reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-309 - Strand-Instructional Design

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. Once
				  STAR students understand themselves, others, and historical influences, they
				  are ready to embark on learning about the practice of teaching.
1. Standard 6. STAR students will identify
				  and model effective instruction and assessment practices.
a. Benchmark 6A. The student will relate
				  motivation to learner performance.
6A-1
Describe external and intrinsic motivation.
6A-2
Connect teacher action to student motivation.
b.
				  Benchmark 6B. The student will identify the basic elements of a lesson plan.
6B-1
Explain basic parts of lesson plans (i.e.,
								anticipatory set, modeling, guided practice, independent practice, evaluation,
								closure).
6B-2
Explain how sequencing of activities can enhance
								learning.
6B-3
Describe how parts of a plan work together to form
								an effective lesson.
c.
				  Benchmark 6C. The student will describe a variety of teaching practices,
				  methods, and techniques.
6C-1
Examine scientifically-based teaching practices in
								a variety of content areas.
6C-2
Match teaching practices with diverse student
								needs.
d.
				  Benchmark 6D. The student will construct lesson plans to meet the diverse needs
				  of all learners.
6D-1
Write a lesson plan that includes all basic
								elements.
6D-2
Delineate on the lesson plan how diverse needs are
								met.
6D-3
Reflect on the planning process.
e.
				  Benchmark 6E. The student will apply a variety of teaching practices, methods,
				  and techniques.
6E-1
Utilize appropriate practices in specific
								settings.
6E-2
Incorporate more than one practice, method, and/or
								technique in a lesson.
f.
				  Benchmark 6F. The student will construct appropriate assessments.
6F-1
Identify different assessment methods.
6F-2
Create a sample assessment device.
6F-3
Justify how and with whom the device should be
								used.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-311 - Strand-Management

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. This
				  strand focuses on the crucial role of management in effective teaching and
				  learning. This management focus includes time management, classroom/school
				  management, and stress as it affects teaching and learning.
1. Standard 7. STAR students will explain the
				  role management plays in the classroom and school.
a. Benchmark 7A. The student will assess the
				  impact of school climate and organization on learning.
7A-1
Define classroom management.
7A-2
Define time management and discuss its
								relationship to learning.
7A-3
Provide examples of an "inviting" an "uninviting"
								classroom and/or school.
7A-4
Examine how the physical arrangement of a
								classroom impacts learning.
b.
				  Benchmark 7B. The student will recognize various behavior management
				  strategies.
7B-1
Identify behavior management strategies that are
								proactive (i.e., assertive discipline, student generated rules, token economy).
7B-2
Examine various methods for decreasing conflict
								(i.e., peer mediation, conflict resolution, etc.).
c.
				  Benchmark 7C. The student will examine stress and its effects on learning and
				  teaching.
7C-1
Identify stress factors for both teachers and
								students.
7C-2
Explain methods of stress management.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-313 - Strand-Technology

Current through Register Vol. 50, No. 6, June 20, 2024
NOTE: While technology is treated as a separate strand, it
					 should also be embedded into all of the other strands and should be interwoven
					 through the curriculum.
A. Focus. In
				  order to produce citizens that are able to deal with the rigors of a highly
				  technological world, STAR students must be well versed in a variety of
				  technologies and be able to impart this knowledge to learners.
1. Standard 8. STAR students will utilize
				  technology to enhance planning and learning.
a. Benchmark 8A. The student will use
				  appropriate technology to locate, evaluate, and collect information from a
				  variety of sources (K-12 Tech Standards).
8A-1
Examine how and where to find technology to meet a
								variety of needs.
8A-2
Utilize a variety of technological sources to meet
								diverse needs in and out of the classroom.
b.
				  Benchmark 8B. The student will use available technology to produce a variety of
				  works.
8B-1
Create lesson plans using technology.
8B-2
Create teaching materials using technology.
c.
				  Benchmark 8C: The student will collaborate with peers, experts, and others to
				  compile, synthesize, and disseminate information, models, and other creative
				  works (K-12 Tech Performance Indicators).
8C-1
Assemble information with peers through
								technological means.
8C-2
Publish materials utilizing technology.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-315 - Strand-Field Experiences

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  The focus of this strand is to immerse STAR students in a variety of field
				  experiences. Through observations in a myriad of settings and situations, STAR
				  students will be able to make informed choices regarding their goals for the
				  future.
1. Standard 9. STAR students will
				  participate in a variety of field experiences.
a. Benchmark 9A. The student will observe in
				  a variety of educational settings.
9A-1
Job shadow school personnel.
9A-2
Observe at all levels: pre-school, elementary,
								middle, high school, and special education programs.
9A-3
Observe a school board meeting.
9A-4
Visit an education facility/site apart from a
								traditional school.
b.
				  Benchmark 9B. The student will participate in educational activities at their
				  assigned school(s).
9B-1
Provide community service as a volunteer.
9B-2
Teach/tutor students in the classroom setting.
9B-3
Discuss classroom issues with the participating
								teacher.
9B-4
Reflect on field experiences in oral and written
								form.
9B-5
Create a portfolio documenting classroom and field
								experiences.
c.
				  Benchmark 9C. The student will plan and teach a lesson.
9C-1
Develop a lesson plan containing essential
								elements of lesson design.
9C-2
Teach a lesson targeted for an age/developmentally
								appropriate audience.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-317 - Strand 10-Professionalism

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Focus. STAR students must have knowledge about how to become effective
				  teachers, how to remain teachers, and the professional attributes necessary for
				  success in the profession.
1. Standard 10.
				  STAR students will examine qualifications and attributes of effective
				  educators.
a. Benchmark 10A. The student will
				  identify elements necessary for licensure.
10A-1
Describe college requirements for obtaining an
								education degree.
10A-2
Trace steps necessary for obtaining a teaching
								license.
10A-3
List and describe the basic concepts underlying
								LaTAAP.
b.
				  Benchmark 10B. The student will describe job opportunities in education.
10B-1
Identify occupations that relate to or support
								classroom teaching.
10B-2
Determine critical need area in Louisiana and
								local school district.
c.
				  Benchmark 10C. The student will compare and contrast professional
				  organizations.
10C-1
Examine the purpose behind various professional
								organizations.
10C-2
Describe standards developed by content specific
								organization.
d.
				  Benchmark 10D. The student will examine professional ethics for teachers.
10D-1
Define ethics.
10D-2
Describe ethical behavior for teachers.
10D-3
Identify legal responsibilities of teachers.
e.
				  Benchmark 10E. The student will describe professional responsibilities of
				  teachers.
10E-1
Explain those attributes individuals must possess
								to be professionals (timeliness, dress, attitude, compassion, cooperation,
								etc).
10E-2
Discuss the importance of professional
								development.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 15 - General Provisions › Section CXXV-1501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. In an effort to
				  confront the national crisis of "Teacher Shortage", Louisiana has been offering
				  secondary courses in teacher preparation for over 10 years. Through a
				  consolidated effort between the Louisiana Department of Education (LDOE),
				  Northwestern State University (NSU), and the Consortium for Education,
				  Research, and Technology of North Louisiana (CERT), a committee of various
				  educators was formed. This committee has compiled a complete curriculum titled,
				  STAR-Students Teaching and Reaching
,
to serve as the one
				  teacher preparation course to be used by secondary teachers in Louisiana.
				  Students Teaching and Reaching II (STAR II) provides an expansion of the
				  concepts presented in STAR for schools offering a two-year program in teacher
				  preparation.
B. The STAR II
				  curriculum is designed to continue the development of teaching skills begun in
				  STAR, emphasizing lesson planning and assessment development with an
				  opportunity for expanded, meaningful field experiences, including national and
				  state critical shortage areas. This curriculum may include designing individual
				  internships or collaborating to create a service-learning project with school
				  or community partners. Students will develop the skills of being reflective
				  practitioners, teacher/leaders, and civic advocates for education and
				  educational equity. They will be given tools that help them manage what is one
				  of the most important and ever-changing careers.
C. STAR II:
1. attracts high school students to explore
				  teaching as a career and addresses the teacher shortage. Based on Louisiana's
				  occupational forecast, there is an annual demand for over 2,200 teachers. STAR
				  II continues nurturing young people's interest in teaching;
2. offers a standards-based curriculum. STAR
				  II is a challenging, authentic curriculum that is aligned with the Louisiana
				  Content Standards, Foundation Skills, National Council for Accreditation of
				  Teacher Education (NCATE), and Louisiana Components of Effective
				  Teaching;
3. serves as a
				  recruitment and retention tool for Louisiana schools and universities through
				  articulation agreements; and
4.
				  provides structured field experiences which allow the STAR II students to
				  assume more ownership. STAR II encourages students to consider teaching in
				  elementary, middle, and high schools, as well as in critical shortage areas
				  such as math, science, and special education.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1901 - Strand 1. Self-Efficacy

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Students will identify personal characteristics and values that will empower
				  them to be effective, productive, visionary educators who are committed to
				  developing students who are life-long learners and productive citizens.
1. Standard 1. STAR II students will identify
				  and analyze elements of moral leadership and professional ethics.
Benchmarks
Standards
1A
The student will identify characteristics of moral
								leadership.
1B
The student will demonstrate the qualities of
								moral leadership (vision, service, etc.) and character building (fairness,
								trustworthiness, caring, respect, responsibility, and citizenship).
1C
The student will identify attributes of major
								educational philosophies and ethics and apply them in classroom situations.
1D
Building on personal philosophy, students will
								develop a philosophy of education that includes standards for personal and
								professional ethics and moral leadership.
1E
The student will identify elements of teacher
								self-efficacy and practice techniques to build it.
2.
				  Standard 2. STAR II students will design projects that demonstrate qualities of
				  moral leadership and professional ethics.
Benchmarks
Standards
2A
Students will identify components of service
								learning.
2B
Students will organize and lead a service learning
								project demonstrating qualities of moral leadership and professional ethics.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1903 - Strand 2. The Diverse Learner

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Focus. This strand naturally follows that of Self Efficacy. Once the STAR II
				  student has been empowered to be a productive, visionary educator, he/she is
				  prepared to explore the development of cognitive processes in all students.
1. Standard 3. STAR II students will identify
				  and analyze differences and similarities in the way students learn.
Benchmarks
Standards
3A
Students will develop instruction for inclusion
								and exceptional students.
3B
Students will differentiate between age
								appropriate and developmentally appropriate learning materials.
2.
				  Standard 4. STAR II students will apply the differences and similarities in
				  ways that students learn in large and small group instruction.
Benchmarks
Standards
4A
Students will identify and integrate the strengths
								that each individual brings to a lesson to maximize the learning of all
								students.
4B
Students will analyze lesson plans to determine
								whether all student thinking preferences have been addressed.
4C
Students will construct lesson plans that engage
								all students in the learning process by addressing all thinking preferences.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1905 - Strand 3. Management

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  The focus of this strand is to build on the student's understanding of the
				  crucial role of management in effective teaching and learning. This management
				  includes ways of developing behavior management plans, time management plans,
				  stress management plans, and classroom management as it affects teaching and
				  learning.
1. Standard 5. STAR II students
				  will demonstrate knowledge of diverse approaches to management.
Benchmarks
Standards
5A
Students will develop an age/developmentally
								appropriate classroom/behavior management plan.
5B
Students will apply the tools of time management
								to their personal and classroom schedules.
5C
Students will apply the tools of stress management
								to their personal and classroom experiences.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1907 - Strand 4. Instructional Design

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Focus. Once STAR II students understand themselves both as learner and teacher,
				  they are ready to collaborate with peers to develop problem-based,
				  cross-discipline, differentiated lessons, using scientifically-based
				  strategies.
1. Standard 6. STAR II students
				  will identify elements of problem-based, cross-discipline, differentiated
				  lessons and construct lessons based on these elements.
Benchmarks
Standards
6A
Students will identify and describe components of
								problem-based learning.
6B
Students will construct and teach problem-based
								lessons.
6C
Students will identify elements of
								cross-discipline lessons.
6D
Students will construct and teach cross-discipline
								lessons.
6E
Students will identify and describe elements of
								differentiated lessons.
6F
Students will construct and teach differentiated
								lessons for students with exceptionalities (including the range from
								gifted/talented to students with disabilities.)
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1909 - Strand 5. Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  In order to produce citizens who are able to deal with the rigors of a highly
				  technological world, STAR II students must be versed in a variety of methods to
				  integrate technology in learning facilitated by research-based strategies.
1. Standard 7. STAR II students will utilize
				  technology to enhance student learning, educational research, and their growth
				  as a future professional.
Benchmarks
Standards
7A
Students will use available technology to develop
								a Web Quest lesson as well as other technology-enriched lessons.
7B
Students will be able to use available technology
								to gather and analyze data for educational research topics.
7C
Students will identify elements of their
								professional development that can be enhanced through technology-training and
								design their own growth plan.
7D
Students will identify and explore elements of
								grant-writing and grant-writing resources.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1911 - Strand 6. Field Experiences

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Focus. The focus of this strand is to build on STAR II students' previous field
				  experience by providing opportunities to assume more ownership in their field
				  experience. This may include designing their own internships or collaborating
				  to create a service-learning project with school or community partners.
1. Standard 8. STAR II students will
				  participate in a variety of field experiences and provide leadership in
				  developing service learning projects.
Benchmarks
Standards
8A
Students will reflect on previous field
								experiences and expand their expertise beyond the previous field experience
								during their STAR I year.
8B
Students will construct and teach a minimum of
								three lessons and be responsible for major project components during each field
								experience.
8C
Students will collaborate with STAR II program
								teacher and peers to develop appropriate student assessment rubrics for each
								lesson.
8D
Students will collaborate with STAR II program
								teacher to develop student demonstration practice teaching experiences for STAR
								students (in cases where classes run concurrently).
8E
Students will be trained in the implementation and
								use of PASSPORT as a field experience documentation tool.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1913 - Strand 7. Professionalism

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Focus. STAR II students must develop skills of being reflective practitioners;
				  teacher/leaders; and civic advocates for education and educational equity.
1. Standard 9. STAR II students will examine
				  the roles and attributes of teaching professionals, reflective practitioners,
				  educational leaders, and civic advocates for education and educational equity.
Benchmarks
Standards
9A
Students will identify qualities of a reflective
								practitioner.
9B
Students will demonstrate their ability to revise
								lesson plans, unit plans, etc., based on peer feedback and self-reflection.
9C
Students will be able to evaluate a classroom
								setting using the Louisiana Components of Effective Teaching (LCET) instrument.
9D
Students will describe and apply elements of
								site-based decision making and teacher/leader roles in collaborative decision
								making.
9E
Students will collaborate with community partners
								to develop a service learning project that addresses specific learning needs in
								the school community.
9F
Students will research information on the NBPTS
								accreditation process and compare it to Louisiana Teacher Assistance and
								Assessment Program (LaTAAP) and LCET.
9G
Students will review and practice sections of the
								PRAXIS using the ETS Testreview website.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 3 - Students Teaching and Reaching (STAR) II › Chapter 19 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-1915 - Strand 8. Educational Policy and Governance

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. Based on No Child Left Behind, it
				  is essential that students be able to develop instruction that insures that all
				  students learn. As a result, the federal government is now mandating specific
				  legislation and policy to guide instruction. The student will become familiar
				  with procedures that are used in this process.
1. Standard 10. STAR II students will examine
				  and critique educational policy and governmental structure of American
				  education.
Benchmarks
Standards
10A
Students will research how an educational policy
								is developed as well as how it impacts teaching and learning in schools.
10B
Students will review educational case law related
								to selected educational policy and report how policy has evolved based on court
								decisions.
2.
				  Standard 11. STAR II students will analyze the reasons and processes for school
				  improvement.
Benchmarks
Standards
11A
Students will identify the components of change
								theory and apply them to school improvement.
11B
Students will explore and critique different
								school improvement models.
11C
Students will interpret data from the Louisiana
								Department of Education school performance scores and compare it to the
								information in a school improvement plan.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 1 - General Provisions › Section CXXVII-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The National
				Center for Construction Education and Research (NCCER) is a nonprofit 501(c)(3)
				foundation for education providing curricula to diversified craft-based
				businesses. These include industries tied to construction, pipeline, and
				maintenance. Various industries such as trade associations, construction,
				schools, contractors, and maintenance users, manufacturers, third-party
				training providers, and pipeline operators support the efforts of
				NCCER.
B. The NCCER has coordinated
				with industry to develop curricula that is respected and acknowledged
				nationwide. Their curricula are nationally standardized, portable, and
				competency based. The NCCER has earned the respect and acknowledgement of
				industry and is partnered with various industry sectors such as construction,
				pipeline and maintenance. A National Registry has been developed which lists
				all students who have been awarded industry-based certifications in a number of
				crafts which allows employers to draw from a workforce they know have been
				trained by using a nationally consistent curricula.
C. The Louisiana Department of Education
				(LDE) serves as the state sponsor for NCCER certification for both secondary
				and postsecondary students. Adoption of common curricula for craft-based
				courses by both the LDE and Louisiana Technical College (LTC) will facilitate
				articulation. Upon successful completion of NCCER training, students can earn
				industry-based certifications in heating, venting, air conditioning, and
				refrigeration (HVAC-R); carpentry; and electrical. Documentation of these
				certifications is maintained on the NCCER National Registry offering students a
				portable credential recognized by industry.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 3 - Carpentry Competencies/Objectives › Section CXXVII-301 - Level One

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 27101-01.
				Orientation to The Trade
1. Describe the
				history of the carpentry trade.
2.
				Identify the stages of progress within the carpentry trade.
3. Identify the responsibilities of a person
				working in the construction industry.
4. State the personal characteristics of a
				professional.
5. Explain the
				importance of safety in the construction industry.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 3 - Carpentry Competencies/Objectives › Section CXXVII-303 - Level Two

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 27201-01.
				Reading Plans and Elevations
1. Describe the
				types of drawings usually included in a set of plans and list the information
				found on each type.
2. Identify the
				different types of lines used on construction drawings.
3. Identify selected architectural symbols
				commonly used to represent materials on plans.
4. Identify selected electrical, mechanical,
				and plumbing symbols commonly used on plans.
5. Identify selected abbreviations commonly
				used on plans.
6. Read and
				interpret plans, elevations, schedules, sections, and details contained in
				basic construction drawings.
7.
				State the purpose of written specifications.
8. Identify and describe the parts of a
				specification.
9. Demonstrate or
				describe how to perform a quantity takeoff for materials.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 3 - Carpentry Competencies/Objectives › Section CXXVII-305 - Level Three

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 27301-02.
				Exterior Finishing
1. Describe the purpose of
				wall insulation and flashing.
2.
				Identify the types and parts of common cornices.
3. Demonstrate the installation of selected
				common cornices.
4. Demonstrate lap
				and panel siding estimating methods.
5. Describe the types and applications of
				common wood siding:
a. beveled;
b. tongue-and-groove;
c. shiplap;
d. board-and-batten;
e. shake or shingle;
f. plywood;
g. hardboard and particleboard.
6. Install selected types of wood
				siding.
7. Describe fiber-cement
				siding and its uses.
8. Demonstrate
				the installation of fiber-cement siding.
9. Describe the types and styles of vinyl and
				metal siding.
10. Install selected
				types of vinyl or metal siding.
11.
				Describe the types and applications of stucco and masonry veneer
				finishes.
12. Describe the types
				and applications of special exterior finish systems.
13. Describe the types and styles of gutters
				and downspouts and their accessories.
14. Install selected types of metal or vinyl
				gutters and downspouts.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 3 - Carpentry Competencies/Objectives › Section CXXVII-307 - Level Four

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 27401-03.
				Site Layout Two: Angular Measurement
1.
				Perform calculations pertaining to angular measurements.
a. Use the Pythagorean theorem to determine
				unknown values.
b. Use right
				triangle trigonometry to determine unknown values.
c. Convert feet and inches to decimal feet,
				and vice versa.
d. Convert angular
				measurements stated in decimal degrees to degrees, minutes, seconds, and vice
				versa.
e. Convert azimuth to
				bearing, and vice versa.
f. Convert
				polar coordinates to rectangular coordinates, and vice versa.
g. Convert distance and direction into
				latitudes and departures.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 3 - Carpentry Competencies/Objectives › Section CXXVII-309 - Level Five

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 27501-03.
				Cabinetmaking
1. State the classes and sizes
				of typical base and wall kitchen cabinets.
2. Recognize the common types of woods used
				to make cabinets.
3. Identify
				cabinet components and hardware and describe their purpose.
4. Correctly and safely use stationary power
				tools.
5. Identify and cut the
				various types of joints used in cabinetmaking.
6. Build a cabinet from a set of
				drawings.
7. Install plastic
				laminate on a countertop core.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 5 - Electrical Competencies/Objectives › Section CXXVII-501 - Level One

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 26101-02.
				Electrical Safety
1. Demonstrate safe working
				procedures in a construction environment.
2. Explain the purpose of OSHA and how it
				promotes safety on the job.
3.
				Identify electrical hazards and how to avoid or minimize them in the
				workplace.
4. Explain:
a. safety issues concerning lockout/tagout
				procedures;
b. personal protection
				using assured grounding and isolation programs, confined space entry,
				respiratory protection; and
c. fall
				protection systems.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 5 - Electrical Competencies/Objectives › Section CXXVII-503 - Level Two

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 26201-03.
				Alternating Current
1. Calculate the peak and
				effective voltage or current values for an AC waveform.
2. Calculate the phase relationship between
				two AC waveforms.
3. Describe the
				voltage and current phase relationship in a resistive AC circuit.
4. Describe the voltage and current
				transients that occur in an inductive circuit.
5. Define inductive reactance and state how
				it is affected by frequency.
6.
				Describe the voltage and current transients that occur in a capacitive
				circuit.
7. Define capacitive
				reactance and state how it is affected by frequency.
8. Explain the relationship between voltage
				and current in the following types of AC circuits:
a. RL circuit;
b. LC circuit;
c. RC circuit;
d. RLC circuit.
9. Describe the effect that resonant
				frequency has on impedance and current flow in a series or parallel resonant
				circuit.
10. Define bandwidth and
				describe how it is affected by resistance in a series or parallel resonant
				circuit.
11. Explain the following
				terms as they relate to AC circuits:
a. true
				power;
b. reactive power;
c. apparent power;
d. power factor.
12. Explain basic transformer
				action.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 5 - Electrical Competencies/Objectives › Section CXXVII-505 - Level Three

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 26301-02.
				Load Calculators- Branch and Feeder Circuits
1. Calculate loads for single-phase and
				three-phase branch circuits.
2.
				Size branch circuit overcurrent protection devices (circuit breakers and fuses)
				for noncontinuous duty and continuous duty circuits.
3. Apply derating factors to size branch
				circuits.
4. Calculate ampacity for
				single-phase and three-phase loads.
5. Use load calculations to determine branch
				circuit conductor sizes.
6. Use NEC
				Table 220-19 to calculate residential cooking equipment loads.
7. Select branch circuit conductors and
				overcurrent protection devices for:
a.
				electric heat;
b. air conditioning
				equipment;
c. motors; and
d. welders.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 5 - Electrical Competencies/Objectives › Section CXXVII-507 - Level Four

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 26401-03.
				Load CalculationsFeeders and Services
1. Size
				feeders and services in accordance with NEC requirements.
2. Calculate loads and ampacities for
				single-phase and three-phase feeders.
3. Understand and apply derating factors to
				size feeders.
4. Size feeder
				overcurrent protection devices (circuit breakers and fuses) for non-continuous
				duty and continuous duty loads.
5.
				Understand and apply tap rules.
6.
				Calculate loads for a retail store with a show window.
7. Calculate loads for an office
				building.
8. Calculate loads for
				both single-family and multi-family dwellings.
9. Calculate loads for a
				restaurant.
10. Calculate loads for
				hotels and motels.
11. Calculate
				loads for schools and other institutional projects.
12. Perform feeder and service calculations
				for farms.
13. Calculate the power
				and supply feeders for marinas and boatyards.
14. Calculate electric motor loads on
				feeders.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 7 - Heating, Ventilation and Air Conditioning Competencies/Objectives › Section CXXVII-701 - Level One

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 03101-01.
				Introduction to Heating, Ventilation and Air Conditioning (HVAC)
1. Explain the basic principles of heating,
				ventilation, and air conditioning.
2. Identify career opportunities available to
				people in the HVAC trade.
3.
				Explain the purpose and objectives of an apprentice training program.
4. Describe how certified apprentice training
				can start in high school.
5.
				Describe what the Clean Air Act means to the HVAC trade.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 7 - Heating, Ventilation and Air Conditioning Competencies/Objectives › Section CXXVII-703 - Level Two

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 03201-01.
				Air Distribution Systems
1. Describe the
				airflow and pressures in a basic forced-air distribution system.
2. Explain the differences between propeller
				and centrifugal fans and blowers.
3. Identify the various types of duct systems
				and explain why and where each type is used.
4. Demonstrate or explain the installation of
				metal, fiberboard, and flexible duct.
5. Demonstrate or explain the installation of
				fittings and transitions used in duct systems.
6. Demonstrate or explain the use and
				installation of diffusers, registers, and grilles used in duct
				systems.
7. Demonstrate or explain
				the use and installation of dampers used in duct systems.
8. Demonstrate or explain the use and
				installation of insulation and vapor barriers used in duct systems.
9. Identify the instruments used to make
				measurements in air systems and explain the use of each instrument.
10. Make basic temperature, air pressure, and
				velocity measurements in an air distribution system.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 7 - Heating, Ventilation and Air Conditioning Competencies/Objectives › Section CXXVII-705 - Level Three

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 03301-02.
				Planned Maintenance
1. Describe planned
				maintenance and service procedures required for selected HVAC equipment and
				components.
2. Develop a planned
				maintenance and service checklist for selected HVAC equipment and
				accessories.
3. Perform identified
				service and maintenance tasks on selected HVAC equipment, components, and
				accessories.
4. Identify the tools
				and materials necessary for performing service and maintenance tasks.
5. State the safety practices associated with
				the servicing of selected HVAC equipment, components, and
				accessories.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXVII - Bulletin 122-Trade and Industrial Education Curricula › Chapter 7 - Heating, Ventilation and Air Conditioning Competencies/Objectives › Section CXXVII-707 - Level Four

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module 03401-03.
				Construction Drawings and Specifications
1.
				Read blueprints and architect's plans.
2. Compare mechanical plans with the actual
				installation of duct run fittings and sections.
3. Interpret specification documents and
				apply them to the plans.
4.
				Interpret shop drawings and apply them to the plans and
				specifications.
5. Develop cut
				lists for duct runs as shown on shop drawings and develop elevations of
				installations.
6. Describe a
				submittal, its derivation, routing, and makeup.
7. Develop a field set of as-built
				drawings.
8. Identify the steps
				required for transferring design information to component production.
9. Identify, develop, and complete takeoff
				sheets.
10. List and classify
				materials most commonly used in HVAC systems.
11. Complete takeoff procedures for HVAC
				systems.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 1 - General Provisions › Section CXXIX-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Workforce
				Investment Act of 1998, Title II, authorizes adult education in Louisiana. The
				Adult Education program provides instruction to adults who are 16 years of age
				and older, not enrolled in the K-12 system, and have less than a high school
				education. The purposes of adult education programs are to assist adults to:
1. become literate;
2. obtain knowledge and skills for employment
				and self-sufficiency;
3. obtain the
				educational skills necessary to become full partners in their children's
				educational development; or
4.
				complete their secondary school education.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 1 - General Provisions › Section CXXIX-103 - Content Standards Foundation Skills*

Current through Register Vol. 50, No. 6, June 20, 2024
A. The following foundation skills have been
				identified as essential competencies needed to meet the demands of the
				classroom and the world beyond. These skills apply to all students in all
				disciplines. These foundation skills were used throughout the development of
				the Louisiana Adult Education Content Standards and are embedded throughout the
				standards.
1. Communication. Communication is
				a process by which information is exchanged and a concept of "meaning" is being
				created and shared between individuals through a common system of symbols,
				signs, or behavior. Students should be able to communicate clearly, fluently,
				strategically, technologically, critically, and creatively in society and in a
				variety of workplaces. This process can best be accomplished through use of the
				following skills:
a. reading;
b. writing;
c. speaking;
d. listening;
e. viewing; and
f. visually representing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 1 - General Provisions › Section CXXIX-105 - Interpreting and Using the Adult Education Content Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				§105 provides definitions for standards-related
				terms used throughout this Part CXXIX. Following is a hierarchy of the
				standards-related terms used in this Part.
1.
Strand
-the subject area that is to be taught. There are five
				strands incorporated in the Louisiana Adult Education Content Standards. The
				strands include:
a. language arts-
				reading;
b. language arts-
				writing;
c. mathematics;
d. science; and
e. social studies.
Strand Example:
Social Studies
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 3 - English Language Arts- Reading › Section CXXIX-301 - Standard

Current through Register Vol. 50, No. 6, June 20, 2024
A. Adult learners
				develop and apply reading strategies for the understanding of written material
				for different purposes.
B. The four
				components of teaching reading to adult learners include alphabetics (phonemic
				awareness and word analysis), fluency, vocabulary, and comprehension. The range
				for introducing, instructing, reinforcing, and mastering each of the four
				components is:
1. Alphabetics- Beginning
				Literacy to Beginning Basic (0 to 3.9);
2. Fluency- Beginning Basic to High
				Intermediate (2.0 to 8.9);
3.
				Vocabulary- Beginning Basic to High Adult Secondary (2.0 to 12.9);
4. Comprehension- Beginning Basic to High
				Adult Secondary (2.0 to 12.9).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 3 - English Language Arts- Reading › Section CXXIX-303 - Benchmark 1-Phonemic Awareness and Word Analysis

Current through Register Vol. 50, No. 6, June 20, 2024
A. Adult learners apply phonemic awareness
				and word analysis skills to make connections between written letters and
				sounds.
1. Mastery should be evidenced upon
				completion of the Beginning Basic (2.0-3.9).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 3 - English Language Arts- Reading › Section CXXIX-305 - Benchmark 2-Fluency

Current through Register Vol. 50, No. 6, June 20, 2024
A. Adult
				learners apply fast and accurate decoding skills to read with the proper
				rhythm, intonation, and expression in order to increase comprehension.
1. Mastery should be evidenced by completion
				of High Intermediate (6.0-8.9).
a. Group
				words appropriately into meaningful grammatical units for
				interpretation.
b. Use punctuation
				to determine where to place emphasis or pause in order to make sense from
				written print and non-print text during oral reading.
c. Apply context clues to interpret written
				print and non-print text.
d. Read
				at an appropriate pace based upon the level of materials and the purpose for
				reading.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 3 - English Language Arts- Reading › Section CXXIX-307 - Benchmark 3-Vocabulary

Current through Register Vol. 50, No. 6, June 20, 2024
A. Adult
				learners apply spoken, oral and written vocabulary skills in order to
				comprehend and communicate in a variety of contexts.
1. Vocabulary is a skill that is developed
				through a continuous process at all educational functioning levels.
a. Use context clues to derive meanings of
				words from spoken, oral, written print and non-print text.
b. Apply the meaning of root words, suffixes
				and prefixes to derive meaning from new and unfamiliar vocabulary words from a
				variety of print and non-print texts.
c. Recognize the meaning of word origins
				(i.e., Greek, Anglo-Saxon, Latin) to understand content area vocabulary
				words.
d. Recognize basic word
				patterns, antonyms, and synonyms.
e. Identify and use idioms and the literal
				and figurative meanings of words in spoken, oral and written
				language.
f. Identify multiple
				meanings of words, denotative and connotative meanings of words, and multiple
				meanings of related words.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 3 - English Language Arts- Reading › Section CXXIX-309 - Benchmark 4-Comprehension

Current through Register Vol. 50, No. 6, June 20, 2024
A. Adult
				learners apply reading skills (Alphabetics, Fluency, Vocabulary) and strategies
				to interpret meaning from spoken, oral and written language in a variety of
				contexts.
1. Comprehension is a skill that is
				improved through a continuous process at all educational functioning levels.
a. Construct meaning from spoken, oral and
				written communication:
i. use the conventions
				of print (read from left to right directionality, from top to bottom,
				one-to-one matching, sentence framing);
ii. recognize the general structure of
				sentences and paragraphs;
iii.
				identify error detection while reading;
iv. locate information from print and
				non-print text, recalling information, and using information
				effectively;
v. listening
				comprehension;
vi. use skimming and
				scanning strategies.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 5 - English Language Arts- Writing › Section CXXIX-501 - Standard

Current through Register Vol. 50, No. 6, June 20, 2024
A. Adult learners
				write competently using Standard American English for a variety of purposes and
				audiences.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIX - Bulletin123-Adult Education Content Standards › Chapter 5 - English Language Arts- Writing › Section CXXIX-503 - Benchmark 1-Spelling, Punctuation, and Capitalization

Current through Register Vol. 50, No. 6, June 20, 2024
A. Adult learners apply correct spelling,
				punctuation, and capitalization rules to complete a variety of writing tasks in
				accordance with the learner's identified educational functional level.
1. Write (print and cursive) upper and
				lower-case letters of the alphabet.
2. Write and spell words correctly.
3. Apply capitalization rules.
4. Apply punctuation rules to all written
				text:
a. terminal punctuation;
b. commas;
c. colons and semi-colons;
d. apostrophes;
e. quotation marks.
5. Use a variety of resources to spell
				unfamiliar words.