The author, a veteran ESL teacher, describes a set of specific supports to help long-term English language learners make academic progress that he and other teachers piloted at Luther Burbank High School in California. The interventions included a daily academic support class; monitoring this group's academic progress; "cohorting" them together in academic classes; creating a positive, inclusive school climate; and culturally responsive teaching. Teachers provided these supports to a group of 20 LTELLs throughout the 2018-19 school year, then compared these students' performance on several end-of-year assessments with that of a "control group" of long-term ELLs who didn't receive these supports. The group who received supports outperformed the "control" group on all assessments and other elements--such as attendance and engagement--measured.