Lamar CISD - District Information - Lamar Consolidated ISD

At-Risk (Accelerated and
Compensatory Education Services)
At-Risk (Accelerated and Compensatory Education)
services are provided to students under the age of
21 who meet the following indicators that might lead
to being at-risk for dropping out of school:
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State Criteria
A. Is in grade 7-12 and did not maintain
an average equivalent to 70 on a scale
of 100 in two or more subjects in the
foundation curriculum during a semester in
the preceding or current school year or is not
maintaining such an average in two or more
subjects in the foundation curriculum in the
current semester;
B. Was not advanced from one grade level to
the next for one or more school years;
C. Did not perform satisfactorily on an
assessment instrument administered to the
student under TEC Subchapter B, Chapter
39 and who has not in the previous or current
school year subsequently performed on that
instrument or another appropriate instrument
at a level equal to at least 110 percent of
the level of satisfactory performance on that
instrument;
D. Is pregnant or is a parent;
E. Has been placed in an alternate education
program in accordance with TEC 37.006
during the preceding or current school
year;
F. Has been expelled in accordance with TEC
37.007 during the preceding or current
school year;
G. Is currently on parole, probation, deferred
prosecution, or other conditional release;
H. Was previously reported through the Public
Education Information Management System
(PEIMS) to have dropped out of school;
I. Is a student of limited English proficiency, as
defined by TEC 29.052;
J. Is in custody or care of the Department of
Protective and Regulatory Services or has
during the current school year been referred
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to the department by a school official, officer
of the juvenile court, or law enforcement
official;
K. Is homeless, as defined by 42 J.S.C. Section
11302, and its subsequent amendments;
L. Or resided in the preceding school year
or resides in the current school year in a
residential placement facility, in the district,
including a detention facility, substance
abuse treatment facility, emergency shelter,
psychiatric hospital, halfway house, or foster
group home.
Local Criteria
M. Absent more than 9 days in a semester;
N. Determined to be truant by the judicial
system;
O. Exhibits serious or chronic misconduct that
negatively affects academic performance
and requires removal from the student’s
regular classroom instruction for more than
9 days in a semester.
Section 504 Services
Students with physical and/or mental disabilities that
impact their educational achievement as determined
by a 504 Committee receive accommodations
and support services as specified in an Individual
Accommodation Plan (IAP). Students enroll in
coursework with non-disabled peers and must meet
credit requirements and master the Exit TAKS in
order to earn a high school diploma.
Course content for 504 students is not modified or
changed. However, strategies that accommodate
the student’s disability and are needed to facilitate
academic success are provided. The student’s
Individual Accommodation Plan is reviewed annually
and changes are made based on educational
progress.
Dyslexia
Dyslexia screening and identification are conducted
in accordance with the State Board of Education
Guidelines. Each campus has a dyslexia specialist
who participates in screening and planning for
students. The campus dyslexia instructional program
falls under the Section 504.
Programs for Severely
Disabled Students
An individualized training program is provided for
students through all special education courses.
Each student’s course of study is designed by the
ARD-IEP committee that specifies content objectives
and mastery required. Special education programs
and course objectives for the severely disabled are
developed to meet the unique needs and capabilities
of each student.
English As A Second Language
English as a Second Language services are provided
to students who are English Language Learners
(ELL) by the Language Proficiency Assessment
Committee (LPAC). Eligibility is based on response
to the home language survey (indicating a language
other than English is spoken in the home), an oral
language proficiency test, and a norm referenced
achievement test.
The program is designed to enable limited English
speaking students to become competent in
comprehension, speaking, reading, and composition
of the English language. The program emphasizes the
mastery of English/language skills, in mathematics,
science, and social studies. The program addresses
the affective, linguistic, and cognitive needs of ELL
students.
The ESL education program applies accommodations
to the instruction, pacing, and materials ensuring
that ELL students have a full opportunity to master
the Texas Essential Knowledge & Skills. The ESL
program is an integral part of the regular educational
program and is supported by the English Language
Proficiency Standards. (ELPS). ELL students enroll
in ESL courses based on their level of proficiency
in English and participate with English speaking
peers in all other courses. Assistance with English
coursework is provided by ESL staff.
Junior High Course Offerings
Lamar CISD makes a concerted effort to avail
all programs to students; however, some
courses may not be available due to staffing
and class size. All prerequisites specified for
a course are to be met prior to registering
unless waived by the building principal.
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Required Courses
English as a Second Language (ESL)
Prerequisite: LPAC approval
Open to students who demonstrate limited Englishspeaking
proficiency.
English (grade 7)
This course emphasizes complex presentations, including
analysis of speaker’s persuasive techniques and credibility.
Students will use different forms of writing for specific purposes.
Writing incorporates varied sentence structure and verb tense.
Data for research is drawn from primary and secondary sources.
English (grade 8)
This course emphasizes complex presentations, reading
selections, and writing. Students read classic, contemporary
and informational texts. Students will use different forms of
writing for specific purposes.
Reading (grade 7)
This course concentrates on developing critical thinking
and problem-solving skills as students gain knowledge of
the elements of literature. Selection emphasizes reading
in classic, contemporary, and informational texts. Reading
skills stressed include the contributions of style, tone, and
mood to the understanding of text.
Critical and Creative Thinking Seminar (grade 7 GT)
Students will develop and demonstrate skills in
creative problem solving, critical thinking, research and
communication. Seventh grade GT students are required
to take “Critical and Creative Thinking Seminar” and/or a
foreign language course.
Reading Improvement or Math Enrichment (grades 7 and 8)
These courses are designed to increase student knowledge
and skills in mathematics or reading concepts. Instruction
is focused on specific areas of need as identified by the
state competency tests.
Math (grade 7)
Mathematics Grade 7 focuses on using proportional
relationships in a variety of problem solving situations.
Students apply addition, subtraction, multiplication, and
division of decimals, fractions, and integers. Patterns,
relationships, and algebraic thinking are used to represent
relationships numerically, geometrically, verbally, and
symbolically. Topics include solving equations, geometry
and spatial reasoning, measurement, and probability and
statistics. Critical thinking and problem solving skills are
emphasized.