Academics

Alcohol/Substance Abuse Treatment
Billye Trader, LPISD Exec. Director, Special Programs
281-604-7034

Child Welfare
Department of Family and Protective Services (CPS)
800-252-5400

Communities in Schools (CIS)
Jessica Cotton-Bernard (LXJH) 
Jonathan Pena  (LPJH) 
Christina Vasquez (LPHS)

Community Youth Services (CYS)
Sherrita Rachal – 281-604-6788

Counseling Services
Billye Trader, LPISD Exec. Director, Special Programs
281-604-7034

Dropout Prevention
Todd Schoppe,  LPISD Director, Parent Assistance and Engagement
281-604-7083
LaTeresa Wilson, LPISD Attendance Officer
281-604-7873

Federal/State Programs
Jennifer Green, LPISD Director, Fed/State programs
281-604-7035

Homebound Services
Billye Trader, LPISD Exec. Director, Special Programs
281-604-7034

Homelessness/Foster
Jennifer Green, LPISD Director, Fed/State programs
281-604-7035

Juvenile Justice
LaTeresa Wilson, LPISD Attendance Officer
281-604-7873

Mental Health Services
Billye Trader, LPISD Exec. Director, Special Programs
281-604-7034

Pregnant/Parenting Students
Nancy Ojeda (Parent Education and Parenting Program)
281-604-6936 (DeWalt office)
281-604-7700 (LPHS)

Programs Outside of School
Elisha Thompson, LPISD Athletic Dir. (UIL Athletics)
281-604-7672
Matt Burke, LPISD Fine Arts Dir. (Fine Arts)
281-604-7040
Campus Principals  - (ACE – La Porte and Bayshore Elem.; UIL Academics; clubs)

Truancy Prevention/Intervention
LaTeresa Wilson, LPISD Attendance Officer
281-604-7873

Tutoring
Campus principals/counselors
 

Mission statement

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 Programs

Grades PK-6

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.

English as a Second Language (ESL) Program

Grades PK-12

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.

Links

The Texas Education Code (TEC), §28.023, allows students in primary grades to accelerate a grade level and students in secondary academic courses to earn credit for a course on the basis credit by examination. La Porte ISD utilizes the Credit-by-examination assessments (CBEs) from The University of Texas at Austin.

La Porte ISD is required to provide at least one window each quarter for students to test, unless the exam selected by the district has a different administration schedule. Students may take a specific exam only once during each testing window. There is no charge for examinations for acceleration.  We must provide opportunities for a student who is homeless or in substitute care who transfers to the district after the start of the school year to be administered a CBE at any point during the school year.

Contact your child's school counselor for more information.

Dr. Alicia Upchurch
Executive Director of Elementary Education
(281) 604- 7027 Office
(281) 604-7026 Fax

Welcome to Elementary Education!

Enrollment Requirements

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.)

PreKindergarten Program

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 La Porte Elementary, and College Park Elementary.

• PreK students whose home campus is Bayshore, Jennie Reid, or Rizzuto will attend La Porte 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 College Park Elementary.

Age Requirements

• 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.

Immunization Requirements

District policy and state law require proof that each student enrolled in La Porte ISD schools be immunized for:

• Polio              
• Hepatitis A
• Hepatitis B
• DPT/Dtap/DT/Tdap/Td
• MMR
• Varicella (Chickenpox)

Attendance Requirements

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.

Grading Policy

• 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* 

What is foster care?

When children can't live safely at home and an appropriate non-custodial parent, relative, or close family friend is currently unable or unwilling to care for them, the court can give temporary legal possession to Children Protective Services (CPS) and that agency temporarily places theses children in foster care.

Foster care setting include:

• Kinship Caregiver homes;
• Foster family homes;
• Foster family group homes;
• Residential group care facilities; and
• Facilities overseen by another state agency.

Foster care is meant to be temporary until a permanent living arrangement is found and CPS no longer has legal custody of the child. However, for some children, it can become permanent. CPS strives to ensure quality services for children in foster care. However, children in foster care may have to change placements several times while in foster care due to a variety of factors, such as licensing standards violations, court rulings, or changes in the foster home or facility. CPS consistently works towards increasing placement options to better match the needs of each individual child.

In Texas, CPS and the Texas Education Code use the term "substitute care" to refer to all children who are in the legal custody of CPS, including children who are placed either with a relative or in a licensed foster care placement.  "Conservatorship" is a term also used in the Texas Education Code and by CPS to describe the status of a youth who is placed in legal custody by court order with Texas Department of Family and Protective Services. (DFPS) Although not commonly referenced, "substitute care" is interchangeable with the term "conservatorship."

Two Types of Conservatorship 

TEMPORARY MANAGING CONSERVATORSHIP (TMC):
DFPS may be the TMC while he agency works with the family on a reunification plan (short term); or

PERMANENT MANAGING CONSERVATORSHIP (PMC):
DFPS may be named the Permanent Managing Conservator for a child until custody is given to another individual or until the youth turns 18 (long term).

 

For more information on students in Foster Care, Contact:

Jennifer Green, Director of Federal and State Programs
281-604-7033

2023-24 GT Manual 2023-24 Manual Comprensivo del Programa de Dotados y Talentosos 

G/T Referral Form  The Perfectionists of Giftedness

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.

Program Design

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     
• Projects)
• 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   
• Projects)
• 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

 

Twelve Traits of Giftedness: A Non-Biased Profile

Trait, Aptitude, Behavior	General Description	How It May Look
Motivation Evidence of desire to learn.	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.
Interests Intense, sometimes unusual, interests	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.
Communication Skills Highly expressive with words, numbers, or symbols	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.
Problem-Solving Ability Effective, often inventive, strategies for recognizing and solving problems.	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.
Memory Large storehouse of information on school or non-school topics.	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.
Inquiry/Curiosity 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.
Insight 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.
Reasoning Logical approaches to figuring out solutions.	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.
Imagination/Creativity 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.
Humor 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.
Sensitivity 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.

House Bill 3 (HB 3) amends the Texas Education Code (TEC) to add Sec. 11.185 and 11.186 to include plans that target early childhood (EC) literacy and math proficiency and college, career, and military readiness (CCMR).

• Early childhood plans are required to include:
  • annual goals for aggregate student growth on 3rd grade math and reading STAAR;
  • annual targets for students in each group evaluated under closing the gaps domain;
  • targeted professional development for classroom teachers in kindergarten through 3rd grade for campuses that the board identifies as not meeting the plan’s goals and that considers the unique needs of students in bilingual education or special language programs.
  • annual targets that may be set for students in bilingual or ESL programs.

• College, career, and military readiness plans are required to include:
  • annual goals for aggregate student growth on CCMR readiness indicators evaluated under the student achievement domain; and
  • annual targets for students in each group evaluated under closing the gaps domain.

HB 3 Board Outcome Goals

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
• District-sponsored
• Campus-sponsored

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.

Information for Parents of School-Age Youth 
Información para Padres de Jóvenes en Edad Escolar

Contact Todd Schoppe, Director of Parent Assistance and Engagement, at 281-604-7083 or your nearest school for assistance.