Local Literacy Plan for

Thomas Elementary School

Anthony Stubbs, Principal 

Anna Temples, Assistant Principal

Kimberly Jones, Assistant Principal

Mark Barnwell, Faculty Coordinator

Jolie Schenck, Literacy Coach

Jessica Miller, Literacy Coach

September 1, 2026 (ongoing updates)

Section 1A: Literacy Vision and Mission Statement

1. 
   What is the school/system’s focus and mindset around literacy?

2. What is the primary, overarching goal and expected or intended outcomes for the school(s) around literacy? 

3. Are the vision and mission statements inclusive of all leaders, teachers, students, and families?

Literacy Vision 

The students at Thomas Elementary School will graduate with the knowledge and skills necessary to be successful in college and/or career, to be productive members of society, and to care for their future families.

Literacy Mission Statement 

The students at Thomas Elementary School will read, think, speak, and write at increasing levels of complexity throughout their school career to prepare for college/career and adult life.

Section 1B: Literacy Goals 

1. 
   What are the overall literacy goals?

2. What are the student-focused leading and lagging goals, including individual subgroups?

3. What teacher-focused goals lead to students meeting their goals?

4. What are the program-focused goals for creating structures that help students and teachers succeed?

5. How is the plan to measure these goals?

Goal 1 (Student-Focused) 

1. 
   All children from PreK will be kindergarten ready with proficient age level literacy and language skills as measured by TS GOLD.

2. All K-5 students are proficient readers according to Dibels/Acadience benchmarks (scoring benchmark or above).

3. All 3rd - 5th grade students meet grade-level expectations as evidenced by scoring Mastery or above and meeting growth to mastery targets on LEAP summative assessments.  

Goal 2 (Teacher-Focused) 

1. 
   All PreK to 5th grade teachers and interventionists are educated in the Science of Reading.

2. All ELA teachers and interventionists are knowledgeable about curricula and teach curricula effectively with integrity.  

3. All ELA teachers are knowledgeable about instructional methods that support diverse learners.

4. All ELA teachers are rated highly effective based on LDOE evaluation protocols.

5. All PreK-5 administrators and leaders are educated in the Science of Reading

6. Elementary literacy coaches actively coach teachers to improve core and/or intervention instruction.  Coaches effectively oversee data analysis, intervention grouping and instruction. 

7. All Prek-5 administrators effectively support literacy coaches and all literacy efforts in their schools. 

8. All administrators are highly effective based on LDOE evaluation protocols.

Goal 3 (Program-Focused) 

1. 
   Achieve a rating of “B” or higher.

2. All PreK-5 administrators and leaders are educated in the Science of Reading

3. Elementary literacy coaches actively coach teachers to improve core and/or intervention instruction.  Coaches effectively oversee data analysis, intervention grouping and instruction. 

4. All PreK-5 administrators effectively support literacy coaches and all literacy efforts in their schools. 

5. All administrators are highly effective based on LDOE evaluation protocols.

Section 2: Explicit Instruction, Intervention and Extension 

Louisiana’s Tiered Pathways for Literacy Support (TPLS) Framework guides implementation of healthy Tier I core instruction and extension, as well as effective Tier II and Tier III interventions. 

While acceleration, intervention, and special education services are essential, they cannot replace

coherent literacy instruction using high-quality instructional materials (HQIM). Healthy Tier I instruction for all students is the best prevention measure against overloading the intervention system. This section is designed to support Tiers I, II, and III instruction. 

Tier I

1. 
   Are Tier I instruction and small-group support consistently delivered by a classroom teacher trained in the effective implementation of approved HQIM?

   1. Strong Tier I instruction should result in at least 80% student mastery in overall class assessment data.

2. Are curriculum-based assessments from HQIM used consistently to evaluate the effectiveness of Tier I core instruction?

3. Is the Instructional Leadership Team (ILT) trained in the implementation and evaluation of the HQIM?

4. Is there a regular walkthrough schedule to determine support around Tier I?

5. Is the ILT responding to data to support a healthy Tier I?

6. Are teachers and leaders effectively trained in unit and lesson preparation (K-2 Skills Unit, K-2 Skill Lesson, K-2 Knowledge Unit, K-2 Knowledge Lesson, 3-12 Unit Preparation, 3-12 Lesson Preparation)

7. What data and resources are being used to support extension? 

Amount of time spent on daily literacy skills instruction and how it is used

• 
  TES utilizes Open Court Reading, which is aligned to the Science of Reading, in grades K-2.  Students receive at least 135 minutes of uninterrupted core ELA instruction. Foundational skills are taught during this block.

• Heggerty, an explicit phonological and phonemic awareness program, is utilized in all Pre-Kindergarten through second grade classrooms.  

• In the 2024-2025 school year, the LDOE’s Guidebook curriculum was implemented in third grade.  Students in 3-5 will continue to receive 130 minutes of uninterrupted core instruction. 

English Language Arts textbooks and instructional materials used

Open Court, Heggerty, LDOE Guidebooks

Tier II

1. 
   Is the Tier II intervention being provided by a classroom teacher/tutor or other extensively trained literacy educator using approved HQIM?

2. Are curriculum-based measures and assessments from HQIM consistently used with integrity to reflect the effectiveness of the Tier II intervention?

3. Does the skill of the intervention and the progress monitoring tool align with the identified needs of the student based on current literacy assessment data?

4. Do student schedules ensure they are not pulled from Tier I core instruction to receive Tier II intervention? 

5. Has progress monitoring of Tier II intervention occurred bi-weekly or weekly, depending on the needs of the student as indicated by assessment data?

Tier II plan, including the amount of time 

• 
  TES utilizes a 3-tiered system of instructional support in grades K-5 that includes additional blocks of time (up to 45 min per day) for students to receive targeted interventions in areas of need as indicated by Dibels/Acadience universal screener and additional diagnostic assessments.  

• TES utilizes literacy intervention programs aligned to the Science of Reading in grades K-5, with programs targeting specific strands of Scarborough’s Reading Rope. 

List of available interventions and their descriptions

Acadience, Really Great Reading programs. 

Tier III

1. 
   Is the Tier III intervention being provided by a literacy staff member who possesses deep conceptual knowledge and specialized skills in reading instruction and has been fully trained in the adopted Tier III curriculum?

2. Are curriculum-based measures and assessments from HQIM consistently used with integrity to reflect the effectiveness of the Tier III intervention?

3. Does the skill of the intervention and the progress monitoring tool align with the identified needs of the student based on current literacy assessment data?

4. Do student schedules ensure they are not pulled from Tier I core instruction to receive Tier III intervention? 

5. Is progress monitoring of Tier III interventions occurring at least on a weekly basis to track student progress and adjust interventions as needed?

Tier III plan, including the amount of time 

• 
  TES utilizes a 3-tiered system of instructional support in grades K-5 that includes additional blocks of time (up to 45 min per day) for students to receive targeted interventions in areas of need as indicated by Dibels/Acadience universal screener and additional diagnostic assessments.  

• TES utilizes literacy intervention programs aligned to the Science of Reading in grades K-5, with programs targeting specific strands of Scarborough’s Reading Rope. 

List of available interventions and their descriptions

Acadience, Really Great Reading programs. 

Action Plan

Goal

Timeline

Action Steps

Person(s) Responsible

Resources

Monitoring Evidence of Teacher and Student Success

1

August -September 

Create first cycle of ILT and TC around unit and lesson preparation

ILT Team/Instructional coach

3-12 Unit Preparation

3-12 Lesson Preparation

-teacher unit preparation documents will demonstrate teacher understanding of skills and knowledge unpacked from HQIM assessments, rubrics, exemplars and texts

-lesson annotations demonstrate understanding of lesson and activity purpose, mastery expectations for that day’s lesson, what parts of the lesson will be explicitly modeled, and student differentiation 

-95% of observed students are engaged in and demonstrating learning through reading, speaking, listening, or writing tasks that are explicitly aligned to the lesson’s learning objective and the unit’s identified knowledge and skills. Evidence: Student exit tickets, daily formative assessments, and walkthrough data 

-A measurable increase in performance from section diagnostics to culminating writing tasks, with at least a 10% increase in students meeting or exceeding proficiency. Evidence: Section diagnostic data, culminating student work

1, 2, 3

Ongoing throughout the school year and as new teachers are hired. 

Train all PreK- 3rd grade teachers, school administrator and leaders in the Science of Reading (SoR) with LETRS (Language Essentials for Teachers of Reading and Spelling)

Early Childhood Supervisor, ELA Coordinator, Federal Programs Coordinator

Title funds to pay for training materials, licenses and consultants.

Participants successfully complete LETRS virtual course, pass any embedded assessments and attend all face to face training.

Administrator classroom observation notes indicate personal understanding of SoR and show evidence of teacher SoR knowledge transfer to core and intervention instruction.

Consistent growth in K-5 Dibels/Acadience progress monitoring and benchmark scores.

PreK students will demonstrate consistent growth in literacy and language as evidenced by  the TS Gold assessment

1, 2, 3

Ongoing Yearly

Train all K-2 teachers in Open Court Reading, as needed, making connections to what they have learned about the SoR.

ELA Coordinator, Federal Programs Coordinator

Funds to pay teacher stipends (training began in the summer 2022 and will continue)

Teachers attend training

Classroom observation notes indicate effective instruction that maintains program integrity.

Consistent growth in Dibels/Acadience progress monitoring and benchmark scores.

1, 2, 3

By August 2026 and ongoing yearly

Train all PreK to three teachers in the Creative Curriculum and Frog Street as needed.  Support all PreK to five teachers in the implementation of the Heggerty Phonemic Awareness Curriculum.

Early Childhood Supervisor

CLSD funds to pay for licenses and training.

PreK students will demonstrate consistent growth in literacy and language as measured by the TS Gold Assessment. 

1, 2, 3

Ongoing yearly with training focus shifting based on teacher and student need

Train all new 3-5 grade teachers and instructional coaches in Guidebook unit and lesson level planning with an emphasis on how to 1) build language skills for all students and 2) support diverse learners. 

Title 1 Coordinator, ELA Coordinator

Funds to pay EDU2020 consultants to lead training.  Funds for sub pay.

New teachers and coaches attend all training sessions (one per unit).

Classroom observation notes indicate 1) effective instruction that maintains program integrity, and 2) increased amounts of student discussion

Appropriate lesson accommodations, modifications and adjustments for diverse learners are evident in both lesson planning annotations and instruction.

Increase in the number of 4-5 grade students performing at Mastery or

Advanced on LEAP.  

Increase in the number of 4-5 grade students meeting growth to mastery targets on LEAP.

Increase the number of 4-5 grade students with disabilities and 504 students performing at Mastery or Advanced on LEAP.

Increase the number of 4-5 grade students with disabilities and 504 students meeting growth to mastery targets on LEAP.

1, 2, 3

By May 2026 (and ongoing yearly with training focus shifting based on teacher and student need)

Train all new 3-5 grade teachers and instructional coaches in Guidebook writing supports with an emphasis on 1) writing standards, 2) recognizing writing opportunities in the Guidebook, 3) effective writing instruction, and 4) how standards are tested on LEAP

ELA Coordinator, Federal Programs Coordinator

Funds to pay EDU2020 consultants to lead training.  Funds for sub pay 

New teachers and coaches attend all training sessions (one per unit).

Classroom observation notes indicate students writing is improving in depth and complexity

Increase in the number of 3-5 grade students performing at Mastery or Advanced on LEAP.  

Increase in the number of 3-5 grade students meeting growth to mastery targets on LEAP.

Increase the number of 3-5 grade students with disabilities and 504 

students performing at Mastery or Advanced on LEAP.

Increase the number of 3-5 grade students with disabilities and 504 students meeting growth to mastery targets on LEAP.

1, 2, 3

During the 26-27 school year, and ongoing as needed.

Train all teachers and interventionists in K-5 foundational skills interventions programs as needed (Really Great Reading programs)

ELA Coordinator, Federal Programs Coordinator

Funds to pay program consultants, possible funds for subs.

New teachers attend all training.

Classroom intervention observation notes indicate effective instruction that maintains program integrity.

Consistent increase in DIbels/Acadience progress monitoring and benchmark scores.

1, 2, 3

Ongoing monthly

Hold monthly literacy coaches meetings and regular school visits to support coaches in how to: 1) analyze data, 2) lead teachers to analyze data, 3) effectively group students for intervention based on data analysis, 4) actively coach teachers in a manner that has a direct, positive impact on core or intervention instruction while ensuring program integrity, 5) monitor and reflect on time management

Director of Curriculum and Instruction, Direction of Federal Programs, ELA Coordinator, Federal Programs Coordinator.

None

District team observation notes indicate coaches’ increased understanding of effective data analysis and intervention grouping and an increase in time spent actively coaching.

Coaches’ logs indicate increased time spent actively coaching.

Increase in the number of 3-5 grade students performing at Mastery or Advanced on Leap.  

Increase in the number of 3-5 grade students meeting growth to mastery targets on LEAP.

Consistent increase in Acadience progress monitoring and benchmark scores.

1, 2, 3

Ongoing bi-monthly

Attend bi-monthly collaborative administrator meetings to help administrators understand and support literacy efforts on their campuses. Examples include, but are not limited to:  help administrators to, 1) understand implications of LETRS training on their campuses, 2) analyze  literacy data to make decisions, 3) understand literacy core and intervention curricula so they can effectively evaluate and support instruction, 4) effectively utilize literacy walkthrough forms to give feedback, 5) effectively support coaches and content leaders

Superintendent, Assistant Superintendent, Director of Curriculum and Instruction, Director of Federal Program, ELA Coordinator, Federal Programs Coordinator

Time blocked to meet with administrators.  

School site visit notes indicate an increase in administrator understanding of literacy and increased effectiveness in completing the activities listed.  

TES school plan will address varying goals based on school need.  

Ongoing updates

TES literacy team will create   literacy goals as part of our school improvement plan.  School literacy goals will be modeled after and support the district literacy plan. The school will communicate the district and school plan to stakeholders within their communities.  

Superintendent, Assistant Superintendent, Director of Curriculum and Instruction, Director of Federal Program, ELA Coordinator, Federal Programs Coordinator, School Administrators and School Literacy Teams

Possible subs to allow school literacy teams to meet.

School level literacy plan is created and includes goals that align to the district literacy plan.  The school plan will include details about communicating plans to stakeholders.  

Sign in sheets will be collected at all planning meetings and at events in which the plan is communicated to school communities.

1, 2, 3

Summer 

Implement a remediation program for 3rd grade with   intensive, targeted literacy instruction for students in 3rd that do not meet requirements for promotion. 

Director of Curriculum and Instruction, Director of Federal Program, ELA Coordinator, Federal Programs Coordinator, School Administrators and School Teams

Students will attend the remediation program.

Students will show growth in literacy skills as evidenced by Guidebook curriculum based assessments.

Students will show growth in foundational skills (if applicable) as measured by an appropriate assessment, depending on individual student need.  (Acadience, decoding survey or phonological awareness survey)

1, 2, 3

Spring semesters ‘26-27 - ongoing

Give Needs Assessment Survey to stakeholders to determine where to focus our energy in terms of family engagement.  Stakeholders will then use the survey to brainstorm a list of what we are doing well in terms of family engagement, and brainstorm needs for improvement.  Begin planning for improvement. 

Superintendent, Assistant Superintendent, Director of Curriculum and Instruction, Director of Federal Program, ELA Coordinator, Federal Programs Coordinator, School Administrators, School Literacy Teams

(District and schools already conduct a yearly stakeholder survey.)

Time blocked for curriculum staff to meet with school literacy teams.

High levels of participation in the needs assessment survey.

A plan is developed to begin targeting needs identified in the survey.

1, 2, 3

2026-2027

Improve parent communication around literacy screening results in K-5. Send an informational, easy to understand report of Dibels/Acadience reading results three times a year.

Director of Curriculum and Instruction, Director of Federal Programs, ELA Coordinator, Federal Programs Coordinator.

None

A survey will be pushed out to parents to determine if parents can easily understand the communication they receive regarding literacy screening and their students’ literacy development.  

Section 3A: Professional Learning:  Partners (if applicable)

1. 
   Have teachers received initial implementation and launch training on their HQIM?

2. Is there ongoing professional learning around the different components/assessments within the HQIM? How is the leadership evaluating the effectiveness of the PL?

3. Are teachers trained in the Science of Reading, reading interventions, and content/disciplinary literacy as applicable by grade level?

4. Are coaching days provided by the Louisiana Professional Learning Partners?

5. Have the Louisiana Professional Learning Partners been evaluated based on the ELA Criteria using the efficacy indicators?

Potential Professional Learning Planning 

Month/Date

(When can PL 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 PL? Consider also who can redeliver to other teachers/faculty.) 

July 13th 

Unit 1 Ownership for NEW ELA Teachers

3rd - 5th All new hires in GB grades, teachers that were moved to a new grade and will be teaching different GB units

July 14th 

Writing PD w/EDU 20/20 

All 3rd-5th ELA Teachers

July 27th 

OCR New Teacher Training

K-3rd New Teachers

August 4th 

LETRS Vol 2 Day 1

K-3 teachers- finished Vol 1

September 29th

LETRS Vol 2 Day 2

K-3 teachers- finished Vol 1

October 13th 

LETRS Vol 1 Day 1

New K-3 teachers

November 17th

LETRS Vol 1 Day 2

New K-3 teachers

January 26th

LETRS Vol 2 Day 3

K-3 teachers- finished Vol 1

February 2nd

LETRS Vol 1 Day 3

New K-3 teachers

February 23rd

LETRS Vol 2 Day 4

K-3 teachers- finished Vol 1

March 9th 

LETRS Vol 1 Day 4

New K-3 teachers

Section 3B: Professional Learning: Instructional Leadership Teams (ILT) and Teacher Collaboration (TC) 

1. 
   What is the ILT/TC long-range plan to support literacy?

2. Is the ILT/TC long-range plan chunked into cycles that lead to the success of yearly goals?

3. How/when is the effectiveness of cycles monitored?

4. Is HQIM embedded in the cycles and long-range plans?

5. How do the LER indicators support HQIM implementation during cycles in ILT and TC?

6. Are ILT members trained to support literacy?

Potential Cycle Topic

Goal for Cycle

How is the success of the cycle monitored?

Differentiation Within HQIM 

Using built-in scaffolds for struggling readers

Extensions for advanced learners without abandoning core materials

Instructional Walkthroughs

Data Snapshots

Assessment Literacy

Analyzing student work to inform instruction

Using formative assessments embedded in HQIM

Instructional Walkthroughs

Data Snapshots

Student Engagement During Literacy Block 

Active learning strategies, student discourse

Maximizing student talk time

Instructional Walkthroughs

Data Snapshots

Section 4: Family Engagement Around Literacy 

1. 
   To improve family engagement around literacy, what is the plan to:

   1. include families in focus groups and other discussions with teachers, students, and leaders around:

      1. school literacy priorities and programs aligned to the school’s mission?

      2. family access to interpret literacy data (screener and LEAP) and resources available?

   2. using communication and methods that accommodate all families?

   3. providing ongoing support and communication to families regarding the progress of their child’s IASP?

   4. providing family-friendly professional learning regarding literacy knowledge and grade-level student expectations? 

2. How can community partners: 

   1. engage families and strengthen the connections between school and community?

   2. invest in sustained literacy efforts in the school and community that extend beyond the school day?

   3. expand access to literacy resources?

3. What resources and tools are shared with families and community partners to enhance literacy? 

Month/Date 

Activity 

Accessibility Opportunities

Community 

Partners 

10/27/26

Literacy Night

Face to face, flyers, social media, school messenger, digital

Students, Families, Community at large, Teachers, Staff

8/25/26

Open House

Face to face, flyers, social media, school messenger, digital

Students, Families, Community at large, Teachers, Staff

3/23/27

LEAP informational meetings

Face to face, flyers, social media, school messenger, digital

Students, Families, Community at large, Teachers, Staff

Ongoing

Parent and Student Surveys

Face to face, flyers, social media, school messenger, digital

Students, Families, Community at large 

August 2026

Prep Days and Meet the teacher

Face to face, flyers, social media, school messenger, digital

Students, Families, Community at large, Teachers, Staff

12/15/26

Math and Literacy Night

Face to face, flyers, social media, school messenger, digital

Students, Families, Community at large, Teachers, Staff

May 2027

End of Year ceremonies

Face to face, flyers, social media, school messenger

Students, Families, Community at large, Teachers, Staff

Ongoing as needed

In Person Conferences

Face to face

Students, Families, Teachers, Staff

August, December, April 

Universal Screening Reports

Reports sent home three times a year

Students, Families, Teachers, Staff

Ongoing 

JCampus and JConnect

Digital 

Students, Families, Teachers, Staff

Ongoing 

K-3 Weekly ELA homework communication

Sent home weekly

Students, Families, Teachers, Staff

Section 5: Alignment to Other Initiatives 

To successfully implement, communicate, and monitor this literacy plan, what is the plan to: 

1. Identify which district or school initiatives most directly support literacy goals, including: 

   1. School improvement plan  

   2. Early childhood programs

   3. Cross-curricular initiatives 

   4. Community programs

   5. System-wide priorities across schools 

2. Determine which initiatives should be prioritized, integrated, or streamlined to ensure sustainable implementation of literacy goals.

3. Align initiatives to ILT priorities, walkthrough look-fors, and teacher collaboration cycle goals?

Initiative Alignment 

Other Programs/Initiatives 

Connection to Literacy 

Monitoring Plan/

Evidence of Success

School Improvement Plan

• 
  HQIM adoption/renewal funds

• Intervention program purchases (Tier 2/3 materials)

• Professional development budget (literacy consultants, conferences)

• ILT release time for observations and planning

• Assessment tools (screeners, progress monitoring)

• Coaching positions

Ongoing monitoring with data as evidence of success

Science of Reading Training- Act 108 (2021) and Act 964 (2026)

The training is the operational framework to achieving literacy.

Ongoing monitoring with data as evidence of success

Single Universal Screener- Act 520 (2022) replacing Act 438 (2021)

A universal screener measures key predictive indicator skills that correlate with reading success. 

Ongoing monitoring with data as evidence of success

Steve Carter Tutoring Initiative- Act 415 (2021) and Updated Act 649 (2024) 

Provides direct funding to families for out of school literacy support.

Parents receive funds and obtain state approved tutoring on their own. 

High Dosage Tutoring- Act 771 (2024) 

Operationalizes Science of Reading principles through targeted, high-frequency practice. 

Ongoing monitoring with data as evidence of success

Section 6: Communicating the Plan 

To ensure clear communication and strong implementation of this literacy plan, what is the plan to: 

1. Define clear, non-negotiable implementation expectations for schools, including the role of school-based literacy teams and alignment with ILT and teacher collaboration structures. 

2. Clarify the roles and responsibilities of district leaders, school leaders, instructional coaches, and teachers in implementing and monitoring the plan. 

3. Communicate the plan to families and community members in clear, accessible ways, including the plan’s goals, expectations, and how they can support student literacy. 

4. Provide regular, transparent updates on progress, including both student literacy outcomes and implementation progress. 

5. Establish consistent structures for monitoring implementation at the school level (e.g., quarterly reporting, benchmark meetings).

Communication Plan 

Stakeholder Group

Plan for Communicating 

Timeline

Students, Families, Community at large, Teachers, Staff

Literacy Nights

10/27/26 & 12/15/26 

Students, Families, Community at large, Teachers, Staff

Open House

8/25/26

Students, Families, Community at large, Teachers, Staff

LEAP informational parent meetings

3/23/27

Ongoing as School Literacy Teams hold parent meetings

School Board members, Students, Families, Community at large, Teachers, Staff

Website 

September 2026