Principals face a tangled web of accountability for several reasons: NCLB shifted the focus of programs for English language learners (ELLs). Success is no longer viewed with the single lens of meeting English proficiency, but rather with a magnifying glass to ensure that students "will meet the same challenging state academic content and student academic achievement standards as all children are expected to meet". With the advent of the Common Core State Standards (CCSS), school leaders must not only guide their faculty and staff members to meet a new framework of standards-based instruction but must also interpret how to meet those standards with ELLs. Collaborative practices are new to some administrators and teachers, and adopting them can be complex and challenging. In the authors' research and observation in numerous school districts, they have found that to successfully collaborate for the sake of ELLs, guidelines and procedures must be developed, implemented, and maintained that cultivate the transition from working in isolation to working in collaborative partnerships. They stress that collaborative, inclusive, and integrated service-delivery practices are the best way to serve students who are English language learners.