reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 3 - English Language Arts › Subchapter B - Standards/Benchmarks /GLEs/Extended Standards/ Complexity Levels › Section CXLI-317 - Complexity Level Codes

Current through Register Vol. 50, No. 6, June 20, 2024
A. Three
				  complexity levels (CLs) are described for each ES. CLs are coded from three
				  (highest level of complexity) to one (lowest level of complexity). Complexity
				  levels are descriptions of varying opportunities to access the academic content
				  identified by the ES.
1. Level 1 describes
				  the least complex application of the ES and reflects a student's initial
				  encounter with content related to the ES.
2. Level 2 describes a more complex
				  application of the extended standards.
3. Level 3 reflects even more complex
				  learning situations, typically involving comprehension and subsequent
				  processing of discourse, text, and underlying text structure. Mastery of an ES
				  is generally indicated by a student performing at level 3.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 3 - English Language Arts › Subchapter B - Standards/Benchmarks /GLEs/Extended Standards/ Complexity Levels › Section CXLI-319 - Benchmark Codes, GLE Numbering, and Extended Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Benchmarks are coded by content area,
				  standard number, and grade cluster.
1. The
				  first part is always ELA, which stands for English language arts.
2. The second part, or term, indicates the
				  standard number.
3. The third term
				  indicates the grade cluster and benchmark number.
Table 1. Explanation of Benchmark Codes
Code(s)
Explanation
ELA-1-E2
English Language Arts, Standard 1, Elementary,
								Benchmark 2
ELA-4-M1
English Language Arts, Standard 4, Middle School,
								Benchmark 1
ELA-3-H4
English Language Arts, Standard 3, High School,
								Benchmark 4
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 3 - English Language Arts › Subchapter B - Standards/Benchmarks /GLEs/Extended Standards/ Complexity Levels › Section CXLI-321 - Extended Standards Numbering

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Extended standards numbering relates to two similar GLEs, one from each grade
				  in the span. [
E
xample
: In the benchmark
				  coded ELA-1-E4, GLE number 8 is from grade level 3; it is about identifying
				  story elements. In that same benchmark, GLE number 5 is from grade level 4; it
				  is also about identifying story elements. The extended standard, therefore, is
				  coded ES-8/5 and refers to GLE 8 from grade 3 and GLE 5 from grade 4.] Refer to
				  the following sample and key.
Sample Page and Key for English Language
								Arts
Standard One: Students read, comprehend, and
								respond to a range of materials, using a variety of strategies for different
								purposes.
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-1-E4: recognizing story elements (e.g.,
								setting, plot, character, theme) and literary devices (e.g., simile, dialogue,
								personification) within a selection
8. Identify story elements, including:
* theme
* conflict
* character traits, feelings, and motivation
								(ELA-1-E4)
5. Identify a variety of story elements,
								including:
* the impact of setting on character
* multiple conflicts
* first- and third-person points of view
* development of theme (ELA-1-E4)
* ES-8/5: Identify story elements, including:
								character
3. Identify the main character in a story
2. Identify two characters in a story
1. Identify one character in a story
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter A - General › Section CXLI-501 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. GLEs are
				  explicit recommendations for what students should know and be able to do as a
				  result of each level of schooling from prekindergarten through grade 12. This
				  degree of specificity is made with the expectation that all students in
				  Louisiana have access to a high-quality instructional program in mathematics.
				  Instructional programs must provide all students with a solid foundation in
				  mathematics.
B. Extended Standards
				  define what schools and teachers need to focus on in each year of instruction
				  for students with significant cognitive disabilities.
C. GLEs appropriate for this population are
				  extended to capture the essence of the GLEs students with significant cognitive
				  disabilities must know and be able to do. Three levels of complexity provide
				  students of varying abilities instructional access to grade-level academic
				  content. Mastery of an ES is generally indicated by a student performing at
				  level 3.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter A - General › Section CXLI-503 - Organizational Principles

Current through Register Vol. 50, No. 6, June 20, 2024
A. There
				  are six mathematics strands:
1. number and
				  Number Relations;
2.
				  algebra;
3. geometry;
4. measurement;
5. data analysis, probability, and discrete
				  math; and
6. Patterns, Relations,
				  and Functions.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter B - Standards/Benchmarks/GLEs/Extended Standards/Complexity Levels › Section CXLI-515 - Benchmark Codes, GLE Numbering, and Extended Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Benchmark Codes. Benchmark codes have
				  three parts.
1. The first part in the
				  benchmark code refers to the strand (e.g., Number and Number
				  Relations).
2. The second part
				  refers to the benchmark number.
3.
				  The third part refers to the grade cluster (i.e., E, M, H).
Table 2. Explanation of Benchmark Codes
Code
Explanation
N-1-E
Number and Number Relations, Benchmark 1,
								Elementary
G-5-M
Geometry, Benchmark 5, Middle School
A-3-H
Algebra, Benchmark 3, High School
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter B - Standards/Benchmarks/GLEs/Extended Standards/Complexity Levels › Section CXLI-517 - Extended Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Extended
				  standards are numbered using the GLE numbers from each related GLE in the grade
				  span.
B. Extended Standard
				  Numbering. ES indicates an extended standard, which is a further delineation of
				  the GLEs. Extended standards refer to the specific GLEs that are extended, one
				  from each grade in the grade span. For example: In the benchmark coded N-9-E,
				  GLE number 8 is from grade level 3; it is about solving real-life
				  situations/problems. In that same benchmark, GLE number 14 is from grade level
				  4; it is also about solving real-life situations/problems. The extended
				  standard, therefore, is coded ES-8/14 and refers to GLE 8 from grade 3 and GLE
				  14 from grade 4. (Refer to the following sample and key.)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter B - Standards/Benchmarks/GLEs/Extended Standards/Complexity Levels › Section CXLI-519 - Complexity Levels

Current through Register Vol. 50, No. 6, June 20, 2024
A. Three
				  complexity levels (CLs) are described for each extended standard. CLs are coded
				  from three (most complex) to one (least complex). CLs provide students of
				  varying abilities instructional access to grade-level academic content. Mastery
				  of an extended standard is generally indicated by a student performing at level
				  3.
B. Each GLE grade-span list
				  opens with concise information about the emphases of that grade span. The
				  emphases at each span and their careful articulation lead to growth in
				  students' abilities to learn and apply mathematics in their jobs, vocational
				  and personal lives.
Sample Page and Key for Mathematics
Number and Number Relations: In problem-solving
								investigations, students demonstrate an understanding of the real number system
								and communicate the relationships within that system using a variety of
								techniques and tools.
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
N-9-E: demonstrating the connection of number and
								number relations to the other strands and to real-life situations
8. Recognize, select, connect, and use operations,
								operational words, and symbols (i.e., +, -, x,,) to solve real-life situations
								(N-5-E) (N-6-E) (N-9-E)
14. Solve real-life problems, including those in
								which some information is not given (N-9-E)
ES-8/14: Add and subtract to solve real-life
								situations
3. Solve real-world problems using addition or
								subtraction
2. Identify simple addition and subtraction
								concepts within daily-living problems
1. Count to solve simple problems
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter B - Standards/Benchmarks/GLEs/Extended Standards/Complexity Levels › Section CXLI-521 - Third-Fourth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus
1. Grade 3 and grade 4 students, including
				  those with significant cognitive disabilities, work with concrete models of
				  numbers to help them recognize and identify numbers to a specific place value.
				  Activities with number concepts in this grade span also provide work with
				  number comparisons, concepts of money, and simple addition and subtraction in
				  real-life problems.
2. In algebra,
				  grade 3 and grade 4 students work with objects or pictures as representations
				  of problems. They work with measurement, which encompasses concepts of length,
				  recognition and application of measurement units or tools used in daily-living
				  activities, and identification of time. In geometry, the students work with
				  two-dimensional shapes and concepts of position and direction.
3. Grade 3 and grade 4 students work with
				  data to identify events and to predict outcomes. In pattern work, students are
				  introduced to patterns, as well as asked to extend simple patterns.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter B - Standards/Benchmarks/GLEs/Extended Standards/Complexity Levels › Section CXLI-523 - Fifth-Sixth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus
1. Number and number-relations work at grades
				  5 and 6 introduces fractions and decimals (i.e., through the study of money).
				  Students continue to work with whole numbers by comparing them and
				  demonstrating addition and subtraction skills. Students also compare fractions.
				  In addition, students are introduced to basic estimation strategies.
2. By grades 5 and 6, students measure using
				  the U.S. system and recognize models of measurement. They compare and sort
				  items based on weight, length, temperature, time, or capacity. In geometry, the
				  study of shapes now includes recognition of three-dimensional shapes. Students
				  also find locations on maps or grids and paths between locations.
3. Students in grades 5 and 6 work with
				  graphs, tables, and charts in the data strand. The study of algebra in grades 5
				  and 6 involves students in a continued study of modeling situations and
				  mathematical problems with objects or pictures. Students also further their
				  understanding of pattern concepts. Students with significant cognitive
				  disabilities access much of the same information and work on many skills
				  through the complexity levels.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter B - Standards/Benchmarks/GLEs/Extended Standards/Complexity Levels › Section CXLI-525 - Seventh-Eighth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus
1. Grade 7 and grade 8 students carry on
				  their work with whole numbers, fractions, and decimals. This work includes
				  identification and comparison of the different types of numbers. The students
				  also work with manipulatives and concrete models to develop a basic
				  understanding of multiplication.
2.
				  In algebra, students continue their work with modeling situations using
				  objects, pictures, and letters. The measurement strand has the students
				  ordering or sorting items according to different units of measurement. Grade 7
				  and grade 8 students continue their work with maps and are introduced to the
				  concept of transformations (i.e., rotations) through the use of
				  models.
3. Charts, tables, and
				  graphs continue to be studied in grades 7 and 8; this includes comparisons of
				  data and creation of graphs. Predictions of events are also revisited. The
				  study of patterns includes the ability to reproduce a given pattern using
				  different objects or symbols. Students with significant cognitive disabilities
				  access much of the same information and work on many skills through the
				  complexity levels.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 5 - Mathematics › Subchapter B - Standards/Benchmarks/GLEs/Extended Standards/Complexity Levels › Section CXLI-527 - Ninth-Twelfth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus
1. In number and number relations, students
				  in grades 9 through 12 (only grades 9 through 11 are assessed) continue to work
				  with numbers to demonstrate computational fluency in addition and subtraction,
				  while developing their understanding of multiplication and division by using
				  manipulatives and concrete models. An introduction to basic concepts of
				  proportional reasoning also occurs during this time.
2. Algebra continues to be a study of
				  modeling using pictures, objects, and letters, as well as solving simple
				  equations. Students in grades 9 through 12 use their knowledge in the
				  measurement strand to study the concepts of area and perimeter in standard and
				  non-standard units. They also continue to refine their skills in map reading
				  and usage. A second type of transformation, a translation, is introduced to the
				  students, in addition to continuing to apply positional concepts.
3. Work within the data strand uses students'
				  knowledge of tables, charts, or graphs to make comparisons and interpret data.
				  Students also maintain the skill of predicting outcomes of events. In patterns,
				  the students continue to work with patterns by extending, as well as
				  reproducing patterns. Students with significant cognitive disabilities access
				  much of the same information and work on many skills through the complexity
				  levels.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter A - General › Section CXLI-701 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Celestial
-of or related to the sky or
					 universe, as the planets and stars.
Communicable Disease
-disease that is
					 transmittable between persons or species; contagious disease.
Data
-numerical or descriptive, factual
					 information, especially that which is derived from scientific observations or
					 experiments, organized for analysis.
Habitat-
specific environment or part of
					 an ecosystem where an organism lives (e.g., woods, desert).
Hypothesis
-
1. a rational explanation of a single event or phenomenon
					 based upon what has been observed but not proven;
2. a tentative explanation for the cause of an observed
					 phenomenon.
Inference
-process of drawing a conclusion
					 or making a logical judgment based on prior conclusions or evidence but without
					 direct observation.
Inquiry
-systematic process of using
					 knowledge and skills to acquire and/or apply new knowledge and skills.
Metric System Units of
					 Measurement
-decimal system of weights and measurements that includes
					 units of Standard International or SI units measurement
Model
-simulation of a real object that
					 has explanatory power but that typically differs in size, scale, and/or detail;
					 examples include plan, scheme, structure, or mathematical equation.
Pollution
-the contamination of soil,
					 water, or the atmosphere by harmful substances.
Revolution
-the motion of a body or object
					 around another body or object, for example, the revolution of Earth around the
					 Sun.
Rotation
-the spinning of a planet such as
					 Earth or other object on its axis.
Standard International (SI) Units of
					 Measurement-
more complete, coherent version of the metric system of
					 International measurement; basic units of the SI system include the centimeter
					 or meter, gram or kilogram, and second.
Standard Tools-
instruments such as meter
					 sticks, pan balances, graduated cylinders, or thermometers used for systematic
					 measurement.
Testable Question-
a query that can be
					 answered through experimentation or research.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter A - General › Section CXLI-703 - General Development Principles

Current through Register Vol. 50, No. 6, June 20, 2024
A. Unlike English language arts and
				  mathematics, the science extended standards are based on the science benchmarks
				  and not the GLEs. This is done to be consistent with the design of the LEAP,
				  GEE, and LAA 2 assessments for science. While the content described by the GLEs
				  represents core content to be mastered by the end of a given grade, the
				  benchmarks represent broader curriculum goals, applicable to grade spans that
				  are to be mastered by the end of the grade span. Science content can be added
				  and enriched as appropriate for a district program, school, or student. For
				  mastery to be attained, most content must be introduced earlier than the grade
				  identified for mastery. Once a particular skill has been identified as an
				  extended standard, the skill should be reinforced in subsequent years, but may
				  not be repeated in the list of expectations for subsequent years.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter A - General › Section CXLI-705 - Elementary School-Prekindergarten-Grade Four

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students at the prekindergarten (PreK)
				  through grade 4 levels, including students with significant cognitive
				  disabilities, are learning to observe by using their senses, describing
				  properties of substances, recognizing appropriate terminology, and comparing,
				  sorting, classifying, and learning about the natural world. Science activities
				  and investigations can be used to engage students in a variety of inquiry
				  activities, such as questioning, observing, measuring, calculating, graphing,
				  and communicating that are the essence of science. These skills and concepts
				  are taught through the five strands of science:
1. science as inquiry;
2. physical science;
3. life science;
4. earth and space science; and
5. science and the environment.
Table 3. Elementary School Science
Grade
Focus Area
PreK
All Strands
K
All Strands
1
All Strands
2
All Strands
3
All Strands
4
All Strands
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter A - General › Section CXLI-707 - Middle School-Grades Five - Eight

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students in middle school continue to
				  expand their knowledge and understanding of general science, including science
				  inquiry, physical science, life science, Earth and space science, and the
				  environment as discrete or integrated studies.
B. To develop a deeper understanding of
				  concepts, science content focus areas have been identified for grades 5-8. They
				  are listed in Table 4.
Table 4. Middle School Science Focus Areas
Grade
Focus Area
5
General Science (All Strands)
6
Physical Science
7
Life Science
8
Earth and Space Science
C.
				  In addition to the designated focus areas, the science as inquiry (SI) and
				  science and the environment (SE) strands are integrated into each of the middle
				  school grades. Other content may be integrated locally within school districts.
				  While focus areas are stressed at different grades, the extended standards for
				  grade 8 focus on integrated science, which is reinforced by more focused
				  curriculum in grades 68.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter A - General › Section CXLI-709 - High School-Grades Nine - Twelve

Current through Register Vol. 50, No. 6, June 20, 2024
A. In high school, science instruction
				  becomes more specialized and there are GLEs for six science courses, one each
				  at ninth- and tenth-grade levels and four for the eleventh- and twelfth-grade
				  levels, with the following recommendations in mind (see Table 5).
Table 5. High School Courses
Strand
Course(s)
Recommended Grades
Physical Science
Physical Science
9
Chemistry I
11-12
Physics I
11-12
Life Science
Biology I
10
Earth and Space Science
Earth Science
11-12
Science and the Environment
Environmental Science
11-12
B.
				  Personal preference and district course offerings affect which courses are
				  taken and may determine the order in which courses are taken.
C. The grade 11 extended standards focus on
				  science as inquiry, physical science, and life science. This is consistent with
				  developing state high school assessment practices in Louisiana and reflects the
				  content of the typical high school science courses completed by students by the
				  time they reach the eleventh grade.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-719 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. The science
				  Extended Standards (ESs) align with the
Louisiana Science Framework
(1997). The science ESs address benchmarks from all five content
				  strands for grades 4 and 8 and three content strands for grade 11 as outlined
				  in the framework document.
B;. The
				  five Louisiana science content standards are broad goals for what all students
				  in Louisiana should know and be able to do in science. In the
Louisiana Science Framework
, standards are based on the five science
				  strands. That is, each standard represents one of the five strands. The strands
				  and their respective abbreviated codes are science as inquiry (SI), physical
				  science (PS), life science (LS), earth and space science (ESS), and science and
				  the environment (SE). There is one process strand, science as inquiry, and four
				  content strands. This organization into strands does not imply that science
				  must be taught in separate isolated units. In fact, teachers are encouraged to
				  teach integrated, interdisciplinary units of study.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-721 - Benchmark Codes

Current through Register Vol. 50, No. 6, June 20, 2024
A. The first term
				  in the benchmark code refers to the strand (i.e., SI, PS, LS, ESS, SE). The
				  second term refers to the grade cluster (i.e., E for elementary, M for middle
				  school, H for high school). The third term refers to the category and benchmark
				  number (e.g., A1, B2, C3).
B. For
				  most grade clusters, strands are divided into categories or major topical
				  areas. (The SE strand has no category at the PreK-4 and 5-8 grade levels.)
				  Science GLEs have been developed and are organized based on this secondary
				  breakdown. Categories are indicated by the letters in the benchmark code
				  designations. (See Table 6.)
Table 6. Explanation of Benchmark Codes
Code(s)
Explanation
SI-E-A5
SI Strand, Elementary Level, Category A, Benchmark
								5
PS-M-B4
PS Strand, Middle School Level, Category B,
								Benchmark 4
SE-H-A6 LS-H-D1
SE Strand, High School Level, Category A,
								Benchmark 6 and LS Strand, High School Level, Category D, Benchmark 1
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-723 - Extended Standard Numbering

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  ES indicates an extended standard, which is a further delineation of the
				  benchmark. The second term refers to the specific category and benchmark that
				  is extended. Extended standards numbering relates to each benchmark. (Refer to
				  the following Sample and Key)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-725 - Complexity Levels

Current through Register Vol. 50, No. 6, June 20, 2024
A. Three
				  complexity levels (CLs) are described for each extended standard. CLs are coded
				  from three (most complex) to one (least complex). CLs provide students of
				  varying abilities instructional access to grade level academic content. Mastery
				  of an extended standard is generally indicated by a student performing at level
				  3.
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AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-727 - Science as Inquiry

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Science
				  as Inquiry (SI) standard states:
The students will
do
science by engaging in partial and full inquiries that
				  are within their developmental capabilities
. The benchmarks for the
				  SI strand of the science framework are to be embedded in all science courses at
				  every grade level and cannot be considered in isolation from the other strands.
				  The processes and skills in the SI strand are to be integrated with the science
				  content of the other four strands.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-729 - Conclusion

Current through Register Vol. 50, No. 6, June 20, 2024
A. Each of the
				  following benchmark and extended standard listings by grade opens with a
				  summary describing the cumulative emphasis of the curriculum preceding and
				  including that grade. These emphases serve to shape and mold the program for
				  that individual grade level, and also indicate how students should be prepared
				  during prior grades.
B. Extended
				  standards are the product of careful considerations by content specialists and
				  special education teachers to ensure that this content is appropriate for
				  students with significant cognitive disabilities and is the essence of the
				  standard and benchmark. Complexity levels provide students of varying abilities
				  instructional access to grade level academic content.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLIII - Bulletin 128-Entrepreneurship Content Standards › Chapter 1 - General Provisions › Section CXLIII-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				entrepreneurship curriculum:
1. attracts high
				school students to investigate entrepreneurship as a viable career option and
				addresses the dilemma of losing our high school and college graduates to other
				states for jobs;
2. offers a
				standards-based curriculum. Entrepreneurship is aligned with the Louisiana
				grade level expectations and the Consortium for Entrepreneurship Education's
				National Content Standards for Entrepreneurship Education;
3. serves as a recruitment and retention tool
				for Louisiana's two- and four-year colleges and universities through
				articulation agreements;
4.
				provides structured practical experiences. Entrepreneurship students
				participate in a vendor fair within a school-based environment helping to
				prepare them for the economic realities in the marketplace.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 1 - General Provisions › Section CXLV-101 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. The purpose of
				this policy bulletin is to set forth the role, responsibilities, and functions
				of the Recovery School District (RSD).
AUTHORITY NOTE:
				  Promulgated in accordance with La. Const. Art. VIII, §3,
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5.A.(1),
				  R.S.
				  17:10.5(A)(2),
				  R.S.
				  17:10.7(A)(1), and
				  R.S.
				  17:1990(A)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 3 - Overall Governance and Oversight Structure › Section CXLV-301 - Duties of the State Superintendent in the Administration of the RSD

Current through Register Vol. 50, No. 6, June 20, 2024
A. The state
				superintendent shall serve as the RSD's governing authority, consistent with
				authority delegated by the Board of Elementary and Secondary Education (BESE)
				and statutory authority acknowledged by BESE. The state superintendent is
				subject to BESE's oversight of his administration of the RSD.
1. BESE's RSD Committee shall serve as the
				Board's lead group for oversight of the RSD.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 3 - Overall Governance and Oversight Structure › Section CXLV-303 - Appointment and Qualifications of the RSD Superintendent

Current through Register Vol. 50, No. 6, June 20, 2024
A. The state superintendent shall appoint the
				RSD superintendent with prior approval of BESE.
B. The RSD superintendent shall possess the
				same qualifications as provided for a school system superintendent in BESE
Bulletin 746-Louisiana Standards for Certification of School
				Personnel
, as modified by the qualifications in
Bulletin
				741-Louisiana Handbook for School Administrators,
at
				Section
				505. B
				However, the K-12 population level of Bulletin 741's
				§505. B need not be
				present within the RSD.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S. 17:6(A)
				  (10),
				  R.S.
				  17:10.5.A.(1),
				  R.S.
				  17:10.7.A.(1), and
				  R.S.
				  17:1990.A.(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 3 - Overall Governance and Oversight Structure › Section CXLV-305 - Duties of the RSD Superintendent

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				The RSD superintendent shall administer the RSD, subject to the authority of
				the state superintendent as governing authority.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5.A.(1),
				  R.S.
				  17:10.7.A.(1), and
				  R.S.
				  17:1990.A.(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 3 - Overall Governance and Oversight Structure › Section CXLV-307 - Qualifications of Deputy Superintendents of the RSD

Current through Register Vol. 50, No. 6, June 20, 2024
A. Deputy superintendents who supervise any
				part of the instructional program must meet the qualification standards set by
Bulletin 746-Louisiana Standards for Certification of School
				Personnel.
B. Deputy
				superintendents in non-instructional areas, such as finance, management,
				facilities planning, and ancillary programs, must meet the qualification
				standards set for school system superintendents by
Bulletin
				746-Louisiana Standards for Certification of School
				Personnel.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5.A.(1),
				  R.S.
				  17:10.7.A.(1), and
				  R.S.
				  17:1990.A.(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 3 - Overall Governance and Oversight Structure › Section CXLV-309 - Advisory Council(s) to the State Superintendent

Current through Register Vol. 50, No. 6, June 20, 2024
A. Statewide Council
1. Within 90 days after the final adoption of
				this Section, the state superintendent shall nominate, subject to BESE's
				approval, a list of four nominees to serve on the statewide RSD advisory
				council to the state superintendent. At least two of these nominees shall be
				members of a school advisory council, as described in §1505. C of this
				bulletin.
2. The purpose of the
				statewide RSD advisory council is to provide a vehicle to enhance two-way
				communication between the state superintendent and the community of
				stakeholders about the functioning of the RSD statewide. The state
				superintendent or his designee shall attend the council's meetings.
3. Once BESE has approved the membership of
				this advisory council, the council and the state superintendent or his designee
				shall meet at least three times a year. All such meetings shall be held in
				accordance with the state Open Meetings Law. These meetings shall be held in
				throughout the state.
4. Within 30
				days after each meeting of this advisory council, the RSD shall post a summary
				of the meeting on the State Department of Education website, send a paper copy
				of the report to each school under the RSD's jurisdiction, and send an
				electronic copy to each BESE member and the BESE Executive Director.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 3 - Overall Governance and Oversight Structure › Section CXLV-311 - Applicability of Provisions of Bulletin 741

Current through Register Vol. 50, No. 6, June 20, 2024
A. RSD shall be subject to the policies
				contained in BESE
Bulletin 741-Louisiana Handbook for School
				Administrators [Public Schools],
unless otherwise provided in this
				bulletin
.
Bulletin 741
collects BESE policies
				that govern the operation of public elementary, middle, and secondary
				schools.
B. Should the RSD
				superintendent believe it appropriate to deviate from a policy within
Bulletin 741
, the RSD superintendent shall request that BESE
				grant it a waiver from that policy.
1. When
				the RSD requests that BESE waive a
Bulletin 741
policy, the
				RSD superintendent shall follow the procedure set forth in Bulletin 741, §345.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 5 - Failed Schools › Section CXLV-501 - Transfer to the Recovery School District

Current through Register Vol. 50, No. 6, June 20, 2024
A. A public school may be transferred to the
				jurisdiction of the RSD if it is determined, as defined by
				R.S.
				17:10.6, to be either academically
				unacceptable or if it is determined to be academically in crisis. BESE has
				established a uniform statewide program for school accountability in BESE
Bulletin 111-The Louisiana School District and State Accountability
				System.
1. Academically
				Unacceptable. A public school determined to be academically unacceptable shall
				be designated as a failed school and may be transferred to the RSD subject to
				approval by BESE. The state superintendent will make a recommendation to BESE
				regarding the transfer of an academically unacceptable school to the RSD.
a. BESE may approve the transfer of an
				academically unacceptable school if the failed school meets one or more of the
				following criteria:
i. the LEA fails to
				submit a reconstitution plan to BESE for approval; or
ii. BESE finds the LEA's reconstitution plan
				unacceptable; or
iii. the LEA fails
				to comply with the reconstitution plan approved by BESE; or
iv. the school is labeled an academically
				unacceptable school for four consecutive years.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 5 - Failed Schools › Section CXLV-503 - Conditional Supervisory Memorandum of Understanding

Current through Register Vol. 50, No. 6, June 20, 2024
A. As an alternative to a transfer of a
				failing school to the RSD under the provisions of
				R.S.
				17:10.5, BESE may authorize a conditional
				transfer requiring the LEA to enter a legally-binding memorandum of
				understanding (MOU) between the RSD and the LEA. The MOU will define the
				performance objectives for the LEA to implement to bring the failing school to
				acceptable levels of performance and outline any other conditions the LEA must
				meet or provide to support the school's turnaround.
B. Under the terms of the MOU, the LEA will
				continue to operate the failed school under the supervision of the RSD. In the
				event the LEA is unable to comply with the terms of the MOU, and/or the LEA
				fails to implement procedures and conditions that bring the school to
				acceptable levels of performance, then the failing school will be transferred
				to the RSD, pursuant to the terms of the MOU.
C. At the end of the contract period, LEAs
				shall be released from the MOU if the school achieves a school performance
				score (SPS) greater than the current academically unacceptable school (AUS) bar
				or, if the board has adopted an increase to the AUS bar, that higher threshold.
				However, if desired by the successful LEA and approved by the state
				superintendent of education, an MOU may be extended in order to continue
				supports and services to the LEA.
D. At the end of the contract period, LEAs
				that do not achieve the required SPS score shall be immediately transferred to
				the RSD, unless the State Superintendent elects to extend the MOU.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5(A)(1),
				  R.S.
				  17:10.5(B),
				  R.S.
				  17:10.7(A)(1), and
				  R.S.
				  17:1990(A)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 5 - Failed Schools › Section CXLV-505 - Return of Schools to Local School Board

Current through Register Vol. 50, No. 6, June 20, 2024
A. Schools transferred to the jurisdiction of
				RSD shall remain with the RSD for a period of not less than five years.
1. A school that has been under the
				jurisdiction of the RSD for a minimum of five years as either a direct-run RSD
				school or a type 5 charter school may be returned to the jurisdiction of its
				former local school board based upon the RSD's report and recommendation to
				BESE. The RSDs report shall include the following:
a. the status of the school, the nature of
				its faculty and administration, the demographics and size of the student body,
				its organizational and management structure, whether student academic
				performance has improved, the amount of any improvement, an explanation of why
				student academic performance has or has not improved, and to what extent
				performance targets were achieved;
b. the RSD report shall also include a
				recommendation as to whether the school should:
i. remain within the RSD in the same
				operational status;
ii. remain
				within the RSD in a new operational status;
iii. close, with the reasons why it should
				close; or
iv. return to the
				jurisdiction of its former local school board, with proposed stipulations and
				conditions for the return.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 7 - Manner of Operation of Failed Schools › Section CXLV-701 - Direct-Operation

Current through Register Vol. 50, No. 6, June 20, 2024
A. BESE may
				authorize that a school transferred from an LEA to the RSD be operated directly
				by the RSD.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5 (A)(1),
				  R.S.
				  17:10.5(B),
				  17:10.7(A)
				  (1),
				  R.S.
				  17:10.7(B), and
				  17:1990(A)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 7 - Manner of Operation of Failed Schools › Section CXLV-703 - Type 5 Charter School

Current through Register Vol. 50, No. 6, June 20, 2024
A. BESE
				may direct that a school transferred from an LEA to the RSD be operated by a
				nonprofit organization holding a charter for a type 5 charter school, under the
				auspices of the RSD.
B. The RSD
				superintendent may require Type 5 charter schools to utilize a unified hearing
				office established by the recovery school district for student expulsion
				hearings. Type 5 charter schools shall comply with all policies and procedures
				established by the RSD to implement this requirement.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5 (A) (1),
				  R.S.
				  17:10.5(B),
				  R.S.
				  17:10.7(A)(1),
				  R.S.
				  17:10.7(B)(1),
				  R.S.
				  17:1990(A)(2); and
				  R.S.
				  17:3973 (2)(b)
				  (v)(aa).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 7 - Manner of Operation of Failed Schools › Section CXLV-705 - University Partnership School

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				BESE may direct that a school transferred from an LEA to the RSD be operated by
				the RSD in partnership with a University Partnership School, under the auspices
				of the RSD.
B. In providing for the
				operation of schools within its jurisdiction, at any time the RSD seeks
				participation by a college or university or a consortium of colleges and
				universities to provide for the operation of any school or group of schools,
				then colleges and universities that historically were established to provide
				education for African American students in the state shall be included in any
				opportunity to participate.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5(A)(1),
				  R.S.
				  17:10.5(B),
				  R.S.
				  17:10.7(A)(1),
				  R.S.
				  17:10.7(B)(1)R.S.
				  17:1990(A)(2), and
				  R.S.
				  17:1990(B)(2)(b).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 9 - Personnel › Section CXLV-901 - Certification of Personnel

Current through Register Vol. 50, No. 6, June 20, 2024
A. For
				schools directly operated by the RSD, and those schools operated by the RSD in
				partnership with a university, those schools' personnel shall meet the
				certification requirements set forth in
Bulletin 741
-
Louisiana Handbook for School Administrators
(public
				schools).
B. For charter schools
				operating within the RSD, the charter operator shall meet the certification
				requirements of its instructional staff, for its type of charter, as set forth
				in
Bulletin 126
- Charter Schools
.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5(A)(1),
				  R.S.
				  17:10.7(A)(1),
				  R.S.
				  17:1990(A)(2),
				  R.S.
				  17:3981, and
				  R.S.
				  17:3991(C)(6).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 9 - Personnel › Section CXLV-903 - Non-Discrimination

Current through Register Vol. 50, No. 6, June 20, 2024
A. The RSD shall
				refrain from any manner of discrimination prohibited by state and federal law
				in all personnel matters, including but not limited to, recruitment, hiring,
				promotion, evaluation, discipline, retention, and dismissal.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5(A)(1),
				  R.S.
				  17:10.7(A)(1), and
				  R.S.
				  17:1990(A)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLV - Bulletin 129-The Recovery School District › Chapter 9 - Personnel › Section CXLV-905 - Professional Development

Current through Register Vol. 50, No. 6, June 20, 2024
A. The RSD
				shall maximize opportunities for professional development for all employees it
				employs directly, as well as those employees of the charter operators and
				university partnerships under the RSD's jurisdiction.
B. Prior to the start of each school year,
				the RSD must facilitate professional development for personnel in all schools
				that are beginning their first year of operation under the RSD. The
				professional development should address the expectations and performance
				objectives for the school, as determined by RSD administrators.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  R.S.
				  17:10.5(A)(1),
				  R.S.
				  17:10.7 (A)(1), and
				  R.S.
				  17:1990(A)(2).