In response to increased focus on English Language Learners (ELLs), districts and schools have attempted to impact the academic performance of this group by engaging in improvement processes intended to increase achievement. The purpose of this study was to examine the responsiveness of a district's plans to improve literacy instruction to meet the needs of ELLs in response to federally required accountability provisions. The selected school district has been identified for Title III improvement for over four years due to the performance of ELLs and six of the district's schools have been designated focus schools as their achievement gap exceeds the state average. This case study analyzed the district and school plans developed to impact ELLs utilizing a template designed by the Institute of Educational Science (IES) at the United States Department of Education. The template is based upon research the IES identifies as having strong evidence to impact the achievement of ELLs in literacy.