In a rural Kentucky school district, the district-wide English Language (EL) teaching team utilizes the THINKING PRO Curriculum Unit to enhance language skills among a growing immigrant population. Operating on a rolling basis, cohorts of 4 to 8 students, selected based on their medium English proficiency levels, engage in pull-out sessions facilitated by EL teachers. These carefully curated cohorts cater to both newcomers and students with moderate proficiency levels.

Regular English teachers collaborate with EL teachers, ensuring student accountability and fostering interprofessional collaboration through credit/grading for intervention work. With a focus on bolstering speaking, reading and writing skills, this initiative takes a proactive approach to address students' linguistic needs, propelling them towards academic success and English fluency.

In an urban magnet school in Nevada, located within a large district experiencing a steady influx of Mexican students, the educational landscape is marked by transient student populations. With many students frequently relocating within or departing from the district, educators face a notable challenge in enhancing English proficiency levels and adequately preparing them for state testing.

In response to these dynamics, the EL high school teacher implements the THINKING PRO Curriculum Unit within a dedicated EL course, tailored to approximately 30 students. As an intensive 8-week intervention, it is strategically timed as part of the course, administered just before state testing. The primary goal is to elevate WIDA ACCESS scores specifically across proficiency levels 2 and 3 and various domains, ensuring students meet proficiency benchmarks and smoothly transition out of the English language learning program.