One of the big equity lessons our district has learned is that we can’t deny students access to grade-level content. When we insisted that English learners learn English first, we positioned them to be behind in grade-level content — sometimes for the rest of their school career. Traditional English language learner (ELL) pullout programs often do not let students learn English through cohesive learning experiences. Since language is not learned absent content, and content is not learned absent language, our district realized that students could not afford to be pulled out of the classroom to focus on English. As educators, we are obligated to provide access to grade-level content. For English learners, this must happen at the same time they learn English. To understand how