This document discusses different subgroups of English language learners (ELLs) and factors that impact measuring their adequate yearly progress (AYP). It identifies four ELL subgroups: newly arrived with adequate schooling, newly arrived with limited formal schooling, and long-term English learners. The document also discusses instructional models and strategies that are effective for ELLs, including the Cognitive Academic Language Approach (CALLA) and Sheltered Instruction Observation Protocol (SIOP).