State & Federal Programs
- STAAR Alternate 2
- TELPAS - Texas English Language Proficiency Assessment System
- TELPAS Alternate
End of course Assessments:
- English I,II
- Algebra 1
- U.S. History
- Reading, Mathematics, Science, Social Studies
- Reading, Writing, Mathematics
- Reading, Mathematics
- Reading, Mathematics, Science
- Reading, Writing, Mathematics
- Reading, Mathematics
- MAP - KG - Grade 7
- PSAT - Grade 8
- PNMSQT - Grade 10
- SAT School Day - Gr. 11
State Compensatory Education
The goal of state compensatory education is to reduce any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39, or disparity in the rates of high school completion between students at risk of dropping out of school and all other district students ( Section 29.081, Texas Education Code ).
The Office of Federal and State Programs at La Porte ISD manages several federal programs in collaboration with district personnel, campus administrators and teachers. Funding for these programs is authorized by the Every Student Succeeds Act (ESSA) of 2015 and the Strengthening CTE for the 21st Century Act (Perkins V). The funding flows from the U.S. Department of Education through the Texas Education Agency.
- Title I, Part A — Improving Basic Programs
- Title II, Part A-Supporting Effective Instruction
- Title III, Part A – English Language Acquisition, Language Enhancement, and Academic Achievement
- Title IV, Part A: Student Support and Academic Enrichment
- Career and Technical Education - Perkins V Act
Title I, Part A - Improving Basic Programs
The purpose of Title I of ESSA is to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. Title I, Part A, supports campuses in implementing either a schoolwide program (SWP) or a targeted assistance program (TAP). All of La Porte ISD’s schools with the exception of the LPISD Academy of Viola Dewalt High School are Title I schoolwide programs.
Each Title I, Part A Schoolwide Program is required to have the following 3 elements:
- Element 1: Comprehensive Needs Assessment
- Element 2: Campus Improvement Plan
- Element 3: Parent and Family Engagement
Comprehensive Needs Assessment
Campuses operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that includes:
- Information on the academic achievement of students in relation to the challenging State academic standards, particularly the needs of those students who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the LEA.
The comprehensive needs assessment is a thorough process that includes the identification of areas of strength, areas of need, and a prioritization of needs based on a variety of data sources.
Campus Improvement Plan (CIP)
An eligible school operating a schoolwide program shall develop a comprehensive plan that—
- Is developed during a one-year period, unless: The LEA determines, in consultation with the school, that less time is needed to develop and implement the schoolwide program.
- Is developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers; principals; other school leaders; paraprofessionals present in the school; administrators, including administrators of other Title I programs; the LEA: and if appropriate, specialized instructional support personnel, technical assistance providers, school staff, students (if the plan relates to a secondary school), and other individuals determined by the school.
- Remains in effect for the duration of the school’s participation as a schoolwide program, except that the plan and its implementation shall be regularly monitored and revised, as necessary, based on student needs to ensure all students are provided opportunities to meet the challenging State academic standards.
- Is available to the LEA, parents, and the public, and the information contained in the plan is in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
- If appropriate and applicable, is developed in coordination and integrated with other Federal, State, and local services, resources, and programs, such as programs supported under ESSA; violence prevention programs; nutrition programs; housing programs; Head Start programs; adult education programs; career and technical education programs; and school implementing comprehensive support and improvement activities or targeted support and ESSA identified federal school improvement activities.
- Is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the LEA; and
- Includes a description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will—
- Provide opportunities for all children, including each of the subgroups of students, to meet the challenging State academic standards;
- Use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and
- Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include—
- Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;
- Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);
- Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (IDEA);
- Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and
- Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.
Parent and Family Engagement
A campus that receives Title I, Part A funds must conduct outreach to all parents and family members and implement programs, activities, and procedures for the involvement of parents and family members. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.
Campus specific requirements include:
- A written parent and family engagement policy which is developed jointly with parents and family members of participating childen at the campus level and updated periodically to meet the changing needs of parents in the school.
- As a component of the school-level parent and family engagement policy, each Title I, Part A school shall jointly develop with parents for all children served under Title I, Part A, a school- parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improving student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards.
To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and LEA assisted under Title I, Part A MUST:
- Provide assistance to parents to understand the State’s academic standards, the State and local assessment standards, and how to work with educators to improve their child’s achievement.
- Provide materials and training to help parents work with their child, such as literacy and technology training .
- Educate teachers, principals, and other staff , with the assistance of parents, in the value and utility of the contribution of parents and how to communicate with and work with parents as equal partners.
- In so far as it is feasible, coordinate and integrate parent involvement programs and activities with other Federal, State, and local programs.
- Provide information to families in a uniform format, and to the extent practicable, in a language parents can understand.
- Provide reasonable support for family engagement activities.
The purpose of Title II, Part A is to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of effective teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders. The intent of the funding is to support educators in their work to improve the overall quality of instruction and ensure equity of educational opportunity for all students.
Title II, Part A allowable activities included in the ESSA statute and in the Non-Regulatory Guidance from the U.S. Department of Education (issued on September 27, 2016) have been categorized into three areas of focus.
Recruiting and Retaining Effective Teachers and Principals
Title II, Part A allowable activities in the area of recruiting and retaining effective teachers and principals include activities in the following categories:
- Recruiting, Hiring, and Retaining Effective Teachers in High-Need Schools;
- Educator Induction and Mentorship Programs;
- Teacher Leadership;
- School Principal Support;
- Educator Cultural Competence;
- Recruiting Qualified Individuals from Other Fields; and
- Improving School Working Conditions.
Professional Development and Educator Growth
Title II, Part A allowable activities in the area of professional development and educator growth include activities in the following categories.
- Assessments and Data Analysis
- Career Readiness Education
- Child Sexual Abuse Prevention
- Early Childhood Instruction
- Effectively Teaching Children with Disabilities
- Effectively Teaching English Learners
- Evaluation and Support Systems
- Evidence-Based Professional Development
- Identification and Support of Gifted Students
- School Library Programs
- Supporting Students Affected by Trauma and/or Mental Illness
- STEM-Focused Professional Development
Other Evidence-Based Activities
Title II, Part A other evidence-based allowable activities can be categorized into the following categories.
- Reducing Class Size
- Carrying Out Other Evidence-Based Activities
Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.
Title III, Part A is meant to:
- Ensure that ELs, including immigrant children and youth, attain English proficiency and develop high levels of academic attainment in English;
- Assist all ELs, including immigrant children and youth, to achieve at high levels in academic subjects to meet the Texas Academic Standards;
- Assist and establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching ELs;
- Provide high-quality, effective professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), principals and other school leaders, administrators, and other school or community based-organizational personnel; and
- Promote parental, family, and community engagement activities and strategies that enhance or supplement language instruction educational programs for English learners.
The Elementary and Secondary Education Act of 1965, as reauthorized by the Every Student Succeeds Act (ESSA) of 2015, established Title IV, Part A, the Student Support and Academic Enrichment Grant Program (SSAE). The overarching goal of Title IV, Part A, is to increase the capacity of state education agencies, local educational agencies (LEAs), campuses, and communities to meet the following three goals:
- Provide all students access to a well-rounded education
- Improve academic outcomes by maintaining safe and healthy students
- Improve the use of technology to advance student academic achievement
- College and career guidance, counseling programs, such as postsecondary education and career awareness, and exploration activities, training counselors to effectively use labor market information in assisting students with postsecondary education and career planning, and financial literacy and federal financial aid awareness activities.
- Programs and activities that use music and the arts as tools to support student success through the promotion of constructive student engagement, problem solving, and conflict resolution.
- Programming and activities to improve instruction and student engagement in science,technology, engineering, and mathematics (STEM) subject areas, including computer science.
- Efforts to raise student academic achievement through accelerated learning programs.
- Activities to promote the development, implementation, and strengthening of programs to teach traditional U.S. history, civics, economics, geography, or government education.
- Instruction, programs, or activities in languages other than English or environmental education.
- Programs and activities that promote volunteerism and community involvement.
- Programs and activities that support educational programs that integrate multiple disciplines, such as programs that combine arts and mathematics.
- Other activities and programs to support student access to, and success in, a variety of well-rounded education experiences.
- Evidence-based drug and violence prevention activities and programs,
- School-based mental health services,
- High-quality training for school personnel, including specialized instructional support personnel, related to—
- suicide prevention;
- effective and trauma-informed practices in classroom management;
- crisis management and conflict resolution techniques;
- human trafficking;
- school-based violence prevention strategies;
- drug abuse prevention, including educating children facing substance abuse at home; and
- bullying and harassment prevention.
- Child sexual abuse awareness and prevention programs or activities
- Designing and implementing a locally-tailored plan to reduce exclusionary discipline practices in elementary and secondary schools, is consistent with best practices and includes evidence-based strategies, and is aligned with the long-term goal of prison.
- Implementation of school-wide positive behavioral interventions and supports, including through coordination with similar activities carried out under the Individuals with Disabilities Education Act (IDEA), in order to improve academic outcomes and school conditions for student learning.
- Designating a site resource coordinator at a school or LEA to provide a variety of services such as—
- establishing partnerships within the community to provide resources and support for schools;
- ensuring that all service and community partners are aligned with the academic expectations of a community school in order to improve student success; and
- strengthening relationships between schools and communities.
- Child sexual abuse awareness and prevention programs or activities
- Providing educators, school leaders, and administrators with the professional learning tools, devices, content, and resources to—
- use data and technology to improve instruction;
- personalize learning to improve student academic achievement;
- discover, adapt, and share relevant high-quality educational resources;
- use technology effectively in the classroom, including by administering computer assessments and blended learning strategies; and
- implement and support school- and district-wide approaches for using technology to inform instruction, support teacher collaboration, and personalize learning
- Building technological capacity and infrastructure, which may include procuring content and ensuring content quality and purchasing devices, equipment, and software applications in order to address readiness shortfalls
- Developing or using effective or innovative strategies for the delivery of specialized or rigorous academic courses and curricula using technology, including digital learning technologies and assistive technology
- Carrying out blended learning projects, which must include planning activities or ongoing professional development designed to support the implementation and academic success of the project aimed at teachers, principals, other school leaders or personnel. Planning activities may include—
- development of new instructional models, including blended learning technology software and platforms;
- purchase of digital instructional resources;
- initial professional development activities; and
- one-time information technology purchases, except that such expenditures may not include expenditures related to significant construction or renovation of facilities
- Providing professional development in the use of technology to enable teachers and instructional leaders to increase student achievement in STEM subjects, including computer science
- Providing students in rural, remote, and under-served areas with the resources to take advantage of high-quality digital learning experiences, digital resources, and access to online courses taught by effective educators
The federal legislation that funds career and technical education (CTE), the Carl D. Perkins Career and Technical Education Act, was most recently reauthorized in 2018 as the Strengthening Career and Technical Education Act for the 21st Century (Perkins V). Perkins V includes key changes that will impact the implementation of CTE programs, such as an added emphasis on programs of study, the addition of a Comprehensive Local Needs Assessment, and the introduction of new program quality indicators.
The Perkins V Act’s purpose is to develop more fully the academic knowledge and technical and employability skills of secondary and postsecondary students enrolled in CTE programs of study, primarily by
- Building on the efforts of states and localities to develop challenging academic and technical standards;
- Promoting the development of services and activities that integrate academic, career, and technical instruction, and that link secondary and postsecondary education for participating CTE students;
- Increasing state and local flexibility in providing services and activities designed to develop, implement, and improve CTE;
- Disseminating national research, and providing professional development and technical assistance, that will improve CTE programs of study, services, and activities;
- Conducting technical assistance that promotes leadership and professional development to improve the quality of CTE teachers, faculty, administrators and counselors;
- Supporting partnerships among secondary schools, postsecondary institutions, area CTE schools, local workforce investment boards, business and industry and intermediaries;
- Providing individuals with the skills to keep the United States competitive; and
- Increasing the employment opportunities for special populations.
Each eligible recipient that receives funds under this part shall use such funds to develop, coordinate, implement, or improve career and technical education programs to meet the needs identified in the comprehensive needs assessment described in section 134(c).
Funds made available to eligible recipients under the Perkins V grant shall be used to support career and technical education programs that are of sufficient size, scope, and quality to be effective and that—
- provide career exploration and career development activities through an organized, systematic framework;
- provide professional development for a wide variety of CTE professionals;
- provide within CTE the skills necessary to pursue high-skill, high-wage or in-demand industry sectors or occupations;
- support integration of academic skills into CTE programs;
- plan and carry out elements that support the implementation of CTE programs and programs of study and that result in increased student achievement; and
- develop and implement evaluations of the activities funded by Perkins.
The six requirements for eligible recipients of Perkins funding may be fulfilled entirely with Perkins funding or with a combination of Perkins and other funding sources. All six required uses of funds must be fulfilled for a district to receive Perkins funds.