Striving Readers Comprehensive Literacy Plan
STATE PROFILE
Louisiana
Team Name
Louisiana State Literacy Team (SLT)Responsible Agency
Louisiana Department of EducationTeam Membership
Membership Types and NumbersA Statethat receives aStriving Readers Comprehensive Literacy formula grant establishes a Literacy Team comprised of individuals with expertise in literacy development and education for children birth to school entry; kindergarten through grade 5; grades 6 through 8; and grades 8 through 12. Provide the name of the Comprehensive Literacy Team members for eachage/grade category and type of expertise.
Birth-school entry / Liza Armshaw, Kaye Sharbono, Patricia Minnis, Gail Kelso
K-5th Grade / Debbie Rickards, Cindy Treme, Wes Watts, Wes Hoover
6th grade - 12th grade / Teresa Velaquez, Helen Ruffino, Michelle Handy
Managing/implementing literacy programs / Gwile Freeman, Kaye Sharbono
Evaluation of literacy programs / Gary Asmus, Wes Hoover
Planning and implementing Response-to-Intervention / Gary Asmus, Debbie Rickards, Patricia Minnis
Screening and performance measurement / Gary Asmus, Cindy Treme, Michelle Handy
Validated interventions and instruction for struggling readers, English learners and students with disabilities / Gary Asmus, Debbie Rickards, Wes Hoover
Professional development for principals, teachers and coaches / Debbie Rickards, Cindy Treme, Gail Kelso, Michelle Handy, Kaye Sharbono
Teacher preparation and State licensure/accreditation in literacy development and instruction / Patricia Minnis, Gwile Freeman
Other members and/or experts required / Jill Slack
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Applicable Standards
Birth – School Entry / Kindergarten– 5th Grade / 6th Grade – 12th GradeLouisiana’s Comprehensive Curriculum (LCC) / LCC / LCC
Common Core State Standards (CCSS) / CCSS / CCSS
National Assessment of Education Progress (NAEP) / NAEP / NAEP
Louisiana’s Early Learning Guidelines and Program Standards: Birth through Three
Louisiana Standards for Programs Serving Four-Year-Old Children
Head Start Child Development and Learning Framework
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Team Activities
Proposed Implementation PlansThe following analysis reflects only priorities cited as program requirements in the Striving Readers Comprehensive Literacy Program State Formula Grant Application. Also include any additional priorities addressed as part of a broader plan. (Reference page numbers for each priority in your Plan)
U.S. Department of Education Priorities / Satisfied / Details in the Literacy Plan
Address the literacy needs and improve the learning outcomes of children from birth through Grade 12 / /
- Addresses the needs of children from birth – PreK in the Emergent Literacy Plan
- Addresses the needs of children K – 5th Grade in the Elementary Literacy Plan
- Addresses the needs of children 6th – 12thGrade in the Adolescent Literacy Plan
Address the literary needs and improve the learning outcomes of disadvantaged students, such as students who are English Language Learners (ELL) and students with disabilities / /
- Louisiana’s Comprehensive Literacy Plan (LACLiP) mentions students with disabilities and ELL students
Include the use of clear content standards in the areas of pre-literacy, reading, and writing. Also use curriculum and instructional material that align with State standards / /
- Discusses the implementation of standards-based curriculum
See Pages 10-15, 40, 42-43, 45 of the Elementary Literacy Plan
See Pages 10-14, 38, 41-42, 44 of the Adolescent Literacy Plan
Enable more data-based decision-making / /
- Employs research-based strategies (iii) in each Comprehensive Literacy Plan
Provide evidence-based teacher preparation and professional development / /
- Discusses the implementation of professional development that is ongoing, includes adult learning principles, and is closely linked to teachers’ and caregivers’ settings and situations
See Pages 31-37, 41, 43-44, 46 of the Elementary Literacy Plan
See Pages 30-35, 39-40, 42-43, 45 of the Adolescent Literacy Plan
Use coherent assessment and screening systems that are aligned with State standards / /
- Discusses the implementation of an assessment system
See Pages 16-19, 41, 43, 46 of the Elementary Literacy Plan
See Pages 15-18, 39, 42, 45 of the Adolescent Literacy Plan
Implement targeted interventions / /
- Discusses the implementation of a three-tiered Response to Intervention (RTI) process
See Pages 25-27, 29, 43, 46 of the Elementary Literacy Plan
See Page 27-28, 39, 42, 45 of the Adolescent Literacy Plan
Propose use of technology to address student learning challenges / /
- Discusses the implementation of technology in instruction and intervention
See Pages 27, 30, 41, 43, 46 of the Elementary Literacy Plan
See Page 23-24, 29, 39, 42, 45 of the Adolescent Literacy Plan
Action Plans
(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan)
- LACLiP’s action plans are listed as ‘Action’ in each of the Implementation Guides
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Leadership and Sustainability(Activities leadership teams undertake to develop and sustain implementation of their SRCL Comprehensive Literacy Plans. Examples include collaborative partnerships, communication strategies for sharing information with partners, and shared tasksamong the leaders.)
- See Page 5-8, 26, 29, 31-37 of the Emergent Literacy Plan
- See Page 5-9, 32-34, 36-37, 40-46 of the Elementary Literacy Plan
- See Page 5-9, 31-32, 34-35, 38-45 of the Adolescent Literacy Plan
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State Comprehensive Literacy Plan Website
June 2012