Districts have an adequate number of certified EL teachers to provide services.

Districts have highly-qualified content area teachers who are also trained to provide services to EL students.

Districts assess the needs of students to determine professional development opportunities.

Professional Development opportunities are provided and records of dates, topics, agendas, attendees and presenters are maintained.

Evaluate the professional development plan for effectiveness and impact on student achievement and use results to form an action plan.

A process exists for approving teacher initiated professional development requests.

Teachers are adequately trained, and monitor their implementation of the training in the classroom including evidence of PLCs, coaching, collaboration, evaluations, etc.

Both general education and special education teachers receive training.

Administrators are trained to evaluate whether teachers are providing EL services according to their training.

Trained parapros, aides and tutors do not take the place of a trained teacher, but can be used in supervised capacity to help understand directions and tasks or to interpret.