Louisiana Department of Education to Release Updated English‑Learner Plan in August; eGMS submission expected

Meredith Jordan, who leads the Diverse Learners team at the Louisiana Department of Education, said the department will release an updated statewide plan for English learners in August and move the form into the department’s eGMS submission system.

The plan is intended to be a “system‑wide plan” for English‑learner services, Jordan said, adding that it is not “just some document that you complete and it goes on a shelf.” She told institute attendees that the new plan will require measurable, numerically defined goals and stronger documentation of service models, staffing accountability, collaboration and data use.

Why it matters: The department is aligning the updated plan to federal and state expectations while requiring clearer, measurable goals districts can use to monitor student trajectories. Moving the plan into eGMS is intended to simplify submission and review, and to make plan elements easier to track across districts.

The update replaces an earlier template that relied heavily on reflection and open‑ended responses. “The previous plan had reflection based surveys, open ended responses, light programming checks, and minimal checks for collaboration,” Jordan said. “The updated one…is a structured federal and state aligned plan, with the priorities of the department and specific numerical goals and required fields.”

What districts should do now: Presenters told attendees they do not need to wait for the eGMS form to begin planning. Jordan urged districts to draft goals and staffing plans now so they can transfer information into eGMS when it opens. Melanie Mayeux, supervisor for Federal Support and Grantee Relations and State Director for Migrant Education, reiterated the practical timeline: the department anticipates the template in August and a September deadline for submission.

Key requirements and features described in the session included: - Measurable goal setting and annual monitoring of student trajectory progress (ELPT and domain scores were emphasized). - A required description of the district model for English‑learner services and documentation of how that model aligns with district improvement and schoolwide planning. - Documentation and training expectations for all teachers who support English learners, not only EL specialists. - Parent notification and meaningful engagement practices, including translation and interpretation supports for commonly spoken languages in the state.

On translations and parent communication, presenters said departments will provide translated materials and recommended districts plan for language access. “If you’re in a parish that 85% of your students are Spanish speaking, then you need to have the documents translated into Spanish,” Jordan said, adding that mechanisms such as language‑line services can be used for less common languages.

What the department will provide: Presenters said the eGMS plan will be a standalone module (not part of the broader “super app”), and that the department will publish a mockup of the submission screens before the August release so districts can preview the structure. They also said the department will continue to provide guidance, training and professional learning tied to the new plan.

Context and next steps: The department emphasized the plan is intended to be a living document that informs professional development, staffing and program evaluation. Jordan urged districts to coordinate Title I and Title III staff while drafting plans and to ensure plans meaningfully connect to school improvement strategies.

Districts with questions were told to contact the Department’s Federal Support team and to begin identifying measurable local goals and staffing roles now so their eGMS submission can be completed promptly when the template opens.

Sources: Remarks and slides presented at the Louisiana Department of Education English Learners Institute by Meredith Jordan and Melanie Mayeux.