Current through Register Vol. 50, No. 3, March 20, 2024
A. Beginning with the end of the 2022-2023
school year and at the end of each school year thereafter, each local education
agency shall identify, based on a preponderance of evidence of student learning
relative to literacy, a plan for third grade students who have scored below
"basic" achievement level in English language arts and are identified as
reading below grade level, that would enable them to successfully transition to
the next grade level. Third grade students who have not met such an acceptable
level of performance may be retained or promoted; but in either case shall be
provided with an individual student literacy plan that adheres to the following
requirements:
1. The school shall convene an
in-person meeting with the student's parents or legal custodian, all teachers
of core academic subjects, and specialized support personnel, as needed, to
review the student's academic strengths and weaknesses relative to literacy,
discuss any other relevant challenges, and formulate an individual student
literacy plan designed to assist the student in achieving proficiency in
literacy. All participants shall sign the documented plan, using a template
provided by the department, and shall meet to review progress at least once
more before the next administration of the LEAP assessment.
2. The student shall be provided with focused
literacy interventions and supports based on the science of reading designed to
improve foundational literacy.
3.
The student requiring an individual student literacy plan shall be identified
as such in the state student information system (SIS).
4. The student shall be afforded the
opportunity to receive on-grade level instruction and focused literacy
interventions based on the science of reading during the summer.
5. Each LEA shall adopt a written policy
pertaining to the development of the individual student literacy plan. This
policy shall be included in the pupil progression plan of the LEA and could
include the following specific student supports; daily targeted small-group
interventions, before and after school literacy intervention provided by a
teacher or tutor with specialized literacy training, and at-home literacy
programs that include literacy workshops for the parents and legal guardians of
students and web-based or parent-guided home literacy activities.
6. The department may audit a random sampling
of students in each local education agency identified pursuant to Subsection A
of this section each year.
B. Beginning with the end of the 2017-2018
school year and at the end of each school year thereafter, each local education
agency shall identify a plan, based on a preponderance of evidence of student
learning, fourth grade students who have scored below "basic" achievement level
in at least two core academic subjects, including English language arts,
mathematics, science, and social studies, that would enable them to
successfully transition to the next grade level. Fourth grade students who have
not met such an acceptable level of performance may be retained or promoted,
but in either case, shall be provided with an individual academic improvement
plan that adheres to the following requirements.
1. The school shall convene an in-person
meeting with the student's parent or legal custodian, all teachers of core
academic subjects, and specialized support personnel, as needed, to review the
student's academic strengths and weaknesses, discuss any other relevant
challenges, and formulate an individual academic improvement plan designed to
assist the student in achieving proficiency in all core academic subjects. All
participants shall sign the documented plan, using a template provided by the
department, and shall meet to review progress at least once more before the
next administration of the LEAP assessment.
2. The student shall be provided with
focused, on-grade level instructional support that is appropriate to the
content area(s) in which the student has not yet achieved proficiency.
Instruction shall be aligned with state academic content standards.
3. The student requiring an academic
improvement plan shall be identified as such in the state student information
system (SIS).
4. The student shall
be afforded the opportunity to receive on-grade level instruction during the
summer.
5. Each LEA shall adopt a
written policy pertaining to the development of individual academic improvement
plans. This policy shall be included in the pupil progression plan of the
LEA.
6. The department shall audit
a random sampling of students in each local education agency identified
pursuant to Subsection A of this Section each year.
C. The department shall provide to each LEA a
roster of third and fourth grade students who are eligible for consideration
under Subsection A and B of this chapter. Such roster shall assist the LEA in
making final determinations relative to students'individual academic plans
and/or individual literacy plans required pursuant to this Section.
1. The decision to retain a student as a
result of his/her failure to achieve the standard on the LEAP shall be made by
the LEA in accordance with the local pupil progression plan. The department
shall provide guidance to LEAs on retention considerations.
2. The individual literacy plan and/or
academic improvement plan required in this Section shall continue to be in
effect until such time as the student achieves a score of "basic" in each of
the core academic subjects that initially led to the development of the
student's individual academic plan and/or literacy plan.
AUTHORITY NOTE:
Promulgated in accordance with R.S. 17.7;
R.S.
17:24.4;
R.S.
17:24.9; and
R.S.
17:24.10.
