The information presented is based on data gathered through the Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE) Researcher-Practitioner Partnership between WestEd and the Fort Worth Independent School District (FWISD). ELOTE consisted of two complementary phases. Phase One analyzed a historical cohort to identify campus programs with higher than average graduation rates for newcomers. Phase Two of ELOTE was set at two Language Center programs identified by Phase One. Data gathered during site visits to these two programs included classroom observations, teacher and student focus groups, and interviews with key administrators and staff. The purpose of this research was to identify promising programs and practices to support immigrant ELs in high school toward the goal of graduation. The present brief outlines the promising practices identified during site visits, which are supported through data from classroom observations, focus groups, and interviews. The brief provides recommendations for staff who work at the school level, including teachers and principals. These recommendations can also guide the work of district leaders across the nation in ensuring that newcomers are fully supported academically, socially, and emotionally. [This policy brief was prepared as part of the Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE) Researcher-Practitioner Partnership between WestEd and the Fort Worth Independent School District (FWISD).]