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The English Language Learner KnowledgeBase for Administrators

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The English Language Learner (ELL) KnowledgeBase for Administrators is an online resource supporting the administration of programs for English learning students. It offers resources related to Office for Civil Rights (OCR)requirements and the Every Student Succeed Act (ESSA).

Task 2: Establish Stakeholders' Role

Guideline: When developing or revising an ELL program, it is useful to establish a committee or work group that includes administrators, teachers (both ELL program teachers and regular classroom teachers), educational assistants, school counselors and other staff who work with the district's ELL student population. The district may also want to include parents, students or community representatives who work with the same students in other settings. Working with a group that includes these stakeholders, the district can receive input from those whose support and efforts may be important to the success of the district's ELL program.




Checklist of Possible Stakeholders

A broad range of stakeholders should be involved in the improvement process. This checklist may help the improvement team identify stakeholders in its community.


Limited English Proficient (LEP) Partnership Initiative

"The LEP Partnership is a U.S. Department of Education initiative to improve assessments of English language proficiency, reading and mathematics for LEP students." This resource offers information related to that initiative.


Leading and Convening: A Blueprint for Authentic Engagement

This 2014 Individuals with Disabilities Education Act (IDEA) document is the result of collective input, editing suggestions, interviews and stories from these individuals, (National Education Association, Council of Administrators for Special Education and the National Association of School Psychologists) and evidences the power of engagement through convening.

Since the 1997 reauthorization of IDEA, and through its subsequent reauthorization in 2004, policymakers, administrators, practitioners and families have come together to find common ground, reach out to others interested in the same issues and create positive joint solutions to identified problems. The diversity among the 50 national organizations, technical assistance providers and organizations and agencies—at both the state and local level—has enriched us all as we have grown to recognize that building human relationships is the key to working together for practice change.

Office of English Language Acquisition (OELA)

The U.S. Department of Education's OELA provides national leadership to help ensure that English Learners and immigrant students attain English proficiency and achieve academic success. In addition to preserving heritage languages and cultures, OELA is committed to prompting opportunities for biliteracy or multiliteracy skills for all students.

Peer Review of State Assessment Systems

The purpose of this September 2015 U.S. Department of Education Peer Review of State Assessment Systems document is to provide non-regulatory guidance and support to states in meeting statutory and regulatory requirements under Title I of the Elementary and Secondary Education Act of 1965 (ESEA) for implementing valid and reliable assessment systems and, where applicable, provide states approved for ESEA flexibility with an opportunity to demonstrate that they have met requirements for high-quality assessments under Principle 1 of ESEA flexibility. 

Student Support and Academic Enrichment (SSAE) Grants

In this October 21, 2016, guidance document, the U.S. Department of Education provides key information on the provisions of the new SSAE program, including a discussion of the allowable uses of funds, role of SEAs, fiscal responsibilities and the local application requirements. In addition, the guidance provides examples of several innovative activities that demonstrate some of the SSAE program allowable uses of funds.


Communications and Engagement Assessment Rubric

This December 2014 Communications and Engagement Assessment Rubric from the U.S. Department of Education's Reform Support Network was designed to help state education agencies reflect on their current communications and engagement efforts and take tangible steps forward to improve their work. Specifically, the goals of this tool are to help state education leaders confirm areas of strength and identify areas of need and to provide suggested steps for sharpening strategies, building capacity and enhancing reach.

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.