This study examined the effectiveness of an eight-week Sheltered Instruction Observation Protocol (SIOP) coaching cycle on improving instructional strategies for English Learners (ELs) in seventh-grade classrooms. The goal was to enhance the literacy performance of ELs by 15% on the LAS Links literacy subtest. The coaching cycle aimed to integrate SIOP strategies aligned with Connecticut English Language Proficiency Standard 1 and Standard 4, focusing on literacy improvement among ELs. Qualitative and quantitative methods were used to assess the impact of a) providing teachers with an eight-week SIOP coaching cycle and b) enhancing their instructional strategies for ELs. Evaluation methods included pre- and post-intervention surveys, open-ended questions, video observations, meeting agendas, stakeholder conversations, and student exit ticket data. While teachers perceived positive changes in their instructional practices for ELs after the coaching cycle, other data did not consistently support these perceptions. Additionally, the study indicated that while the coaching cycle benefited non-EL students, it exacerbated the achievement gap between non-EL and EL students. This research sought to improve teachers' ability to support ELs academically but highlights challenges in bridging the achievement gap in diverse classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]