The U.S. Departments of Education (ED) and Justice (DOJ) released joint guidance on January 7, 2015, reminding states, school districts and schools of their obligations under federal law to ensure that English Learners have equal access to a high-quality education and the opportunity to achieve their full academic potential. In this context, the Office of English Language Acquisition (OELA) at the U.S. Department of Education is pleased to provide the English Learner (EL) Tool Kit, a companion to the Office for Civil Rights and Department of Justice "Dear Colleague Letter" (DCL). The tool kit is designed to help state and local education agencies (SEAs and LEAs) in meeting their legal obligations to ELs and in providing all ELs with the support needed to attain English language proficiency while meeting college- and career-readiness standards. The EL Tool Kit is intended primarily for state, district, school administrators, and teachers, but may also inform other stakeholders concerned with the education of ELs. The 10 chapters of the EL Tool Kit, published in serial form over the last number of months, correspond to the 10 sections of the January 2015 DCL. Each chapter provides (1) explanations of the civil rights and other legal obligations to ELs; (2) checklists SEAs, LEAs, and schools can use as self-monitoring tools; (3) sample tools that may be used or adapted for use in SEAs, LEAs, and schools to aid with compliance; and (4) additional resources that may provide further relevant information and assistance. The tool kit does not encompass all resources about EL services, only a sample. For the reader's convenience, the tools and resources are free and accessible via the Internet. The chapters of the tool kit are: (1) Tools and Resources for Identifying All English Learner Students; (2) Tools and Resources for Providing English Learners with a Language Assistance Program; (3) Tools and Resources for Staffing and Supporting an English Learner Program; (4) Tools and Resources for Providing English Learners Meaningful Access to Core Curricular and Extracurricular Programs; (5) Tools and Resources for Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of English Learners; (6) Tools and Resources for Addressing English Learners with Disabilities; (7) Tools and Resources for Serving English Learners Who Opt Out of EL Programs; (8) Tools and Resources for Monitoring and Exiting English Learners from EL Programs and Services; (9) Tools and Resources for Evaluating the Effectiveness of a District's EL Program; and (10) Tools and Resources for Ensuring Meaningful Communication with Limited English Proficient Parents. A list of resources is included. [Synergy Enterprises, Inc. also assisted with the publication of the document.]