Restricted Access Thesis

Degree Name



This study examines the case of a low incidence school district addressing the instructional concerns of providing English language learners (ELLs) with equitable access to curriculum. The literature reviewed focused on the legal requirements of state and federal legislation, low incidence district characteristics and case studies, and research-based principles essential to developing a framework that provides ELLs with effective instruction. A qualitative interview investigation was conducted on a focus group of district administrators and teachers of ELLs of the case studied. Interview questions were based on ESL standards of access developed by TESOL. The results from this study show that low incidence districts intent on addressing the instructional needs of ELLs need to understand the importance of building a framework that incorporates leadership capacity, instructional support for all teachers, and parent involvement.