Judgment and Order for Specific Performance Judgment and Order for Specific Performance Texas by ckx17533

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									                                              Laredo Independent School District                                              Category ______
                                         Bilingual/ESL/Immigrant/Migrant Department                                           Year _______
                                     Evidence of Inadequate Foundation of Learning
Part I: Must be filled out by classroom teacher or designee at Middle or High School (i.e. Bil/ESL Teacher)
Campus: ____________________                      Year: _____-______
Student: ______________________                               ID# ______________                      Grade: _____________

Place a check next to each method(s) used to determine inadequate foundation of learning outside the U.S.
                            Assessments: Record OLPT and at least 1 Academic Assessment
    Most recent OLPT: Date: _______ English Level: ______ RS: ______ Spanish Level: ______ RS: ______
                                                                                                       Grade              English & Spanish Score
                             Academic Assessment(s)                                          Date
                                                                                                       Level     R/ELA      W        M      Sci             SS
      Released RPTE               Year of Test ________
                                      Additional Academic Assessments                                             E   S   E   S      E   S    E     S   E    S
      Released TAAS or TAKS (circle one) Year of Test 2003
      TPRI or Tejas LEE (for 3rd grade students)
      TEKS diagnostic assessment
      State approved assessment for students in bilingual/ESL programs.
   See manual for examples of diagnostic assessments and state approved assessments
Keep this form and supporting documentation in student's permanent record file.
  ____________________________                                         ______________________________________ _________
           Teacher's Signature                      Date                     LPAC Administrator's or Designee's Signature                    Date
                If Part I information indicates inadequate foundation continue with Part II: Instructional Interventions
Part II: Must be filled out by classroom teacher or designee at Middle or High School (i.e. Bil/ESL Teacher)
______________ has been found to have an inadequate foundation of learning in certain skills required by the TEKS
curriculum at the grade level of enrollment. Listed below are the linguistic/academic skills from previous grades or
assessments that need to be strengthened.
                                Linguistic                                                                            Academic



                                                             Strengths and Interests:
______________ has shown the following academic strengths/special interests, which may help his/her instructors.

Description of Instructional interventions
The following instructional interventions are being implemented to target the student's educational needs and accelerate progress.
                                Linguistic                                                                            Academic
Interventions:                                                                             Skill Interventions:


Accomodations:


   ____________________________                        ______________________________________
          Teacher's Signature             Date                 LPAC Administrator's or Designee's Signature    Date
Review of Instructional Interventions:
Use the space below to review the instructional interventions and modify them as needed based on student's progress.
It is recommended that the LPAC review these interventions in the Fall and Spring semesters.
                  Review 1 (Fall Semester)                                         Review II (Spring Semester)



                                          ___________
     Signature of LPAC member/designee         Date         Signature of LPAC member/designee                                                       Date
Continue with Part III on back side to see if student meets state exemption criteria.

         LISD Official Form 802-014                                      Page 1 of 2
         Last Update: January 2005                                       (Front Side)
TAKS Areas: ____R/ELA ____ W                      Laredo Independent School District                                                 Category ______
___M ____ Sci ____ SS                   Bilingual/ESL/Immigrant/Migrant Department                                                   Year ______
                              Documentation of Insufficient Progress by Spring of _____ - _____
Part III: Must be filled out by classroom teacher or designee at Middle or High School after Parts I & II
Student: _________________________________                            Grade:______             ID # ___________ Campus: ____________
This student is not progressing satisfactorily in the TEKS required at his/her grade level of enrollment either in English or
Spanish (if applicable). This judgment is based on the following (check one or more if applicable):
     Review of student's general classroom performance and/or grades: (record most recent grades)
     Reading ______ Math ______ Lang. Arts ______ Science ______ Social Studies or History ______ ESL _____
     Reading Level _________
     Local Benchmarks/Released Tests: (record language and most recent score)
     Reading ______ Math ______ Lang. Arts ______ Science ______ Social Studies or History ______
    Teacher observations:(Ongoing informal assessments e.g. checklists or inventories used to measure TEKS academic skills at this grade level)
    The student's difficulty with the English used in class, texts, and tests will not provide a valid & reliable measure of academic skills (ESL).
    If student is exempt from math and will participate in the LAT administration, record the linguistic accommodations here.


    Teacher Signature(s) ________________________________                                                Date: __________________
    LPAC Designee's Signature: ___________________________                    Date: __________________
Note: Use the information on the student's Report Card, portfolio, gradebook, PGP (HS) and/or other pertinent
documentation to assess the student's current progress.

All information on Parts I, II, III, & IV must be complete in order to exempt a LEP student from any or all TAKS assessments.
Part IV: State Exemption Criteria for LEP Students to be filled out by LPAC Committee
General Criteria: Each box must be checked to meet criteria!
    Student is LEP and is a           Student is an Immigrant         Student has been enrolled          Student in year 2 has not yet scored Advanced High
    Bilingual or ESL Program          or a Recent Arrival (lived      in U.S. schools 3 years or         in RPTE. Student in year 3 has not yet scored
    Participant                       out of U.S. for 2               less (a partial year counts        Advanced or Advanced High in RPTE.
                                      consequtive yrs.)               as 1 year)
Specific Criteria: Each box in the applicable category must be checked to meet criteria!
   Category 1: Immigrant/Arrival LEP students in the Bilingual Category 2: Immigrant/Arrival LEP students in the ESL
                      Program grades 3 - 6                     Program in grades 3 - 10 (11th only 1 postponement)
                             Year 1                                                      Year 1
    The student's schooling outside the U.S. did not provide the foundation of           The student's schooling outside the U.S. did not provide the
    learning that Texas requires and measures on TAKS.                             foundation of learning that Texas requires and measures on TAKS,
                                                                                   whether the foundation is in knowledge of the English language or specific
    The student's progress by the spring of the school year has not been
                                                                                   academic skills and concepts in the subjects assessed.
    sufficient to make up for the difference in schooling outside the U.S.

                                    Year 2                                               The student's progress by the spring of the school year has not been
    While residing outside the U.S., the student did not receive schooling for     sufficient to make up for the differences in his or her schooling outside the
    periods of time totaling at least one school year.                             U.S.

    The extensive absence of schooling outside the U.S. resulted in such limted                                   Year 2
    academic achievement and/or literacy that by the spring of the student's          By the spring of the second school year in the U.S., the student
    second or third school year in U.S., an assessment in either English or     continues to lack the academic language proficiency in English necessary
    Spanish is still an inappropriate measure of the student's academic         for TAKS in English to provide a valid and reliable measure of the student's
    progress.                                                                   academic progress.
                                    Year 3                                                                           Year 3
    While residing outside the U.S., the student did not receive schooling for           By the spring of the third school year in the U.S., the student
    periods of time totaling at least two school years.                            continues to lack the academic language proficiency in English necessary
                                                                                   for TAKS in English to provide a valid and reliable measure of the student's
    The extensive absence of schooling outside he U.S. resulted in such limted     academic progress.
    academic achievement and/or literacy that by the spring of the student's
    second or third school year in U.S., an assessment in either English or
    Spanish is still an inappropriate measure of the student's academic
    progress.




      LISD Official Form: 802-015                                      Page 2 of 2
      Last Update: January 2005                                        Back Side
LISD Official Form: 802-015   Page 2 of 2
Last Update: January 2005     Back Side

								
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