reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 72 - ACT Program › Section XI-7209 - WorkKeys [Formerly LAC 28:CXI.2209]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The ACT WorkKeys assessment for 11th grade
				  students in the Jump Start program assesses the academic and career skills that
				  are needed to be successful in the workplace. It assists in identifying
				  educational pathways that can further develop the proficiencies that are
				  critical to job success. WorkKeys matches student skills to job profiles in
				  order to support students in developing successful career pathways.
1. Students shall be subject to a 30-day wait
				  period before retesting on WorkKeys assessments, during which time LEAs shall
				  provide remediation.
2. District
				  must provide student results for all WorkKeys tests taken by every student
				  every year, as outlined by DOE, to ensure all results are considered.
3. WorkKeys certificates awarded based on a
				  remote site test administration that was not proctored or monitored, will not
				  be used for accountability purposes.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 73 - English Language Proficiency Test (ELPT) › Subchapter A - Background › Section XI-7301 - Overview [Formerly LAC 28:CXI.2301]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The federal Elementary and Secondary
					 Education Act (ESEA), as amended by the Every Student Succeed Act (ESSA),
					 requires standards-based assessment of the progress of all English learners
					 enrolled in grades kindergarten through 12 in attaining English proficiency,
					 including speaking, listening, reading, and writing skills in
					 English.
AUTHORITY
						NOTE: Promulgated in accordance with
						R.S.
						17:6 and 20 USCS,
						Section
						6311
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 73 - English Language Proficiency Test (ELPT) › Subchapter B - General Provisions › Section XI-7303 - Introduction [Formerly LAC 28:CXI.2303]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The English language proficiency test
					 (ELPT) is composed of tests in six grade bands (Kindergarten, 1, 2-3, 4-5, 6-8,
					 9-12) in the four language domains (reading, writing, listening, and speaking).
					 It assesses the English language proficiency of students. ELPT is vertically
					 linked across grade bands and has five levels of performance ranging from level
					 1 to level 5.
AUTHORITY NOTE:
						Promulgated in accordance with 20 USCS, Section 6311
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 73 - English Language Proficiency Test (ELPT) › Subchapter C - Target Population › Section XI-7307 - Participation Criteria [Formerly LAC 28:CXI.2307]

Current through Register Vol. 50, No. 6, June 20, 2024
A. English Learners (ELs) are to be
					 identified through a two-step standardized process.
1. Upon enrollment in school, parents or
					 custodians are provided with a Home Language Survey (HLS) designed to identify
					 which students are potential English Learners and therefore require an
					 assessment of their English language proficiency.
2. If an assessment is required, LEAs must
					 administer the English Language Proficiency Screener (ELPS), which assesses
					 proficiency in all 4 language domains (speaking, listening, reading, and
					 writing) within 30 days of the students enrollment to determine if he or she is
					 eligible for English Learner status. If a student is determined to be less than
					 proficient in any of the four language domains, the student must be classified
					 an English Learner.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 73 - English Language Proficiency Test (ELPT) › Subchapter D - Performance Levels and Proficiency Standards [Formerly LAC 28:CXI.2311] › Section XI-7309 - Proficiency Levels [Formerly LAC 28:CXI.2309]

Current through Register Vol. 50, No. 6, June 20, 2024
A.
1. ELPT
					 performance levels are:
a. level 1,
					 beginning;
b. level 2, early
					 intermediate;
c. level 3,
					 intermediate;
d. level 4, early
					 advanced; and
e. level 5,
					 advanced.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 74 - Academic Skills Assessment (ASA) › Subchapter A - Background › Section XI-7400 - Sunset Provision [Formerly LAC 28:CXI.2400] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 17.7 and
						17:24(F)(2).
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 75 - Field Testing › Section XI-7501 - General Provisions [Formerly LAC 28:CXI.2501]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The purpose of field testing is to obtain
				  data on test items that have been developed for a particular assessment. In
				  Louisiana, test items are developed and field tests conducted for the following
				  assessments as needed:
1. Louisiana
				  Educational Assessment Program (LEAP) 2025;
2. LEAP Connect;
3. ELPT.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 75 - Field Testing › Section XI-7503 - Field Test Administration [Formerly LAC 28:CXI.2503]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The same test security procedures and test
				  administration rules used for operational (regular) testing apply to field
				  tests. District and school personnel must adhere to the test security policy
				  and to all directions in the field test administration manuals. Schools will be
				  monitored to ensure that administrative and security procedures are
				  followed.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24 et seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 77 - Placement Tests › Section XI-7701 - Administration and Scoring [Formerly LAC 28:CXI.2701] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY
					 NOTE: Promulgated in accordance with
					 R.S.
					 17:24 et seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 77 - Placement Tests › Section XI-7703 - Security [Formerly LAC 28:CXI.2703] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY
					 NOTE: Promulgated in accordance with R.S. 17.7.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 79 - Graduation Exit Examination ("Old" GEE) › Section XI-7901 - General Provisions [Formerly LAC 28:CXI.2901] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(4)(a) and R.S.
					 17.7.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 79 - Graduation Exit Examination ("Old" GEE) › Section XI-7903 - Performance Standards [Formerly LAC 28:CXI.2903] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(4)(a) and R.S.
					 17.7.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 79 - Graduation Exit Examination ("Old" GEE) › Section XI-7905 - Transfer Students [Formerly LAC 28:CXI.2905] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 17.24.4 and R.S.
					 17.7.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 79 - Graduation Exit Examination ("Old" GEE) › Section XI-7907 - Student Membership Determination [Formerly LAC 28:CXI.2907] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 17.24.et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 81 - Louisiana Alternate Assessment-B › Section XI-8101 - Special Education Needs [Formerly LAC 28:CXI.3101] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4(F)(3).
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 83 - Assessment of Special Populations › Section XI-8301 - Participation [Formerly LAC 28:CXI.3301]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The following classifications of special
				  populations students must be tested in statewide assessments:
1. students with disabilities receiving
				  special education services;
2.
				  students with one or more disabilities according to Section 504; and
3. English learners.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 83 - Assessment of Special Populations › Section XI-8303 - Students with Disabilities [Formerly LAC 28:CXI.3303]

Current through Register Vol. 50, No. 6, June 20, 2024
A. All students with disabilities must
				  participate in statewide assessments. Students are to take the test that
				  corresponds to the grade in which they are enrolled. Students who meet specific
				  participation criteria as stated in
Bulletin
				  1530
-
Louisiana's IEP Handbook for Students
				  with Exceptionalities
and whose individualized education plans (IEPs)
				  indicate they will participate in an alternate assessment may participate in
				  the LEAP Connect assessment. The assessment in which the student is to
				  participate and any accommodations the student is to receive for instruction
				  and assessment must be documented annually on the program/services page of the
				  student's IEP. Test accommodations cannot be different from or in addition to
				  the accommodations indicated on the student's IEP and provided in regular
				  classroom instruction and assessment.
1.
				  Individualized Education Plan. According to the 2004 amendments to the
				  Individual with Disabilities Education Act (IDEA), accommodations are provided
				  in regular classroom instruction based on a student's needs and are documented
				  in the student's IEP.
2. New
				  accommodations or changes to an accommodation for a statewide assessment shall,
				  to the extent practicable, be recorded on a student's IEP form 30 days prior to
				  the start of testing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 83 - Assessment of Special Populations › Section XI-8305 - Students with One or More Disabilities According to Section 504 [Formerly LAC 28:CXI.3305]

Current through Register Vol. 50, No. 6, June 20, 2024
A. All
				  students with one or more disabilities according to Section 504 are to be
				  tested. Test accommodations are permitted for these students provided they are
				  used in the students' regular classroom instruction and assessment and provided
				  the other conditions specified in the Administrative Guidelines for Students
				  with Disabilities According to Section 504 of the Rehabilitation Act of 1973
				  are met. An IAP must not be developed solely for the provision of
				  accommodations on statewide assessments.
1.
				  The LDE defines a student with one or more disabilities according to Section
				  504 as derived from the regulations for Section 504 of the Rehabilitation Act
				  of 1973.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 83 - Assessment of Special Populations › Section XI-8306 - Approved Accommodations for Students with IEPs or 504 Plans [Formerly LAC 28:CXI.3306]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				  following accommodations, if used in classroom instruction and assessment and
				  specified on a student's IEP or IAP may be used for testing.
1. Braille
a. Braille editions of the test are provided
				  for students who are proficient in this mode of access to written material. The
				  regular print edition may be modified in braille. Supplementary test
				  administration instructions and manipulatives are provided as needed. All
				  responses must be transferred to the scorable test form.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 83 - Assessment of Special Populations › Section XI-8307 - English Language Learners [Formerly LAC 28:CXI.3307]

Current through Register Vol. 50, No. 6, June 20, 2024
A. All EL must participate in statewide
				  assessments. EL qualify for accommodations. Test accommodations must not be
				  different from or in addition to the accommodations provided in the classroom
				  during instruction and assessment and must not compromise test security or
				  confidentiality. Accommodations must be documented on an EL accommodation
				  form.
B. English learner-an
				  individual:
1. who is aged 3 through
				  21;
2. who is enrolled or preparing
				  to enroll in an elementary school or secondary school;
3. who was not born in the United States or
				  whose native language is a language other than English;
4. who is a Native American or Alaska Native
				  or who is a native resident of the outlying areas and comes from an environment
				  where a language other than English has had significant impact on such
				  individual's level of English language proficiency; or
5. who is migratory, whose native language is
				  a language other than English, and who comes from an environment where a
				  language other than English is dominant; and
6. whose difficulties in speaking, reading,
				  writing, or understanding the English language may be sufficient to deny the
				  individual:
a. the ability to meet the
				  state's proficient level of achievement on state assessments described in
				  Section 1111(b)(3);
b. the ability
				  to successfully achieve in classrooms where the language of instruction is
				  English; or
c. the opportunity to
				  participate in society (PL-10710, Title IX, Sec. 9101 [25].
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 85 - Assessment of Students in Special Circumstances › Section XI-8501 - Approved Home Study Program Students [Formerly LAC 28:CXI.3501]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Fourth grade
				  students from state-approved home study programs who are seeking to enroll in
				  grade 5 must meet promotion standards on the grade 4 LEAP English Language Arts
				  or the Mathematics test enroll in grade 5.
B. Eighth grade students from state-approved
				  home study programs who are seeking to enroll in grade 9 must meet promotion
				  standards on the grade 8 LEAP English Language Arts or the Mathematics test
				  enroll in grade 9.
C. Students from
				  state-approved home study programs have the option of taking the grades 4 and 8
				  LEAP Science and Social Studies tests.
D. Students from state-approved home study
				  programs may take the /'LEAP tests in grades 3, 5, 6, and 7.
E. Approved home study program students shall
				  take the test which is designated for the enrolled grade.
F. A fee of up to $35, which covers actual
				  costs of administering, scoring, and reporting the results of statewide
				  assessment, may be charged. For students testing to enter the public school
				  system, this fee shall be refunded upon the student's enrollment in that public
				  school system the semester immediately following testing. The DTC shall return
				  results to parents when results are returned to the public schools.
G. Students enrolled in state-approved home
				  study programs or non-public/non-scholarship schools are not eligible to
				  participate in LEAP Connect, ELPT, or the state administration of WorkKeys or
				  ACT.
AUTHORITY
					 NOTE: Promulgated in accordance with R.S. 17.236.1-17.236.2,
					 R.S.
					 17:6(A)(10)(11)(15),
					 R.S.
					 17:10,
					 R.S.
					 17:22(6),
					 R.S.
					 17:391.1-17.391.10, and
					 R.S.
					 17:411.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 85 - Assessment of Students in Special Circumstances › Section XI-8503 - Homebound Students [Formerly LAC 28:CXI.3503]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Homebound students shall be administered
				  the appropriate assessment for their enrolled grade. The test administrator
				  must issue the test each day and return the testing materials to the enrolled
				  school daily. The test administrator must receive training in security and test
				  administration procedures and sign a security oath.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 85 - Assessment of Students in Special Circumstances › Section XI-8505 - Foreign Exchange Students [Formerly LAC 28:CXI.3505]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Foreign exchange students shall take the
				  appropriate assessment for their enrolled grade during the scheduled assessment
				  period.
B. If foreign exchange
				  students are screened and determined to be English learners, they may qualify
				  for test accommodations provided they are used in the students regular
				  classroom instruction and assessment.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6,
					 R.S.
					 17:151.3 and
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 85 - Assessment of Students in Special Circumstances › Section XI-8507 - Office of Juvenile Justice [Formerly LAC 28:CXI.3507]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students enrolled in grade levels K
				  through 12who are under the supervision of correctional facilities shall take
				  the appropriate assessment for their enrolled grade.
AUTHORITY
					 NOTE: Promulgated in accordance with
					 R.S.
					 17:151.3 and
					 R.S.
					 17:24.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 85 - Assessment of Students in Special Circumstances › Section XI-8509 - Expelled Students [Formerly LAC 28:CXI.3509]

Current through Register Vol. 50, No. 6, June 20, 2024
A. If a student is expelled from school and
				  is not enrolled in any type of alternative program or receiving any services
				  from the school district, the parent/legal guardian may make a timely request
				  that the student be tested and the school district shall make arrangements to
				  test the student.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:151.3 and
					 R.S.
					 17:24.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 3 - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 85 - Assessment of Students in Special Circumstances › Section XI-8511 - Migrant Students [Formerly LAC 28:CXl.3511]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Migrant students shall take the
				  appropriate assessment for their enrolled grade during the scheduled assessment
				  period.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:151.3 and
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 91 - Introduction › Section XI-9101 - Introduction [Formerly LAC 28:CXLI.101]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana connect exam for students
				  with significant cognitive disabilities aligned to the Louisiana standards in:
1. English-language arts;
2. mathematics; and
3. science.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 91 - Introduction › Section XI-9103 - Purposes of the Extended Standards Handbook [Formerly LAC 28:CXLI.103] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 91 - Introduction › Section XI-9105 - Extended Standards Development [Formerly LAC 28:CXLI.105] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 91 - Introduction › Section XI-9107 - Conclusion [Formerly LAC 28:CXLI.107] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 91 - Introduction › Section XI-9109 - Definitions [Formerly LAC 28:CXLI.109] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter A - Kindergarten › Section XI-9301 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. With
					 prompting and support, answer questions about key details in a story.
B. With prompting and support, retell a
					 favorite story, including key details.
C. With prompting and support, sequence a set
					 of events in a familiar story.
D.
					 With prompting and support, identify the beginning, middle, and ending of a
					 familiar story.
E. Retell a
					 familiar story (e.g., "What was the story about?").
F. With prompting and support, identify
					 characters in a story.
G. With
					 prompting and support, identify major events (e.g., problem or solution) in a
					 story.
H. With prompting and
					 support, show how characters interacted in a story.
I. With prompting and support, identify a
					 setting in a story.
J. Ask
					 questions about unknown words in a text.
K. Answer questions about unknown words in a
					 text.
L. Answer questions about
					 reading such as "Why do we read? What do we read?"
M. Recognize common types of text.
N. With prompting and support, identify the
					 author of a familiar story (e.g., Show me the author, Show me who wrote the
					 book).
O. With prompting and
					 support, define the role of the author.
P. With prompting and support, identify the
					 illustrator.
Q. With prompting and
					 support, define the role of the illustrator.
R. With prompting and support, identify
					 illustrations to aid comprehension.
S. With prompting and support, identify the
					 relationship between an illustration and the story.
T. With prompting and support, compare and
					 contrast (i.e., find something the same and something different) between
					 familiar stories.
U. Answer
					 questions about reading (e.g., "Why do we read? What do we read?")
V. Choose a literary text or poems to read
					 and reread, listen to, or view for leisure purposes.
W. Engage in group reading of stories or
					 poems by sharing something learned or something enjoyed.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter A - Kindergarten › Section XI-9302 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 With prompting and support, answer questions about key details in a
					 text.
B. Discuss key details and
					 main topic of a preferred text.
C.
					 With prompting and support identify the main topic.
D. With prompting and support,
					 retell/identify key details in a text.
E. With prompting and support, describe the
					 connection between two individuals, events, ideas, or pieces of information in
					 a text.
F. Ask questions about
					 unknown words in a text.
G. Answer
					 questions about unknown words in a text.
H. Distinguish front of book from back of
					 book.
I. Identify the title of an
					 informational text or the title page.
J. Identify the title of a story or poem or
					 the title page.
K. Identify the
					 author's purpose in an informational text.
L. Identify a labeled photo or diagram or
					 graphic from within an informational text.
M. With prompting and support, interpret the
					 information provided in photos or diagrams or graphics and the text in which
					 they appear (e.g., what person, place, thing, or idea in the text an
					 illustration depicts).
N. With
					 prompting and support, identify the facts an author gives to support points in
					 a text.
O. With prompting and
					 support, identify basic similarities in and differences between two texts on
					 the same topic (e.g., imaginary or real bear; photo versus illustration of
					 something not real).
P. Choose an
					 informational text to read and reread, listen to, or view for leisure or
					 informational purposes (e.g., to answer questions; understand the world around
					 them).
Q. Engage in group reading
					 of informational text by sharing something learned or something
					 enjoyed.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter A - Kindergarten › Section XI-9303 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. During
					 shared reading activities, point to text from top to bottom of page and left to
					 right.
B. During shared reading
					 activities, indicate need to turn the page for continued reading.
C. Distinguish individual letters from
					 words.
D. Identify familiar written
					 words when spoken (e.g., Show me the word "Tony".).
E. Recognize that words are separated by
					 spaces in print.
F. Identify or
					 name uppercase letters of the alphabet.
G. Recognize rhyming words.
H. Produce rhyming words.
I. Count syllables in spoken words.
J. Blend and segment onsets and rimes of
					 single-syllable spoken words.
K.
					 Blend and segment syllables in spoken words.
L. Isolate initial sounds in
					 consonant-vowel-consonant (CVC) words (not including blends).
M. Isolate final sounds in
					 consonant-vowel-consonant (CVC) words (not including blends).
N. Add or substitute individual sounds
					 (phonemes) in simple, one-syllable words to make new words.
O. Recognize the primary sound(s) for each
					 consonant.
P. Produce the primary
					 sound(s) for each consonant.
Q.
					 Identify the long and short vowel sounds in common spellings for the five major
					 vowel sounds.
R. Read common
					 kindergarten high frequency words by sight.
S. Identify the sound that differs between
					 two similarly-spelled words.
T.
					 Participate in reading emergent-reader texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter A - Kindergarten › Section XI-9304 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write, draw, or
					 dictate the topic being communicated about.
B. Write, draw, or dictate the name of a book
					 of interest.
C. Produce a statement
					 which states an opinion or preference about the topic or book of
					 interest.
D. With prompting and
					 support, create an informative/explanatory permanent product (e.g.,
					 select/generate words to form a sentence or two) which names the topic they are
					 communicating about and supplies some information about the topic.
E. Describe information gained from a
					 stimulus (e.g., text, event, photo, etc.).
F. Generate story ideas in response to a
					 stimulus (e.g., event, photo, text, daily writing log).
G. Write, dictate, or draw about an
					 event.
H. Organize the details of
					 an event in the order in which they occurred.
I. With guidance and support from adults, use
					 feedback to strengthen permanent products (e.g., add a drawing or
					 detail).
J. With guidance and
					 support from adults, explore a variety of digital tools to produce and publish
					 permanent products, including collaborating with peers.
K. Participate in shared research and writing
					 projects (e.g., explore a number of books by a favorite author and express
					 opinions about them).
L. With
					 guidance and support from adults, recall information from experiences to answer
					 a question.
M. Identify various
					 sources (e.g., word wall, book talks, visuals/images, Internet) that can be
					 used to gather information or to answer a question (e.g., "How do we find
					 out?").
N. Use provided
					 illustrations or visual displays to gain information on a topic.
O. With guidance and support from adults,
					 gather information (e.g., highlight in text, quote or paraphrase from
					 discussion) from provided sources to answer a question.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter A - Kindergarten › Section XI-9305 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Follow
					 agreed-upon rules for discussions (e.g., listening to others and taking turns
					 speaking about the topics and texts under discussion).
B. With prompting and support, confirm
					 understanding of a text read aloud or information presented orally or through
					 other media by requesting clarification if something is not
					 understood.
C. Confirm
					 understanding of a text read aloud or information presented orally or through
					 other media by answering questions about key details.
D. Ask and answer questions in order to seek
					 help, get information, or clarify something that is not understood.
E. Describe familiar people, places, things,
					 and a single event or series of events.
F. With prompting and support, provide
					 additional details to describe familiar people, places, things, and
					 events.
G. Describe factual
					 information about familiar people, places, things, and events.
H. Use drawings or visual displays to add
					 detail to written products or oral discussions.
I. Share information from a selected
					 permanent product or a favorite text.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter B - Grade 1 › Section XI-9306 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Answer
					 questions about key details in a story (e.g., who, what, when, where,
					 why).
B. Ask questions about key
					 details in a familiar story.
C.
					 Retell a favorite text, including key details.
D. Use details to tell what happened in a
					 story.
E. Retell the sequence of
					 events in a story.
F. Answer
					 questions about the beginning, middle, and end of a story.
G. Use signal words (e.g., first, next,
					 after, before) and text details to describe events of a story.
H. Identify and/or describe the characters
					 from a story.
I. Identify and/or
					 describe a major event (e.g., problem or solution) from a story.
J. Answer questions regarding key events of
					 stories.
K. Identify and/or
					 describe a setting in a story.
L.
					 Describe feelings of characters in a story.
M. Ask questions to help determine or clarify
					 the meaning of words in a text.
N.
					 Answer questions to help determine or clarify the meaning of words in a
					 text.
O. Ask questions to help
					 determine or clarify the meaning of phrases in a text.
P. Answer questions to help determine or
					 clarify the meaning of phrases in a text.
Q. Read books to examine how certain genres
					 are written.
R. Identify the
					 purpose of storybooks and informational text.
S. Identify who is telling the story in a
					 text.
T. Use text features to aid
					 comprehension.
U. Explain a key
					 illustration in the story.
V. Use
					 illustrations and details in a story to describe its characters, setting, or
					 events.
W. Compare and contrast
					 (what is the same and what is different) the experiences of characters in
					 stories.
X. Choose literary texts
					 or poems to read and reread, listen to, or view for leisure purposes.
Y. Engage in group reading of stories or
					 poems by sharing something learned or something enjoyed.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter B - Grade 1 › Section XI-9307 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Answer questions about key details in a text read, read aloud, or
					 viewed.
B. Discuss key details and
					 main topic of a preferred text.
C.
					 Identify the main topic of an informational text.
D. Retell/identify key details in an
					 informational text.
E. Describe the
					 connection between two individuals, events, or pieces of information in a
					 text.
F. Ask questions to help
					 determine or clarify the meaning of words in a text.
G. Answer questions to help determine or
					 clarify the meaning of words in a text.
H. Ask questions to help determine or clarify
					 the meaning of phrases in a text.
I. Answer questions to help determine or
					 clarify the meaning of phrases in a text.
J. Identify text features to aid
					 comprehension.
K. Use text features
					 to aid comprehension.
L. Identify
					 and use various text features (e.g., bold text, titles) to locate key facts or
					 information in a text.
M.
					 Distinguish between information provided by pictures or other illustrations and
					 information provided by the words in a text.
N. Use the photos, diagrams, or graphics and
					 details in a text to describe or identify its key ideas.
O. Identify the facts and details an author
					 gives to support points in a text.
P. Identify basic similarities in and
					 differences between two texts on the same topic (e.g., in illustrations,
					 descriptions, or procedures).
Q.
					 Choose informational texts to read and reread, listen to, or view for leisure
					 or informational purposes (e.g., to answer questions; understand the world
					 around them).
R. Engage in group
					 reading of informational text by sharing something learned or something
					 enjoyed.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter B - Grade 1 › Section XI-9308 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Recognize rhyming words.
B. Produce
					 rhyming words.
C. Identify long or
					 short vowel sounds in spoken single-syllable words.
D. Produce single-syllable words by blending
					 sounds (phonemes), including consonant blends.
E. Isolate and/or produce initial in
					 consonant-vowel-consonant (CVC) words.
F. Isolate and/or produce medial vowel sound
					 in consonant-vowel-consonant (CVC) words.
G. Isolate and/or produce final sounds in
					 consonant-vowel-consonant (CVC) words.
H. Segment spoken single-syllable words into
					 their complete sequence of individual sounds (phonemes).
I. Recognize the sound(s) for each
					 consonant.
J. Produce the sound(s)
					 for each consonant.
K. Identify
					 common consonant digraphs using their sound correspondence (e.g.,
					 write/state/select "ch" when spoken).
L. Decode regularly spelled CVC
					 words.
M. Recognize silent "e" as
					 the reason the vowel sound is a long vowel sound in a word.
N. Read common first grade high frequency
					 words by sight.
O. Read or identify
					 frequently occurring words with inflectional endings.
P. Recognize grade-appropriate
					 irregularly-spelled words.
Q.
					 Identify the sound that differs between two similarly spelled words.
R. Read grade-level text with accuracy,
					 appropriate rate, and expression (when applicable) on successive
					 readings.
S. Identify grade-level
					 words with accuracy and appropriate rate on successive attempts.
T. Practice self-monitoring strategies to aid
					 comprehension (e.g., reread, use visuals or cueing system, self-correct, ask
					 questions, confirm predictions).
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter B - Grade 1 › Section XI-9309 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Produce an
					 opinion statement about a topic or book of interest and provide accurate
					 information as a reason.
B.
					 Organize an opinion piece starting with an opinion statement followed by a
					 reason.
C. Use a description of or
					 detail about familiar people, places, things, and events to support an
					 opinion.
D. Create an opinion piece
					 that provides a sense of closure.
E. Produce a simple statement that names a
					 topic and supplies some facts about the topic.
F. When creating informative/explanatory
					 permanent products, represent facts and descriptions through the use of
					 illustrations and captions.
G.
					 Provide a sense of closure to an informative/explanatory permanent
					 product.
H. Provide a title that
					 tells the central idea or focus.
I.
					 Describe a single event or a series of events that includes details about what
					 happened.
J. Describe a series of
					 events in the order in which they occurred, and when appropriate, use signal
					 words (e.g., first, then, next).
K.
					 Create a narrative permanent product that provides a sense of
					 closure.
L. With guidance and
					 support from adults, use feedback to strengthen permanent products (e.g., add a
					 drawing or detail, reorder events).
M. With guidance and support from adults, use
					 a variety of digital tools (e.g., word processing, internet) to produce and
					 publish permanent products, including collaborating with peers.
N. Participate in shared research and writing
					 projects (e.g., drawings, visual displays, labels).
O. Generate ideas and or opinions when
					 participating in shared writing projects.
P. With guidance and support from adults,
					 recall information from experiences to answer a question.
Q. Identify various sources (e.g., word wall,
					 book talks, visuals/images, Internet) that can be used to gather information or
					 to answer questions (e.g., "How do we find out?").
R. Use illustrations and details in a text to
					 obtain facts and compose information on a topic.
S. With guidance and support from adults,
					 gather information (e.g., highlight in text, quote or paraphrase from
					 discussion) from provided sources to answer a question.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter B - Grade 1 › Section XI-9310 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Follow
					 agreed-upon rules for discussions (e.g., listening to others with care,
					 speaking one at a time about the topics and texts under discussion).
B. Build on others' talk in conversations by
					 responding to the comments of others through multiple exchanges.
C. Ask questions to clear up any confusion
					 about the topics or texts under discussion.
D. Engage in small or large group discussions
					 by sharing one's own permanent product.
E. Engage in small or large group discussion
					 of favorite texts or topic presented orally or through other media.
F. Answer questions about key details in a
					 story (e.g., who, what, when, where, why).
G. Ask questions about key details in a
					 familiar story.
H. Ask questions
					 about information presented orally in order to clarify something that is not
					 understood.
I. Retell a favorite
					 text, including key details.
J.
					 Describe people, places, things, and a single event or series of events with
					 relevant details.
K. Describe
					 factual information and ideas about familiar people, places, things, and
					 events.
L. Describe subtopics of
					 larger topics about familiar people, places, things, and events.
M. Use drawings or visual displays to add
					 detail to permanent products.
N.
					 Produce complete sentences (e.g., through dictation, writing, word array,
					 picture) when appropriate to task and situation.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter B - Grade 1 › Section XI-9311 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Produce
					 uppercase and lowercase letters.
B.
					 Use singular and plural nouns with matching verbs in basic sentences.
C. Use frequently occurring nouns when
					 communicating.
D. Use personal,
					 possessive, and indefinite pronouns (e.g., I, me, my; they, them, their;
					 anyone, everything) when communicating.
E. Use verbs to convey a sense of past
					 present or future when communicating.
F. Use frequently occurring adjectives when
					 communicating.
G. Use frequently
					 occurring conjunctions (e.g., and, but, or, so, because) when
					 communicating.
H. Use frequently
					 occurring prepositions (e.g., on, in) when communicating.
I. Produce and expand complete simple and
					 compound declarative, interrogative, imperative, and exclamatory sentences in
					 response to prompts.
J. Capitalize
					 the first word in sentence, the pronoun "I", dates, and names of
					 people.
K. Use end punctuation for
					 sentences.
L. Produce a letter or
					 letters for consonant and vowel sounds (phonemes).
M. Use context within a sentence as a clue to
					 the meaning of a word or phrase.
N.
					 Use frequently occurring affixes as a clue to the meaning of the
					 word.
O. With guidance and support
					 from adults, identify the category for a given word (e.g., a duck is a
					 bird).
P. With guidance and support
					 from adults, sort labeled objects into categories (e.g., shapes, food) to gain
					 a sense of the concepts the categories represent.
Q. With guidance and support from adults,
					 sort words or picture cards with words into categories (e.g., shapes, food) to
					 gain a sense of the concepts the categories represent.
R. With guidance and support from adults, use
					 newly acquired words in real-life context.
S. Use words and phrases acquired through
					 conversations, reading and being read to, and responding to texts, or when
					 adding captions or simple sentences to illustrations or drawings, including
					 using frequently occurring conjunctions to signal simple relationships (e.g.,
					 because).
T. Use frequently
					 occurring conjunctions to signal simple relationships.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.