Abstract
Secondary English as a second language (ESL) curricula that address four levels of ESL proficiency and prepare students for the English language arts (ELA) curricula and state‐mandated ELA tests are not common. A curriculum jointly developed by two districts is even rarer. Yet two urban districts in Rhode Island undertook such a curriculum development effort that not only created and field‐tested a four‐level, standards‐based ESL curriculum but also developed a four‐subject newcomer curriculum for students with limited formal schooling. This article describes this innovative cross‐district curriculum development project and offers the design process as a model for educators seeking to align ESL standards with ELA standards. It also explains how district administrators pooled resources to provide cross‐district professional development to language and content teachers on effective academic literacy practices for English language learners.
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