LES literacy-plans

Local Literacy Plan

for

Leonville Elementary

Whitney Zerangue, Principal

2024-2025

Section 1a: Literacy Vision and Mission Statement

Guiding Questions:

What is your school/system’s focus and mindset around literacy?
What is your primary, overarching goal and expected or intended outcomes for your school(s) around literacy?
Is your vision and mission statement inclusive of all leaders, teachers, students, and families?

Literacy Vision

At Leonville Elementary, we want our students to see themselves as successful readers and writers who persevere at reaching their full potential. Students will become fluent readers and steadfast writers who attain literary success by actively engaging in daily oral language, reading, and writing.

Literacy Mission Statement

Our primary goal is for all students to have improved literacy outcomes through high quality instruction and interactions by an effective teacher supported by administration and families.

Section 1b: Goals

Guiding Questions:

What are your overall literacy goals?
Are you creating SMART goals for grade bands, subgroups, diverse learners, and teachers?

How are you measuring the performance of birth through grade 12?
What subgroups are most in need of literacy intervention?
How are you addressing the literacy and language needs of diverse learners?
How do you plan to measure teacher performance based on your literacy goals?

Goal 1 (Student-Focused)

Kindergarten – 2nd grade – On the end of year Dibels screener, LES will have a 7% increase in students scoring in the On level range. Full attainment is established when there is evidence of a 7-9% increase in students scoring on or above grade level.

4th - 6th grade students - Academic Goal - Students will write in response to both literary and informational text.

Grades 3 -8 th grade - will actualize a 7% increase in students scoring Mastery and above and decrease a 7% decrease in students scoring below Basic on the Spring LEAP 2025 test.

Diverse learners will show a 7% growth on CLASSWORKS from the Beginning of the year to the End of the year assessment.

K-5 students who score well below or lower on DIBELS or basic or below on ELA LEAP will participate in High Dosage Tutoring.

Goal 2 (Teacher-Focused)

Content/Grade level teachers will have common planning time in place on the master schedule to have weekly professional learning communities to analyze assessment results, annotate upcoming lessons, share collaboratively with peers, and suggest evidence based instructional strategies to use in classrooms.

NIET results will reveal that all teachers will demonstrate effective teaching practices that include meeting the individual needs of students, implementing the curriculum with fidelity, and using student data to effectively plan instruction.

Action steps :

● Facilitate ongoing professional development for teachers aimed at building knowledge relative to the science of reading and writing

● Focus on integration of best practices and evidence-based strategies in classrooms

● To improve instructional practice, teachers will receive initial and ongoing professional development based on Tier I curriculum

● Provide coaching support and feedback to teachers based on observations

● Use consistent instructional strategies across classrooms

● Plan for training of all staff who administer assessments to ensure standardized procedures and accurate data recording

● Schedule time for teachers to analyze assessment results; time to share collaboratively with peers and others who serve students

● Teachers will improve overall reading proficiency through the use of Tier I curricular resources

● Principal will establish a master schedule that supports “just in time“ tutoring

Goal 3 (Program-Focused)

100% of all regular education Kindergarten – 2nd Grade teachers will utilize Tier 1 curriculum that supports the science of reading by applying best practices for foundational skills instruction that focus on phonics and phonemic awareness.

Grades 3-8 regular education teachers will implement Tier 1 curriculum and annotate lessons to provide support to all students.

Learning Center Teacher will implement Tier 2 interventions to address the needs of students who are in most need of additional time to support foundational skills learning.

Section 1c: Literacy Team

Guiding Questions:

Who will serve on the school/system literacy team?
What is the role of each member?
What is your plan for conducting regular meetings, including location, time, availability, and topics?
How are you monitoring the effectiveness of the plan?

Member	Role
Whitney Zerangue	Principal
Dawn Dumes	Assistant Principal
Kayla Jones	Assistant Principal
Dyonne Moore	Learning Center Teacher
Monique Rivette, Brooke Joubert	Learning Center Paraprofessionals
Lori Fontenot, Rebecca Fontenot, Alessi Huguet	Kindergarten ELA Teachers
Katelyn Leblanc, Julie Noel	First Grade ELA Teacher
Holly Leblanc	Second Grade ELA Teacher
Ashley Credeur	Third Grade ELA Teacher
Brittany Babineaux	Fourth Grade ELA Teacher
Hylan Jones	Fifth Grade ELA Teacher
Alyson Benoit	Sixth Grade ELA Teacher
Bliss Leblanc	Seventh Grade ELA Teacher
Alyssa Sonnier	Eighth Grade ELA Teacher

Meeting Schedules

Date & Type of Meeting (Plan Review, Data Analysis, etc.)	Frequency of Meetings (Weekly, Monthly, etc.)	Topic(s)
August	Initial	Leap 2025 score reports/ areas of strength and weakness
October	Iready diagnostics	Review assessment results in collaborative teams to identify instructional adjustments as needed
November	ELA iready diagnostics	Ongoing review of Iready data
December	Winter DIBELS results	Review results to identify students who need extra help and connect them with support services and supplemental instruction *Use data to understand student’s strengths and needs and to differentiate instruction
January	*Mid Year Data Review	Review mid year data to determine which students need additional interventions
March	ELA iReady Assessments	Ongoing review of iReady data
April	Spring DIBELS results	Review results to identify students who need extra help and connect them with support services and supplemental instruction *Use data to understand student’s strengths and needs and to differentiate instruction
April	Week Long	LEAP 2025 STATE ASSESSMENT Results sent in July from LDOE. Data review done in August to discuss school improvement strategies.
May	EOY Data Review	Review data to determine which students need additional interventions.
August-May	Weekly	PLC meetings – Review data, plan and annotate lessons
August-May	2x a month	ILT Learning walks
August – December - May	3x a year	IReady diagnostic Acadience Reading Assessment given and results analyzed
August-May	Weekly	Administrative walk throughs

Section 2: Explicit Instruction, Interventions, and Extensions

Guiding Questions:

For each specific plan and activity around literacy, what is/are your:

action steps?
timeline?
person(s) responsible?
resources?
alignment to literacy goal(s)?
evidence of success?

When implementing literacy curriculum and assessments, how are you ensuring:

alignment to current research on foundations of reading and language and literacy?
cultural responsiveness?
connections across content areas?

When utilizing literacy screeners, what are your plans for:

deciding which components will be measured in each grade band or subgroup?
how often screeners are administered?
progress monitoring?
screening and supporting students in upper grades effectively?

When planning for and providing literacy interventions for struggling readers and writers, are you including specifications for:

students with dyslexia?
the EL population?
special education students?
cultural and dialectical sensitivity?

The action plan table on the next page can be used to plan out specific action steps related to literacy goals.

Action Plan

Goal	Timeline	Action Steps	Person(s) Responsible	Resources	Evidence of Success
1	June 1 - June 30	Review prior year data to establish school system goals.	Data manager and Academics team	Literacy screeners; LEAP scores	Students and subgroups demonstrate growth in year-to-year data.
2	August December May	Administer universal literacy screener 3x a year to identify students who may be at risk for reading difficulties	Learning Center ELA Teachers	Literacy Screeners	Increase in number of students who score on or above grade level
3	August December April	Administer IReady Diagnostic and use data to identify student deficit areas and provide targeted intervention	Learning Center ELA Teachers	IReady Diagnostic	75% of all students will meet typical growth score in an instructional year.
4	August October January March May	Provide professional development (site and/or district based) to strengthen implementation of Tier 1 curriculum and collaborate on effective instructional strategies	Admin Team Teacher Leaders	LDOE YouTube channel Vendor representatives District Instructional specialist	Teacher effectiveness as shown through classroom observations
5	August - May	Monitor curricular implementation of Tier 1 curriculum in Grades K-8	Admin classroom visits Instructional Specialist visits Teacher Leader visits	Lesson plans and objectives	Teacher effectiveness as shown through data analysis of student work.
6	August – May	Daily targeted small group Tier 2 literacy intervention as well as after school literacy intervention	Learning Center Site based Steve Carter facilitator	Lesson plans and objectives	Teacher effectiveness as shown through progress monitoring data.
7	August – May	Provide time in master schedule for professional learning communities to address effective instructional strategies and the linkage among goals, content, and teaching.	Principal PLC facilitator ELA Teachers	PLC Common Planning Instructional Tool	Teacher effectiveness as shown through data analysis of student work.
8	August- May	Instructional Support	Principal Assistant Principals District level support personnel	Bullseye observational data	Teacher effectiveness through instructional support.

Section 3: Ongoing Professional Growth

Guiding Questions:

On what are you basing your professional development needs? Are you considering:

teacher performance data
student performance data
observation cycles
teacher background knowledge and experience levels

When planning opportunities for ongoing professional growth for leaders and teachers, are you including plans for:

ongoing training and support?
coaching?
various types of PD offerings?
by whom, when, and how PD will be provided?
PD specific to foundations of reading and language and literacy?
PD on high-quality interactions (such as CLASS® for birth-grade 2)?
monitoring the implementation and effectiveness of professional development?
tailoring opportunities to individual needs of teachers?

Potential PD Planning

Month/Date (When can PD be scheduled throughout the school year?)	Topics (What topics are most needed and should be covered and/or prioritized?)	Attendees (Who would benefit most from this PD? Consider also who can redeliver to other teachers/faculty.)
May – Teacher Leader Summit	Content area teachers engage in sessions pertinent to instructional materials and curriculum	Content area teachers redeliver information gained to staff and BOY professional development
May- July	District Curriculum professional development	All teachers
August	Review of district pacing guide	District instructional specialist redeliver to teachers
August- May	Data Dives with data directed professional development	All teachers

Section 4: Family Engagement Around Literacy

Guiding Questions:

To improve family engagement around literacy, how are you:

including families in focus groups and other discussions with teachers, students, and leaders around:
specific programs to address the school’s mission?
families’ concerns about literacy achievement?
students’ attitudes toward reading and writing?
teachers’ beliefs about student literacy and learning?
providing ongoing support and communication to families?
considering diverse families and their specific needs or challenges in regards to communication, technology, transportation, etc.?
using communication methods that accommodate all families?

How are you working directly with community partners to:

engage families and the community?
invest in the literacy of our youth?
improve access to resources?

What resources and tools are you sharing with families and community partners to enhance literacy?

Month/Date	Activity	Accessibility Opportunities	Community Partners
August 2024	Meet and greet		Families
August 2024	3rd grade parent night		3rd grade teacher, parents and students
Winter 2024	ELA night		Teacher, students and families
November 2024	Book Fair		Students and families
Spring 2025	Science and Social Studies Escape room		Teacher, students and families
Summer 2025	Host Summer Learning Program and plan for tutoring opportunities		Teacher, students and families
May 2025	Hold School System Literacy Team meeting		Teachers
Summer 2025	Create/Adjust an ongoing professional development calendar (teachers, leaders).		Administrative Staff
Summer 20235	Develop partnerships with community organizations to promote reading.		Administrative Staff
Summer 2025	Plan for family literacy monthly activities and add to your local literacy plan.		Administrative Staff
August 2024-May 2025	Literacy resources and support updates on school website	Parents can find tools and resources on the school website for Literacy support.	Families
August 2024-May 2025	Accelerated Reader - Parents are asked to read books with your child at home. -Students can check out books from the library	Students can check out books from the classroom library to bring home to read with parents	Families

Section 5: Alignment to other Initiatives

Guiding Questions:

To successfully implement, communicate, and monitor this literacy plan, what are some other district or school initiatives and plans to which you should be sure to connect? Consider:

School Improvement Plan
Early childhood programs
Cross-curricular connections
Community programs
Alignment across schools within the system

Initiative Alignment

Other Programs/Initiatives	Connecting to Literacy	Plan to Monitor/Evidence of Success
School Improvement Plan	Identify and plan for Literacy school wide goals	Monitor as per plan describes including classroom observations, lesson planing, and progress monitoring. Evidence of success is student growth from data.
Early childhood programs	Preparation for kindergarten	Prek lesson plans and CLASS observations
Alignment across schools within the system	Vertical alignment	BCHS Zone planning meeting , agenda and sign in sheets

Section 6: Communicating the Plan

Guiding Questions:

What are the implementation expectations for schools?

Will schools have school-based literacy teams?

How will district-level personnel support schools in meeting those expectations?
How will you communicate the plan to families and community members?
How will you communicate the progress being made throughout the school year?
How will you ensure ongoing monitoring and implementation of this plan at the school-level?

Will you hold quarterly meetings?
Will you report on progress monitoring of the plan components and goals?

Communication Plan

Stakeholder Group	Plan for Communicating	Timeline
All stakeholders- Admin, teachers, paraprofessionals, families	Create literacy block schedules, ensuring time is assigned specifically for core instruction and intervention grounded in the foundations of reading. Kindergarten-2nd grade-2 hours of instruction 3rd-6th grade- 90 minutes of instruction	August 2024
All stakeholders- Admin, teachers, paraprofessionals, families	School will establish Instructional Leadership team and lead ELA teachers to ensure implementation of core curriculum and use of remediation guides	August 2024
Parents and staff members	PTA Meeting	September 2024
All stakeholders- Admin, teachers, paraprofessionals, families	School administration will receive academic feedback from classroom observations, via SLPSD newsletter, instructional specialist observation emails, BULLSEYE observational tool, and during monthly administrative meeting	Ongoing
All stakeholders- Admin, teachers, paraprofessionals, families	Social Media and Thrillshare	Ongoing

Review the School System Literacy Roadmap for recommended timelines for action steps to promote literacy.

For additional guidance and resources, visit the Louisiana Literacy’s webpage, Literacy Library, or email louisianaliteracy@la.gov. Updated A 2022