reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 3 - Goals › Section LXXXI-301 - All Grade Levels

Current through Register Vol. 50, No. 6, June 20, 2024
A. In providing
				  a sound program of Technology Education for Louisiana schools, clear goals are
				  essential to serve as program guides. While the overriding goal of Technology
				  Education is to assist students in developing toward successful adulthood
				  through the development of their socio-economic awareness, their interests,
				  their abilities, and their understanding of industry and technology and their
				  potential as citizens, other supporting goals are:
1. to develop in each student an insight and
				  understanding of industry and the free enterprise system and its relationship
				  to society through a coordinated program of study focusing on the principles
				  and practices of industry;
2. to
				  assist students in developing their talents, aptitudes, interests, and
				  potentials. A part of the school's responsibility is to assist each student in
				  developing to their fullest potential;
3. to develop in each student an
				  understanding of industrial processes, the practical application of scientific
				  principles, and modern technology;
4. to develop problem-solving abilities
				  related to the materials, processes, and products of industry. The
				  problem-solving approach as applied in Technology Education involves creative
				  thinking and gives the student an opportunity to apply principles and processes
				  of the scientific method, along with supporting activities, to the solution of
				  problems;
5. to develop in each
				  student skills in the proper and safe use of the tools, materials, and machines
				  common to industrial processes. These skills are acquired through planning,
				  construction, and production activities centered around industrial-technical
				  processes and products;
6. to
				  develop in each student attitudes toward career opportunities that will enhance
				  their chances of success as they progress through the career preparation
				  process, to the end that they are able to make informed career decisions
				  resulting in satisfactory and rewarding job selection.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 3 - Goals › Section LXXXI-303 - Elementary Grade Level

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Technology Education at the elementary grades shall consist of basic industrial
				  and technological problem-solving activities which are appropriate to learning
				  experiences of all elementary school children. Each child can benefit from
				  gaining a clearer understanding of our industrial-technological society.
				  Activities involving the use of tools, materials, and processes should be
				  integrated within the basic curriculum of the elementary school.
B. Specific goals are to develop in the
				  students:
1. an occupational awareness and a
				  positive self-image of themselves as workers;
2. problem-solving abilities;
3. technical awareness;
4. creative abilities and basic skills
				  associated with tools, materials, and processes.
a. Such activities can contribute to the
				  development of logical reasoning powers, psychomotor skills, and cooperative
				  work traits.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 3 - Goals › Section LXXXI-305 - Middle and Junior High Grade Level

Current through Register Vol. 50, No. 6, June 20, 2024
A. Technology Education at the middle/junior
				  high grades should provide a variety of laboratory and classroom experiences
				  with an emphasis on orientation and exploration. The curriculum develops
				  students' aptitudes, abilities, and interests, while at the same time develops
				  their appreciation for technical knowledge. Through "hands-on" experiences,
				  students learn about industry and are thereby provided with the skills useful
				  in making informed and meaningful occupational choices.
B. Three primary goals are:
1. to develop in each student technical
				  competencies, concepts, and basic skills common to industrial-technical
				  materials and processes;
2. to
				  develop in each student an awareness of industry and technology and its effect
				  on a changing, evolving society; and
3. to provide each student with an
				  opportunity to explore:
a.
				  construction;
b.
				  manufacturing;
c.
				  communication;
d. transportation;
				  and
e. other related clusters of
				  industrial activity.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 3 - Goals › Section LXXXI-307 - Senior High Level

Current through Register Vol. 50, No. 6, June 20, 2024
A. Technology
				  Education at the senior high school level provides concentrated and somewhat
				  specialized technical courses designed to meet the industrially-related
				  consumer needs of secondary students as well as preparing students for
				  enrollment in advanced vocational-technical programs. High school programs may
				  use combinations of general and unit organization as a part of their delivery
				  system. At this level elective options are important because they help students
				  to expand career awareness, technological literacy, consumer skills, and skills
				  and knowledge related to the world of work. Such options play a significant
				  role in assisting students in making job-related decisions as they progress
				  through the formal education system. Students in the upper grades evidence a
				  wide range of interests, abilities, and life goals. With this in mind,
				  designers of Technology Education programs must provide courses that attempt to
				  address the widest possible range of students' needs and interests. In the
				  Technology Education program, not all students will study the same depth or
				  type of content. For example, courses and content may be tailored to a student
				  who may be involved in advanced career-technical training as a portion of the
				  regular high school program.
B.
				  Technology Education at the high school level will address the following types
				  of student needs:
1. to provide basic
				  instruction to meet the needs of three basic groups of students:
a. the elective student who seeks to explore
				  more deeply the career, cultural, and consumer aspects of American
				  industry;
b. those students who
				  will pursue advanced education in areas of career, technical, industrial
				  education, and the applied sciences; and
c. the reluctant learner, the prospective
				  dropout, the culturally unique, and those students who may be entering the
				  labor force either prior to normal graduation or immediately
				  thereafter;
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 5 - Career Clusters › Subchapter A - Course Offerings › Section LXXXI-501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The course title
					 listing in this Chapter 5 utilizes course title terminology that is descriptive
					 of the courses and has achieved general acceptance on both regional and
					 national levels. The minimum and maximum time specifications provided for in
					 the clusters recognize that in grades 6-8 Technology Education experiences
					 should be of a broad exploratory nature. It further recognizes that time use
					 configurations at those grade levels often makes 36-week elective courses
					 impractical. Where a full 36-week block of time is available, two or more
					 clusters of up to 18 weeks each should be scheduled. The six-week time minimum
					 recognizes that it is very difficult to develop a meaningful program that
					 utilizes a smaller time frame. Where possible, all of the cluster areas listed
					 should be available so that students will have an opportunity to explore the
					 widest possible range of material. The "General Technology Education" course
					 listed for grades 9-12 is specified as a prerequisite to all unit programs
					 except the drafting sequence. It is felt that if students reach this point and
					 have either a limited number of elective hours available or are beginning the
					 first of many Technology Education courses, a good foundation course is
					 essential. By providing basic skills and knowledge in a course that cuts across
					 other unit courses, repetition can be minimized and more time devoted to
					 technical content.
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6:(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 5 - Career Clusters › Subchapter B - Technology Education Implementation and Operation › Section LXXXI-503 - Purpose and Requirements

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Technology Education (TE) is:
1. an
					 instructional program that provides students (grades 6-12) with hands-on
					 exploratory experiences and insights into technology and career opportunities
					 so that they can make meaningful occupational and educational
					 choices;
2. a program that can help
					 the student to:
a. become technologically
					 literate;
b. develop an
					 understanding of economic development; and
c. adjust to the changing
					 environment;
3. an
					 articulated, integral part of the total academic and vocational education
					 program with emphasis in safety and the use of tools, equipment and materials.
					 Technology Education programs in Louisiana follow the standards for Technology
					 Education programs as developed by the United States Department of
					 Education.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 5 - Career Clusters › Subchapter B - Technology Education Implementation and Operation › Section LXXXI-505 - Communication Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Communication Technology is designed to provide students with the opportunity
					 to explore the fundamentals of message design, production, and transmission
					 using audio, visual, and audio-visual methods. Included in the activities are
					 career exploration in:
1. manual and
					 computer-aided drafting;
2.
					 drafting;
3. graphic
					 arts;
4. photography;
5. electronic communications; and
6. computer utilization.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 5 - Career Clusters › Subchapter B - Technology Education Implementation and Operation › Section LXXXI-507 - Manufacturing Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Manufacturing Technology is designed to provide students with information and
					 skills concerning manufacturing processes, organizations, and occupations. It
					 utilizes a variety of materials, computers, robots, tools, and processes needed
					 to simulate the manufacturing industry. It further provides learning and
					 leadership experiences that give the students a current look at the important
					 industrial and technical concepts of today and tomorrow.
Course Options I
Units
General Technology Education or Basic Technical
								  Drafting
1
Basic Metal Technology
1
Advanced Metal Technology or Materials and
								  Processes
1
Technology Education Elective
1
Course Options II
Units
General Technology Education or Basic Technical
								  Drafting
1
Basic Metal Technology
1
Welding Technology
1
Technology Education Elective
1
Course Options III
Units
General Technology Education or Basic Technical
								  Drafting
1
Basic Metal Technology
1
Manufacturing Technology
1
Technology Education Elective
1
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 5 - Career Clusters › Subchapter B - Technology Education Implementation and Operation › Section LXXXI-509 - Construction Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Construction Technology is designed to provide the student with the opportunity
					 to gain a more in-depth understanding of the construction industry and explores
					 construction occupations. It provides construction concepts and activities that
					 simulate management and production practices as they currently relate to the
					 construction industry and other technology areas.
Course Options I
Units
General Technology Education or Basic Technical
								  Drafting
1
Basic Wood Technology
1
Advanced Wood Technology or Materials and
								  Processes
1
Technology Education Elective
1
Course Options II
Units
General Technology Education or Basic Technical
								  Drafting
1
Architectural Drafting
1
Construction Technology
1
Technology Education Elective
1
Course Options III
Units
General Technology Education or Basic Technical
								  Drafting
1
Basic Wood Technology
1
Construction Technology
1
Technology Education Elective
1
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6:(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 5 - Career Clusters › Subchapter B - Technology Education Implementation and Operation › Section LXXXI-511 - Energy, Power, and Transportation Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A. Energy, Power, and Transportation
					 Technology is an overview of the exciting field of the transportation industry.
					 It emphasizes the utilization of power and energy and how these systems are
					 related to transportation technology. The student will have experience with
					 power trainers and small engines and will research the future trends and
					 environmental impact of laser, nuclear, and solar energy.
Course Options I
Units
General Technology Education or Basic Technical
								  Drafting
1
Power Mechanics
1
Physics of Technology I
1
Technology Education Elective
1
Course Options II
Units
General Technology Education or Basic Technical
								  Drafting
1
Power Mechanics
1
Energy, Power, and Transportation
1
Technology Education Elective
1
Course Options III
Units
General Technology Education or Basic Technical
								  Drafting
1
Energy, Power, and Transportation
1
Physics of Technology I & II
1
Technology Education Elective
1
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6:(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 5 - Career Clusters › Subchapter C - Exploratory Technology Education and Curriculum Overview › Section LXXXI-523 - Grades 6-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. Purpose and
					 Scope
1. The technology systems of
					 communication, manufacturing, construction, transportation, and modular
					 technology make up the curriculum direction for the Exploratory Technology
					 Education Program. Each school will integrate the technology education program
					 at the most appropriate grade level to best serve the needs of the local school
					 body, school, and community.
2. All
					 Exploratory Education courses are taught in a one-period block of time, with
					 each of the technology systems being designed to articulate with courses
					 offered in comprehensive high schools (e.g., math, science, agriculture, and
					 family and consumer sciences). Interdisciplinary education is vital to the
					 success of Technology Education Programs.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 7 - Course Offerings › Subchapter A - Middle School › Section LXXXI-701 - Middle School Exploring Technology Education

Current through Register Vol. 50, No. 6, June 20, 2024
A. Middle School Exploring Technology
					 Education course offerings shall be as follows.
Course Title
Received
Grade
Level
Unit(s)
Manufacturing Technology
6-8
1
Construction Technology
6-8
1
Communication Technology
6-8
1
Transportation Technology
6-8
1
Modular Technology
6-8
1
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6:(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 7 - Course Offerings › Subchapter B - Senior High School Technology Education › Section LXXXI-711 - Senior High School

Current through Register Vol. 50, No. 6, June 20, 2024
A. Senior High
					 School Technology Education course offerings shall be as follows.
Course
Title
Received
Grade
Level
Unit(s)
General Technology Education
9-12
1
Basic Wood Technology
9-12
1
Advanced Wood Technology
10-12
1
Communication Technology
9-12
1
Construction Technology
10-12
1
Cooperative Technology Education
12
3
Basic Electricity/Electronics
9-12
1
Advanced Electricity/Electronics
10-12
1
Basic Metal Technology
9-12
1
Advanced Metal Technology
10-12
1
Welding Technology
10-12
1
Energy, Power, and Transportation Technology
9-12
1
Power Mechanics
9-12
1
Manufacturing Technology
9-12
1
Basic Technical Drafting
9-12
1/2
Advanced Technical Drafting
10-12
1
Architectural Drafting
10-12
1
Physics of Technology I & II
11-12
1
Materials and Processes
10-12
1
Technology Education Computer Applications
9-12
1
Technology Elective I & II
9-12
1/2, 1 and 2
Technology Internship I
11-12
2
Technology Internship II
12
2
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6:(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 7 - Course Offerings › Subchapter C - Philosophy and Curriculum › Section LXXXI-721 - Philosophy and Curriculum Structure

Current through Register Vol. 50, No. 6, June 20, 2024
A. Technology Education is a practical,
					 activity-oriented, laboratory-based program for all high school students. It is
					 an integrated curriculum encompassing knowledge and skills across technology
					 systems, with emphasis on new and emerging technology.
B. Technology programs are designed to
					 provide high school students with a broad base of knowledge and flexibility
					 needed to function efficiently in a technological society.
C. As future leaders, students need an
					 understanding of technology to enable them to make informed decisions that will
					 improve society and protect the environment.
D. The knowledge needed for making future
					 judgments of technology requires lifelong learning skills, which are acquired
					 through a continuous process of applying new knowledge to unique
					 problems.
E. Technology teaches
					 critical-thinking skills through the use of problem-solving
					 techniques.
F. Technology programs
					 enable all high school students to learn about the technology that affects
					 their lives.
G. Technology
					 Education programs provide high school students with the basis for making wise
					 career choices and developing career plans/paths.
H. Technology Education is designed as a
					 fundamental component of the curriculum for all high school students.
I. Career-technical performance standards and
					 model curriculum integrated performance activities for Technology Education are
					 presented in this Part XCIII.
J.
					 Technology Education provides students with the opportunity to explore,
					 research, and shadow careers related to their interests. This will encourage
					 them to become more productive workers, responsible citizens, and create
					 marketable employees to meet the needs of industry.
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6:(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 9 - School-to-Work › Section LXXXI-901 - School-to-Work Transition

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				  School-to-Work Opportunities Act establishes a national framework to broaden
				  the educational, career, and economic opportunities for all youth through
				  partnerships between businesses, schools, community-based organizations, and
				  state and local governments.
1. Workplaces
				  become active learning environments.
2. Employers become joint partners with
				  educators to train students.
3.
				  Schools challenge students to higher academic and skill standards.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 9 - School-to-Work › Section LXXXI-903 - Workplace Skills Education and Training

Current through Register Vol. 50, No. 6, June 20, 2024
A. Strategies for better educating students
				  for the workplace include:
1. career research
				  and information beginning in early grades;
2. applied academic courses that present
				  subject matter in a way that connects abstract knowledge to workplace
				  applications using cooperative learning strategies;
3. integration of vocational and academic
				  subjects;
4. counseling and career
				  pathways to focus students in their choice of courses to study;
5. articulation between secondary and
				  postsecondary education;
6.
				  collaborative partnerships between education, business, labor, and communities
				  in the total education experience of students; and
7. integration of school-based and work-based
				  learning through:
a. vocational cooperative
				  programs-provides school-supervised work experiences;
b. apprenticeships-on-the-job training and
				  related instruction;
c. career
				  academies (school within a school)-integrates academic and vocational courses
				  and provides workplace learning in a particular career focus area;
d. job shadowing-provides information about a
				  job or position through the student following or "shadowing" a worker for a
				  short period of time;
e. job
				  mentoring-provides more specific job information and actual work experience as
				  a student is assigned to an adult worker (mentor) who models workplace
				  behavior, skills, and training in a one-to-one relationship;
f. school-based enterprises-work simulation
				  within the school in the form of stores, print shops, child care centers, etc.,
				  operated by the students;
g. work
				  simulation-provides work experience either in the classroom or in the community
				  through simulated work experiences;
h. volunteer service programs-provides the
				  opportunity to gain employability and work skills outside the classroom through
				  experiences in developing and improving the community; and
i. vocational student organizations-provides
				  work-based experiences for students through formalized events, demonstrations,
				  volunteer work, and leadership training.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 13 - Foundation Skills › Section LXXXI-1301 - Louisiana Content Standards Foundation Skills

Current through Register Vol. 50, No. 6, June 20, 2024
NOTE: Within this Part XCIII, the foundation skills are
					 listed numerically in parentheses after each benchmark.
A. The Louisiana Content Standards Task Force
				  has developed the following foundation skills which should apply to all
				  students in all disciplines.
1.
				  Communication-a process by which information is exchanged and a concept of
meaning
is 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 LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 15 - International Technology Education Association Standards › Section LXXXI-1501 - Standards for Technological Literacy/Content for the Study of Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A. Introduction
1. Standards for Technological Literacy:
				  Content for the Study of Technology (Technology Content Standards) was
				  published by the International Technology Education Association (ITEA) and its
				  Technology for All Americans Project (TfAAP) in April 2000. It defines what
				  students should know and be able to do in order to be technologically literate
				  and provides standards that prescribe what the outcomes of the study of
				  technology in grades K-12 should be.
2. The International Technology Education
				  Association (ITEA) Content Standards have been found to be strands that are
				  intertwined throughout the Louisiana Technology Education Content Standards.
				  Both sets of standards parallel each other and establish the requirements for
				  technological literacy.
3.
				  Technology Content Standards will help ensure that all students receive an
				  effective education about technology by setting forth a consistent content for
				  the study of technology.
4. Within
				  this Part XCIII, the appropriate ITEA standards are cross-referenced to the
				  Louisiana Technology Education Standards.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 15 - International Technology Education Association Standards › Section LXXXI-1503 - International Technology Education Association Content Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Nature of
				  Technology
1. Standard 01. Students will
				  develop an understanding of the characteristics and scope of
				  technology.
2. Standard 02.
				  Students will develop an understanding of the core concepts of
				  technology.
3. Standard 03.
				  Students will develop an understanding of the relationships among technologies
				  and the connections between technology and other fields of study.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 17 - Content Standards › Section LXXXI-1701 - Middle School Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Technology education content standards for middle schools are as follows.
1. M1. Explore areas of the manufacturing
				  process from research and development to marketing the product.
2. M2. Explore areas of the construction
				  industry from planning to completion of light, heavy, industrial, and civil
				  construction.
3. M3. Communicate
				  ideas and information through experiences in the:
a. drafting;
b. design;
c. printing;
d. photography;
e. telecommunications; and
f. computers.
4. M4. Explore transportation technology,
				  past, present, and future, and be able to discuss the selection and uses of
				  transportation technologies.
5. M5.
				  Develop an understanding of various technology systems through modular computer
				  assisted instruction.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 21 - Academic Standards and Benchmarks › Section LXXXI-2101 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards and
				  benchmarks provide a framework for local curriculum development. A school
				  district's physical facilities, available equipment, resources, and community
				  and business support are only a few of the factors that make the system unique
				  and determine the curriculum offered.
B. In using this framework to develop
				  curriculum, a
standard
is the major outcome of a course, and
benchmarks
are the goals for obtaining that outcome. Local
				  systems will select the career majors to be offered, the courses offered in
				  these majors, and create the objectives and activities that teachers will use
				  to direct their instruction to reach the benchmarks for the selected courses.
				  This procedure will allow local systems to structure curriculum to meet the
				  needs of their students, schools, and communities while remaining consistent
				  with the overall framework for the entire state.
C. Local systems will use the career majors
				  as a guide to select the courses that will be offered for each major. Not all
				  career majors or all courses listed with the major in this framework must be
				  offered locally. Employment opportunities and postsecondary education
				  availability in the local area should be considered as curriculum is
				  developed.
D. To be identified as a
				  vocational completer, a student must successfully complete four courses in the
				  career major-two of which must be competency courses. The other two courses
				  must be selected from the competency courses and/or related elective courses
				  identified in the career major.
E.
				  Following each career major are the content standards that relate to the major.
				  The standards identify what students should know and be able to do. In the
				  column beside each standard are benchmarks that identify specific skills and
				  knowledge and serve as points of reference to gauge student progress toward
				  achievement of standards. Benchmarks set the direction of
				  instruction.
F. Academic Content
				  Standards Cross-References
1.
				  Cross-references to academic content standards reinforce the integration of
				  academic and technology skills. English language arts, mathematics, social
				  studies, and science academic standards are cross-referenced in the third
				  column beside each Technology Education standard. The referenced academic
				  standards are listed in full in Subpart 3, Appendices.
a. See Subpart 3, Chapter 27 for detailed
				  referenced Academic Content Standards.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 23 - Middle School Standards and Benchmarks › Section LXXXI-2301 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
				  Courses (generally taught in nine-week blocks):
1. manufacturing;
2. construction;
3. communication;
4. transportation;
5. modular technology.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 23 - Middle School Standards and Benchmarks › Section LXXXI-2303 - Focus Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Technology Education for sixth, seventh, and eighth grades is designed to
				  incorporate many areas of Technology Education. Students are provided the
				  opportunity to explore these areas and gain insight into the multitude of
				  career choices available in technology. Students will explore the technology
				  systems of:
1. manufacturing;
2. construction;
3. communication;
4. transportation; and
5. modular technology education.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 23 - Middle School Standards and Benchmarks › Section LXXXI-2305 - Manufacturing Benchmarks

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Standard. M1. Explore areas of the manufacturing process from research and
				  development to marketing the product.
Benchmarks
Louisiana
Foundation
Skills
ITEA Standards for Technology
Education
Academic
Cross-Reference
(Standard-Benchmark)
A. Discuss management, personnel and production
								techniques involvement in manufacturing industries
B. Develop cognitive and psychomotor skills and
								attitudes by performing manufacturing practices and experiments and
								participating role playing.
C. Discuss the integration of men, machines, and
								materials into efficient production systems.
D. Discuss the many vocations in manufacturing
								industries.
E. Develop the ability to work individually and in
								teams to apply knowledge and solve problems in manufacturing.
1,3
2,3,4
1,2,3,4,5
3,4,5
1,2,3,5
1,2,3,4,5,7,12,17,18
1,2,3,4,5,6,7,8,9,10,12,18
1,2,3,7,8
1,2,3,8,10,18
1,2,3,8,10,18
English Language Arts
ELA 1-M1,M3,M4,M5
ELA 2-M1,M2,M3,M4,M5,M6
ELA 3-M1,M2,M3,M4,M5
ELA 4-M1,M2,M3,M4,M5,M6
ELA 5-M1,M2,M3,M4,M5,M6
ELA 7-M1,M2,M3,M4
Mathematics
N-1M,2M,3M,4M,5M,6M,7M
A-2M,3M,3M,4M,5M
M-1M,2M,3M,4M
G-1M,2M,3M,4M,5M,6M,7M
Social Studies
G - 1A-M1, 1A-M2, 1D-M1,
ID-M2, 1D-M4
E 1A-M1, 1A-M2, 1A-M5,
1A-M6, 1B-M1, 1B-M4, 1B-M5, 1B-M6
H 1A-M1, 1A-M2, 1A-M3, 1A-M4
Science
S1-M - A1,A2,A3,A4,A5,
A6,A7,A8,B1,B3,B4,B5
PS-M - A9,B2,C1,C2,C3,C8
ESS-M - A1,A2,A3,A5,A6,B1, B2,C8
SE-M A1,A2
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 6:(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 23 - Middle School Standards and Benchmarks › Section LXXXI-2307 - Construction Benchmarks

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Standard. M2. Explore areas of the construction industry from planning to
				  completion of light, heavy, industrial, and civil construction.
Benchmarks
Louisiana
Foundation
Skills
ITEA Standards for Technology Education
Academic
Cross-Reference
(Standard-Benchmark)
A. Understand and use the tools, materials, and
								processes common to the construction industry.
B. Develop an awareness of the many careers in
								construction industry.
C. Understand the interrelationship of
								construction technology and community development.
D. Discover and develop to the fullest potential
								individual talents, attitudes, and interests related to construction
								technology.
2,3,4
3,4,5
3,4,5
1,2,3,4,5
1,2,3,4,7,8,9,16,17,18,19,20
1,2,3,4,6,7,20
1,2,3,4,5,6,7,20
1,2,3,4,6,7,8,9,10,20
English Language Arts
ELA 1 - M1,M3,M4,M5
ELA 2 M1,M2,M3,M4,M5,M6
ELA 3 M1,M2,M3,M4,M5
ELA 4 M1,M2,M3,M4,M5,M6
ELA 5 M1,M2,M3,M4,M5,M6
ELA 7 M1,M2,M4
Mathematics
N 1M,2M,3M,4M,5M,6M,7M
A 5M
M 1M,2M,3M,4M,5M,6M
G 1M,4M,5M,6M,7M
Social Studies
G 1A-M1, 1A-M2, 1D-M1,
1D-M2
E 1A-M1, 1A-M3, 1A-M11,
1B-M1, 1B-M2, 1B-M5
Science
S1-M A1,A2,A3,A4,A5,A6,
A7,A8
PS-M C1
ESS-M A1
SE-M A1
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 6:(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 23 - Middle School Standards and Benchmarks › Section LXXXI-2309 - Communication Benchmarks

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Standard. M3. Communicate ideas and information through experiences in the
				  drafting, design, printing, photography, telecommunications, and computers.
Benchmarks
Louisiana
Foundation
Skills
ITEA Standards for Technology Education
Academic
Cross-Reference
(Standard-Benchmark)
A. Appreciate, under-stand, and perform selected
								management, personnel, and production processes as they apply to communication
								systems.
B. Discuss careers and occupational choices with
								the communication industries
C. Develop responsible and safe work attitudes,
								habits, and the ability to function effectively as a member of a team.
D. Demonstrate the ability to send and receive
								information more effectively and efficiently through writing, gesturing,
								reading, speaking, and listening
2,3,4
1,2,3,4
1,2,3,4,5
1,2,3,4,5
1,2,3,4,7,8,9,11,12,17
1,2,3,4,7,12,13,17
1,2,3,4,7,11,12,17
1,2,3,6,9,10,11,12,13,17
English Language Arts
ELA 1 M1,M3,M4,M5
ELA 2 M1,M2,M3,M4,M5,M6
ELA 3 M1,M2,M3,M4,M5
ELA 4 M1,M2,M3,M4,M5,M6
ELA 5 M1,M2,M3,M4,M5,M6
ELA 7 M1,M2,M3,M4
Mathematics
N 1M,2M,3M,4M,5M,6M,7M
A 1M,2M,5M
M 1M,2M,3M,4M
G 1M,2M,3M,4M,5M,6M,7M
Social Studies
G 1A-M1, 1A-M2, 1D-M1
E 1A-M2, 1B-M3, 1B-M4
H 1A-M3, 1A-M6
Science
S1-M- A1,A2,A3,A4,A5,A6,
A7,A8
ESS-M- A1
SE-M- A1,A2
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 6:(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 23 - Middle School Standards and Benchmarks › Section LXXXI-2311 - Transportation Benchmarks

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Standard. M4. Explore transportation technology past, present, and future, and
				  be able to discuss the selection and uses of transportation technologies.
Benchmarks
Louisiana
Foundation
Skills
ITEA Standards
For Technology
Education
Academic
Cross-Reference
(Standard-Benchmark)
A. Discuss the requirements of jobs in the
								transportation industry.
B. Gain experience in the knowledge and techniques
								of the transportation industry.
C. Discuss management, personnel, and production
								techniques of transportation.
D. Explore the many vocations in the
								transportation industry.
E. Develop a sense of self-realization and
								generate self-activating behaviors.
F. Discuss the positive and negative impacts of
								transportation systems on our society and our environment.
1,3
1,2,3
1,2,3
1,3,4,5
1,3,4,5
1,2,3,4
1,2,3,4,5,7,12,17,18
1,2,3,4,5,6,7,8,9,10,12,18
1,2,3,7,18
1,2,3,8,10,18,
1,2,3,4,7,8,12,14,15,16,17,18,19,20,
18
English Language Arts
ELA 1 M1,M3,M4,M5
ELA 2 M1,M2,M3,M4,M5,M6
ELA 3 M1,M2,M3,M4,M5
ELA 4 M1,M2,M3,M4,M5,M6
ELA 5 M1,M2,M3,M4,M5,M6
ELA 7 M1,M2,M4
Mathematics
N 1M,2M,3M,4M,5M,6M,7M
A 1M,2M,3M,4M,5M
M 1M,2M,3M,4M,5M,6M
G 1M,2M,3M,4M,5M,6M
Social Studies
G 1A-M1, 1A-M2, 1D-M1, 1D-M2,
1D-M4, 1D-M5
E 1A-M1, 1A-M2, 1A-M5, 1A-M9,
1B-M1, 1B-M3, IB-M4, 1B-M5,
1B-M6
H 1A-M1, 1A-M2, 1A-M5, 1A-M6
Science
S1-M A1,A2,A3,A4,A5,A6,A7,
B3,B4,B5
PS-M B1,B2,B3,C1,C2,C6,C7
ESS-M A1,A2,A3,A5,A6,B1,B2
SE-M A1,A2
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 6:(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 23 - Middle School Standards and Benchmarks › Section LXXXI-2313 - Modular Technology Benchmarks

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard. M5. Develop an understanding of
				  the various technology systems through modular computer assisted instruction.
Benchmarks
Louisiana
Foundation
Skills
ITEA Standards
For Technology
Education
Academic
Cross-Reference
(Standard-Benchmark)
A. Read curriculum module binder to obtain the
								operating directions, research technical books and define technical terms.
B. View instructional videos for daily workstation
								activities required to initiate the computer applications and hands-on
								activities.
C. Use related computer software programs to
								perform various module activities.
D. Team with a partner to complete hands-on
								activities through computer assisted instruction.
1,3,4
2,3,4
1,2,3,4
1,2,3,5
1,2,3,4,7,8,9,
16,17,18,19,20
1,2,3,4,6,8,10,
12,17,18,19,20
1,2,3,4,6,8,12,
17,18,19,20
1,2,3,4,8,9,11,
12,13,17,18,19,20
English Language Arts
ELA 1 M1,M3,M4,M5
ELA 2 M1,M2,M3,M4,M5,M6
ELA 3 M1,M2,M3
ELA 4 M1,M2,M3,M4,M5,M6
ELA 5 M1,M2,M3,M4,M5,M6
ELA 7 M1,M2,M3,M4
Mathematics
N 1M,2M,3M,4M,5M,6M,7M
A 1M,2M,3M,4M
M 1M,2M,3M,4M
G 1M,2M,3M,4M,5M,6M
Social Studies
G 1A-M1, 1A-M2, 1D-M1, 1D-M2,
1D-M4
E 1A-M1, 1A-M2, 1A-M5, 1B-M1,
1B-M4, 1B-M5, 1B-M6
H 1A-M1, 1A-M2, 1A-M5, 1A-M6
Science
S1-M A1,A2,A3,A4,A5,A6,A7,B3
B4,B5
PS-M B1,B2,B3,C1,C2,C6,C7
ESS-M A1,A2,A3,A5,A6,B1,B2,
SE-M A1,A2
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 6:(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter A - General Technology Education › Section LXXXI-2501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
					 Courses
1. General Technology
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter A - General Technology Education › Section LXXXI-2503 - Focus Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
					 following are the goals and expectations being implemented in raising
					 expectations and setting high standards in the
General Technology
					 Education
cluster.
1. The technology
					 lab is equipped with up-to-date technology.
2. The curriculum is activity-centered, with
					 an emphasis on students' self-directed exploration of careers.
3. The relationships between English/Language
					 Arts, Mathematics, Science, and Technology are emphasized.
4. The Technology Education student will
					 explore the job skills and expectations needed in the job market by rotating
					 through various career workstations.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter B - Communication Technology › Section LXXXI-2509 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
					 Courses
1. Basic Technical
					 Drafting;
2. Advanced Technical
					 Drafting;
3. Architectural
					 Drafting;
4. Communication
					 Technology;
5. Basic
					 Electricity/Electronics;
6.
					 Advanced Electricity/Electronics.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter B - Communication Technology › Section LXXXI-2511 - Focus Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Communication Technology emphasizes a strong foundation in drafting and
					 electronics. Basic Technical Drafting is the primary course being taught in
					 this area. Technical Drafting is used by engineers, architects, and
					 construction fields to describe size, shape, and details. The ability to read
					 and understand drawings is becoming increasingly important in the world of
					 work. For this reason, drafting should be one of the first courses taken by a
					 communication technology major.
B.
					 Advanced Technical Drafting:
1. is designed
					 as a follow-up to Basic Technical Drafting;
2. involves the preparation of detailed
					 drawings, including:
a.
					 developments;
b.
					 intersections;
c. charts;
d. diagrams;
e. threads;
f. descriptive geometry;
g. auxiliary views;
h. revolutions; and
i. specialized drafting areas.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter C - Manufacturing Technology › Section LXXXI-2517 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
					 Courses
1. Manufacturing
					 Technology;
2. Materials and
					 Processes;
3. Basic Metal
					 Technology;
4. Advanced Metal
					 Technology; and
5. Welding
					 Technology.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter C - Manufacturing Technology › Section LXXXI-2519 - Focus Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Manufacturing Technology investigates all areas of the manufacturing process
					 from research and development to marketing the product. Manufacturing
					 Technology also develops an awareness for:
1.
					 technology;
2. industry;
3. future trends in manufacturing;
					 and
4. the social impacts of
					 technology and industry on society and the environment.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter D - Construction Technology › Section LXXXI-2525 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
					 Courses
1. Construction Technology;
2. Basic Wood Technology; and
3. Advanced Wood Technology.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter D - Construction Technology › Section LXXXI-2527 - Focus Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
					 ability to select and use tools, materials, and processes is increasingly
					 important in a technological work environment. Construction Technology
					 emphasizes a strong foundation in:
1. Basic
					 Wood Technology;
2. Construction
					 Technology; and
3. Advanced Wood
					 Technology, including:
a. safety;
b. tools;
c. machines;
d. processes; and
e. materials used in manufacturing of wood
					 products.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter E - Energy, Power, and Transportation Technology › Section LXXXI-2533 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
					 Courses
1. Energy, Power and Transportation
					 Technology;
2. Power
					 Mechanics;
3. Physics of Technology
					 I; and
4. Physics of Technology
					 II.