Breaking Down Barriers: How Skyrocket’s ALD Curriculum is Transforming Learning for Long-Term English Learners

When Jacki Welsh began her teaching career in 2011, she couldn’t have predicted that multilingual learners would become the heart of her work. From Texas to South Korea, then Colorado, and finally California, Jacki has built her career around supporting English learners and helping them unlock their potential. Today, as an English Learner (EL) Coach at Options in Sacramento, Jacki works directly with students while also coaching teachers across four school sites.

Her passion is clear: “My entire teaching career has kind of been around multilingual learners,” Jacki shares. “I really feel like we make a huge difference with our population.”

Jackie leading an engaging training session with ELD educators and school leaders.

The Challenge of Supporting LTELs

Long-Term English Learners (LTELs)—students who have been classified as English learners for six or more years—face unique challenges. Many are frustrated, unsure why they are still labeled as ELs, and often lack the explicit instruction in academic language needed to succeed across subjects.

Jacki, along with more ELD leaders attending a Diverse Learners training hosted by Skyrocket Education Services.

Jacki and her team knew these students needed something different. They were already planning to design their own academic language course when they learned Skyrocket Education was developing a full Academic Language Development (ALD) curriculum.

Jacki was incredibly impressed with the curriculum. “I was like, ‘What? That’s amazing. How can we get it?’”

First Impressions: A Curriculum That Fits the Need

From the beginning, Jacki noticed that the ALD curriculum was designed specifically with LTELs in mind.

“The breakdown of what ALD was for the student—the why behind it—was really huge for our student buy-in,” she explains. “And from a teacher standpoint, the scaffolds that are already built in… it feels life-changing when you’re seeing these kids improve.”

The curriculum didn’t just support students—it also gave teachers confidence. For Jacki’s colleagues who were new to EL instruction, having ready-to-use, standards-aligned lessons removed much of the stress.

“There was a lot of relief that these materials were already made and already aligned,” she says. “Teachers could just focus on supporting students instead of creating everything from scratch.”

Bringing ALD to Life in the Classroom

Although the curriculum was designed for independent study, Jacki and her team adapted it for small group instruction. They created supplemental slides, added visuals and videos, and built in opportunities for collaboration.

This shift has been powerful. Students aren’t just completing assignments—they’re engaging in deep reflection about their reading and writing. Some even asked to stay in the course after reclassifying, because they found it so valuable.

One example stands out for Jacki: of the four students she taught in ALD1, two reclassified, one is up for reclassification, and the fourth—initially disengaged—is now motivated to improve his writing after realizing its connection to his long-term goals.

“The students who take the course seriously, they definitely improve in their reading and writing skills 100%,” Jacki says.

Impact on Teachers and Students Alike

The benefits of ALD extend beyond the EL department. Content-area teachers have noticed growth in student performance and are eager to apply ALD strategies in their own classrooms.

“Other teachers and admin have said, ‘Can I give this to my non-EL students? They need these skills,’” Jacki explains. “And they’re right—any student would benefit from this curriculum.”

For students, the biggest shifts have come in writing, critical thinking, and confidence. They’re learning to slow down, reflect, and take ownership of their work. They’re also beginning to see reclassification not as a distant goal but as an achievable milestone.

Why ALD Matters

For Jacki, the curriculum is about more than compliance—it’s about equity.

“Any student who is taught how to break down an advanced skill into manageable parts can excel, regardless of the content being taught,” she reflects. “ALD provides that framework. And what’s beneficial for our EL learners is beneficial for all learners.”

With ALD levels 2, 3, and 4 rolling out, Jacki is eager to continue building excitement and expertise across her schools. She’s confident that the curriculum will not only reclassify students but also prepare them for long-term success in academics and beyond.

Final Word of Advice

Jacki has a clear message for school leaders considering ALD:

“They should do it. The explicit instruction of skills, the scaffolds, the way it breaks everything down—it’s impactful for students and teachers alike. It changes the culture from reactive to proactive, and that’s what our students deserve.”