Dr. Linda Wadleigh
Secretary to the Deputy Superintendent
Executive Director of Secondary Education
Executive Director of Elementary Education
Secretary to the Executive Directors of Secondary & Elementary Education
Director of State and Federal Programs
Secretary to the Director of State and Federal Programs
Executive Director of Special Programs
Secretary to the Executive Director of Special Programs
Director of Special Programs
Director of Performing and Visual Arts
Secretary to the Director of Performing and Visual Arts
La Porte ISD is committed to providing all students with an educational experience that allows them to excel academically. To achieve this, we provide curriculum and instructional programs aligned with state standards. Administrators and teachers work collaboratively to ensure the written, taught, and tested curriculum are aligned throughout the district. Teachers use a variety of research-based instructional strategies and actively engage students in activities to promote conceptual understanding. Teachers are provided with professional development activities, support, and services to enable them to meet the needs of students. Student achievement data is used to evaluate and improve instructional programs.
- Elementary Education
- Bilingual Education ESL / El programa bilingüe/ESL
- Gifted & Talented Program
- McKinney-Vento Homeless Act
- Instructional Support
Executive Director of Elementary Education
(281) 604- 7027 Office
(281) 604-7026 Fax
Welcome to Elementary Education!
The following items are required to register a student in La Porte ISD schools:
- Birth certificate or certified copy
- Immunization record
- Social Security card
- Proof of residency (utilities statements, etc.)
La Porte, Bayshore and College Park Elementary schools have PreK programs for qualified students. Bayshore Elementary also has a bilingual PreK program. To qualify, the child must be at least four years of age on or before September 1, and must be either limited English proficient or from an economically disadvantaged home. Verification of income, food stamp card or AFDC number will be required along with general enrollment requirements. The children of active duty military personnel, activated Guardsmen and Reservists and those service members recovering from injuries sustained in service are eligible for the Prekindergarten program.
General education Pre-K will be housed at Bayshore Elementary, La Porte Elementary, and College Park Elementary.
- PreK students whose home campus is Bayshore, Jennie Reid, or Rizzuto will attend Bayshore Elementary.
- PreK students whose home campus is College Park, Heritage, or Lomax will attend College Park Elementary.
- PreK students whose home campus is La Porte Elementary will attend La Porte Elementary.
Bilingual PreK will only be offered at Bayshore Elementary.
- Children who qualify for prekindergarten must be four years of age on or before September 1.
- Children must be five years of age on or before September 1, to enroll in kindergarten.
- Children must be six years old on or before September 1, to enter the first grade.
District policy and state law require proof that each student enrolled in La Porte ISD schools be immunized for:
- Hepatitis A
- Hepatitis B
- Varicella (Chickenpox)
Regular school attendance is essential for the student to make the most of his or her education. Absences from class may result in serious disruption of a student's mastery of student expectations; therefore, the student and parent should make every effort to avoid unnecessary absences. Two state laws, one dealing with compulsory attendance, the other with attendance for course credit, are of special significance to students and parents.
Homework and Grading Policy
Grades 2 - 5
Homework is kept to a minimum and assigned based on the age of elementary students. Homework is not assigned on weekends or holidays unless it involves a long-term project.
- Tests/Published copies are 40% to total grade
- Quizzes/Draft are 25% of the total grade
- Daily Work/Revising/Editing is 35% of the total grade
- *Projects are included in daily grade and can not substitute as a test grade or quiz*
The mission of the La Porte Independent School District Bilingual Program is to identify English Language Learners (ELL) and provide the student, teacher and parent a research based, consistent instructional framework which complies with state and federal guidelines and which prepares ELL students to graduate from high school empowered to make choices about their life and career paths.
Bilingual Education is an instructional delivery model, offered in grades Pre-K through 5 for students whose native language is other than English and who need to develop English proficiency skills. The bilingual program gives these students access to the curriculum through content area instruction in the native language (Spanish) while acquiring English language proficiency through English as a Second Language methodology. Bilingual education is supported by educational research on the education of limited English proficient students. This research shows that strong bilingual programs and bilingualism promote academic success. Bilingual students benefit cognitively, educationally, socially and economically from participation in the program.
- Traditional Bilingual Program (one-way bilingual program model). In this bilingual program model, students who are identified as Limited English Proficient (LEP) receive primary (native) language instruction for concept development while acquiring English. In this educational approach the Spanish and English language have equal value and status in the teaching and learning process. English instruction increases annually through grade 3. Students who entered the bilingual program prior to 3rd grade, progress into a pre-exit phase of the program during grades 4-5. While maintaining introduction or reinforcement of concepts in the primary language (Spanish), this phase of the program emphasizes English instruction. This bilingual program model is available at selected elementary campuses.
- Dual Language or Two-Way Bilingual/Enrichment Program In this bilingual program model a combination of LEP(limited English proficient) and non LEP (students proficient in English) students are taught together in an effort to develop full bilingualism and biliteracy for both groups. Instruction follows a 50/50 model with each language group learning to read in their respective primary language while acquiring language skills in the second language. Each grade level cohort has an ESL and a bilingual certified teacher. The first dual language program in LPISD was implemented in 1996 at Rizzuto Elementary and continues to be available at that campus.
English as a Second Language (ESL) Program
English as a Second Language is an intensive program of English instruction in all subjects with a focus on language arts - listening, speaking, reading, and writing- by teachers certified in ESL methodology. This program is offered to students whose native language is other than English and who need to develop their English language skills in order to ensure academic success. ESL is also a component of all bilingual programs. In these programs ESL is usually taught by a bilingual classroom teacher who is certified ESL. In the dual language cohorts, there is an ESL teacher who co-teaches with the bilingual teacher. ESL instruction is offered at all LPISD schools.
La misión del Distrito Escolar de La Porte es identificar a los estudiantes que están aprendiendo inglés y proveer al estudiante, al padre, y al maestro normas para una instrucción, basada en la investigación científica y consecuente, que cumpla con los requisitos estatales y federales, que los prepare a los estudiantes de competencia limitada en inglés para graduarse de la preparatoria y que los capacite para tomar decisiones acerca de su vida y de su carrera profesional.
Los programas de educación bilingüe
grados pre-k a 6º
La educación bilingüe es un modelo de instrucción que se ofrece en la primaria hasta 6º grado a los estudiantes cuyo idioma materno no es el inglés y quienes necesitan perfeccionar sus destrezas en inglés. El programa bilingüe les ofrece acceso al programa escolar al dictar la materia en el idioma materno (en este caso el español) mientras que los estudiantes dominen el inglés por medio de la metodología ESL (siglas en inglés, inglés como segundo idioma). La educación bilingüe está afirmada por las investigaciones científicas que se han llevado a cabo en el campo de la educación de los estudiantes de competencia limitada en inglés. Estas investigaciones establecen el nexo entre el éxito escolar con la participación en programas bilingües rigurosos y con el desarrollo del bilingüismo en los estudiantes. Además gozan cognitiva, educacional, social y económicamente los estudiantes cuando participan en un programa bilingüe.
- El programa bilingüe tradicional En este modelo del programa bilingüe, los estudiantes que se identifican LEP (siglas en inglés, de competencia limitada en inglés) reciben instrucción en el idioma materno mientras que aprendan inglés. El español y el inglés son de igual importancia y categoría dentro del proceso pedagógico y de aprender en este modelo educacional. La instrucción en inglés aumenta anualmente hasta el 3er grado. Los estudiantes que entraron en el programa bilingüe antes del 3 er grado pasan a la fase "pre salida" del programa en 4° y 5° grados. En esta fase del programa se da más énfasis al inglés. Se usa el idioma materno (español) para la presentación inicial de un concepto o para repasar o profundizarlo. Aquellos estudiantes que no han salido del programa para 5° grado está colocados en el programa de ESL en la secundaria. Este programa bilingüe se ofrece en la escuela primaria La Porte.
- El programa bilingüe de inmersión En este modelo del programa bilingüe se agrupan los estudiantes LEP y los estudiantes que no son LEP con el propósito de crear estudiantes que son completamente bilingües y alfabetos en los dos idiomas. La instrucción sigue un modelo de 50/50 donde cada grupo lingüístico aprende a leer en su respetivo idioma materno mientras que aprenda el segundo idioma. Cada grado tiene un maestro bilingüe y un maestro de ESL. El primer programa bilingüe de inmersión en LPISD (siglas en inglés del Distrito Escolar de La Porte) se inició en la escuela primaria Rizzuto y sigue hasta hoy en día.
El programa de ESL (inglés como segundo idioma)
grados pre-k a 12
ESL es un programa intensivo de instrucción en inglés en todas las materias con un énfasis en lenguage - escuchar, hablar, leer y escribir- dictados por maestros certificados en la metodología de ESL. Este programa se ofrece a los estudiantes cuyo idioma materno no es el inglés y quienes necesitan capacitarse en inglés para tener éxito académico. ESL es un componente de todos los programas bilingüe. En estos programas normalmente el maestro bilingüe enseña inglés como segundo idioma ya que tiene una certificación ESL. En los salones del programa bilingüe de inmersión el maestro bilingüe y el maestro de ESL enseñan en equipo. Se ofrece la instrucción ESL en todas las escuelas de LPISD.
District Mission Statement
"Every student's success is our #1 priority."
Gifted and Talented Program Mission Statement
Founded upon the belief that schools should be places for student talent development, the La Porte ISD Gifted and Talented Program is committed to providing the resources, encouragement, opportunities, and research-based instruction to assist students in achieving at their highest levels of potential.
Gifted and Talented Program Goals
LPISD's gifted and talented program seeks to meet the following goals.
1. Strengthen student academic performance with meaningful, enriched learning experiences.
2. Foster positive self-concepts that meet the unique social, emotional and intellectual needs of gifted/talented students to provide them the opportunity to become independent, creative and self-directed learners.
3. Create and maintain a learning community that encourages professional growth for all staff in the philosophy, theory, and practice of gifted education.
4. Establish a collaborative relationship between school and community that promotes community-based service opportunities for students to grow socially and emotionally.
5. Develop a school culture that encourages a parent and school partnership in program planning, implementation, and decision making.
6. Participate in the Texas Performance Standards Project (TPSP), or other experiences that result in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom.
As defined in TAC 89.3:
School districts shall provide an array of learning opportunities for gifted/talented students in kindergarten through Grade 12 and shall inform parents of the opportunities. Options must include:
1. instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently;
2. a continuum of learning experiences that leads to the development of advanced-level products and performances;
3. in-school and, when possible, out-of-school options relevant to the student's area of strength that are available during the entire school year; and
4. opportunities to accelerate in areas of strength.
La Porte ISD provides the following:
Elementary Gifted Services
The focus of services for the gifted students at elementary school level (K-5) is to develop creative and productive thinking and produce innovative products. Students are provided a differentiated curriculum in the four content areas that develops higher-level thinking skills and processes. Acceleration is provided when appropriate. These services are provided at their individual campus within the regular classroom setting by teachers who have the required 30 hours of GT training to include a yearly six-hour update.
Secondary Gifted Services
The focus of services for the gifted students at the secondary level is that of college preparation. Students are encouraged to begin the Pre-advance Placement program at sixth grade and continue throughout the secondary years. Pre-advanced Placement and Advanced Placement classes provide for not only rigorous academic classes in the four core areas (English, mathematics, social studies, and science), but also for opportunities to earn college credit while in high school, free of charge to parents. These services are provided at their individual campus within the regular classroom setting by teachers who have the required 30 hours of GT training to include a yearly six-hour update.
Sixth, Seventh, and Eighth Grade
Gifted students in sixth through eighth grades are served through a variety of instructional and organizational patterns, including:
- Classroom instruction differentiation
- Curriculum compacting (when appropriate)
- Independent research opportunities (Texas Performance Standards
- Pre-advanced Placement Classes
- University Interscholastic League Competition
- Grade skipping, when appropriate
Ninth, Tenth, Eleventh, and Twelfth Grade
- Gifted students in ninth through twelfth grades are served through a variety of instructional and organizational patterns, including:
- Classroom Instruction Differentiation
- Curriculum Compacting (when appropriate)
- Independent Research Opportunities (Texas Performance Standards
- Advanced Placement Classes
- Dual Enrollment (high school and college)
- University Interscholastic League Competition
- Distinguished Achievement Program
- Correspondence Courses and Distance Learning
- Credit by Examination
- High School Credit for College Courses
Trait, Aptitude, Behavior
How It May Look
|Internal drive or encouragement that initiates, directs, or sustains individual or group behavior in order to satisfy a need or attain a goal.||Demonstrates persistence in pursuing or completing self-selected tasks (may be culturally influenced); evident in school or non-school activities. Enthusiastic learner; has aspirations to be somebody, to do something.|
|Activities, avocations, objects, etc. that have special worth or significance and are given special attention.||Unusual or advanced interests, topic, or activity; self-starter; pursues and activity unceasingly beyond the group.|
|Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, and numbers).||Unusual ability to communicate (verbally, nonverbally, physically, artistically, symbolically); uses particularly apt examples, illustrations, or elaborations.|
|Process of determining a correct sequence of alternatives leading to a desired goal or to successful completion of a performance task.||Unusual ability to devise or adopt a systematic strategy to solve problems and to change the strategy if it is not working; creates new designs; inventor.|
|Exceptional ability to retain and retrieve information.||Already knows; needs only 1-2 repetitions for mastery; has a wealth of information about school and non-school topics; pays attention to details; manipulates information.|
Questions, experiments, explores.
|Method or process of seeking knowledge, understanding or information.||Asks unusual questions for age; plays around with ideas; extensive exploratory behaviors directed toward eliciting information about materials, devices, or situations.|
Quickly grasps new concepts; sees connections; senses deeper meanings
|Sudden discovery of correct solution following attempts based primarily on trial and error; putting disparate elements together in unexpected ways.||Exceptional ability to draw inferences; appears to be a good guesser; is keenly observant; heightened capacity for seeing unusual and diverse relationships, integration of ideas and disciplines.|
|Highly conscious, directed, controlled, active, intentional forward-looking, and goal-oriented thought.||Ability to make generalizations and use metaphors and analogies; can think things through in a logical manner; critical thinker; ability to think things through and come up with a plausible answer.|
Produces many ideas; highly original
|Process of forming mental images of objects; qualities, situations, or relationships which aren't immediately apparent to the senses; problem solving through nontraditional patterns of thinking.||Shows exceptional ingenuity in using everyday materials; is keenly observant; has wild, seemingly silly ideas; fluent, flexible producer of ideas; highly curious.|
Conveys and picks up on humor well.
|Ability to synthesize key ideas or problems in complex situations in a humorous way; exceptional sense of timing in words or gestures.||Keen sense of humor that may be gentle or hostile; large accumulation of information about emotions; capacity for seeing unusual; uncommon emotional depth; openness to experiences; sensory awareness.|
|Intensity ("Overexcitabilities")Strength of reactions, responses, behaviors. (The term "overexcitabilities" comes from Polish psychologist Dabrowski.)||Very Strong, even extreme, responses to stimuli in five areas: emotional, intellectual, sensory, psychomotor, and imagination.||Intense desire for experiences in the area(s) of overexcitability; powerful emotions; seeks intellectual stimulation; sensory experiences evoke strong responses; constant or repetitive movement or gesturing; intense fantasy life; may need creative outlets for intensity.|
Strong reactions to emotional stimuli
|Events and situations in the affective and social domains elicit a stronger response than usual.||Strong sense of compassion; keen sense of justice; empathy; moral and ethical sensibilities; sense of being "different" socially; existential worrying; often overly self-critical.|
The McKinney-Vento Act (Section 725) specifies and protects the rights of children and youth in homeless situations. The program assists families and unaccompanied youth that are currently living in a temporary situation due to loss of housing. The McKinney-Vento Education Assistance Act is a federal law that helps children immediately enroll in school, provides assistance for school supplies and obtaining bus transportation and referrals to the community to optimize their education opportunities.
Contacting Jennifer Green, Director of Federal and State Programs, at 281-604-7033 or go to the nearest school in your area for assistance.
Section 725(2) of the McKinney-Vento Homeless Education Act defines homeless children and youth as individuals who lack a fixed, regular, and adequate night-time residence which includes:
- Children and youth who are currently living in a temporary place or residence and sharing housing with others due to; economic hardships, eviction, natural disaster, loss of housing; or living in motels, trailer parks, or camp grounds due to lack of alternative or adequate accommodations; living in an emergency or transitional shelter; or are awaiting foster care placement;
- Children and youth who have primary night-time residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
- Children and youth who are living in cars, parks, abandoned buildings, bus or train stations, public spaces, substandard housing, or similar settings;
- Migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless due to their circumstances and living in conditions described above; or
- Unaccompanied youth (not living with your parent or guardian) living in a temporary situation.
The McKinney-Vento Act provides your child with basic education rights such as:
- Immediate enrollment even if academic records, proof of residence or immunization records are unavailable.
- Immediate eligibility for free child nutrition. Assistance with school supplies if needed.
- Keeping the child enrolled in "School of Origin" upon request or assisting the child with enrollment in the attendance zone where he/she is currently residing.
- Transportation assistance if needed.
District Instructional Support and Professional Development
District Instructional Support and Professional Development
La Porte Independent School District (LPISD) has a strong commitment to the professional development of teachers. Effectively improving instruction is an important factor in our mission statement "Every child is our #1 priority". We want all teachers to work with colleagues to improve schools and advance knowledge and practice in their field. Consequently, we have a variety of levels of professional development to meet the needs of our teachers both individually and as a group.
Individual professional development needs for teachers are addressed in a variety of ways. Examples include, but are not limited to:
- Book Study Club
- Training on Tools for Teaching: Discipline, Instruction and Motivation
- Instructional Modeling
- Instructional Planning and Assessment
Professional development for all teachers in LPISD is sustained and ongoing in a variety of ways. Examples include, but are not limited to:
- Instructional Coaches