Learning Assistance Program (LAP)
LAP offers supplemental services for K–12 students scoring below grade-level standard in English language arts (ELA) and mathematics. These services focus on accelerating student growth to make progress towards grade level. They may include academic readiness skill development or behavior supports. These services address barriers preventing students from accessing core instruction. The intent is for LAP students to
increase academic growth during the period of time they are provided services. LAP emphasizes research-based best practices designed to increase student achievement.
A student is eligible for LAP services if he/she scores below grade-level standard in ELA or mathematics. Districts must use
multiple measures of performance in determining student eligibility.
LAP Readiness to Learn (RTL) programs are designed to serve students significantly at risk of not being successful in school. These students do not need to have been identified as scoring below grade-level standard in math or ELA to participate in RTL programs. Each district determines the eligibility criteria for student participation in RTL programs.
Strengthening Student Educational Outcomes (SSEO), ESSB 5946 (2013) and amended by
SSB 5803 (2015) included several school and district mandates related to
Districts implementing LAP services must:
- Focus first on addressing the needs of K–4 students in reading or reading readiness skills;
- Use data when developing programs;
- Provide the most effective and efficient practices when implementing
supplemental instruction; and
Approximately 50 percent of LAP-enrolled students are in grades K-4 and receiving ELA or readiness services.
Up to five percent of a district’s total LAP allocation may be used for activities associated with
Readiness to Learn (RTL).
RTL programs provide academic and non-academic supports for students at risk of not being successful in school. They may be offered in partnership with community-based organizations. The goal of RTL is to reduce barriers to learning, strengthen engagement, and ensure all students are able to attend school ready to learn.
The district’s school board must approve any community-based partnerships (iGrants FP 218, p. 2).