Teaching Literacy to K-5 English Learners

Planning Template for Working With Districts

+-------------+--------+--------+---------+--------+-------+--------+
| **[Area of  | #      |        |         | # Next |       | **[DWW |
| LEA         |        |        |         |  Steps |       | Resour |
| Respons     | # Cu   |        |         |        |       | ces]{. |
| ibility]{.s | rrent  |        |         |        |       | smallc |
| mallcaps}** | Status |        |         |        |       | aps}** |
|             |        |        |         |        |       |        |
|             |        |        |         |        |       | **[    |
|             |        |        |         |        |       | (Links |
|             |        |        |         |        |       | to     |
|             |        |        |         |        |       | sp     |
|             |        |        |         |        |       | ecific |
|             |        |        |         |        |       | r      |
|             |        |        |         |        |       | esourc |
|             |        |        |         |        |       | es)]{. |
|             |        |        |         |        |       | smallc |
|             |        |        |         |        |       | aps}** |
+=============+========+========+=========+========+=======+========+
|             | **A    | **Not  | **Po    | # LEA  | **    |        |
|             | lready | Fea    | tential |        | State |        |
|             | in     | sible/ | Areas   |        | Su    |        |
|             | P      | Ina    | to      |        | pport |        |
|             | lace** | ppropr | De      |        | T     |        |
|             |        | iate** | velop** |        | eam** |        |
+-------------+--------+--------+---------+--------+-------+--------+
| **A.        |        |        |         |        |       |        |
| District    |        |        |         |        |       |        |
| L           |        |        |         |        |       |        |
| eadership** |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 1.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    develops |        |        |         |        |       |        |
|     and     |        |        |         |        |       |        |
|     c       |        |        |         |        |       |        |
| ommunicates |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    district |        |        |         |        |       |        |
|     policy  |        |        |         |        |       |        |
|     about   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teaching |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learners |        |        |         |        |       |        |
|     to all  |        |        |         |        |       |        |
|     admi    |        |        |         |        |       |        |
| nistrators, |        |        |         |        |       |        |
|     s       |        |        |         |        |       |        |
| pecialists, |        |        |         |        |       |        |
|     and     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teaching |        |        |         |        |       |        |
|     staff,  |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   including |        |        |         |        |       |        |
|     Title   |        |        |         |        |       |        |
|     I,      |        |        |         |        |       |        |
|     Reading |        |        |         |        |       |        |
|     First   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 2.  LEA has |        |        |         |        |       |        |
|     EL      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   expertise |        |        |         |        |       |        |
|     on      |        |        |         |        |       |        |
|     staff   |        |        |         |        |       |        |
|     related |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teaching |        |        |         |        |       |        |
|     EL      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    students |        |        |         |        |       |        |
|     or      |        |        |         |        |       |        |
|     access  |        |        |         |        |       |        |
|     to EL   |        |        |         |        |       |        |
|     experts |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 3.  LEA has |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  identified |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   potential |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  resources, |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   including |        |        |         |        |       |        |
|     state   |        |        |         |        |       |        |
|     and     |        |        |         |        |       |        |
|     federal |        |        |         |        |       |        |
|     grant   |        |        |         |        |       |        |
|     monies, |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     support |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| recommended |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   practices |        |        |         |        |       |        |
|     (e.g.,  |        |        |         |        |       |        |
|     p       |        |        |         |        |       |        |
| rofessional |        |        |         |        |       |        |
|     d       |        |        |         |        |       |        |
| evelopment, |        |        |         |        |       |        |
|     int     |        |        |         |        |       |        |
| erventions) |        |        |         |        |       |        |
+-------------+--------+--------+---------+--------+-------+--------+
| B. Setting  |        |        |         |        |       |        |
| Standards   |        |        |         |        |       |        |
| and         |        |        |         |        |       |        |
| E           |        |        |         |        |       |        |
| xpectations |        |        |         |        |       |        |
| for         |        |        |         |        |       |        |
| Achievement |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 1.  LEA     |        |        |         |        |       |        |
|     holds   |        |        |         |        |       |        |
|     same    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learning |        |        |         |        |       |        |
|     outcome |        |        |         |        |       |        |
|     e       |        |        |         |        |       |        |
| xpectations |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learners |        |        |         |        |       |        |
|     as for  |        |        |         |        |       |        |
|     all     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    students |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 2.  LEA     |        |        |         |        |       |        |
|     policy  |        |        |         |        |       |        |
|     is to   |        |        |         |        |       |        |
|     use     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| grade-level |        |        |         |        |       |        |
|     (rather |        |        |         |        |       |        |
|     than    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| simplified) |        |        |         |        |       |        |
|     texts   |        |        |         |        |       |        |
|     with    |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learners |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 3.  Distr   |        |        |         |        |       |        |
| ict-adopted |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   standards |        |        |         |        |       |        |
|     address |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    Academic |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|     at all  |        |        |         |        |       |        |
|     grade   |        |        |         |        |       |        |
|     levels, |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  augmenting |        |        |         |        |       |        |
|     state   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   standards |        |        |         |        |       |        |
|     as      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   necessary |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 4.  Distr   |        |        |         |        |       |        |
| ict-adopted |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   standards |        |        |         |        |       |        |
|     address |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  vocabulary |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| development |        |        |         |        |       |        |
|     at all  |        |        |         |        |       |        |
|     grade   |        |        |         |        |       |        |
|     levels, |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  augmenting |        |        |         |        |       |        |
|     state   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   standards |        |        |         |        |       |        |
|     as      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   necessary |        |        |         |        |       |        |
+-------------+--------+--------+---------+--------+-------+--------+
| C.          |        |        |         |        |       |        |
| Providing   |        |        |         |        |       |        |
| Res         |        |        |         |        |       |        |
| earch-Based |        |        |         |        |       |        |
| and         |        |        |         |        |       |        |
| Effective   |        |        |         |        |       |        |
| Instruction |        |        |         |        |       |        |
| in Support  |        |        |         |        |       |        |
| of State    |        |        |         |        |       |        |
| and         |        |        |         |        |       |        |
| District    |        |        |         |        |       |        |
| Standards   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 1.  LEA     |        |        |         |        |       |        |
|     selects |        |        |         |        |       |        |
|     core    |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  program(s) |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  consistent |        |        |         |        |       |        |
|     use     |        |        |         |        |       |        |
|     within  |        |        |         |        |       |        |
|     the     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    district |        |        |         |        |       |        |
|     that is |        |        |         |        |       |        |
|     aligned |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    district |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   standards |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 2.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    provides |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    training |        |        |         |        |       |        |
|     in core |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  program(s) |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 3.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    requires |        |        |         |        |       |        |
|     plan    |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    progress |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  monitoring |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   beginning |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|     from    |        |        |         |        |       |        |
|     each    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  elementary |        |        |         |        |       |        |
|     school; |        |        |         |        |       |        |
|     plan    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    includes |        |        |         |        |       |        |
|     names   |        |        |         |        |       |        |
|     of      |        |        |         |        |       |        |
|     a       |        |        |         |        |       |        |
| ssessments, |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   schedule, |        |        |         |        |       |        |
|     use of  |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    results, |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  monitoring |        |        |         |        |       |        |
|     by      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   principal |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 4.  LEA     |        |        |         |        |       |        |
|     selects |        |        |         |        |       |        |
|     or      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    develops |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   framework |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teaching |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    Academic |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 5.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  identifies |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|     i       |        |        |         |        |       |        |
| ntervention |        |        |         |        |       |        |
| s/materials |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
| terventions |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 6.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    provides |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    training |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
| terventions |        |        |         |        |       |        |
+-------------+--------+--------+---------+--------+-------+--------+
| D.          |        |        |         |        |       |        |
| Recruiting, |        |        |         |        |       |        |
| Retaining,  |        |        |         |        |       |        |
| Supporting  |        |        |         |        |       |        |
| High-       |        |        |         |        |       |        |
| Quality     |        |        |         |        |       |        |
| Staff       |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 1.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    provides |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  leadership |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    training |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|     school  |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  principals |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teaching |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learners |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 2.  LEA     |        |        |         |        |       |        |
|     gives   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  preference |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|     hiring  |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teachers |        |        |         |        |       |        |
|     who     |        |        |         |        |       |        |
|     have    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   training/ |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   expertise |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|     working |        |        |         |        |       |        |
|     with    |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learners |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 3.  As      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  necessary, |        |        |         |        |       |        |
|     LEA     |        |        |         |        |       |        |
|     employs |        |        |         |        |       |        |
|     ESL     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teachers |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     provide |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| instruction |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    Academic |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 4.  LEA     |        |        |         |        |       |        |
|     o       |        |        |         |        |       |        |
| ffers/funds |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    training |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teachers |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   sheltered |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| instruction |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| techniques, |        |        |         |        |       |        |
|     use of  |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    progress |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  monitoring |        |        |         |        |       |        |
|     i       |        |        |         |        |       |        |
| nstruments, |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    Academic |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 5.  As      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  necessary, |        |        |         |        |       |        |
|     LEA     |        |        |         |        |       |        |
|     hires   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   teachers/ |        |        |         |        |       |        |
|     parapr  |        |        |         |        |       |        |
| ofessionals |        |        |         |        |       |        |
|     who are |        |        |         |        |       |        |
|     fluent  |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   languages |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| represented |        |        |         |        |       |        |
|     by EL   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    students |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     support |        |        |         |        |       |        |
|     adm     |        |        |         |        |       |        |
| inistration |        |        |         |        |       |        |
|     of      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    progress |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  monitoring |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 6.  LEA     |        |        |         |        |       |        |
|     applies |        |        |         |        |       |        |
|     Title   |        |        |         |        |       |        |
|     II-A    |        |        |         |        |       |        |
|     funds   |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     support |        |        |         |        |       |        |
|     p       |        |        |         |        |       |        |
| rofessional |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| development |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|     working |        |        |         |        |       |        |
|     with    |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learners |        |        |         |        |       |        |
+-------------+--------+--------+---------+--------+-------+--------+
| E. Using    |        |        |         |        |       |        |
| Data for    |        |        |         |        |       |        |
| Planning    |        |        |         |        |       |        |
| and         |        |        |         |        |       |        |
| Acc         |        |        |         |        |       |        |
| ountability |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 1.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    includes |        |        |         |        |       |        |
|     EL      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    students |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|     state   |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| assessments |        |        |         |        |       |        |
|     and     |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    Language |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| Proficiency |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| assessments |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 2.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    analyzes |        |        |         |        |       |        |
|     and     |        |        |         |        |       |        |
|     reports |        |        |         |        |       |        |
|     state   |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  assessment |        |        |         |        |       |        |
|     data by |        |        |         |        |       |        |
|     EL      |        |        |         |        |       |        |
|     status  |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    district |        |        |         |        |       |        |
|     as a    |        |        |         |        |       |        |
|     whole   |        |        |         |        |       |        |
|     and by  |        |        |         |        |       |        |
|     school  |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 3.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    analyzes |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| performance |        |        |         |        |       |        |
|     on      |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    language |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| proficiency |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    measures |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    district |        |        |         |        |       |        |
|     as a    |        |        |         |        |       |        |
|     whole   |        |        |         |        |       |        |
|     and by  |        |        |         |        |       |        |
|     school  |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 4.  LEA     |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    analyzes |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  assessment |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    results, |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   including |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    progress |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| monitoring, |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    identify |        |        |         |        |       |        |
|     needs   |        |        |         |        |       |        |
|     for     |        |        |         |        |       |        |
|     i       |        |        |         |        |       |        |
| ntervention |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  strategies |        |        |         |        |       |        |
| /weaknesses |        |        |         |        |       |        |
|     in      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|  curriculum |        |        |         |        |       |        |
+-------------+--------+--------+---------+--------+-------+--------+
| F.          |        |        |         |        |       |        |
| Promoting   |        |        |         |        |       |        |
| Equity/     |        |        |         |        |       |        |
| Adequacy of |        |        |         |        |       |        |
| Fiscal and  |        |        |         |        |       |        |
| Human       |        |        |         |        |       |        |
| Resources   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 1\. Based   |        |        |         |        |       |        |
| on annual   |        |        |         |        |       |        |
| review of   |        |        |         |        |       |        |
| learning    |        |        |         |        |       |        |
| progress    |        |        |         |        |       |        |
| and needs   |        |        |         |        |       |        |
| of EL       |        |        |         |        |       |        |
| population, |        |        |         |        |       |        |
| LEA         |        |        |         |        |       |        |
| identifies  |        |        |         |        |       |        |
| needs for   |        |        |         |        |       |        |
| staff       |        |        |         |        |       |        |
| resources,  |        |        |         |        |       |        |
| including   |        |        |         |        |       |        |
| ESL         |        |        |         |        |       |        |
| teachers    |        |        |         |        |       |        |
| and         |        |        |         |        |       |        |
| i           |        |        |         |        |       |        |
| ntervention |        |        |         |        |       |        |
| teachers    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 2\. LEA     |        |        |         |        |       |        |
| includes EL |        |        |         |        |       |        |
| students in |        |        |         |        |       |        |
| Title I     |        |        |         |        |       |        |
| reading     |        |        |         |        |       |        |
| programs,   |        |        |         |        |       |        |
| depending   |        |        |         |        |       |        |
| on need     |        |        |         |        |       |        |
+-------------+--------+--------+---------+--------+-------+--------+
| G. Engaging |        |        |         |        |       |        |
| Families    |        |        |         |        |       |        |
| and         |        |        |         |        |       |        |
| Community   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 1.  LEA     |        |        |         |        |       |        |
|     c       |        |        |         |        |       |        |
| ommunicates |        |        |         |        |       |        |
|     policy  |        |        |         |        |       |        |
|     about   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    teaching |        |        |         |        |       |        |
|     reading |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     English |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    learners |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     parents |        |        |         |        |       |        |
|     of EL   |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    students |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| 2.  LEA has |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
| established |        |        |         |        |       |        |
|     p       |        |        |         |        |       |        |
| artnerships |        |        |         |        |       |        |
|     with    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    relevant |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   community |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    agencies |        |        |         |        |       |        |
|     that    |        |        |         |        |       |        |
|     have    |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|   expertise |        |        |         |        |       |        |
|     to      |        |        |         |        |       |        |
|     support |        |        |         |        |       |        |
|     EL      |        |        |         |        |       |        |
|             |        |        |         |        |       |        |
|    students |        |        |         |        |       |        |
+-------------+--------+--------+---------+--------+-------+--------+