https://blog.institute.aimpa.org/aim-resources/author/aim-institute) on Oct 17, 2023, 2:03:53 PM ![AIM Institute English Learners](https://blog.institute.aimpa.org/hs-fs/hubfs/AIM%20Institute%20English%20Learners.png?width=420&height=352&name=AIM%20Institute%20English%20Learners.png) The English learner population is growing rapidly—they now comprise 10.4% of the population and represent over 5 million students in today’s classrooms (National Center for Education Statistics, 2022). To mitigate the risk of misdiagnosing ELs, here are some ways that schools can adopt a more holistic and culturally sensitive approach to assessment: ## 1. Appropriate Assessments Whenever possible, assessments should be given in both the student’s native language and English. In addition, researcher Dr. Elsa Cárdenas-Hagan recommends collecting a formal language sample to help determine their stage of language acquisition. These assessments will help give a clearer picture of whether the challenges are a result of lack of explicit instruction in English or related to a learning disability. ## 2. Training for Educators Educators should be taught the second-language acquisition process and how it manifests in the classroom. In addition, teachers and support staff need to have a solid understanding of the Structured Literacy approach to literacy acquisition and its modifications for ELs, so all students can thrive.  ## 3. Culturally Responsive Teaching Practices All school staff should also receive training on Culturally Responsive Teaching practices and be reflective of where they are along the Cultural Proficiency Continuum. Literacy leadership should also explore EL program models and determine the most inclusive environment for their students.  ## 4. Ongoing Monitoring As with any student, rather than basing conclusions on a single evaluation, it’s essential to track the continuous progress of ELs. Progress in language acquisition can be differentiated from consistent patterns that are indicative of a learning disability. ## 5. Caregiver Input Home Language Surveys are federally required to be given to every student and consistent communication throughout the year should be facilitated in the language noted on the survey. Students’ caregivers can provide valuable insights into their child’s behaviors, strengths, and challenges. They can also share if similar learning patterns were observed when the child was learning their native language.  ## Evidence-Based Early Literacy Instruction with AIM Institute Interested in learning more about creating supportive structured literacy systems for all learners, including ELs, within your district, school, or classroom? [Let’s start a conversation. ](https://info.institute.aimpa.org/lets-connect) We also have a brand-new literacy training course, created in direct partnership with renowned literacy researcher and EL expert, Dr. Cárdenas-Hagan. [Specialized Reading Knowledge Bundle: English Learners](https://institute.aimpa.org/aim-pathways/aim-pathways-individual-cohort/el) helps all members of the classroom community develop the essential knowledge to accelerate language and literacy proficiency for English Learners in any program model with immediate instructional applications. **About AIM Institute:** The AIM Institute for Learning & Research® is a non-profit center for educational excellence and professional development, providing educators with the latest research, technology, and best practices in the fields of literacy and language-based learning disabilities. [![Contact Us](https://no-cache.hubspot.com/cta/default/39622625/74c7de19-d019-405c-bc20-698d5c644dbb.png)](https://cta-redirect.hubspot.com/cta/redirect/39622625/74c7de19-d019-405c-bc20-698d5c644dbb) Tags: [Literacy](https://blog.institute.aimpa.org/aim-resources/tag/literacy), [Leadership](https://blog.institute.aimpa.org/aim-resources/tag/leadership) [Back to Blog](https://blog.institute.aimpa.org/aim-resources) - [Tweet](https://twitter.com/share) ## Related Articles ## [5 Things Literacy Leaders Should Know About Supporting English Learners in the Classroom](https://blog.institute.aimpa.org/aim-resources/supporting-english-learners) If you have an uptick of English Learners (ELs) in your classrooms, you’re not alone. As of 2019,... [Read More](https://blog.institute.aimpa.org/aim-resources/supporting-english-learners) ## [Sonia Q. Cabell on Breaking Down Silos: The Key to an Effective Learning Experience](https://blog.institute.aimpa.org/aim-resources/sonia-q.-cabell-on-breaking-down-silos-the-key-to-an-effective-learning-experience) In a recent video with AIM Institute, Sonia Cabell highlighted a significant issue in the education... [Read More](https://blog.institute.aimpa.org/aim-resources/sonia-q.-cabell-on-breaking-down-silos-the-key-to-an-effective-learning-experience) ## [Lead the Charge! The Importance of Leadership Training](https://blog.institute.aimpa.org/aim-resources/the-importance-of-leadership-training) Comprehensive literacy training grounded in evidence-based practices provides crucial foundational... [Read More](https://blog.institute.aimpa.org/aim-resources/the-importance-of-leadership-training) **AIM Institute for Learning & Research** 1200 River Road Conshohocken, PA 19428 (215) 483-2461 F: (215) 483-4597 [consulting@aimpa.org](mailto:consulting@aimpa.org) **The AIM Institute for Learning & Research provides evidence-based professional development to build strong, sustainable literacy instruction.** *The Academy In Manayunk (DBA as AIM Institute for Learning & Research and AIM Academy) is a registered 501(c)(3) not-for-profit organization. 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