English Learners

English Learners (ELs) are one of the fastest-growing populations in our schools. They comprise about six percent of the student population in Iowa schools and speak almost 140 languages. At Heartland AEA, we serve approximately 4,000 ELs who speak a variety of diverse home languages.

Program Overview

To meet the needs of our growing and diverse EL population, Heartland AEA strives to:

  • Improve programming for ELs to support both the attainment of language proficiency and access to challenging state academic standards
  • Provide EL-specific professional learning opportunities for educators of ELs
  • Promote EL family and community engagement

Areas of Support

Heartland AEA has two ESL/Diversity Consultants who are responsible for assisting schools to improve Language Instruction Educational Programs (LIEPs) for ELs. These staff:

  • Help districts meet state and federal guidelines
  • Provide consultation and professional learning for educators of ELs
  • Host regular network meetings
  • Help advise on mini-grant opportunities to meet school and district needs

For additional information, visit:

Iowa Department of Education

Important Contacts

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Cindra Porter

Cindra Porter

  • ESL/Diversity Consultant

Education: Bachelor’s degree, social science, Central College; Master’s degree, social work, University of Iowa; Ph.D., teaching and learning/foreign language and ESL education, University of Iowa

Experience: 6 years as an adult English Learner instructor; 12 years as an adjunct professor in EL education and assessment; 2 years as an elementary EL teacher; 4 years as an EL curriculum coordinator; 6 years an as EL/Diversity consultant at Heartland AEA

Expertise: equitable instructional design and assessment with multilingual learners; EL program development, addressing challenges in distinguishing language acquisition from disability identification

Professional affiliations: TESOL International Association

How I’ve made an impact: I’ve worked closely with schools to help identify the unique needs of multilingual learners through thorough needs assessments and by supporting data-driven decisions to enhance program effectiveness. Additionally, I’ve supported efforts to invest in teacher training, helping educators develop the skills to create equitable instruction and assessment practices while contributing to the MTSS plan to better understand and address students’ strengths and academic needs.

English Learners