Over the past several years, Louisiana educators have taken the charge to raise expectations and educational outcomes for its students, believing students are smart, capable, and deserve opportunities to become productive members of a global society. Through a clear alignment of standards, curriculum, and assessments, students have stepped up to the challenge and made significant gains in educational outcomes. Yet, for English learners (ELs), this has not been the case. As demonstrated in statewide data, current instructional practices have created disproportionate outcomes for the EL population. This compels the focus of attention to changing the trajectory of ELs to close the achievement gap. Providing ELs with equal access and opportunity to high-quality instruction requires school systems and school-site leaders to design and implement school structures and instructional models that allow language acquisition to occur across all content-areas all day, every day. This document provides guidance to school systems and school-site leaders in implementing such programs. The strategies described are grounded in research-based practices of effective instruction and successful school models for ELs. Aligning current practices to the suggested strategies will help schools provide equitable, high-quality instruction for ELs. [For the 2018 version of this guide, see ED590004.]