English language learners (ELLs) are at risk of falling behind academically because of unaddressed gaps in academic language and literacy skills. The Everyday ExcELLence Institute was a collaboration between the Multilingual, Curriculum, Instruction, & Assessment and Professional Support & Development departments and was intended to provide ELL teachers with practical instructional routines that could be used in a variety of content areas. The report summarizes data from the ExcELLence Institute training for teachers which occurred in 2013-2014. Included are demographic data for program participants, information on teacher reactions to the training and on their implementation of the strategies they learned, as well as data on the impact of training on the academic performance of students of those teachers. A total of 455 teachers attended the Everyday ExcELLence Institute, teaching in the areas of reading/ELA, mathematics, science, or social studies. Results showed that teachers were satisfied overall with the quality of the training. Teachers reported using most ExcELLence Institute strategies fairly frequently, but did express concern over the amount of ongoing support they had available, particularly from principals and others administrators. Finally, performance of English as a Second Language (ESL) students whose teachers received training showed only weak evidence for beneficial effects compared to ESL students whose teachers did not receive training. However, there was stronger evidence for benefits of training when campuses had evidence of administrative buy-in and an ongoing focus on the use of the trained strategies.