reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-523 - Self-Injurious Behavior

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students to
				be Considered. All students with disabilities who are enrolled in special
				education and who exhibit self-injurious behavior(s).
B. Definitions
1. Self-injurious behavior(s) is
				self-directed and negatively impacts the health and well-being of the student:
				(e.g., banging one's head, severely scratching oneself, pinching oneself,
				biting oneself, etc.) The behavior inflicts injury on self.
2. The self-injurious behavior(s) is
				consistent in nature (i.e., persistent, regular, or continuous).
3. Self-injurious behavior(s) requires
				intervention to ensure that there is a reduction in the behavior(s) or that
				appropriate social behavior is achieved or maintained.
4. Students who exhibit a self-injurious
				behavior(s) should have a goal(s) and objective(s) on the IEP to address the
				reduction and/or elimination of the self-injurious behavior(s).
NOTE: There may be instances when a self-injurious behavior
				  is exhibited and no goal(s) and objective(s) are on the IEP to address the
				  behavior. Documentation should describe the behavior, the baseline data, the
				  intervention plan, results, and any revisions to the intervention, etc.
				  However, it must be emphasized that these needs should be addressed on the
				  student's IEP.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-525 - Employment

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students to be
				Considered
1. All students with disabilities
				enrolled in special education ages 16-22 who are employed by the screening
				date.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-527 - Transition

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students to be
				Considered
1. All students with disabilities
				who are enrolled in special education, who have a transition services page on
				the IEP, and who are expected to exit the local education agency at the end of
				the school year.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-529 - Excessive Absences

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students to
				be Considered
1. Students classified with a
				disability who are absent during the school year for more than 25 days for
				health related reasons without provision of hospital/homebound
				services.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-531 - Late Entry Into School

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students
				to be Considered
1. Students who enroll after
				January 1st and prior to the screening date and have insufficient
				records/documentation to determine eligibility; there is usually insufficient
				time to collect all instructional data necessary to determine eligibility via
				other criteria.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-533 - Extenuating Circumstances

Current through Register Vol. 50, No. 6, June 20, 2024
A. There
				may be unusual situations or circumstances in which a student classified with a
				disability and enrolled in special education may need the ESYP, but does not
				meet any of the eligibility criteria. The intent of extenuating circumstances
				is to identify the student who meets the spirit, but not the letter, of the
				existing criteria.
1. The
				teacher/instructional personnel must use professional judgement and make the
				ultimate decision whether the student needs the ESYP to receive a free and
				appropriate public education (FAPE). In other words, the teacher/instructional
				personnel must answer the question: Will a break in instruction negatively
				impact him/her or cause the student to lose skills that will restrict his or
				her ability to function as independently as is possible?
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-535 - Review of Screening/Eligibility Determination

Current through Register Vol. 50, No. 6, June 20, 2024
A. At the IEP meeting, the teacher should:
1. explain and give the parent(s)/legal
				guardian the ESYP fact sheet and document receipt of it on the placement/LRE
				page of the IEP;
2. discuss the
				applicable criterion/criteria for screening and for determining the student
				eligible and then check the applicable criterion/criteria on the program
				services page of the IEP; and
3.
				tell the parent(s)/legal guardian the ESYP screening date(s) and check the
				date(s) on the program services page of the IEP.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-701 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. Extended School
				Year IEP. The ESYP Planning Guidelines section of the handbook provides
				assistance to IEP teams in the development of an individualized extended school
				year program. Included in this section are instructions for completing the
				mandated ESY-IEP form and guidelines for the IEP team to follow in making
				decisions regarding the:
1. selection of
				goals and objectives for the ESYP;
2. duration and setting of the ESYP;
				and
3. personnel needed to
				implement the identified services.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-703 - ESYP Planning Guidelines

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				section of the handbook provides specific information on the development of
				Individualized Educational Programs (IEPs) for the extended school year program
				(ESYP).
B. For the student who
				qualifies for the extended school year, the ESY-IEP team must meet to develop
				the ESY-IEP. The ESY-IEP meeting is similar to the regular school year IEP
				meeting in many ways. Participants at the ESY-IEP must include the student's
				teacher(s), parent(s), the local education agency's officially designated
				representative (ODR), and the student if appropriate. Others who have insight
				into the student's needs (e.g., Speech-Language Pathologist, OT, PT, Case
				Manager, Counselor) may also attend the meeting. If possible, the teacher who
				will be teaching the ESYP should attend the ESY-IEP meeting.
C. The ESY-IEP team is responsible for
				designing the extended school year program for the student. In developing an
				extended school year program for a student, the ESY-IEP team must consider the
				student's educational needs according to the criterion/criteria by which that
				student qualified for ESYP. Throughout the planning phase, the team is involved
				in a very individualized decision-making process based on the student's
				specific needs identified throughout the regular school year data collection
				and screening.
D. Following are
				some examples of what the focus of a student's ESY program would be, based on
				the needs identified through the screening process and the criterion/ criteria
				by which the student qualified:
1.
				Regression-Recoupment Criterion. The emphasis will be on the maintenance of the
				essential skill(s) with which the student has regression-recoupment problems.
a. Students qualifying under this criterion
				may benefit from three to four sessions per week for nine weeks. Three to four
				sessions per week should be enough to ensure maintenance. Also, with a
				nine-week program, there is not much time between the end of the school year
				and the beginning of the next. In this way, the instructional break time in
				which the student could regress is reduced.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-705 - Extended School Year Individualized Education Program (ESY-IEP): Instructions for Use of the ESY-IEP

Current through Register Vol. 50, No. 6, June 20, 2024
A.
1. The ESY-IEP is to be written prior to the
				student beginning the extended school year program. Before the ESY-IEP meeting
				begins, the teacher should ensure that the parent(s)/student has:
a. received a copy of the ESYP fact sheet and
				a copy of their educational rights;
b. had an opportunity for an oral explanation
				of each; and
c. received answers to
				any questions they may have.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-707 - Selection of Goal(s) and Objective(s) for Students Eligible by Regression-Recoupment Criterion

Current through Register Vol. 50, No. 6, June 20, 2024
A. The ESY-IEP
				team must remember that the intent of regression-recoupment criterion is to
				provide instruction to students who regress to a lower level of educational
				functioning because of the interruption in the educational program and for whom
				the reacquisition of these lost skills is slow. In identifying objectives for
				ESYP instruction for students who meet the criterion, the ESY-IEP team must
				keep in mind that the focus of this criterion is on the maintenance and/or
				reacquisition of skills.
B. The
				ESY-IEP team should follow this sequence to select objectives for ESY
				instruction.
1. Look at the targeted/circled
				objectives. If the student has not mastered or maintained these objectives, the
				ESY-IEP team must determine whether instruction on these objectives should be
				continued during ESYP.
2. Look at
				other objectives on the regular school year IEP that the student has not
				mastered and which require instruction for the student to continue his or her
				educational program without the loss of essential skills. The ESY-IEP team
				should carefully review the student's pattern of regression-recoupment problems
				and determine which of these objectives should be addressed during the ESYP.
				For example, did the student regress in a particular curricular area (e.g.,
				communication, self-help, motor)? The team may decide to identify other
				essential objectives in that area.
3. If the student has mastered all objectives
				on his or her regular school year IEP since the screening date, and if the
				ESY-IEP team feels that ESYP instruction is necessary because of a pattern of
				regression-recoupment problems, an objective(s) that focuses on maintenance of
				essential skills during the ESYP must be written.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-709 - Selection of Goal(S) and Objective(S) for Students Eligible by Critical Point of Instruction Criterion

Current through Register Vol. 50, No. 6, June 20, 2024
A. For students
				who qualify according to the critical point of instruction criterion, the
				ESY-IEP team must examine the specific component area in order to determine
				which objective(s) to identify. They should follow the process specified under
				each component.
B. Critical Point
				One: Least Restrictive Environment
1. During
				the screening process, the teacher/instructional personnel identifies the
				skill(s) the student must have to prevent an increase in special education
				instruction time/loss of time in general education for the student.
a. If the teacher/instructional personnel
				determines that the skill(s) needed to prevent the student's increase in
				special education instruction time/decrease in general education time is
				included in the objectives on the regular school year IEP, the IEP team
				identifies those objectives for ESYP instruction.
b. There may be instances in which the
				teacher/instructional personnel reviews the regular school year IEP and
				determines that the skill(s) needed to prevent the student's increase in
				special education instruction time/decrease in general education time is/or not
				on the IEP. It is only in these instances that the ESY-IEP team may write a new
				goal(s) and objective(s) related to the skills necessary to prevent a loss in
				general education time or increase in special education service time. The
				goal(s) and objective(s) are for the duration of the ESY program
				only.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-711 - Selection of Goal(s) and Objective(s) for Students Eligible by Self-Injurious Behavior Criterion

Current through Register Vol. 50, No. 6, June 20, 2024
A. During the
				screening process, the teacher/instructional personnel determined the student
				needed support to reduce, or maintain at a lower level, self-injurious
				behavior. Based upon a review of the behavior intervention plan, the ESY-IEP
				team should focus on the need for continued intervention.
1. If the ESY-IEP team determines that the
				regular school year IEP has objectives specific to the reduction of the
				self-injurious behavior or maintenance of appropriate behaviors, the team must
				identify those objectives for ESYP instruction.
2. If the ESY-IEP team determines that the
				regular school year IEP does not have objectives specific to the self-injurious
				behavior, the team must write a new goal(s) and objective(s) for the ESYP. The
				goal(s) and objective(s) must be based upon the documentation used in
				determining the student eligible for ESYP.
a.
				In these instances, the ESY-IEP team should carefully consider inclusion of a
				similar goal(s) and objective(s) on the regular school year IEP.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-713 - Selection of Goal(s) and Objective(s) for Students Eligible by Employment Criterion

Current through Register Vol. 50, No. 6, June 20, 2024
A. During
				the screening process, the teacher/instructional personnel determined the
				student needs support to maintain paid employment.
1. The ESY-IEP team identifies from the
				regular school year IEP the objectives that are specific to the paid
				employment. The ESY-IEP team identifies these objectives for the ESYP
				instruction.
2. If there are no
				objectives specific to the paid employment, the ESY-IEP team must write a new
				goal(s) and objective(s) specific to the needs related to maintaining that
				employment during the summer months.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-715 - Selection of Goal(s) and Objective(s) for Students Eligible by Transition Criterion

Current through Register Vol. 50, No. 6, June 20, 2024
A. During
				the screening process, the teacher/instructional personnel determined the
				student needs to have the transition services page of the IEP completed. The
				ESY-IEP team is to use information from the regular school year individualized
				transition services page and related IEP objectives in developing the ESY-IEP
				instructional plan. The ESY-IEP team should include members of the transition
				service page team.
B. In developing
				the extended school year instructional plan, the team plans according to the
				following procedures.
1. The ESY-IEP team
				must examine IEP objective(s) related to the local education agency transition
				services page, which needs to be completed. The team must write a goal for the
				completion of the action step(s).
2. The objective(s) on the IEP, which is
				related to the action step(s), is identified for ESY instruction and written on
				the ESY-IEP.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-717 - Selection of Goal(s) and Objective(s) for Students Eligible by Excessive Absences and Late Entry Criteria

Current through Register Vol. 50, No. 6, June 20, 2024
A. For a
				student eligible for ESY services according to the excessive absences or late
				entry criteria, the focus of the ESYP is on the high priority goal(s) and
				objectives. The ESY-IEP team must identify areas that will keep the student on
				track when school starts in the fall.
1. The
				ESY-IEP team must identify objective(s) from the regular school year IEP for
				instruction during the ESYP.
2. The
				objective(s) selected must be high priority in that failure to continue
				instruction/progress will jeopardize the probability of the student's
				successfully completing IEP goals and objectives and reaching his or her
				long-term educational goal.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-719 - Selection of Goal(s) and Objective(s) for Students Eligible by Extenuating Circumstances

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				teacher/instructional personnel has screened the student under all
				criterion/criteria that are applicable; however, the student did not qualify
				according to any of the criteria. The ESY-IEP team has reviewed the
				data/instructional performance information and agreed that it indicates the
				student is in need of an extended school year program.
B. The teacher/instructional personnel has
				articulated the need to extend the school year for the student based on the
				guidelines of one or more of the ESY criteria, even though the student does not
				meet all specifications of the criteria. The ESY-IEP team must then follow the
				process for selecting objectives according to that
				criterion/criteria.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 7 - ESY Program Planning Guidelines › Section LVII-721 - A Quick Review-Planning

Current through Register Vol. 50, No. 6, June 20, 2024
A. An
				ESY-IEP must be written for students eligible for the ESYP prior to the
				beginning of the program.
B.
				Objectives are identified for ESYP instruction based upon the criterion or
				criteria by which the student qualified.
C. The ESY program must be individually
				designed. The duration of the program, number of sessions per week, and amount
				of time per session are to be determined at the ESY-IEP meeting and based on
				the individual student's need according to the objectives identified.
D. Transportation for the student must be
				offered to the parents in cases when it is needed. The offer(s) must be
				reasonable.
E. An ESY-IEP meeting
				must be held when parents question the determination that their child is
				ineligible for ESYP.
1. If consensus cannot
				be reached and the parent(s) disagrees with the teacher/instructional personnel
				decision (regarding eligibility or programming), s/he must be informed of his
				or her due process rights and procedures.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 9 - Strategies for Implementation and Evaluation of the ESY Program: Site Selection; Integration; Record Keeping › Section LVII-901 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. Once a student's
				extended school year program has been planned through the extended school year
				IEP process, the program must be implemented. Provision of the ESYP requires
				consideration of both individual student needs and administrative concerns.
				During the regular school year, local education agencies operate all schools
				within their jurisdiction, while serving students in extended school year
				programs only a limited number of schools are in full operation, the number of
				full time staff members is reduced, and other limiting factors are in
				effect.
B. Although ESYP may
				present operational problems, local education agencies must provide all
				services to students as described on the ESY-IEP. To the maximum extent
				possible, local education agencies must provide extended school year
				instruction in a setting(s) that contributes to the student's integration and
				that is the least restrictive environment option for that student. The services
				necessary to meet the goals and objectives of the ESY-IEPs are to be
				provided.
C. Careful records should
				be kept in order to evaluate the student's performance and progress toward the
				completion of the ESY goals and objectives. Accurate records of student
				performance will assist the IEP team in the upcoming school year to continue
				the educational program with a minimum of interruption and
				disruption.
D. As during the
				regular school year, the ESY-IEP team must document instructional activities on
				lesson/activity plans. Ongoing student performance assessment is always an
				integral part of any educational program; it should be documented on
				appropriate data collection forms (e.g., grade book, checklist, task analysis
				form) and progress reports.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 9 - Strategies for Implementation and Evaluation of the ESY Program: Site Selection; Integration; Record Keeping › Section LVII-903 - Implementation

Current through Register Vol. 50, No. 6, June 20, 2024
A. Local education
				agencies shall continue to address LRE factors, including integration with
				non-disabled persons, in the implementation of the ESY program.
1. Whenever possible, ESYP services must be
				offered in the same site(s) as age appropriate regular summer school programs.
				(This handbook contains a description of administrative
				responsibilities.)
2. The ESY-IEP
				team must consider traditional and non-traditional approaches to achieve
				integration with non-disabled persons for those objectives on the ESY-IEP for
				which integration is indicated to be important.
a. The ESYP IEP team must review the ESY-IEP
				objectives requiring integration with non-disabled persons and must generate a
				plan of action to achieve the integration. Administrative and instructional
				personnel must work together to implement this plan.
b. If the student is on a regular school
				campus with non-disabled students, there may be activities that would
				accommodate the need for integration (e.g., breakfast, recess, reading class,
				etc.).
c. The mere presence of
				students with and without disabilities on the same campus does not ensure
				integration. Lesson/Activity planning must be used to assure that objectives
				requiring integration are addressed.
d. If integration on a regular school campus
				is not possible, the IEP team must be creative and find
				opportunities/activities to provide the integration necessary to meet the
				objectives. Some examples may be as follows:
i. use of the local library and summer
				activities;
ii. providing services
				at the day care center the student regularly attends;
iii. including neighbors/friends in
				instructional sessions;
iv. use of
				the local gym/park/recreation facilities, etc.
3. Documentation of integration activities
				are to be included in the lesson/activity plans. (Sample Lesson/Activity Plan
				Forms on file at the department.)
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 9 - Strategies for Implementation and Evaluation of the ESY Program: Site Selection; Integration; Record Keeping › Section LVII-905 - Evaluation

Current through Register Vol. 50, No. 6, June 20, 2024
A. Local education
				agencies shall ensure that instructional personnel measure and report student
				outcomes.
1. Progress reports must be
				disseminated to parents at the intervals specified on the ESY-IEP. Typically, a
				progress report from the ESYP is provided to parents within 10 business days
				following completion of ESY services.
2. Copies of ESYP progress reports must be
				maintained in the student's IEP file along with the usual/normal ongoing data
				collection.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 1 - General Provisions › Section LIX-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. In this era of
				educational reform, health education standards are critical to improving
				quality of life through student learning. They provide direction for moving
				toward excellence in teaching health information. Quality health education
				provides guidance for maintaining a healthy lifestyle for all individuals,
				including those with disabilities. Through competency of key concepts and
				skills outlined in this document, students will become health-literate,
				effective problem-solvers, self-directed learners, effective communicators, and
				responsible, productive citizens.
B. Health literacy is the capacity of an
				individual to obtain, interpret, and comprehend basic health information and
				services and the competence to use such information and services in ways that
				are health enhancing for the individual, family, and community. Four
				characteristics are identified as being essential to health literacy. The
				health-literate person is:
1. a critical
				thinker and problem solver;
2. a
				responsible, productive person;
3.
				a self-directed learner; and
4. an
				effective communicator.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 1 - General Provisions › Section LIX-103 - Goal

Current through Register Vol. 50, No. 6, June 20, 2024
A. The goal of the
				standards project is to:
1. develop a
				framework of essential knowledge and skills for Louisiana students that
				reflects contemporary knowledge about teaching and learning;
2. prepare students to apply their knowledge
				in a variety of situations; and
3.
				prepare students for life-long learning.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 1 - General Provisions › Section LIX-105 - Content Standards Foundation Skills [Formerly Section 107]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana
				Content Standards Task Force has developed the following foundation skills that
				should apply to all disciplines.
1.
				Communication-a process by which information is exchanged and a concept of
				"meaning" is created and shared between individuals through a common system of
				symbols, signs, or behavior. Students should be able to communicate clearly,
				fluently, strategically, technologically, critically, and creatively in society
				and in a variety of workplaces. This process can best be accomplished through
				use of the following skills:
a.
				reading;
b. writing;
c. speaking;
d. listening;
e. viewing; and
f. visually representing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 1 - General Provisions › Section LIX-109 - Need and Context for Reform

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Education reform is driven by concerns of government and business leaders for
				the future of the country in a technological world economy. Parents and
				community members concur that calling for reform will enable students to become
				responsible members of their families and communities. It is agreed that
				essential preparation for success in work and family and community settings
				includes acquisition the foundation skills. Future workers and members of
				society need the ability to apply knowledge from multiple sources and to work
				cooperatively.
B. Health-A Key
				Component
1. Educational excellence in
				traditional content areas may not be sufficient to secure the future
				competitiveness of the country. Alcohol, tobacco, and other drug use as well as
				low levels of physical activity, poor nutrition, injuries, teenage pregnancy,
				sexually transmitted diseases, and stress contribute to a lower health status
				and result in loss of work and school time.
2. Health education in schools is essential
				to enable students to acquire the knowledge and skills needed to practice good
				health. Implementation of planned, sequential health curricula has been linked
				to changes in students' attitudes and behaviors. Poor health habits often carry
				over into adulthood. Students who follow good health habits are more alert,
				perform at a higher level, are absent less, and have greater self-esteem. These
				traits carry over into adulthood. Healthy adults will be prepared to contribute
				to the nation's economic competitiveness by working more effectively and
				decreasing employee absenteeism. Due to an increase in disease prevention,
				fewer medical services will be required, thereby reducing health insurance
				costs.
3. Decreased business costs
				will increase productivity as a result of a workforce of healthy individuals.
				In addition, health knowledge and skills, when applied, ensure a better quality
				of life.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 3 - Teaching and Learning of Health Education › Section LIX-301 - Centers for Disease Control and Prevention Recommendation

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Centers for Disease Control and
				Prevention (CDC) recommends teaching health education as a self-contained class
				with infused classes serving as an adjunct to, instead of substituting for,
				health education classes. Infused classes are defined as courses that include
				some health education content, but primarily focus on another subject. The CDC
				recommends teaching health as an academic class where the lessons are taught
				sequentially, are behaviorally focused, and promote positive
				messages.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 3 - Teaching and Learning of Health Education › Section LIX-303 - Curriculum Integration

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Adoption of standards across curricular areas increases the potential to make
				connections which come naturally among subjects from early childhood through
				high school. Curriculum integration can help students make connections between
				health content and generic skills (e.g., critical thinking, decision-making,
				etc.). In addition to teaching health education in a self-contained
				environment, integration of other subjects will support, rather than replace,
				student learning of health education concepts. However, for integration to be
				effective, staff development must occur. Teachers need time to meet
				collaboratively, to identify connections across subject areas, and to plan
				curricular integration within and across grade levels.
B. In teaching health education, other
				subject areas can be easily integrated. Health education curricula can be
				easily integrated with reading comprehension, language arts, science,
				mathematics, social studies, and physical education. For example, at the
				elementary level, the health education curriculum is specifically intended to
				teach the interpersonal and conflict management skills students need to "get
				along." These skills are grounded in listening and speaking effectively. Health
				education also affords students many opportunities to write about topics of
				interest to them such as their personal feelings, growth, and development. In
				addition, students can apply the mathematical and science processes of
				measuring, charting, graphing, estimating, predicting, justifying, and
				classifying in conjunction with health lessons. At the middle and high school
				levels:
1. language skills are utilized in
				accessing and evaluating health information;
2. citizenship and communication skills are
				involved in community advocacy;
3.
				knowledge of body system functions includes anatomy; and
4. environmental science concepts are
				reinforced by the understanding of ecological systems.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 3 - Teaching and Learning of Health Education › Section LIX-305 - Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A. Technology can
				enhance learning by improving both the efficiency and effectiveness of
				instructional time. The National Health Education Standards and Louisiana
				Health Education Content Standards expect students to demonstrate the ability
				to access health information. School districts are expected to provide for the
				utilization of information technologies in the delivery of health
				instruction.
B. Students will be
				required to make numerous health care decisions in their lifetimes and must do
				this in an environment in which they are bombarded with health information that
				may or may not be accurate. Comprehensive health education prepares students to
				use and evaluate information for accuracy from a variety of sources. This
				requires that students use technology to gather current, accurate information
				prior to making decisions and taking action. The use of technology to access
				information is an essential lifelong health literacy skill.
C. The careful, guided use of technology to
				enhance the effectiveness of health education can allow all students to access
				the most current information. Due to the abundance of information available,
				educators, administrators, and parents are encouraged to evaluate the quality
				of available information prior to presenting it to students.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 3 - Teaching and Learning of Health Education › Section LIX-307 - Assessment

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
				involve statements about what students should know and be able to do. Included
				in this process is the construct of assessment. Health education assessment
				reflects the process of accumulating evidence about students' levels of
				competence in the area of health. Inferences can then be made based upon the
				evidence ascertained. The primary goal of assessment facilitates learning,
				rather than the documentation of learning. It is critical for health educators
				to assess individual performance. Such assessment should:
1. reflect health education content that is
				most important for students to learn, based upon the Louisiana Health Education
				Content Standards and Benchmarks;
2. enhance learning through a connection with
				instruction;
3. provide valid and
				reliable evidence of student performance; and
4. produce valid inferences about student
				learning specific to health education.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 3 - Teaching and Learning of Health Education › Section LIX-309 - Requirements

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana
				Department of Education in
Bulletin 741
,
Louisiana
				Handbook for School Administrators,
sets the hours required in health
				and physical education.
B. For
				grades 1-6, 150 minutes of instruction per week are required in health, music,
				arts, and crafts (LAC 28:CXV.2313.F).
C. In grades 7 and 8, 250 minutes of
				instruction per week are required in health, music, arts and crafts (LAC
				28:CXV.2313.F).
D. Grades 9-12: In
				order to graduate from high school, public school students must earn a 1/2 unit
				in health education (LAC 28:CXV.2319.C). A minimum of 3863 minutes of health
				instruction shall be taught (LAC 28:CXV.907.C). Cardiopulmonary resuscitation
				(CPR) (LAC 28:CXV.2347.B) and instruction in adoption awareness must be taught
				during health education (LAC 28:CXV.2347.C). Nonpublic schools require two
				units of combined health and physical education for graduation (LAC
				28:CXV.2109.C).
E. The maximum
				class size for Health and Physical Education in grades K-8 and in Physical
				Education I and II shall be 40. For Health Education at the high school level,
				which is taught in a classroom setting, the maximum number of students is 33
				(LAC 28:CXV. 913.C).
F. Each local
				education agency must include in the curriculum a program of substance abuse
				prevention, to include informational, effective, and counseling strategies, and
				information designed to reduce the likelihood that students shall injure
				themselves or others through the misuse and abuse of chemical substances (LAC
				28:CXV. 2305.F). Each school district determines the content area in which to
				include substance abuse instruction. It is often included in health education
				or life science.
1. The substance abuse
				programs and curricula must also include procedures for identifying students
				who exhibit signs of misuse or abuse of such substances and procedures for
				referral for counseling or treatment.
2. Elementary schools shall provide a minimum
				of 16 contact hours of substance abuse prevention education each school year.
				Instruction shall be provided within a comprehensive school health program and
				in accordance with the state substance abuse curriculum (Bulletin 1864) or
				through substance abuse programs approved by the Board of Elementary and
				Secondary Education (BESE).
3.
				Secondary schools must provide a minimum of eight contact hours of substance
				abuse prevention education each school year for grades 10-12 and 16 hours for
				grade 9. Instruction shall be provided within a comprehensive school health
				program and in accordance with the state substance abuse curriculum (Bulletin
				1864) or through substance abuse programs approved by the BESE.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-501 - Coding Key

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards are
				broad goals for student achievement in a content area. Each standard is
				followed by a set of benchmarks. The benchmarks state what a student should
				know and be able to do in order to reach the standard. The GLEs are more
				specific statements regarding what students should know and be able to do at
				the end of each grade level. The key in below will explain the coding used for
				the GLEs contained in this document.
1. The
				first number indicates the standards number.
2. The capitol letter represents the cluster
				level.
3. The third symbol is a
				second number, which represents the benchmark number.
4. The number following the decimal point is
				the GLE number for the benchmark
a. The
				letters for each grade cluster level are as follows:
E
represents the elementary cluster level, grades K-5
M
represents the middle school cluster level, grades
							 6-8
H
represents the high school cluster level, grades
							 9-12
Example: Kindergarten, 2-E-4.1 would represent the
							 first GLE for standard two on the Kindergarten level.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-503 - Kindergarten Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-E-1-identify that healthy
				behaviors affect personal health.
a.
				1-E-1.1-identify major body parts (e.g., stomach, ears, eyes).
b. 1-E-1.2-list personal health behaviors
				(e.g., hand washing, teeth brushing).
c. 1-E-1.3-name a variety of healthy
				foods.
d. 1-E-1.4-explain why a
				variety of foods are necessary for good health.
e. 1-E-1.5-describe why a healthy breakfast
				is important.
f. 1-E-1.6-identify
				healthy snacks and beverages.
g.
				1-E-1.7-list ways to be physically active.
h. 1-E-1.8-explain the importance of sleep in
				rest.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-505 - Grade 1 Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-E-1 -identify that healthy
				behaviors affect personal health.
a.
				1-E-1.1-describe the relationship between personal health behaviors and
				individual well-being.
b.
				1-E-1.2-explain why sleep and rest are important for growth and good
				health.
c. 1-E-1.3-identify ways
				injuries can be prevented.
d.
				1-E-1.4-explain the relationship between healthy eating and daily
				exercise.
e. 1-E-1.5-report how
				personal decisions impact one's safety.
f. 1-E-1.6-describe a healthy
				relationship.
g. 1-E-1.7-discuss
				personal hygiene.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-507 - Grade 2 Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-E-1 -identify that healthy
				behaviors affect personal health.
a.
				1-E-1.1-describe what it means to be healthy.
b. 1-E-1.2-compare healthy and unhealthy
				behaviors and how they affect one's health (e.g., disease prevention, healthy
				eating, fitness, safety).
c.
				1-E-1.3-identify healthy behaviors one can practice.
d. 1-E-1.4-list ways to prevent harmful
				effects of the sun.
e.
				1-E-1.5-create an individual fitness diary to record physical activity each day
				(time of day, duration, activity)
f. 1-E-1.6-review MyPyramid and identify food
				groups.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-509 - Grade 3 Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-E-1-explain relationships
				among physical, emotional and social health.
a. 1-E-1.1-define physical, emotional and
				social health.
b. 1-E-1.2-describe
				the influence of the components of health on each other.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-511 - Grade 4 Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-E-1-explain relationships
				among physical, emotional and social health.
a. 1-E-1.1 -describe the interrelationship
				of, emotional, social, and physical health during childhood.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-513 - Grade 5 Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-E-1-describe relationships
				among physical, mental, emotional and social health.
a. 1-E-1.1-list the behaviors that influence
				physical, emotional, and social health.
b. 1-E-1.2-describe the consequences of the
				behaviors that influence physical, emotional, and social health.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-515 - Grade 6 Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-M-1-describe
				interrelationships among physical, intellectual, emotional and social health.
a. 1-M-1.1 Identify and categorize behaviors
				that can affect physical, intellectual, emotional and social health.
b. 1-M-1.2-analyze the physical,
				intellectual, emotional and social benefits of eating breakfast
				daily.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-517 - Grade 7 Grade-Level Expectations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Students will comprehend
				concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-M-1-describe
				interrelationships among physical, intellectual, emotional and social health.
a. 1-M-1.1-explain how emotional health
				(stress) impacts other dimensions of health.
b. 1-M-1.2-describe appropriate ways to
				express and deal with emotions and how this can impact other areas of personal
				health.