​​​This strand ​attends to the complex needs of middle school and high school emergent bilingual students, some of which may be entering into secondary settings as long-term English learners (LTELs), newcomers or refugee students. Interweaving the salient language acquisition strategies identified within the Project GLAD® model and targeting the rigorous, accelerated demands of content comprehension, this model is designed to accelerate language proficiency while attending to the whole child and identity of a secondary student.