reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-509 - Required Initial Individual Evaluation

Current through Register Vol. 50, No. 6, June 20, 2024
A. A comprehensive initial evaluation must be
				conducted before the initial provision of special education and related
				services to a student. Either a parent of a student or a public agency may
				initiate a request for an initial evaluation to determine if the student has an
				exceptionality.
B. An initial
				individual evaluation shall be conducted when informed parental consent for the
				initial individual evaluation has been received by the LEA. If a request was
				made for an evaluation during the time period in which the student is subject
				to disciplinary measures, the evaluation shall be conducted in an expedited
				manner as defined in §511, Evaluation Timelines.
C. If the LEA suspects that the student is
				exceptional, an evaluation shall be conducted with parental consent. If the LEA
				does not suspect that the student is exceptional, then it may refuse to conduct
				an evaluation. The SBLC, through interventions, may attempt to resolve the
				student's difficulties. When an LEA refuses to initiate an evaluation upon
				parental request, the parents must be given a written explanation of the reason
				for the decision according to the requirements listed in Chapter 5 of Bulletin
				1706 and provided a copy of their rights, which includes the right to a due
				process hearing.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-511 - Evaluation Timelines

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				initial evaluation must be conducted within 60 business days of receiving
				parental consent for the evaluation with appropriate extensions as described
				below:
1. End of the Year Extension. If the
				LEA begins an evaluation and there are fewer than 60 business days remaining in
				the LEA's current school year, the LEA may take this type of extension with
				parent permission. However, the number of days used between the parental
				signature and June 1 (the SER official beginning date for summer) will be
				subtracted from the 60 business days, and the timelines will begin again on
				September 1 (the SER official ending date for summer).
2. Parentally Approved Extension. If the LEA
				is making sufficient progress to ensure a prompt completion of the evaluation
				but needs extended time to assess the student in all areas of the suspected
				exceptionality, the parent and the LEA may agree to a specific time when the
				evaluation will be completed.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-513 - Evaluation Components

Current through Register Vol. 50, No. 6, June 20, 2024
A. All
				initial evaluations shall include the following documented components (refer to
				individual exceptionalities for additional evaluation components):
1. a description of each screening activity
				and a review of the screening results;
2. a review of cumulative records including
				test scores, discipline records, grade history, attendance records, statewide
				assessments, etc.;
3. a review of
				any pertinent reports supplied by the parent or an outside agency;
4. a review of the intervention(s) which
				includes data-based documentation that:
a.
				the interventions were scientifically research-based;
b. the interventions were implemented with
				fidelity as documented by data sheets, computer records or other permanent
				products;
c. progress monitoring
				was conducted at reasonable intervals; and
d. the student did not show adequate progress
				based on local or national norms;
5. a systematic student observation(s) in the
				environments in which the student is experiencing difficulties;
6. an interview with the student to obtain
				his/her perceptions of his/her academic, behavioral and social
				performance;
7. an interview with
				the student's core subject teacher(s) to obtain information regarding referral
				concerns and the student's academic performance, behavior, and peer
				interactions;
8. a family interview
				conducted by a school social worker or other qualified pupil appraisal staff
				member to determine the impact of developmental, educational, social/emotional,
				cultural, and/or health factors on the student's educational
				performance;
9. an interview with
				the referral source, if other than the parent or teacher;
10. an educational assessment conducted by an
				educational diagnostician or other qualified pupil appraisal staff member which
				includes descriptions of educational strategies, academic and environmental
				adjustments needed, and curricular modifications necessary to provide
				accessible instructional materials in order to enable the student to show
				progress in the general education curriculum;
11. a functional behavior assessment
				conducted or reviewed by a certified school psychologist, a qualified school
				social worker, or other appropriately trained personnel, when behavior is noted
				as a concern; and
12. a review and
				analysis of any discrepancies between test results or observations and the
				student's customary behaviors and daily activities, or of any discrepancies
				among evaluation results.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-515 - Determination of Eligibility

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Special Rule for Eligibility Determination
1.
				A student shall not be determined to be a student with a disability if the
				determinant factor for that eligibility determination is:
a. lack of appropriate explicit and
				systematic instruction in reading, including the essential components of
				reading instruction: phonics, phonemic awareness, fluency, comprehension and
				vocabulary;
b. lack of appropriate
				instruction in math; or
c. limited
				English proficiency.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-517 - Independent Educational Evaluation

Current through Register Vol. 50, No. 6, June 20, 2024
A. The parents of a student with a disability
				or an exceptionality have a right to obtain an independent educational
				evaluation (IEE) of the student as described in Chapter 5 of Bulletin
				1706.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-701 - Autism

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
Autism
(Autism Spectrum Disorders) means a developmental
				disability significantly affecting verbal and nonverbal communication and
				social interaction; generally evident before age three that adversely affects a
				student's educational performance. Other characteristics often associated with
				autism are engagement in repetitive activities and stereotyped movements,
				resistance to environmental change or change in daily routines, and unusual
				responses to sensory experiences. The term does not apply if a student's
				educational performance is adversely affected primarily because the student has
				an emotional disturbance. A student who manifests the characteristics of autism
				after age three could be identified as having autism if the criteria are
				satisfied.
1. There may be coexisting
				conditions/associated features that may include, but are not limited to
				cognitive delays, seizure activity, depression, anxiety, obsessive-compulsive
				disorders, Tourette Syndrome, fragile X syndrome, tuberous sclerosis, pica,
				allergies, self-injurious behaviors, sleeping and toileting problems,
				etc.
2. Asperger's Disorder,
				Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), Rett's
				Disorder, or Childhood Disintegrative Disorder may be considered for the
				classification if the criteria for autism are met.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-703 - Deaf-Blindness

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
Deaf-Blindness
is concomitant hearing and visual impairments,
				the combination of which causes such severe communication and other
				developmental and educational problems that they cannot be accommodated in
				special education programs solely for students with deafness or students with
				blindness.
1. If a student has only two
				disabilities and those disabilities are deafness and blindness, the student
				must be classified as having deaf-blindness. Each LEA shall notify state
				Deaf-Blind Census of all students who have both hearing and visual
				impairments.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-705 - Developmental Delay

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
Developmental Delay
is a disability in which
				students/children, ages three through eight, are identified as experiencing
				developmental delays in one or more of the following areas: physical
				development, cognitive development, communication development, social or
				emotional development or adaptive development.
1. A student shall be classified
				categorically if it is determined through the evaluation process, that the
				student has the specific sensory impairment of blindness or deafness and needs
				special education and related services. A student who meets the criteria for
				other disabilities may be classified categorically. If delays in addition to
				speech or language are evident, the student should be classified as having
				Developmental Delay or one of the other categorical disabilities.
2. The use of the Developmental Delay
				category is optional to the local educational agencies. LEAs that choose not to
				use this category must classify categorically.
3. If a student has only two disabilities and
				those disabilities are deafness and blindness, the student must be classified
				as having deaf-blindness. Each LEA shall notify State Deaf-Blind Census of all
				students who have both hearing and visual impairments.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-707 - Emotional Disturbance

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Emotional Disturbance
means a condition exhibiting
				one or more of the following characteristics over a long period of time and to
				a marked degree that adversely affects a student's educational performance:
				(Emotional disturbance includes schizophrenia. The term does not apply to
				children who are socially maladjusted, unless it is determined that they have
				an emotional disturbance.)
1. an inability to
				learn that cannot be explained by intellectual, sensory, or health
				factors;
2. an inability to build
				or maintain satisfactory interpersonal relationships with peers and
				teachers;
3. inappropriate types of
				behavior or feelings under normal circumstances;
4. a general pervasive mood of unhappiness or
				depression; and/or
5. a tendency to
				develop physical symptoms or fears associated with personal or school
				problems.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-709 - Deaf and/or Hard of Hearing

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Deaf
and/or
Hard of Hearing
- a
				loss of hearing, whether permanent or fluctuating, that adversely affects a
				student's educational performance. It includes deafness, which is a hearing
				disability that is so severe that the student is disabled in processing
				linguistic information through hearing, with or without amplification.
1. Deafness is a hearing loss with an unaided
				pure tone average of 70dB (ANSI) or more in the better ear at 500, 1000, and
				2000 Hz. The hearing loss is so severe that the student is impaired in
				processing linguistic information through hearing, with or without
				amplification.
2. Hard of Hearing
				includes the following.
a.
Permanent
				or Fluctuating Hearing Loss
-a hearing loss with an unaided pure tone
				average in the better ear at 500, 1000, and 2000 Hz between 25 and 70 dB
				(ANSI). The hearing loss is severe enough to be considered educationally
				significant, as it will to varying degrees impact the normal development of
				speech and language skills and/or interfere with learning new information
				through the auditory modality.
b.
Unilateral Hearing Loss
-a permanent hearing loss with an
				unaided pure tone average in the poorer ear at 500, 1000, and 2000 Hz of 40 dB
				(ANSI) or greater. The hearing in the better ear is within the normal range
				(pure tone average of 20 dB or better at 500, 1000, and 2000 Hz). The hearing
				loss in the poorer ear is of sufficient severity to be considered educationally
				significant because it may affect the person's ability to process linguistic
				information and/or localize sound, particularly in the presence of background
				noise.
c.
High Frequency
				Hearing Loss
-a bilateral hearing loss with an unaided pure tone
				average of 40 dB or greater at any two of the following frequencies (2000,
				3000, 4000 or 6000 Hz). The hearing loss is educationally significant because
				it is of sufficient severity to impact the person's ability to process
				linguistic information, particularly in the presence of background
				noise.
3. If a student
				has only two disabilities and those disabilities are deafness and blindness,
				the student must be classified as having deaf-blindness. The LEA shall notify
				state Deaf-Blind Census of all students who have both hearing and visual
				impairments.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-711 - Intellectual Disability

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Intellectual disability
means significantly sub
				average general intellectual functioning, existing concurrently with deficits
				in adaptive behavior and manifested during the developmental period that
				adversely affects a student's educational performance.
1. In every case, determination of an
				intellectual disability shall be based on an assessment of a variety of factors
				including educational functioning, adaptive behavior, and past and current
				developmental functioning (e.g., indices of social, intellectual, adaptive,
				verbal, motor, language, emotional, and self-care development for
				age).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-713 - Multiple Disabilities

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Multiple disabilities
means concomitant
				impairments (such as intellectual disability-blindness, orthopedic
				impairment-deafness, autism-orthopedic impairment, or emotional disturbance
				intellectual disability), the combination of which causes such severe
				educational needs that they cannot be accommodated in special education
				programs solely for one of the impairments.
1. If a student has the two disabilities of
				deafness and blindness, the student must be classified as having deaf-blindness
				and not developmental delay or multiple disabilities. The LEA shall notify
				State Deaf-Blind Census of all students who have both hearing and visual
				impairments.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-715 - Orthopedic Impairment

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Orthopedic Impairment
means a severe orthopedic
				impairment that adversely affects a student's educational performance. The term
				includes impairments caused by congenital anomaly, impairments caused by
				disease (e.g., poliomyelitis, bone tuberculosis, etc.); and impairments from
				other causes (e.g., cerebral palsy, amputations, and fractures or burns that
				cause contractures).
B. Criteria
				for Eligibility. Evidence of criteria listed in Paragraphs 1 or 2, and 3 must
				be met:
1. muscular or neuromuscular
				disabilities that significantly limit the ability to move about, sit, or
				manipulate the materials required for learning; or
2. skeletal deformities or abnormalities that
				affect ambulation, posture, and body use necessary in schoolwork; and
3. impaired environmental functioning that
				significantly interferes with educational performance.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-717 - Other Health Impairment

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Other Health Impairment
means having limited
				strength, vitality, or alertness, including a heightened alertness to
				environmental stimuli that results in limited alertness with respect to the
				educational environment that is due to chronic or acute health problems, and
				may include such conditions as asthma, attention deficit disorder or attention
				deficit hyperactivity disorder, diabetes, epilepsy, a heart condition,
				hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell
				anemia and Tourette syndrome and adversely affects a student's educational
				performance.
B. Criteria for
				Eligibility. Evidence of criteria listed in Paragraphs 1 or 2, and 3 must be
				met. If the diagnosed impairment has behavioral implications that research has
				shown to respond to behavioral interventions, Criterion 4 must also be met:
1. the disability results in reduced
				efficiency in schoolwork because of temporary or chronic lack of strength,
				vitality, or alertness, and includes such conditions as those specified in the
				definition; or
2. a severe
				disability significantly limits one or more of the student's major life
				activities (that is, caring for one's self, performing manual tasks, walking,
				seeing, hearing, speaking, breathing, learning, and working); and
3. the student exhibits impaired
				environmental functioning that adversely affects his or her educational
				performance;
4. documented evidence
				must show that scientifically research-based interventions implemented with
				fidelity did not significantly modify the problem behavior.
Significantly modify
means that a change in behavior is
				demonstrated to such a degree that, with continuation of the intervention
				program by the general education teacher and/or other support personnel, the
				student could continue in the general education program.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-719 - Specific Learning Disability

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Specific learning disability
means a disorder in
				one or more of the basic psychological processes involved in understanding or
				in using language, spoken or written, that may manifest itself in the imperfect
				ability to listen, think, speak, read, write, spell, or to do mathematical
				calculations, including conditions such as perceptual disabilities, brain
				injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
				Specific learning disability does not include learning problems that are
				primarily the result of visual, hearing, or motor disabilities, of intellectual
				disability, of emotional disturbance, or of environmental, cultural, or
				economic disadvantage.
B. Criteria
				for Eligibility. Evidence of criteria listed in Paragraphs 1, 2, 3, and 4 must
				be met:
1. the learning problems are not
				primarily the result of:
a. visual, hearing,
				or motor disability;
b.
				intellectual disability;
c.
				emotional disturbance;
d. cultural
				factors;
e. environmental or
				economic disadvantage;
f. limited
				English proficiency;
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-721 - Speech or Language Impairment

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Speech or Language Impairment
means a
				communication disorder such as stuttering, impaired articulation, language
				impairment, or a voice impairment that adversely affects a student's
				educational performance. (Dialectal variations alone do not qualify a student
				to be classified as having speech or language impairment.)
B. Criteria for Eligibility. Evidence of
				criteria listed in Paragraphs 1, 2, 3 or 4, and 5 must be met for a student to
				be classified as having a Speech or Language Impairment.
1. Articulation-non-maturational speech
				disorder of one or more phonemes characterized by consistent addition, omission
				or incorrect production of speech sounds, and:
a. for a student in grade K or above, data
				from documented intervention(s) conducted by a speech-language pathologist or
				speech-language pathology assistant that indicates that it is unlikely based on
				the student's rate of learning, that the student will acquire correct use of
				targeted phoneme(s) within a reasonable period of time; or
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-723 - Traumatic Brain Injury

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
Traumatic Brain Injury
means an acquired injury to the brain
				caused by an external physical force, resulting in total or partial functional
				disability or psychosocial impairment, or both, that adversely affects a
				student's educational performance. The term applies to open or closed head
				injuries resulting in impairments in one or more areas, such as cognition;
				language; memory; attention; reasoning; abstract thinking; judgment;
				problem-solving; sensory, perceptual, or motor abilities; psychosocial
				behavior; physical functions; information processing and speech. The term does
				not apply to brain injuries that are congenital or degenerative, or brain
				injuries induced by birth trauma.
B. Criteria for Eligibility. Evidence of
				criteria listed in Paragraphs 1 and 2 must be met for a student to be
				classified as having a Traumatic Brain Injury:
1. documented medical evidence of an external
				insult to the brain causing an impairment in accordance with the definition
				exists; and
2. the impaired
				functioning significantly affects educational performance.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 7 - Disabilities › Section CI-725 - Visual Impairment

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Visual Impairment
(including
blindness)
- an impairment in vision that even with
				corrections adversely affects a student's educational performance. The term
				includes both partial sight and blindness.
1.
				If a student has the two disabilities of deafness and blindness, the student
				must be classified as having deaf-blindness and not developmental delay or
				multiple disabilities. The LEA shall notify state deaf-blind census of all
				students who have both visual and hearing disabilities
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 9 - Gifted and Talented › Section CI-901 - Gifted

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
				Gifted children and youth are students who demonstrate abilities that give
				evidence of high performance in academic and intellectual aptitude.
B. Procedures for Screening
1. Sensory screening shall be conducted
				whenever vision or hearing problems are suspected.
2. Each LEA shall develop and implement
				procedures for screening students suspected of being gifted. The screening
				criteria shall not exceed the criteria for eligibility.
3. At least two regular school staff members
				such as the principal/designee, teachers, counselors, pupil appraisal
				personnel, or other professional staff shall conduct a review of the screening
				information with the student's teacher. If the student meets the screening
				criteria, the student shall be evaluated. If the student does not meet the
				screening criteria, he/she should be exposed to activities that enhance skills
				and increase knowledge.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 9 - Gifted and Talented › Section CI-903 - Talented

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
Talented
means possession of measurable abilities that give
				clear evidence of unique talent in visual or performing arts or both.
B. Procedures for Screening
1. A student is identified by his or her
				regular or special education teacher, as having artistic needs that are not
				being met in the regular class in which the student is enrolled.
2. The regular or special education teacher
				completes the appropriate screening instrument (Visual Arts, Music, or
				Theatre).
3. Each LEA shall develop
				and implement procedures for screening students suspected of being talented in
				visual arts, music, and/or theatre. At a minimum, the state approved talent
				screening form must be used.
4.
				Each item receiving a score of four or above on the rating scale must be
				documented with examples, or samples of the student's work, whichever is more
				appropriate.
5. The student must
				score in the range of 33-35 on the visual arts screenings instrument, or 33-35
				on the music instrument or 48-50 on the theatre-screening instrument to warrant
				an evaluation.
6. If the student
				passes the screening criteria described above, the student shall be referred
				for a talented evaluation.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 11 - Reevaluation Information › Section CI-1101 - Required Reevaluations

Current through Register Vol. 50, No. 6, June 20, 2024
A. A
				reevaluation of each student with an exceptionality must be conducted when one
				of the following events occurs:
1. when the
				LEA determines that the educational or related services needs, including
				improved academic achievement and functional performance of the student,
				warrant a reevaluation;
2. when the
				student's teacher or parent requests a reevaluation;
3. when a significant change in placement is
				proposed, which means moving the student to a more restrictive environment
				where the student will be in the regular class less than 40 percent of the day
				or, for a child age four through five, in the regular early childhood program
				less than 40 percent of the time; or
4. when a student is no longer suspected of
				having an exceptionality. This includes students having the single
				exceptionality of speech and language impairment.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 11 - Reevaluation Information › Section CI-1103 - Parental Consent for Reevaluations

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE: Promulgated in accordance with
					 R.S.
					 17:1941 et seq.
NOTE: See §109. C.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 11 - Reevaluation Information › Section CI-1105 - Reevaluation Procedures

Current through Register Vol. 50, No. 6, June 20, 2024
A. When a
				reevaluation is conducted, an appropriate evaluation coordinator will be
				assigned. The evaluation coordinator or other designated personnel will notify
				parents, teachers, related service personnel, an official designee of the LEA,
				and other appropriate personnel of the purpose of the upcoming reevaluation;
				and will ensure that procedures below are followed:
1. obtain informed parental consent (See
				Parental Consent);
2. review
				evaluations and information provided by the parents of the student;
3. review information provided by the
				student, when appropriate;
4.
				review educational history, including all previous evaluation
				reports;
5. review progress
				monitoring data provided by the teacher(s) and related service providers to
				determine the student's involvement and progress in the general education
				curriculum;
6. review or conduct a
				functional behavioral assessment, if behavior is a concern;
7. review data based on observations
				conducted by teachers and related service providers;
8. complete any reevaluation requirements for
				the specific disabilities noted in §1101. C.1 b; and
9. review transitional needs as part of all
				reevaluations occurring after the student's fifteenth birthday.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 13 - Special Services › Section CI-1301 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A.
Special
				services
as used in this chapter are included in the term
special education,
which means specially designed instruction,
				at no cost to the parents, to meet the unique needs of a student with a
				disability, including instruction conducted in the classroom, in the home, in
				hospitals and institutions, and in other settings. They include assistive
				technology when required as part of the student's special education;
				instruction in physical education (including special physical education,
				adapted physical education, movement education, and motor development);
				speech/language pathology services when the service is considered special
				education rather than a related service; travel training; and vocational
				education.
1.
At no cost
means that all specially-designed instruction is provided without charge, but
				does not preclude incidental fees that are normally charged to nondisabled
				students or to their parents as a part of the regular education
				program.
2.
Specially-designed instruction
means adapting, as appropriate,
				to the needs of an eligible student, the content, methodology, or delivery of
				instruction to address the unique needs of the student that result from the
				student's disability; and ensuring access of the student to the general
				curriculum, so that he or she can meet the educational standards within the
				jurisdiction of the LEA that apply to all students.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 13 - Special Services › Section CI-1303 - Adapted Physical Education

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Adapted Physical Education
is a direct
				instructional service for school aged students with disabilities who may not
				safely or successfully engage in unrestricted participation in the vigorous
				activities of the regular physical education program on a full-time basis. It
				is also a specially-designed program for children with disabilities aged three
				through five, who meet the criteria below.
B. Criteria for Eligibility
1. Children aged 3 through 5 years:
a. evidence that the student meets 69 percent
				or less of the state identified motor skills for the level appropriate to the
				student's chronological age using the LA Motor Assessment for Preschoolers
				(LAMAP):
i. students meeting 45 percent to 69
				percent of the skills shall be identified as having motor deficits in the mild
				range;
ii. students meeting 20
				percent to 44 percent of the skills shall be identified as having motor
				deficits in the moderate range;
iii. students meeting 19 percent or less of
				the skills shall be identified as having motor deficits in the severe
				range;
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 13 - Special Services › Section CI-1305 - Assistive Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Assistive technology services
means any service
				that directly assists a student with a disability in the selection,
				acquisition, or use of an assistive technology device. Included in these
				services are the following:
1. an evaluation
				of the needs of a student with a disability, including a functional evaluation
				of the student in the student's customary environment;
2. the purchasing, leasing, or otherwise
				providing for the acquisition of assistive technology devices for students with
				disabilities;
3. the selecting,
				designing, fitting, customizing, adapting, applying, maintaining, repairing, or
				replacing of assistive technology devices;
4. the coordinating and using of other
				therapies, interventions, or services with assistive technology devices, such
				as those associated with existing education and rehabilitation plans and
				programs;
5 the training or
				technical assistance necessary for a student with a disability, or where
				appropriate, for the student's family;
6. the training or technical assistance for
				professionals (including individuals providing education or rehabilitation
				services), employers, or other individuals who provide services to, employ, or
				who are otherwise substantially involved in the major life functions of that
				student;
7. ass istive technology
				device is any item, piece of equipment, or product system, whether acquired
				commercially off the shelf, modified, or customized, used to increase,
				maintain, or improve the functional capabilities of a student with a
				disability:
a. assistive technology
				encompasses a broad range of devices from very simple ("low technology") to
				very sophisticated ("high technology").
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1501 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A.
Related
				services
means transportation and such developmental, corrective, and
				other supportive services as are required to assist a student with an
				exceptionality to benefit from special educational services. Related services
				include speech/language pathology and audiological services, school
				psychological services, physical and occupational therapy, recreation including
				therapeutic recreation, early identification and assessment of disabilities in
				students, counseling services including rehabilitation counseling, assistive
				technology devices and services, orientation and mobility services, and medical
				services for diagnostic or evaluation purposes. The term also includes school
				health services, social work services in schools, and parental counseling and
				training.
B. When the need for such
				services is indicated by the referral concerns during the evaluation process,
				the evaluation coordinator shall ensure that appropriate and qualified
				personnel participate in the evaluation process. The criteria for eligibility
				for school health services, occupational therapy, orientation and mobility
				services, physical therapy, school psychological, school social work and
				speech/language pathology services immediately follow this overview.
				Eligibility criteria for other related services are based on written
				documentation of need. When specific criteria to determine eligibility for
				other related serves are necessary, they will be added to the
				document.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1503 - Occupational Therapy

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Occupational Therapy
includes the following
				services:
1. evaluating students with
				disabilities by performing and interpreting tests and measurements and/or
				clinical observations of neurophysiological, musculoskeletal, sensorimotor
				functions and daily living skills;
2. planning and implementing treatment
				strategies for students based on evaluation findings;
3. improving, developing, restoring or
				maintaining functions impaired or lost through illness, injury, or
				deprivation;
4. improving or
				maintaining ability to perform tasks for independent functioning when functions
				are impaired or lost; and
5.
				administering and supervising therapeutic management of students with
				disabilities, recommending equipment and providing training to parents and
				educational personnel.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1505 - Orientation and Mobility

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Orientation and Mobility
means services provided
				to blind or visually impaired students by a university or agency trained and
				certified professional to enable those students to attain systematic
				orientation to and safe movement within their environment in school, home and
				community. These include teaching students appropriate skills:
1. spatial and environmental concepts and use
				of information received by the senses (such as sound, temperature and
				vibrations) to establish, maintain, or regain orientation and line of travel
				(e.g., using sound at a traffic light to cross the street);
2. use of the long cane as a tool to
				supplement visual travel skills or as a tool to safely negotiate the
				environment for students with no available travel vision;
3. the understanding and use of one's
				remaining vision and distance low vision aids;
4. other concepts, techniques, and
				tools.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1507 - Physical Therapy

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Physical Therapy
includes the following services:
1. evaluating students with disabilities by
				performing and interpreting tests and measurements and/or clinical observations
				of neurophysiological, musculoskeletal, cardiovascular, respiratory, and
				sensorimotor functions;
2. planning
				and implementing treatment strategies for students based on evaluation
				findings;
3. improving, maintaining
				and/or slowing the rate of regression of the motor functions of a student to
				enable him/her to function in his educational environment; and
4. administering and supervising therapeutic
				management of students with disabilities, recommending equipment and providing
				training to parents and educational personnel.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1509 - School Health Services and School Nurse Services

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
School Health and
				School Nurse Services
are specially designed for a student who has a
				disability (defined under federal and state statutes), having a special health
				need, and who is unable to participate in his or her educational program
				without the use of such health services, which may include, among others,
				health treatments, technology, and/or management.
1. The school health services referred to in
				this Section are those determined through a health assessment during the
				evaluation process.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1511 - School Psychological Services

Current through Register Vol. 50, No. 6, June 20, 2024
A. Definition.
School Psychological
				Services
include but are not limited to:
1. administering psychological and
				educational tests, and other assessment procedures;
2. interpreting assessment results;
3. obtaining, integrating, and interpreting
				information about student behavior and conditions relating to learning (which
				may also include assisting in the development of academic intervention
				strategies, progress monitoring, evaluating intervention and service delivery
				outcomes, conducting functional behavior assessments, and conducting program
				evaluations);
4. consulting with
				other staff members in planning school programs to meet the special educational
				needs of students as indicated by psychological tests, interviews, direct
				observation, and behavioral evaluations;
5. planning and managing a program of
				psychological services, including psychological counseling for students and
				parents (which may also include implementing and/or monitoring interventions,
				conducting social skills training, anger management/conflict resolution
				training, study skills training, substance abuse prevention, crisis prevention
				and intervention, parent skills training, and coordinating services with other
				community agencies.); and
6.
				assisting in developing positive behavioral intervention strategies.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1513 - School Social Work Services

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Social Work Services
in schools include but are
				not limited to:
1. preparing a social or
				developmental history on a student with a disability;
2. providing group and individual counseling
				with the student and the family. (This may include linking them to community
				resources, helping them to actively participate in the student's educational
				process, and providing crisis intervention services in the event of a death,
				illness, or community trauma. The school social worker shall maintain adequate
				safeguards for the privacy and confidentiality of information, and maintain
				data that is relevant to planning management and evaluation of school social
				work services.);
3. working in
				partnership with parents and others on those problems in a student's living
				situation (home, school, and community) that affect the student's adjustment in
				school. (The school social worker will advocate for services to be provided in
				the context of multicultural understanding and competence, as well as work
				collaboratively as a part of an interdisciplinary team that will enhance the
				student's academic performance.);
4. mobilizing school and community resources
				to enable the student to learn as effectively as possible in his or her
				educational program; and
5.
				assisting in developing positive behavioral intervention strategies to address
				behaviors of concern that will enhance the student's ability to benefit from
				his or her educational experience.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 15 - Related Services › Section CI-1515 - Speech-Language Pathology Services

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Definition.
Speech/Language Pathology Services
include:
1. identification of students with speech or
				language impairments;
2. diagnosis
				and appraisal of specific speech or language impairments;
3. referral for medical or other professional
				attention necessary for the habilitation of speech or language impairments, as
				appropriate;
4. provision of speech
				and language services for the habilitation of communication or prevention of
				communication impairments;
5.
				assessment and interventions for augmentative/alternative communication;
				and
6. counseling and guidance of
				parents, students, and teachers regarding speech and language
				impairments.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 1 - General Provisions › Chapter 1 - Purpose › Section CV-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The information
				  contained in Subpart 1, General Provisions are applicable to Drafting;
				  Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration
				  (HVACR).
B. The Secondary Trade and
				  Industrial Education Program in the State of Louisiana can be described as "a
				  secondary program designed to prepare students for careers in business,
				  industry, and the service occupations through a sequence of applied learning
				  experiences." Instructional units are provided in the use of layout, designing,
				  producing, processing, assembling, testing, maintaining, and the servicing of
				  industrial goods and products, as well as public services.
C. Intended Audience
1. The Louisiana Trade and Industrial
				  Education curriculum framework is intended for a broad audience:
a. trade and industrial education
				  teachers;
b. parents;
c. school and district
				  administrators;
d. school board
				  members;
e. policy
				  makers;
f. Louisiana Department of
				  Education staff;
g.
				  college/university faculty/administrators;
h. business/industry leaders; and
i. government agency staff.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 1 - General Provisions › Chapter 1 - Purpose › Section CV-105 - Mission Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A. To
				  develop rigorous and challenging standards that will enable all Louisiana
				  students to become lifelong learners and productive citizens for the
				  twenty-first century.
B. This
				  mission statement was developed by the Louisiana Statewide Content Standards
				  Task Force in October 1995 and has served as the focus for the standards
				  initiatives that have been developed by the Louisiana Department of Education.
				  Along with this mission statement, the task force also identified five
				  foundation skills that committee members felt should be embedded in all content
				  areas to promote lifelong learning and to prepare Louisiana students to be
				  successful in the next millennium.
C. The following five foundation skills serve
				  as the backbone for the content standards initiative.
1. Communication
2. Problem Solving
3. Resource Access and Utilization
4. Linking and Generating Knowledge
5. Citizenship
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 1 - General Provisions › Chapter 1 - Purpose › Section CV-107 - Foundation Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. Foundation
				  Skill 1: Communication:
1. exchanging of
				  information;
2. creating and
				  sharing meaning;
3. applying the
				  skills of:
a. reading;
b. writing;
c. speaking;
d. listening;
e. viewing; and
f. visually representing in society and a
				  variety of workplaces.