reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 19 - Hazard Communication Worksheet › Subchapter A - General Provisions › Section CXXXIII-1901 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Article
- a manufactured item other than
					 a fluid or particle that:
1. is formed to a shape or design during
					 manufacture;
2. has end use function(s) dependent in whole or in part on
					 its shape or design during end use; and
3. under normal conditions of use does not release more
					 than very small quantities, e.g., minute or trace amounts of a hazardous
					 chemical, and does not pose a physical hazard or health risk to
					 employees.
Hazardous Chemical
- any chemical that is
					 a physical hazard or a health hazard.
Health Hazard
- a chemical for which
					 statistically significant evidence exists that acute or chronic health effects
					 may occur in exposed employees. This evidence must be based on at least one
					 study conducted in accordance with established scientific principles.
Physical Hazard
- a chemical for which
					 scientifically valid evidence exists that it is:
1. a combustible liquid;
2. a compressed gas;
3. explosive;
4. flammable;
5. an organic peroxide;
6. an oxidizer;
7. pyrophoric (self igniting);
8. unstable (reactive) or water-reactive.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 19 - Hazard Communication Worksheet › Subchapter A - General Provisions › Section CXXXIII-1903 - Worksheet Instructions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use the
				  following worksheet as a guide to conduct a survey of the instructional
				  facility. Answer each of the listed questions by circling the answer that
				  applies to the condition at the facility. "Y" indicates "Yes," "N" indicates
				  "No," and "N/A" indicates "Not Applicable." If any of the questions are
				  answered "N" for "No," it is the sign of a condition that may indicate a
				  possible hazard. For every " N" marked, write a brief description of the
				  deficient condition observed in the space provided at the end of the worksheet.
1. Additional guidance material may be found
				  in Appendix K, Material Safety Data Sheets Guidelines, in the Safety and Health
				  Manual on the Louisiana Department of Education website (
http://www.doe.
				  state.la.us/lde/index.html
).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 19 - Hazard Communication Worksheet › Subchapter C - Hazard Evaluation and Prioritization › Section CXXXIII-1921 - Relative Risk Factors

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Introduction
1. This part of the worksheet
				  enables the instructor to examine each of the potential hazards (the "N"
				  answers) that were identified in Subchapter B of this Chapter 19, Hazard
				  Identification, and to assign it a value corresponding to its relative risk.
				  Relative risk is usually defined in terms of three factors:
a. severity
b. frequency/probability; and
c. exposure.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 19 - Hazard Communication Worksheet › Subchapter D - Hazard Control Measures › Section CXXXIII-1931 - Control Categories

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  Subchapter D is to implement those control measures that will either eliminate
				  or minimize hazards to the point where they will become acceptable. Also, these
				  control measures will be applied to the most serious hazards first, then to the
				  next-most-serious, and so on.
B.
				  Most control measures fall into one or more of three categories. Paragraphs 1-3
				  below list the three types, and also outline the preferred sequence for
				  applying the controls, as engineering controls are the most effective way to
				  control a hazard, followed by administrative controls and finally by personal
				  protective equipment. Many times, the most effective controls are a blending of
				  all three types. They are:
1. engineering
				  controls;
2. administrative
				  controls; and
3. personal
				  protective equipment (PPE).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 21 - Fire Prevention and Protection Worksheet › Subchapter A - General Provisions › Section CXXXIII-2101 - Worksheet Instructions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use the
				  following worksheet as a guide to conduct a survey to determine the level of
				  fire prevention and protection readiness for the instructional facility. Answer
				  each of the listed questions by circling the answer that applies to the
				  condition at the facility. "Y" indicates "Yes," "N" indicates "No," and "N/A"
				  indicates "Not Applicable." If any of the questions are answered "N" for "No,"
				  it is the sign of a condition that may indicate a possible hazard. For every "
				  N" marked, write a brief description of the deficient condition observed in the
				  space provided at the end of the worksheet.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 21 - Fire Prevention and Protection Worksheet › Subchapter B - Hazard Identification › Section CXXXIII-2115 - Work Methods

Current through Register Vol. 50, No. 6, June 20, 2024
A. Material
				  Handling Use
Circle the
Appropriate
Answer
1. Are volatile, flammable materials used in such
								a way that gases and vapors from such materials are not allowed to escape the
								storage container, or are gases or vapors vented to a safe area?
Y N N/A
2. When not in use, are flammable and combustible
								materials kept in containers that are specifically designed for holding and
								storing such materials?
Y N N/A
B.
				  Material Storage-Outdoor
Circle the
Appropriate
Answer
1. Is stability maintained when combustible
								materials are piled?
Y N N/A
2. Are weeds and grass kept down and a regular
								procedure provided for periodic cleanup of outside storage areas?
Y N N/A
C.
				  Material Storage-Indoor
Circle the
Appropriate
Answer
1. Are indoor materials stored so that they do not
								obstruct or adversely affect the means of exit?
Y N N/A
2. Are indoor materials stored, handled, and piled
								to minimize the spread of fire, and permit convenient access for firefighting?
Y N N/A
3. Where sprinkler systems are installed, are
								indoor materials stored so that a clearance of at least 36 inches is maintained
								between the top level of stored materials and the sprinkler deflectors?
Y N N/A
4. Is proper clearance maintained around lights
								and heating units to prevent ignition of combustible materials?
Y N N/A
5. Is a clearance of at least 24 inches maintained
								around the path of travel of fire doors, unless a barricade is provided?
Y N N/A
6. Are materials stored more than 36 inches away
								from a fire door opening?
Y N N/A
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 21 - Fire Prevention and Protection Worksheet › Subchapter C - Hazard Evaluation and Prioritization › Section CXXXIII-2127 - Relative Risk Factors

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Introduction
1. This part of the worksheet
				  enables the instructor to examine each of the potential hazards (the "N"
				  answers) that were identified in Subchapter B of this Chapter 21, Hazard
				  Identification, and to assign it a value corresponding to its relative risk.
				  Relative risk is usually defined in terms of three factors:
a. severity;
b. frequency/probability; and
c. exposure.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 21 - Fire Prevention and Protection Worksheet › Subchapter D - Hazard Control Measures › Section CXXXIII-2135 - Control Categories

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  Subchapter D is to implement those control measures that will either eliminate
				  or minimize hazards to the point where they will become acceptable. Also, these
				  control measures will be applied to the most serious hazards first, then to the
				  next-most-serious, and so on.
B.
				  Most control measures fall into one or more of three categories. Paragraphs 1-3
				  below list the three types and also outline the preferred sequence for applying
				  the controls, as engineering controls are the most effective way to control a
				  hazard, followed by administrative controls and finally by personal protective
				  equipment. Many times, the most effective controls are a blending of all three
				  types. They are:
1. engineering
				  controls;
2. administrative
				  controls; and
3. personal
				  protective equipment (PPE).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 23 - Hearing Conservation and Noise Protection Worksheet › Subchapter A - General Provisions › Section CXXXIII-2301 - Worksheet Instructions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use this
				  worksheet as a guide to conduct a survey of the instructional facilities.
				  Answer each of the listed questions by circling the answer that applies to the
				  condition at the facility. "Y" indicates "Yes," "N" indicates "No," and "N/A"
				  indicates "Not Applicable." If any of the questions are answered "N" for "No,"
				  it is the sign of a condition that may indicate a possible hazard. For every "
				  N" marked, write a brief description of the deficient condition observed in the
				  space provided at the end of the worksheet.
NOTE: The Occupational Safety and Health Administration
					 (OSHA) and other regulatory agencies specify that persons exposed to noise
					 levels of 85 dBA over an eight-hour period must wear hearing protection, and be
					 provided with and trained in the use of hearing protection. In order to provide
					 a margin of safety and simplify the evaluation process, any equipment or
					 operation found to expose persons to a noise level of 85 dBA or above over any
					 time period should be considered a hazard, and hearing protection should be
					 required.
1. Additional guidance
				  material may be found in Appendix H, Hearing Conservation and Noise Control in
				  the Safety and Health Manual on the Louisiana Department of Education website
				  (http://www.doe. state.la.us/lde/index.html).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 23 - Hearing Conservation and Noise Protection Worksheet › Subchapter B - Hazard Identification › Section CXXXIII-2311 - Facilities and Equipment

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Evaluation
Circle the
Appropriate
Answer
1. Have all operations or equipment believed to be
								excessively noisy (85 dBA or above) been measured to determine their noise
								levels?
Y N N/A
2. Are noise measurements repeated when a change
								in operations or equipment may increase noise exposure?
Y N N/A
B.
				  Training
Circle the
Appropriate
Answer
1. Does the school administer a continuing,
								effective hearing conservation program?
Y N N/A
2. Do all students or employees exposed to 85 dBA
								or above receive hearing conservation training at least annually?
Y N N/A
3. Are training materials and literature on
								hearing conservation available to employees or students?
Y N N/A
C.
				  Noise Control and Hearing Protection
Circle the
Appropriate
Answer
1. Have feasible engineering and/or administrative
								controls been used to reduce operation or equipment noise levels determined to
								be excessive (85 dBA or above)?
Y N N/A
2. Are hearing protectors evaluated to verify that
								they effectively reduce noise to levels below 85 dBA?
Y N N/A
3. Are hearing protectors available to all persons
								exposed to noise levels at or above 85 dBA?
Y N N/A
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 23 - Hearing Conservation and Noise Protection Worksheet › Subchapter C - Hazard Evaluation and Prioritization › Section CXXXIII-2321 - Relative Risk Factors

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Introduction
1. This part of the worksheet
				  enables the instructor to examine each of the potential hazards (the "N"
				  answers) that were identified in Subchapter B of this Chapter 23, Hazard
				  Identification, and to assign it a value corresponding to its relative risk.
				  Relative risk is usually defined in terms of three factors:
a. severity;
b. frequency/probability; and
c. exposure.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 23 - Hearing Conservation and Noise Protection Worksheet › Subchapter D - Hazard Control Measures › Section CXXXIII-2331 - Control Categories

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  Subchapter D is to implement those control measures that will either eliminate
				  or minimize hazards to the point where they will become acceptable. Also, these
				  control measures will be applied to the most serious hazards first, then to the
				  next-most-serious, and so on.
B.
				  Most control measures fall into one or more of three categories. Paragraphs 1-3
				  below list the three types, and also outline the preferred sequence for
				  applying the controls, as engineering controls are the most effective way to
				  control a hazard, followed by administrative controls and finally by personal
				  protective equipment. Many times, the most effective controls are a blending of
				  all three types. They are:
1. engineering
				  controls;
2. administrative
				  controls; and
3. personal
				  protective equipment (PPE).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 25 - Mechanical Hazards Worksheet › Subchapter A - General Provisions › Section CXXXIII-2501 - Worksheet Instructions

Current through Register Vol. 50, No. 6, June 20, 2024
A. U se
				  this worksheet as a guide to conduct a survey of the instructional facility.
				  Answer each of the listed questions by circling the answer that applies to the
				  condition at the facility. "Y" indicates "Yes," "N" indicates "No," and "N/A"
				  indicates "Not Applicable." If any of the questions are answered "N" for "No,"
				  it is the sign of a condition that may indicate a possible hazard. For every "
				  N" marked, write a brief description of the deficient condition observed in the
				  space provided at the end of the worksheet.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 25 - Mechanical Hazards Worksheet › Subchapter C - Hazard Evaluation and Prioritization › Section CXXXIII-2529 - Relative Risk Factors

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Introduction
1. This part of the worksheet
				  enables the instructor to examine each of the potential hazards (the "N"
				  answers) that were identified in Subchapter B of this Chapter 25, Hazard
				  Identification, and to assign it a value corresponding to its relative risk.
				  Relative risk is usually defined in terms of three factors:
a. severity
b. frequency/probability; and
c. exposure.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 25 - Mechanical Hazards Worksheet › Subchapter D - Hazard Control Measures › Section CXXXIII-2537 - Control Categories

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  Subchapter D is to implement those control measures that will either eliminate
				  or minimize hazards to the point where they will become acceptable. Also, these
				  control measures will be applied to the most serious hazards first, then to the
				  next-most-serious, and so on.
B.
				  Most control measures fall into one or more of three categories. Paragraphs 1-3
				  below list the three types, and also outline the preferred sequence for
				  applying the controls, as engineering controls are the most effective way to
				  control a hazard, followed by administrative controls and finally by personal
				  protective equipment. Many times, the most effective controls are a blending of
				  all three types. They are:
1. engineering
				  controls;
2. administrative
				  controls; and
3. personal
				  protective equipment (PPE).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 27 - Walking, Working, Surfaces/Stairs/Railings Worksheet › Subchapter A - General Provisions › Section CXXXIII-2701 - Worksheet Instructions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use this
				  worksheet as a guide to conduct a survey of the instructional facilities.
				  Answer each of the listed questions by circling the answer that applies to the
				  condition at the facility. "Y" indicates "Yes," "N" indicates "No," and "N/A"
				  indicates "Not Applicable." If any of the questions are answered "N" for "No,"
				  it is the sign of a condition that may indicate a possible hazard. For every "
				  N" marked, write a brief description of the deficient condition observed in the
				  space provided at the end of the worksheet.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 27 - Walking, Working, Surfaces/Stairs/Railings Worksheet › Subchapter C - Hazard Evaluation and Prioritization › Section CXXXIII-2721 - Relative Risk Factors

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Introduction
1. This part of the worksheet
				  enables the instructor to examine each of the potential hazards (the "N"
				  answers) that were identified in Subchapter B of this Chapter 27, Hazard
				  Identification, and to assign it a value corresponding to its relative risk.
				  Relative risk is usually defined in terms of three factors:
a. severity;
b. frequency/probability; and
c. exposure.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 27 - Walking, Working, Surfaces/Stairs/Railings Worksheet › Subchapter D - Hazard Control Measures › Section CXXXIII-2933 - Control Categories

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  Subchapter D is to implement those control measures that will either eliminate
				  or minimize hazards to the point where they will become acceptable. Also, these
				  control measures will be applied to the most serious hazards first, then to the
				  next-most-serious, and so on.
B.
				  Most control measures fall into one or more of three categories. Paragraphs 1-3
				  below list the three types, and also outline the preferred sequence for
				  applying the controls, as engineering controls are the most effective way to
				  control a hazard, followed by administrative controls and finally by personal
				  protective equipment. Many times, the most effective controls are a blending of
				  all three types. They are:
1. engineering
				  controls;
2. administrative
				  controls; and
3. personal
				  protective equipment (PPE).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 29 - Means of Egress/Escape › Subchapter A - General Provisions › Section CXXXIII-2901 - Worksheet Instructions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use this
				  worksheet as a guide to conduct a survey of the instructional facilities.
				  Answer each of the listed questions by circling the answer that applies to the
				  condition at the facility. "Y" indicates "Yes," "N" indicates "No," and "N/A"
				  indicates "Not Applicable." If any of the questions are answered "N" for "No,"
				  it is the sign of a condition that may indicate a possible hazard. For every "
				  N" marked, write a brief description of the deficient condition observed in the
				  space provided at the end of the worksheet.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 29 - Means of Egress/Escape › Subchapter B - General › Section CXXXIII-2911 - Self-Inspection

Current through Register Vol. 50, No. 6, June 20, 2024
A. Checklist
Circle the Appropriate Answer
1. Are exits provided to permit the prompt escape
								of occupants in case of fire or other emergency?
Y N N/A
2. Is every exit, way of approach, and way to
								travel from the exit to the street continuously maintained and free of all
								obstructions or impediments?
Note: The following items, if they block
								fire exists, are examples of violations:
i. boxes of light tubes;
ii. empty boxes;
iii. a cart;
iv. metal fence posts;
v. lawnmowers;
vi. steel racks;
vii. wood;
viii. tools;
ix. scales;
x. ball racks;
xi. soccer balls;
xii. stored equipment;
xiii. machines on the floor; and
xiv. tripping hazards such as electric cords,
								tools, lumber, and hoses.
Y N N/A
3. Are exits maintained so as to provide free and
								obstructed egress or escape when the room is occupied?
Note: No locks, chains, or fastenings to
								prevent free escape from the inside are permitted.
Y N N/A
4. Does every building or area have two exits if
								one exit could be blocked because of fire, smoke, or other emergency?
Y N N/A
5. Do exits discharge directly onto a street,
								yard, court, or other open space that gives safe access to a public way?
Y N N/A
6. Do exit doors swing in the direction of travel
								when an area is occupied by more than 50 people or where hazardous operations
								are conducted?
Y N N/A
7. Are all exit doors and paths of exit 28 inches
								or more in width?
Note: Examples of violations include a
								stack of wood restricting the exit to 14 inches, a space of only 17 inches
								between the desk and the wall, and a space of only 14 inches between desks.
Y N N/A
8. Are means of egress or exit designed and
								maintained to provide adequate head room, with the ceiling height at least 7
								1/2 feet and any projection from the ceiling more than 6 feet 8 inches from the
								floor?
Y N N/A
9. Is every exit clearly visible and the route to
								it conspicuously indicated so everyone readily knows the direction of escape
								from any point?
Y N N/A
10. In areas equipped for artificial illumination,
								do all exit paths have adequate and reliable illumination?
Y N N/A
11. Are exits prohibited through bathrooms or
								other rooms subject to locking?
Y N N/A
12. Is storage of flammable or combustible
								materials in exit corridors prohibited?
Y N N/A
13. Is the use of highly flammable furnishings or
								decorations prohibited?
Y N N/A
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 29 - Means of Egress/Escape › Subchapter B - General › Section CXXXIII-2913 - Exit Marking

Current through Register Vol. 50, No. 6, June 20, 2024
A. Exit Signs
Circle the Appropriate Answer
1. Is access to exits marked by readily visible
								signs and arrows when the way to reach it is not immediately visible?
Y N N/A
2. Are doors, passage ways or stairways that are
								neither exits nor a way to an exit, and which can be mistaken for an exit,
								marked with a sign reading "Not An Exit" or similar designation?
Note: Other appropriate markings would
								be:
i. "To Basement";
ii. "To Storeroom";
iii. "To Linen Closet";
iv. etc.
Y N N/A
3. Are exit signs clearly visible, distinctive in
								color, and easily distinguished from decorations, interior finish, and other
								signs?
Note: The following are prohibited:
i. decorations, furnishings or equipment that
								impair the visibility of exit signs; and
ii. any brightly illuminated sign, display, or
								object in or near the line of vision of the egress sign that detracts attention
								from the egress sign so that it is not noticeable.
Y N N/A
4. Is every exit sign illuminated by a reliable
								light source?
Y N N/A
5. In areas where reduction of normal illumination
								is permitted, are exit signs internally illuminated?
Y N N/A
6. Does every exit sign have the word "Exit" in
								plain legible letters not less than 6 inches high, with the principal strokes
								of letters not less than 3/4 inch wide?
Y N N/A
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 29 - Means of Egress/Escape › Subchapter C - Hazard Evaluation and Prioritization › Section CXXXIII-2923 - Relative Risk Factors

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Introduction
1. This part of the worksheet
				  enables the instructor to examine each of the potential hazards (the "N"
				  answers) that were identified in Subchapter B of this Chapter 29, Hazard
				  Identification, and to assign it a value corresponding to its relative risk.
				  Relative risk is usually defined in terms of three factors:
a. severity;
b. frequency/probability; and
c. exposure.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 29 - Means of Egress/Escape › Subchapter D - Hazard Control Measures › Section CXXXIII-2937 - Control Categories

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  Subchapter D is to implement those control measures that will either eliminate
				  or minimize hazards to the point where they will become acceptable. Also, these
				  control measures will be applied to the most serious hazards first, then to the
				  next-most-serious, and so on.
B.
				  Most control measures fall into one or more of three categories. Paragraphs 1-3
				  below list the three types, and also outline the preferred sequence for
				  applying the controls, as engineering controls are the most effective way to
				  control a hazard, followed by administrative controls and finally by personal
				  protective equipment. Many times, the most effective controls are a blending of
				  all three types. They are:
1. engineering
				  controls;
2. administrative
				  controls; and
3. personal
				  protective equipment (PPE).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 31 - Ergonomics Worksheet › Subchapter A - General Provisions › Section CXXXIII-3101 - Worksheet Instructions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use this
				  worksheet as a guide to conduct a survey of the instructional facilities.
				  Answer each of the listed questions by circling the answer that applies to the
				  condition at the facility. "Y" indicates "Yes," "N" indicates "No," and "N/A"
				  indicates "Not Applicable." If any of the questions are answered "N" for "No,"
				  it is the sign of a condition that may indicate a possible hazard. For every "
				  N" marked, write a brief description of the deficient condition observed in the
				  space provided at the end of the worksheet.
B. Additional guidance material may be found
				  in Appendix G, Ergonomics, in the Safety and Health Manual on the Louisiana
				  Department of Education website
				  (http://www.doe.state.la.us/lde/index.html).
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 31 - Ergonomics Worksheet › Subchapter C - Hazard Evaluation and Prioritization › Section CXXXIII-3121 - Relative Risk Factors

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Introduction
1. This part of the worksheet
				  enables the instructor to examine each of the potential hazards (the "N"
				  answers) that were identified in Subchapter B of this Chapter 31, Hazard
				  Identification, and to assign it a value corresponding to its relative risk.
				  Relative risk is usually defined in terms of three factors:
a. severity;
b. frequency/probability; and
c. exposure.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIII - Bulletin 1674 - Safety Manual for Career and Technical Education Programs › Chapter 31 - Ergonomics Worksheet › Subchapter D - Hazard Control Measures › Section CXXXIII-3125 - Control Categories

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  Subchapter D is to implement those control measures that will either eliminate
				  or minimize hazards to the point where they will become acceptable. Also, these
				  control measures will be applied to the most serious hazards first, then to the
				  next-most-serious, and so on.
B.
				  Most control measures fall into one or more of three categories. Paragraphs 1-3
				  below list the three types, and also outline the preferred sequence for
				  applying the controls, as engineering controls are the most effective way to
				  control a hazard, followed by administrative controls and finally by personal
				  protective equipment. Many times, the most effective controls are a blending of
				  all three types. They are:
1. engineering
				  controls;
2. administrative
				  controls; and
3. personal
				  protective equipment (PPE).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 1 - Purpose › Section CXXXVII-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. A critical
				component to ensuring that the goals of the state's School and District
				Accountability System are achieved is the placement of effective administrators
				at every school. In order for this to be attained, attention must be focused on
				building leadership capacity at both the school and district levels. Utilizing
				the standards for educational leaders, educational leaders are strongly
				encouraged to examine organizational structures, their enacted roles, and
				day-to-day operations to ensure they are leading the way for school success by
				keeping the focus on enhanced student achievement.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17 and
				  R.S.17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 3 - Professional Standards › Section CXXXVII-301 - Professional Standards for Educational Leaders

Current through Register Vol. 50, No. 6, June 20, 2024
A. The state Department of Education has
				adopted the National Policy Board for Educational Administration's Professional
				Standards for Educational Leaders (PSEL), 2015 edition, as standards for
				educational leaders, which aligns to the Louisiana state standards for
				educational leaders as defined by performance expectations 1-6 outlined in this
				Chapter.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17 and
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 3 - Professional Standards › Section CXXXVII-303 - Performance Expectation 1

Current through Register Vol. 50, No. 6, June 20, 2024
A. Vision,
				Mission, and Goals
1. Education leaders
				ensure the achievement of all students by guiding the development and
				implementation of a shared vision of learning, strong organizational mission,
				and high expectations for every student.
a.
				Dispositions Exemplified in Expectation 1. Education leaders believe in, value,
				and are committed to:
i. every student
				learning;
ii. collaboration with
				all stakeholders;
iii. high
				expectations for all;
iv. examining
				assumptions and beliefs;
v.
				continuous improvement using evidence.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 3 - Professional Standards › Section CXXXVII-305 - Performance Expectation 2

Current through Register Vol. 50, No. 6, June 20, 2024
A. Teaching
				and Learning
1. Education Leaders ensure
				achievement and success of all students by monitoring and continuously
				improving teaching and learning.
a.
				Dispositions Exemplified in Expectation 2. Education leaders believe in, value,
				and are committed to:
i. learning as the
				fundamental purpose of school;
ii.
				diversity as an asset;
iii.
				continuous professional growth and development;
iv. lifelong learning;
v. collaboration with all
				stakeholders;
vi. high expectations
				for all;
vii. student
				learning.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 3 - Professional Standards › Section CXXXVII-307 - Performance Expectation 3

Current through Register Vol. 50, No. 6, June 20, 2024
A. Managing
				Organizational Systems and Safety
1. Education
				leaders ensure the success of all students by managing organizational systems
				and resources for a safe, high-performing learning environment.
a. Dispositions Exemplified in Expectation 3.
				The education leader believes in, values, and is committed to:
i. a safe and supportive learning
				environment;
ii. collaboration with
				all stakeholders;
iii. equitable
				distribution of resources;
iv.
				operating efficiently and effectively;
v. management in service of staff and student
				learning.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 3 - Professional Standards › Section CXXXVII-309 - Performance Expectation 4

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Collaborating with Families and Stakeholders
1. Education leaders ensure the success of
				all students by collaborating with families and stakeholders who represent
				diverse community interests and needs and mobilizing community resources that
				improve teaching and learning.
a.
				Dispositions exemplified in Expectation 4. The education leader believes in,
				values, and is committed to:
i. high
				standards for all;
ii. including
				family and community as partners;
iii. respect for the diversity of family
				composition;
iv. continuous
				learning and improvement for all.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 3 - Professional Standards › Section CXXXVII-311 - Performance Expectation 5

Current through Register Vol. 50, No. 6, June 20, 2024
A. Ethics
				and Integrity
1. Education leaders ensure the
				success of all students by being ethical and acting with integrity.
a. Dispositions Exemplified in Expectation 5.
				The education leader believes in, values, and is committed to:
i. the common good over personal
				interests;
ii. taking
				responsibility for actions;
iii.
				ethical principles in all relationships and decisions;
iv. modeling high expectations;
v. continuously improving knowledge and
				skills.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 3 - Professional Standards › Section CXXXVII-313 - Performance Expectation 6: The Education System

Current through Register Vol. 50, No. 6, June 20, 2024
A. Education leaders ensure the success of
				all students by influencing interrelated systems of political, social,
				economic, legal, and cultural contexts affecting education to advocate for
				their teachers' and students' needs.
1.
				Dispositions Exemplified in Expectation 6. The education leader believes in,
				values, and is committed to:
a. advocate for
				children and education;
b.
				influence policies;
c. uphold and
				improve laws and regulations;
d.
				eliminate barriers to achievement;
e. build on diverse social and cultural
				assets.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXVII - Bulletin 125-Standards for Educational Leaders in Louisiana › Chapter 5 - Glossary › Section CXXXVII-501 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Preferred Future
-an understanding and
				  conviction conveyed to teachers and students that opportunities available to
				  students are not limited.
Psychometrically Sound
-data that are valid
				  and reliable; refers to data from tests and other forms of
				  assessment.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17: and R.S.17: 6(A)(10)
				  .
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIX - Bulletin 126-Charter Schools › Chapter 1 - General Provisions › Section CXXXIX-101 - Purpose, Scope, and Effect

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				The purpose of this bulletin is to provide rules to govern the implementation
				of
				R.S.
				17:3971 et seq., the "Charter School
				Demonstration Programs Law" (hereafter, the "Charter School Law").
B. This bulletin is established to set forth
				the requirements for applying for a charter to operate an independent public
				school, the principles and requirements of authorizing the operation of a
				charter school, the requirements of performance contracting, the funding of
				charter schools, and the implementation of and enactment of regulatory
				requirements that must be met in the operation of a charter school. It is
				further established to set forth procedures for monitoring and evaluating
				charter schools, and amending, renewing, and revoking charters approved by the
				Board of Elementary and Secondary Education.
C. The regulations set forth in this bulletin
				are incorporated into all charters approved by BESE and shall bind all charter
				schools approved by BESE.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:3981.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIX - Bulletin 126-Charter Schools › Chapter 1 - General Provisions › Section CXXXIX-105 - Purpose of Charter Schools

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				charter school law was enacted by the Louisiana Legislature to create a
				structure whereby city, parish, and other local public school boards and BESE
				can authorize the creation of innovative kinds of independent public schools
				for students in Louisiana.
B. The
				Charter School Law provides a mechanism for all persons with valid ideas and
				motivation to participate in the development of innovative schools and a
				mechanism to analyze results of charter schools. Analysis of results allows for
				the positive results to be repeated or replicated, if appropriate, and the
				negative results identified and eliminated.
C. The charter school law expresses the
				intention of the legislature that the best interests of
				economically-disadvantaged pupils shall be the overriding consideration in
				implementing the provisions of the law.
D. The purposes of charter schools include
				providing opportunities for educators and others interested in educating pupils
				to form, operate, or be employed within a charter school, with each such school
				designed to accomplish one or more of the following objectives:
1. improve pupil learning and, in general,
				the public school system;
2.
				increase learning opportunities and access to quality education for
				pupils;
3. increase educational
				opportunities for students in formerly failing schools;
4. increase learning opportunity choices for
				parents and students;
5. encourage
				the use of different and innovative teaching methods and a variety of
				governance, management, and administrative structures;
6. require appropriate assessment and
				measurement of academic learning results;
7. account better and more thoroughly for
				educational results;
8. create new
				professional opportunities for teachers and other school employees, including
				the opportunity to be responsible for the learning program at the school
				site;
9. provide competition within
				the public school system in order to stimulate continued improvement in all
				public schools; and/or
10. expand
				the capacity of the public school system.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIX - Bulletin 126-Charter Schools › Chapter 1 - General Provisions › Section CXXXIX-107 - Types of Charter Schools

Current through Register Vol. 50, No. 6, June 20, 2024
A. A
				type 1 charter school is a new school operated as the result of and pursuant to
				a charter between the nonprofit corporation created to operate the school and a
				local school board.
B. A type 2
				charter school is a new school or a preexisting public school converted and
				operated as the result of and pursuant to a charter between the nonprofit
				corporation created to operate the school and the state Board of Elementary and
				Secondary Education.
C. A type 3
				charter school is a preexisting public school converted and operated as the
				result of and pursuant to a charter between a nonprofit corporation and the
				local school board.
D. A type 3B
				charter school is a former type 5 charter school transferred from the Recovery
				School District to the administration and management of the transferring local
				school system pursuant to
				R.S.
				17:10.5,
				R.S.
				17:10.7 and Bulletin 129, §505.
E. A type 4 charter school is a preexisting
				public school converted and operated or a new school operated as the result of
				and pursuant to a charter between a local school board and the state Board of
				Elementary and Secondary Education.
F. A type 5 charter school is a preexisting
				public school transferred to the recovery school district as a school
				determined to be failing pursuant to
				R.S.
				17:10.5 or
				R.S.
				17:10.7 and operated as the result of and
				pursuant to a charter between a nonprofit corporation and the state Board of
				Elementary and Secondary Education.
G. Charter schools that serve as alternative
				education sites must adhere to the provisions of LAC 28:CXLIX (Bulletin 131)
				and will be subject to school accountability as set forth in LAC 28:XI. Chapter
				35 (Bulletin 111). The Department of Education may provide for charter school
				alternative education site approval as part of the common charter application
				established in accordance with §31 1.B of this Part.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  17:3981,
				  and
				  17:3973.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIX - Bulletin 126-Charter Schools › Chapter 3 - Charter School Authorizers › Section CXXXIX-301 - Charter School Authorizers

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				The state Board of Elementary and Secondary Education authorizes the operation
				of type 2, type 4, and type 5 charter schools.
B. Local school boards authorize the
				operation of type 1, type 3, and type 3B charter schools.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:3981, and
				  R.S.
				  17:3982.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXXIX - Bulletin 126-Charter Schools › Chapter 3 - Charter School Authorizers › Section CXXXIX-303 - BESE Authorizing Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A. BESE, as the authorizer of type 2, type 4,
				and type 5 charter schools, has the following authorizing responsibilities:
1. to implement a comprehensive application
				process with fair procedures and rigorous criteria that results in applications
				recommended for approval that demonstrate strong capacity for establishing and
				operating a quality charter school;
2. to review each proposed charter in a
				timely manner to determine whether each charter school application complies
				with the charter school law and this bulletin and whether the application is
				valid, complete, financially well-structured, educationally sound, whether it
				provides for a master plan for improving behavior and discipline in accordance
				with R.S. 17: 252, whether it provides a plan for collecting data in accordance
				with
				R.S.
				17:3911, and offers potential for fulfilling
				the purposes of the charter school law. BESE shall engage in an application
				review process that complies with the latest principles and standards for
				quality charter school authorizing, as promulgated by the National Association
				of Charter School Authorizers, and shall provide for an independent evaluation
				of the charter proposal by a third party with educational, organizational,
				legal, and financial expertise;
3.
				to enter into any proposed Type 2, Type 4, or Type 5 charter only after there
				has been a specific determination by BESE that the proposed school will be
				operated in compliance with all applicable state and federal laws, rules, and
				regulations; that the accounting and financial practices to be used are sound
				and in accordance with generally accepted standards for similar entities; and
				that the educational program to be offered will comply with all requirements of
				the Charter School Law and be based on generally accepted education research
				findings applicable to the pupils to be served;
4. to enter into performance contracts with
				approved charter schools that articulate the rights and responsibilities of
				each party regarding school autonomy, expected outcomes, measures for
				evaluating success or failure, performance consequences, operating terms, and
				other material terms;
5. to direct
				the Department of Education in providing adequate administrative and
				programmatic support and oversight; monitoring compliance; measuring progress;
				and implementing interventions, when necessary, with respect to type 2, type 4
				and type 5 charter schools; and
6.
				to implement a transparent and rigorous process that uses comprehensive
				academic data and financial, legal, and contractual reporting and compliance to
				make merit-based recommendations for charter extension, renewal, and
				revocation.