reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 11 - Comparisons Strand › Section CVII-1103 - Comparisons Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A. Nature
				of Language-students demonstrate understanding of the nature of language
				through comparisons of the language studied and their own.
B. Beginning Stage Benchmarks. As students
				progress through the beginning stage of the continuum of classical language
				learning, what they should know and be able to do includes:
CP-1-B1
Demonstrating a basic knowledge of Latin and Greek
							 roots, prefixes, and suffixes by recognizing them in English words of Latin or
							 Greek origin
(1, 2, 3, 4)
CP-1-B2
Understanding some Latin or Greek phrases, mottoes,
							 and abbreviations used in English
(1, 2, 3, 4, 5)
CP-1-B3
Demonstrating an understanding of basic language
							 patterns of English as they relate to the structure of Latin and Greek
(1, 2, 4)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CP-1-D1
Demonstrating the relationship of Latin or Greek
							 words to their derivatives and cognates in English
(1, 2, 3, 4)
CP-1-D2
Demonstrating an increased use of English words from
							 or related to Latin or Greek
(1, 4)
CP-1-D3
Comparing and contrasting the language patterns and
							 grammar of Latin or Greek with the structure and grammar of English
(1, 2, 3, 4)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CP-1-E1
Demonstrating the relationship of Latin or Greek
							 words to their derivatives and cognates in English and applying some principles
							 of word building and word transfer
(1, 2, 4)
CP-1-E2
Demonstrating an enhanced ability to read, write,
							 understand, and speak English based on the vocabulary and grammar of Latin or
							 Greek
(1, 2, 4)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 11 - Comparisons Strand › Section CVII-1105 - Comparisons Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Concept of Culture' students demonstrate understanding of the concept of
				culture through comparisons of the cultures studied and their own.
B. Beginning Stage Benchmarks. As students
				progress through the beginning stage of the continuum of classical language
				learning, what they should know and be able to do includes:
CP-2-B1
Looking at the architectural features of the
							 buildings around them and recognizing the Greco-Roman elements in them
(1, 2, 3, 4, 5)
CP-2-B2
Comparing and contrasting aspects of their own public
							 and private life with those of the Greeks or Romans
(1, 2, 4, 5)
CP-2-B3
Comparing the themes and heroes of classical
							 mythology with the themes and heroes of their own folklore and culture
(1, 4, 5)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CP-2-D1
Identifying elements in their own art and literature
							 that have their basis in the Greco-Roman world
(1, 2, 3, 4)
CP-2-D2
Reflecting on classical influence on the political
							 institutions, law, and history of their own culture
(1, 2, 4, 5)
CP-2-D3
Recognizing in their reading of modern stories and
							 literature the influences of the myths and literature of the ancient
							 world
(1, 2, 3, 4)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CP-2-E1
Recognizing the influence of Greco-Roman history,
							 private and public life, art, and architecture on their own world and making
							 comparisons and drawing conclusions based on that knowledge
(1, 2, 3, 4, 5)
CP-2-E2
Comparing and contrasting elements of the literature,
							 mythology, and philosophy of their own world with those of the ancient
							 world
(1, 2, 3, 4, 5)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 13 - Communities Strand › Section CVII-1301 - Focus

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Communities
				Strand focuses on the application of the knowledge of Latin or Greek to wider
				linguistic and cultural communities. Knowledge of Latin or Greek enables
				students to develop a full understanding and appreciation of classical
				influences in today's world as they encounter other cultures. Understanding
				Greco-Roman culture provides students with a basis for interpreting events of
				the modern world. The tools of technology and telecommunication provide links
				to the resources of the worldwide classical community. Students also form links
				between classical languages and certain professional fields through their
				specialized terminology.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 13 - Communities Strand › Section CVII-1303 - Communities Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Participation-students use their knowledge of Latin or Greek in a multilingual
				world.
B. Beginning Stage
				Benchmarks. As students progress through the beginning stage of the continuum
				of classical language learning, what they should know and be able to do
				includes:
CT-1-B1
Presenting and exchanging information about their
							 language experience to others in the school and in the community
(1, 2, 3, 4, 5)
CT-1-B2
Recognizing the influence of Latin or Greek on the
							 specialized language of various professional fields and recognizing its use in
							 the media
(1, 2, 3, 4)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CT-1-D1
Combining the tools of technology with their
							 classical language skills to communicate with other students in a global
							 community
(1, 2, 3, 4, 5)
CT-1-D2
Interacting with community members who are involved
							 in a variety of careers to understand how they have used their study of
							 classical languages
(1, 3, 4, 5)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CT-1-E1
Using their knowledge of Latin or Greek in
							 communicating within the student and adult community of classical language
							 learners
(1, 2, 3, 4)
CT-1-E2
Using their knowledge of Latin or Greek in learning
							 other languages
(1, 2, 3, 4)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 13 - Communities Strand › Section CVII-1305 - Communities Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Application- students use their knowledge of Greco-Roman culture in a world of
				diverse cultures.
B. Beginning
				Stage Benchmarks. As students progress through the beginning stage of the
				continuum of classical language learning, what they should know and be able to
				do includes:
CT-2-B1
Recognizing from their study of Greco-Roman culture
							 that cultural diversity has been an integral feature of society from
							 antiquity
(1, 2, 3, 4, 5)
CT-2-B2
Sharing with others in schools and communities their
							 understanding of cultural differences in the Greco-Roman world
(1, 2, 3, 4, 5)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CT-2-D1
Comparing the issues that reveal cultural differences
							 in the ancient world with similar issues in modern cultures
(1, 2, 4)
CT-2-D2
Combining the tools of technology with their
							 knowledge of Greco-Roman culture to share cultural experiences
(1, 2, 3, 4)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CT-2-E1
Participating in the community of classical scholars
							 in cultural events, contests, lectures, and scholarship
(1, 3, 4)
CT-2-E2
Showing evidence of connecting the past to the
							 present by applying their knowledge of ancient cultures to their own thoughts
							 and actions
(1, 2, 3, 4, 5)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 1 - General Provisions › Section CXI-101 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Bulletin 118 is
				intended to provide Louisiana educators and education administrators with a
				unified and comprehensive guide to testing programs, policies, and procedures
				in the state.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 and R.S.
				  17:391.1391.11.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 1 - General Provisions › Section CXI-103 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana
				Legislature in Regular Session during the summer of 1997 amended and reenacted
				R.S.
				17:24.4(F) and (G)(1),
				relative to the Louisiana Competency-Based Education Program, to require
				proficiency on certain tests as determined by the state Board of Elementary and
				Secondary Education (SBESE) for student promotion and to provide guidelines
				relative to the content of pupil progression plans.
B. The amendment and reenactment of the
				Louisiana Competency-Based Education Program was the result of an
				ever-increasing demand by Louisiana taxpayers for a better accounting of
				educational dollars. Act 621, the Public School Accountability Law statute
				initiated the following guidelines, which continue in the Louisiana
				Competency-Based Education Program. The Public School Accountability Law called
				for:
1. the establishment of a program for
				shared educational accountability in the public educational system of
				Louisiana;
2. the attainment of
				established testing standards for education;
3. the provision of information for an
				analysis of the effectiveness of instructional programs through test assessment
				results; and
4. the annual
				assessment of students based on state content standards.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 1 - General Provisions › Section CXI-105 - Testing and Accountability

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Every school shall participate in a school accountability system based on
				student achievement as approved by the SBESE.
B. Under No Child Left Behind (NCLB), the
				Elementary and Secondary Education Act of 2002, a state's definition of
				Adequate Yearly Progress (AYP) must apply the same high standards of academic
				achievement to all public elementary and secondary school students in the state
				and result in continuous and substantial academic improvement for all students,
				including students with disabilities.
C. All LEAs must administer all assessments
				according to the testing schedule dates approved by SBESE.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:10.1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 1 - General Provisions › Section CXI-109 - Assessment Populations

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Classified Populations
1. Definition
Classified Population
-a population of
				  students that is identified for educational and accountability
				  purposes.
2. Regular
				Education Students. These are students who have not been identified as eligible
				for special education and related services.
3. Special Education Students. This group
				includes:
a. Students with Disabilities.
				These are students who have been evaluated in accordance with CFR
				300.530-300.536 as having mental retardation, a hearing impairment including
				deafness, a speech or language impairment, a visual impairment including
				blindness, serious emotional disturbance (hereafter referred to as emotional
				disturbance), an orthopedic impairment, autism, traumatic brain injury, and
				other health impairment, a specific learning disability, deaf-blindness, or
				multiple disabilities, and who, by reason thereof, needs special education and
				related services (
Federal Register
, Vol. 64, No.
				48);
b. Gifted and Talented
				Students. These are students who have been identified as possessing
				demonstrated or potential abilities that give evidence of high-performing
				capabilities in intellectual, creative, specific academic or leadership areas,
				or ability in the performing or visual arts and who require services or
				activities not ordinarily provided by the school in order to fully develop such
				capabilities (HR 637-Gifted and Talented Students Education Act of
				1999);
c.Section 504 Students.
				These are students with one or more disabilities according to the regulations
				for Section 504 of the Rehabilitation Act of 1973, which defines disability as
				a physical or mental impairment which substantially limits one or more major
				life activities. ( PL 95-602 Title 1, Sec.122 [a] [4]-[8]);
d. limited English proficient students. These
				are students who are aged 3 through 21; who were not born in the United States
				or whose native language is a language other than English; who are Native
				Americans or Alaska Natives or native residents of the outlying areas and come
				from an environment where a language other than English has had significant
				impact on their level of English language proficiency; or who are migratory,
				whose native language is a language other than English, and who come from an
				environment where a language other than English is dominant; and whose
				difficulties in speaking, reading, writing, or understanding the English
				language may be sufficient to deny them:
i.
				the ability to meet the state's proficient level of achievement on state
				assessments;
ii. the ability to
				successfully achieve in classrooms where the language of instruction is
				English; or
iii. the opportunity to
				participate in society.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 1 - General Provisions › Section CXI-111 - Limitations on Public Release of Assessment Data

Current through Register Vol. 50, No. 6, June 20, 2024
A. When the total N-count in any reporting
				category or group on an assessment report is nine or less, do not release the
				assessment data publicly.
B. When
				the total N-count in any reporting category or group on an assessment report is
				ten or greater and all students are reported at one achievement level, do not
				release the assessment data publicly.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-301 - Participation

Current through Register Vol. 50, No. 6, June 20, 2024
A. All persons
				involved in assessment programs must abide by the security policies and
				procedures established by the LDE and the SBESE.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:81.6 et seq., R.S. 416 et seq., and R.S.
				  441 et seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-303 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Access
access to secure test materials means
				  physically handling the materials, not reading, reviewing, or analyzing test
				  items or student responses, either before, during, or after testing, except
				  where providing approved accommodations.
Secure Materials
-test materials that contain
				  test items or student responses and to which access is restricted. Secure test
				  materials include:
1. student test
				booklets;
2. student answer
				documents;
3. student log-in
				information; and
4. any other
				materials that contain test items or student responses.
Testing Irregularity
-any incident in test
				  handling or administration that leads to a question regarding the security of
				  the test or the accuracy of the test data.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:81.6 et seq., R.S. 416 et seq., and R.S.
				  441 et seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-305 - Test Security Policy

Current through Register Vol. 50, No. 6, June 20, 2024
A. The state
				Board of Elementary and Secondary Education holds the test security policy to
				be of utmost importance and deems any violation of test security to be serious.
				The test security policy follows.
1. Tests
				administered by or through the SBESE shall include but not be limited to:
a. all alternate assessments;
b. all criterion-referenced tests (CRTs) and
				norm-referenced tests (NRTs).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-307 - Change of District Test Coordinator Notification

Current through Register Vol. 50, No. 6, June 20, 2024
A. If during the academic year the person
				appointed as district test coordinator changes, the district superintendent
				must notify the LDE, Division of Assessments and Accountability. The
				notification must be in writing and must be submitted within 15 days of the
				change in appointment.
1. The former district
				test coordinator must inform the new district test coordinator of passwords for
				LEAP
web
and LEAP
data
, location of placement
				tests, and location of "Old" GEE testing materials.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-309 - Erasure Analysis

Current through Register Vol. 50, No. 6, June 20, 2024
A. To
				investigate erasures on student answer documents for the multiple-choice
				portions of the state criterion-referenced and norm-referenced testing
				programs, the SBESE and the LDE have developed the following procedures.
1. Scoring contractors scan every answer
				document for wrong-to-right erasures, and the state average and standard
				deviation are computed for each subject at each grade level.
2. Students whose wrong-to-right erasures
				exceed the state average by more than four standard deviations are identified
				for further investigation. For each student with excessive erasures, the
				proportion of wrong-to-right erasures to the total number of erasures is
				considered.
3. Based on the
				criteria for excessive wrong-to-right erasures, scoring contractors produce the
				following reports.
a. District/School Erasure
				Analysis Report. This report identifies districts and schools within the
				districts whose answer documents have excessive wrong-to-right
				erasures.
b. Student Erasure
				Analysis Report. This report identifies individual students whose answer
				documents have excessive wrong-to-right erasures. The answer documents of
				students identified as having excessive wrong-to-right answers are available
				for review at the LDE upon request.
4. Once districts, schools, and individual
				students have been identified, the state superintendent of education sends
				letters to district superintendents stating that students in those districts
				have been identified as having excessive wrong-to-right erasures. Copies of the
				district/school and student erasure analysis reports are enclosed with the
				letters. Copies of the correspondence are provided to the Deputy Superintendent
				of Education, the Assistant Superintendent of the Office of Student and School
				Performance, the Director of the Division of Assessments and Accountability,
				and the district test coordinator.
5. The local superintendent must investigate
				the case of the irregularity and provide a report of the investigation and a
				written plan of action to the state superintendent of education within 30
				calendar days.
6. A summary report
				of erasure analysis irregularities will be presented to the SBESE after each
				test administration.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-311 - Addressing Suspected Violations of Test Security and Troubling Content in Written Responses (Constructed Responses, Short Answers, and Essays)

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Test
				Security Policy approved by the SBESE requires that the LDE establish
				procedures to deal with breaches of test security. District authorities provide
				the LDE information about voiding student tests because of student violations
				observed during test administration or violations by school personnel or others
				that have been reported. In addition, the scoring process produces information
				regarding written responses that have common elements, which indicate a student
				brought unauthorized materials to testing and used them to assist in writing;
				that indicate that teacher interference might have been a significant factor,
				and in which troubling content was evident. Procedures for dealing with these
				issues follow.
1. Violation by Student as
				Observed by Test Administrator
a. The test
				administrator must notify the school test coordinator about any suspected
				incident of cheating and provide a written account of the incident. Answer
				documents in such cases should be processed like all other answer
				documents.
b. The school test
				coordinator must then convene a school-level test security committee consisting
				at a minimum of the principal, the school test coordinator, and the test
				administrator to determine whether a test should be voided.
c. If it is deemed necessary to void the
				test, the school test coordinator must notify the district test coordinator of
				the void request in a letter written on school letterhead, signed by the school
				principal and the school test coordinator. The original account of the incident
				written by the test administrator must be enclosed.
d. The district test coordinator must then
				fax a completed void form to the LDE, Division of Assessments and
				Accountability, as directed in the
District and School Test
				Coordinators Manual
. The original Void Verification form, along with a
				copy of the school test coordinator's request for the void, must also be mailed
				to the LDE, Division of Assessments and Accountability, as directed in the
				manual.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-312 - Administrative Error

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Administrative errors that result in questions regarding the security of the
				test or the accuracy of the test data are considered testing irregularities. If
				it is deemed necessary to void the test, the district test coordinator must fax
				a completed void form to the LDE, Division of Assessments and Accountability,
				as directed in the
District and School Test Coordinators
				Manual
. The original void verification form, along with a copy of the
				account of the incident, must also be mailed to the LDE, Division of
				Assessments and Accountability, as directed in the manual.
B. If tests are voided by the district due to
				administrative error, the LEA superintendent, on behalf of individual students,
				may initiate a request to the state superintendent of education for an
				opportunity to retest prior to the next scheduled test administration on behalf
				of individual students.
C. If
				administrative errors result in a question of the accuracy of the test data,
				the LEA superintendent or the parent, or legal guardian of an affected student
				may initiate a request for an opportunity to retest prior to the next scheduled
				test administration. The LEA superintendent or parent must provide the state
				superintendent of education with school- and student-level documentation
				describing the administrative error.
D. If the LDE determines that an
				administrative error that allows for a retest did occur the tests will be
				voided. LDE will notify the LEA of the determination and of arrangements for
				the retest. The LEA must provide a corrective plan of action.
E. To offset costs involved in retesting, the
				vendor will assess the LEA a fee for each test.
F. The LDE will provide a report to the SBESE
				of retests due to administrative errors.
G. Administrative errors that result from
				failure to transfer answers from a test booklet onto an answer document require
				the following steps:
1. the LEA
				superintendent will place a request on behalf of individual students, which
				request must include a description of the administrative error and a corrective
				plan of action, to the state superintendent of education to have the testing
				vendor send to the district the student's test booklet and a new answer
				document;
2. the DTC and STC will
				transfer only the answers not initially transferred from the test booklet onto
				the new answer document; and
3. the
				DTC will return all testing materials to the vendor, who will assess the LEA a
				fee for the service.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-313 - Viewing Answer Documents

Current through Register Vol. 50, No. 6, June 20, 2024
A. A
				parent, guardian, student, school, or district must place a request to view an
				answer document through the district test coordinator.
B. The district test coordinator must send a
				written request to view the answer document to the LDE, Division of Assessments
				and Accountability. The request must include:
1. the student's name;
2. the student's state identification
				number;
3. the student's enrolled
				grade;
4. the type of assessment
				and the content area of the answer document or documents requested;
				and
5. the district name and code
				and school name and code where the student tested.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-315 - Emergencies during Testing

Current through Register Vol. 50, No. 6, June 20, 2024
A. For
				emergencies (e.g., fire alarms, bomb threats) that require evacuation of the
				classroom during administration of statewide assessments, the following
				procedures should be followed.
1. If the room
				can be locked, the test administrator should direct the students to place the
				answer document inside the test booklet and leave both on the desk. Before
				students are allowed back into the room, the test administrator should return
				to the room, pick up the test booklets, answer documents, and other secure
				materials, and then distribute them individually to the students when they have
				returned to their desks.
2. If the
				room cannot be locked and if at all possible, the test administrators should
				direct students to place the answer document on top of the test booklet and
				hand both along with any other secure materials to the test administrator as
				students file out of the room. Test administrators should carry the documents
				with them to their designated location outside the building. If return to the
				building is delayed, the school test coordinator should pick up and check in
				the materials from the test administrators.
3. If testing has not started prior to the
				emergency and the students have not yet opened their test booklets and answer
				documents, testing should start when students return to the room.
4. If students have opened their testing
				materials to begin testing and test security has been maintained, testing may
				continue after students return to the room.
5. If the test booklets have been opened and
				test security has been compromised, testing should not be continued. The answer
				documents should be sent to the testing company with the responses that were
				completed prior to the emergency.
6. As a precautionary measure, graduating
				seniors might be tested together in a single group or in several smaller groups
				so test security is easier to maintain if there is an emergency.
7. If test security has been compromised, the
				district test coordinator must notify the LDE, Division of Assessments and
				Accountability, as soon as possible.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-316 - Cell Phones and Other Electronic Devices

Current through Register Vol. 50, No. 6, June 20, 2024
A. If district and school policy allows for
				students and personnel to carry cell phones or other similar technological
				devices with imaging or text-messaging capability, test administrators must
				make certain that the devices are in the off position while test booklets and
				answers documents are in the vicinity.
1.
				Except for devices required for approved accommodations or online assessments,
				if a student is in possession of and/or uses a cell phone or electronic device
				in any manner during the administration of a statewide test, the phone or
				electronic device will be confiscated until assurance can be evidenced that all
				traces of information, in print, image, or verbal form, have been removed from
				all local and cloud storage and that no such traces remain on the
				device.
2. If evidence exists on
				the cell phone or other electronic device that indicates the device was used
				during the test administration and/or test material was recorded and/or
				transmitted, the students score is voided.
3. Violation of the no cell phone or
				electronic device Rule may result in discipline by the district in accordance
				with local policy.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 3 - Test Security › Section CXI-319 - E-mail Addresses for Nonpublic and Public School Test Coordinators

Current through Register Vol. 50, No. 6, June 20, 2024
A. All designated
				school test coordinators for nonpublic and public schools are required to
				provide the department with a valid work email address. Personal email
				addresses (Yahoo! Hotmail, Google, etc.) will not be accepted.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 5 - Test Coordinator Responsibilities › Subchapter A - District Test Coordinator › Section CXI-501 - District Test Coordinator Role

Current through Register Vol. 50, No. 6, June 20, 2024
A.
1. A district test coordinator's
				  responsibilities fall into three categories:
a. making arrangements for testing;
b. handling and maintaining the security of
				  test materials; and
c. training
				  school test coordinators, district special education directors/supervisors,
				  district Section 504 coordinators, district student information system
				  coordinators, and principals.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 9 - Kindergarten Developmental Readiness Screening Program › Section CXI-901 - Statement of Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. This Chapter
				provides for the implementation of local kindergarten developmental readiness
				screening programs as required by Act 146, Regular Session, 1986. Activities
				conducted under this Chapter shall be coordinated with other forms of screening
				conducted by the school district.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 (F) (1)
				  (b).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 9 - Kindergarten Developmental Readiness Screening Program › Section CXI-903 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Developmental
- the process of identifying
				  appropriate behavior by age level in areas such as motor skills, oral language
				  development, cognitive development, social-emotional development, auditory
				  discrimination, visual discrimination, and self-help skills.
Readiness Screening
- the process of
				  identifying the performance levels, skills, and abilities of young children
				  through gathering of information concerning their physical, intellectual,
				  emotional, and social development.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:391.11, R.S. 17.24.4 (F) (1) (b), and
				  R.S.
				  17:151.3.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 9 - Kindergarten Developmental Readiness Screening Program › Section CXI-905 - Target Population

Current through Register Vol. 50, No. 6, June 20, 2024
A. Every
				child entering public school kindergarten for the first time shall be screened
				with a nationally recognized developmental readiness instrument. If a student
				is identified as having a disability according to Bulletin 1508 and has a
				current multidisciplinary evaluation, he or she shall not be excluded from this
				screening. If appropriate developmental screening information from the current
				evaluation cannot be used, appropriate adaptations of the developmental
				screening instrument shall be made. The results of the screening shall not
				exclude any child who meets the age requirements from entering public school
				kindergarten.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17:139.11, 20,
				  R.S.
				  17:151.3,
				  R.S.
				  17:1941, and USCS §1400 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 9 - Kindergarten Developmental Readiness Screening Program › Section CXI-907 - Agency Administrative Participation

Current through Register Vol. 50, No. 6, June 20, 2024
A. Screening Instruments. Each school
				district shall elect and administer one nationally recognized readiness
				screening instrument from among those recommended by the LDE and approved by
				the SBESE. The results of this screening shall be used in placing children
				within a regular kindergarten classroom setting and planning their
				instructional programs to meet identified needs.
B. Administrative Timelines
1. Each school district shall submit to the
				LDE by the date established by the LDE and annually thereafter the name of the
				developmental readiness screening instrument selected for system-wide use by
				the local school board for the purpose of program implementation.
2. Beginning with the 1987-1988 academic year
				and annually thereafter, screening shall occur within 30 days before or after
				the opening date of school.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 9 - Kindergarten Developmental Readiness Screening Program › Section CXI-909 - State BESE-Approved Instruments

Current through Register Vol. 50, No. 6, June 20, 2024
A. Instruments Approved for Use in 1990.
				School districts that elected to use these instruments at that time can
				continue to use them. School districts cannot, however, now elect to use these
				instruments.
Name of Instrument
Publisher
Chicago EARLY Assessment
Educational Teaching Aids
Miller Assessment for Preschoolers
The Psychological Corporation
Developing Skills Checklist (DSC)
CTB McMillan/McGraw-Hill
Developmental Indicators for the Assessment of
							 Learning-Revised (DIAL-R)
American Guidance Service
B.
				Instruments Approved for Use in April 2001. School districts may use any of
				these instruments.
Name of Instrument
Publisher
Developmental Indicator for the Assessment of
							 Learning-Third Edition (DIAL-3)
American Guidance Service
Developing Skills Checklist (DSC)
CTB McMillan/McGraw-Hill
Brigance K & 1 Screen
Curriculum and Associates
Early Screening Inventory-Revised
Rebus
Screening Test for Education Prerequisite Skills
							 (STEPS)
Western Psychological Services
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 and
				  R.S.
				  17:391.11.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter A - General Provisions › Section CXI-1101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The LEAP is a
				  criterion-referenced testing program that is directly aligned with the state
				  content standards, which by law are as rigorous as those of NAEP. The LEAP
				  measures how well students in grades four and eight have mastered the state
				  content standards. Test results are reported in terms of achievement
				  levels.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 (F) (1)
					 (c).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter B - Achievement Levels and Performance Standards › Section CXI-1113 - Achievement Levels

Current through Register Vol. 50, No. 6, June 20, 2024
A.
1. The Louisiana achievement levels are:
a. advanced;
b. mastery;
c. basic;
d. approaching basic; and
e. unsatisfactory.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter B - Achievement Levels and Performance Standards › Section CXI-1115 - Performance Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Performance standards for LEAP English Language Arts, Mathematics, Science, and
				  Social Studies tests are finalized in scaled-score form. The scaled scores
				  range between 100 and 500 for science and social studies, and between 650 and
				  850 for English language arts and mathematics.
B. LEAP Achievement Levels and Scaled Score
				  Ranges-Grade 4
Achievement Level
English
Language
Arts Scaled
Score Range
Mathematics
Scaled Score
Range
Science
Scaled Score
Range
Social Studies
Scaled Score
Range
Advanced
790-850
796-850
405-500
399-500
Mastery
750-789
750-795
360-404
353-398
Basic
725-749
725-749
306-359
301-352
Approaching Basic
700-724
700-724
263-305
272-300
Unsatisfactory
650-699
650-699
100-262
100-271
C.
				  LEAP Achievement Levels and Scaled Score Ranges-Grade 8
Achievement Level
English
Language
Arts Scaled
Score Range
Mathematics
Scaled Score
Range
Science
Scaled Score
Range
Social Studies
Scaled Score
Range
Advanced
794-850
801-850
400-500
404-500
Mastery
750-793
750-800
345-399
350-403
Basic
725-749
725-749
305-344
297-349
Approaching Basic
700-724
700-724
267-304
263-296
Unsatisfactory
650-699
650-699
100-266
100-262
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:391.4(A).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter C - LEAP Achievement Level Descriptors › Section CXI-1125 - Introduction (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:391.4(B).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter C - LEAP Achievement Level Descriptors › Section CXI-1127 - Grade 4 Achievement Level Descriptors (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:391.4(A).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter C - LEAP Achievement Level Descriptors › Section CXI-1129 - Grade 8 Achievement Level Descriptors (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:391.4(A).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter D - LEAP Assessment Structure › Section CXI-1141 - Content Standards (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(A)(1)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter D - LEAP Assessment Structure › Section CXI-1143 - English Language Arts Tests Structure (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(A)(1)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter D - LEAP Assessment Structure › Section CXI-1145 - Mathematics Tests Structure (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(A)(1)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter D - LEAP Assessment Structure › Section CXI-1147 - Science Tests Structure (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(A)(1)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter D - LEAP Assessment Structure › Section CXI-1149 - Social Studies Tests Structure (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(A)(1)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 11 - Louisiana Educational Assessment Program › Subchapter D - LEAP Assessment Structure › Section CXI-1151 - Retests and Rescores

Current through Register Vol. 50, No. 6, June 20, 2024
A. Double
				  Jeopardy Rule. If a student scores at the required passing achievement level in
				  LEAP English Language Arts or Mathematics during an administration and then
				  retakes the test and scores below the required level on the retest
				  administration, the passing score will be used to determine
				  promotion.
B. Rescores
1. The district test coordinator must file a
				  request with the scoring contractor within 20 working days from the date the
				  district receives the individual student scores. All requests must be made on
				  or before the deadline date identified by the testing contractor and the LDE.
				  Requests received after the deadline will not be honored.
2. Only rescores of tests from the most
				  recent administration may be requested.
3. All requests for rescoring require a fee,
				  which is established by and paid to the scoring contractor.
4. Students may request a rescore at
				  specified achievement levels scaled score ranges and subject area of LEAP tests
				  if the following criterion are met, the rescore will be expedited.
a. English Language Arts and Mathematics-
				  grades 4 and 8. The test has a scaled score five points below the Basic or
				  Approaching Basic achievement level.