reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 25 - High School Standards and Benchmarks › Subchapter E - Energy, Power, and Transportation Technology › Section LXXXI-2535 - Focus Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
					 curriculum has been designed to facilitate teaching the course in two distinct
					 parts. The first semester focuses on energy and power while the second semester
					 focuses on transportation. The study of various power, energy and
					 transportation systems and the technological, environmental, and societal
					 impacts associated with them will be the focus.
B. Energy, Power, and Transportation. This
					 technology investigates the sources of energy, as well as the methods of
					 controlling, converting, and transmitting energy. The course is designed for
					 students to understand the common and alternative sources of energy. Students
					 will use terminology and units of measurement related to energy systems, as
					 well as compare and evaluate past, present, and emerging energy
					 systems.
C. Power Mechanics. This
					 technology investigates in-depth exploration in the field of Power Mechanics.
					 Of primary concern are the various power conversion and generation systems and
					 the productive utilization of those systems. Students will study and develop
					 basic competencies in working with mechanical systems, fluid power systems,
					 electrical systems, and internal and external combustion systems.
D. Physics of Technology I and II. This
					 course is designed to provide students with an understanding of the use of
					 process skills as an integral part of science activities. Students will be
					 provided the opportunity to develop those intellectual processes of inquiry and
					 thought by which scientific phenomena are explained, measured, predicted,
					 organized, and communicated. These experiences will serve to reinforce
					 scientific concepts. Work-based learning strategies appropriate for this course
					 include field trips, service learning, and job shadowing. This course and
					 technology Student Association technical and leadership activities enhance
					 skills essential for students interested in technical and engineering career
					 fields.
AUTHORITY NOTE:
						Promulgated in accordance with R.S. 6:(A)(10) and
						R.S.
						17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 27 - Appendix A. Academic Cross References › Section LXXXI-2701 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. This Chapter 27
				  includes a list of the content standards and benchmarks that have been
				  referenced in this Part. All referenced content area standards and benchmarks
				  are for students in grades 6-8, indicated as "M" for middle school, and grades
				  9-12, indicated as "H" for high school.
AUTHORITY NOTE:
					 Promulgated in accordance with R.S. 6:(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 27 - Appendix A. Academic Cross References › Section LXXXI-2711 - Arts

Current through Register Vol. 50, No. 6, June 20, 2024
A. Creative
				  Expression (CE). Students develop creative expression through the application
				  of knowledge, ideas, skills, and organizational abilities.
1. Grades 9-12
CE-1VA-H1
Producing works of art that successfully convey a
								central thought based on ideas, feelings, and memories.
CE-1VA-H2
Applying a variety of media techniques,
								technologies, and processes for visual expression and communication.
CE-1VA-H3
Recognizing and utilizing individual expression
								through the use of the elements of design while exploring compositional
								problems.
CE-1VA-H4
Producing a visual representation of ideas derived
								through the study of various cultures, disciplines, and art careers.
CE-1VA-H5
Producing imaginative works of art generated from
								individual and group ideas.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 29 - Appendix B. Sample Lesson Plans › Section LXXXI-2901 - Construction-Eighth Grade-Middle School

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Standard-M2. Explore areas of the construction industry from planning to
				  completion of light, heavy, industrial, and civil construction.
B. Benchmark A. Understand and use the common
				  tools, materials, and processes common to the construction industry.
C. Foundation Skills (1), (2), (3), (4), (5).
				  The benchmark in Subsection B above applies to skills 1,2,3,4,5 which
				  addresses:
1. communication;
2. problem-solving;
3. resource access and utilization;
4. linking and generating knowledge;
				  and
5. citizenship.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 29 - Appendix B. Sample Lesson Plans › Section LXXXI-2903 - Basic Technical Drawing I

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Standard-2. Understand and apply the basic concepts that are common to the
				  broad field of technical drawing.
B. Benchmark A. Develop basic skills in the
				  proper use of drafting instruments and materials.
C. Foundation Skills (1), (2), (3), (4), (5).
				  The Benchmark in Subsection B above apples to skills 1, 2, 3, 4, 5, which
				  addresses:
1. communication;
2. problem solving;
3. resource access and utilization;
4. linking and generating knowledge,
				  and
5. citizenship.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 29 - Appendix B. Sample Lesson Plans › Section LXXXI-2905 - Basic Woodworking Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard-14. Explore the fundamentals of:
1. woodworking;
2. beginning with hand tool experiences;
				  and
3. progressing into the study
				  and use of modern power tools and machines.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 31 - Appendix C-Mission Statement › Section LXXXI-3101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Purpose. 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 LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 31 - Appendix C-Mission Statement › Section LXXXI-3103 - 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.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 33 - Appendix D. Technology Student Association › Subchapter A - Mission Statements › Section LXXXI-3301 - Technology Student Association, Inc., and Technology Student Association Mission Statements

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Technology Student Association, Inc., Mission Statement. The mission of the
					 Technology Student Association, Inc., is the provide leadership and support to
					 Technology Student Association (TSA) through educational programs and
					 services.
B. Technology Student
					 Association Mission Statement
1. The mission
					 of the TSA is to prepare our membership for the challenges of a dynamic world
					 by promoting technological literacy, leadership, and problem solving, resulting
					 in personal growth opportunities. In order to help our members achieve that
					 goal, TSA offers recognition in both technology and leadership areas. We
					 believe that by just participating in a carefully designed competition, a
					 student becomes a
winner.
He or she learns how to compete by
					 striving to be the best. Many teachers find that TSA curricular events provide
					 yet another motivational tool.
2.
					 These diverse events, which are offered at different grade levels, are designed
					 and revised every two years by a standing Curricular Resources Committee. It is
					 comprised of technology educators who have had hands-on classroom experience.
					 The Curricular Resources Guide, the final product, is the result of the work of
					 the committee, its competition coordinators (also teachers), and proposals of
					 hundreds of TSA state and chapter advisors. Those suggestions make TSA
					 competitions as current and dynamic as they are. National competitions and
					 awards ceremonies are held at the annual National TSA Conference in
					 June.
3. The Curricular Resources
					 Guide presents competition categories, evaluation standards, requirements,
					 eligibility, and procedures that apply to National TSA competition. Many states
					 choose to adopt the same guidelines for state competitions for consistency.
					 Many school districts use TSA guidelines for curricular activities in the
					 classroom. The latest revised edition includes "TSA's Awards and Recognition
					 Programs." Both are important editions that have further improved the TSA
					 program.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 33 - Appendix D. Technology Student Association › Subchapter B - Technology Course Guides › Section LXXXI-3303 - Introduction to Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Students will first study the basic elements of all technology, including:
1. processes;
2. energy;
3. information, and;
4. people.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 33 - Appendix D. Technology Student Association › Subchapter B - Technology Course Guides › Section LXXXI-3305 - Technological Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Technological Systems is a
hands-on
study of the systems and
					 subsystems which are related/interrelated to technology's impact on people and
					 their work/potential. Students solve problems and create new systems or
					 products. Emphasis is given to critical thinking about the problem and the
					 impact of the new system or product on people and society. Through individual
					 and group activities, students strengthen their creative abilities and
					 potential for success in technological occupations and educational
					 progress.
B. Technology Course
					 Content
1. Introduction to Technology
a. Objectives and content of course
b. Safety with tools, materials, and
					 machines.
c. Personnel system for
					 management and maintenance.
d.
					 Career opportunities and information
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 33 - Appendix D. Technology Student Association › Subchapter B - Technology Course Guides › Section LXXXI-3307 - Communication Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Communication Systems involves students in using technology to communicate
					 information which is visual or audio. Communication systems are an integral
					 part of the other technological activities involving input, processing, output,
					 and feedback. Students employ tools, materials, and other elements to solve
					 problems, create media, and process information. Students develop personal
					 interests and analyze the impact of communication systems on people and
					 society.
B. Technology Course
					 Content
1. Introduction to Communication
					 Technology
a. Objectives and content of
					 course
b. Safety with tools,
					 materials, and machines
c.
					 Personnel system for management and maintenance
d. Career opportunities and
					 information
e. Communications
					 systems
f. Model of
					 communications
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 33 - Appendix D. Technology Student Association › Subchapter B - Technology Course Guides › Section LXXXI-3309 - Construction Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A. Construction
					 Systems emphasize the building or servicing involved in construction
					 activities. Students gain experience in preparing a site, setting foundations,
					 building structures, and installing mechanical systems. Activities reflect the
					 production of one-of-a-kind items such as bridges, highways, and residential or
					 commercial structures.
B.
					 Technology Course Content
1. Introduction to
					 Construction Technology
a. Objective and
					 content of course
b. Safety with
					 tools, materials, and machines
c.
					 Personnel system for management and maintenance
d. Career opportunities and
					 information
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 33 - Appendix D. Technology Student Association › Subchapter B - Technology Course Guides › Section LXXXI-3311 - Manufacturing Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Manufacturing Systems gives students experiences in selection of materials and
					 using numerous manufacturing processes. Students will understand the importance
					 of these activities to the total manufacturing system. Activities include work
					 on a manufacturing line and solving problems related to production or quality,
					 distributing, and servicing. The impact of manufacturing is also
					 studied.
B. Technology Course
					 Content
1. Introduction to Manufacturing
a. Objectives and content of course
b. Safety with tools, materials, and
					 machines.
c. Personnel system for
					 management and maintenance
d.
					 Career opportunities and information
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 3 - Appendices › Chapter 33 - Appendix D. Technology Student Association › Subchapter B - Technology Course Guides › Section LXXXI-3313 - Transportation Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students
					 survey the many broad sources of energy and power utilized in power and
					 transportation systems. Instruction includes:
1. how energy is converted to
					 power;
2. how power is transmitted
					 and controlled; and
3. how power is
					 utilized through mechanical fluid and electrical devices.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 1 - General Provisions › Section LXXXIII-101 - School Accountability

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Every school shall participate in a school accountability system based on
				student achievement as approved by the Louisiana State Board of Elementary and
				Secondary Education (refer to
				R.S.
				17:10.1).
B. Under
No Child Left
				Behind
(NCLB) the Elementary and Secondary Education Act of 2001, a
				state's definition of Adequate Yearly Progress (AYP) must apply the same high
				standards of academic achievement to all public elementary and secondary school
				students in the state and result in continuous and substantial academic
				improvement for all students. Schools shall be judged on AYP through both the
				school performance score component and the subgroup component of the Louisiana
				School Accountability System.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:10.1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 3 - School Performance Score Component › Section LXXXIII-301 - School Performance Score Goal

Current through Register Vol. 50, No. 6, June 20, 2024
A. A school performance score (SPS) shall be
				calculated for each school. This score shall range from 0.0 to 150.0.
B. Each school shall receive its school
				performance scores under one site code regardless of its grade
				structure.
C. Final accountability
				results shall be issued by the fall semester of each year and all
				accountability reports will reflect the configuration of the school as it
				existed the prior spring semester.
1. For K-7
				schools, the school performance score will consist entirely of one index based
				on assessments and progress points listed in the table below.
2. For K-8 schools, the school performance
				score will consist of an assessment index, dropout/credit accumulation index,
				and progress points.
K-8 School Performance Score Indices and
							 Weights
LEAP, iLEAP, EOC, and LAA 1
Grades K-7
100 percent
Grades K-8
95 percent
Dropout/Credit Accumulation Index
Grade 8
5 percent
Progress Points
Grades 3-8
Up to 10 points
3. For schools with a grade
				  12, the school performance scores will include four indicators weighted equally
				  and progress points as outlined in the table below.
High School Performance Score Indices and
							 Weights
End of Course Tests, LAA 1
Grades 9-12
25 percent
ACT*
(Beginning in 2015-16, the ACT index shall also
							 recognize WorkKeys. A concordance table comparing ACT to WorkKeys will be
							 produced after the Spring 2015 administration.)
Grade 12 and graduating students with last enrollment
							 as grade 11
25 percent
Graduation Index
Grade 12
25 percent
Graduation Rate
Grade 12
25 percent
Progress points
Grades 10 and 12
Up to 10 points
*When calculating a schools ACT index score, students
				  participating in the LAA 1 assessment shall not be included in the denominator
				  of such calculation.
4. A combination
				school (a school with a grade configuration that includes a combination from
				both categories of schools, K-8 and 9-12), will receive a score from a weighted
				average of the SPS from the K-8 grades and the SPS from the 9-12 grades.
a. The K-8 SPS will be weighted by the number
				of students eligible to test during the spring test administration.
b. The 9-12 SPS will be weighted by the sum
				of:
i. assessment units from students who are
				initial testers for EOC + the students eligible to test ACT (students with EOC
				and ACT will count only one time);
ii. cohort graduation units from the number
				of members of the cohort used as the denominator in the graduation index
				calculation and the graduation rate (students in cohort will count only one
				time).
5. For
				schools with configurations that include grades 9-11, but do not have a grade
				12, the school performance score will consist of the indices
				available.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 3 - School Performance Score Component › Section LXXXIII-303 - Transition from Fall 2013 to Spring 2016 (2014, 2015, and 2016 SPS Release)

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Schools shall receive an annual 2013 SPS using the 150-point scale, as approved
				for the 2012-13 school year and as described in Chapters 3-6 of this
				bulletin.
B.
1. In order to provide for a two-year
				baseline associated with new assessments in English language arts and
				mathematics, the LDE shall ensure that the distribution of school letter grades
				remains constant throughout this transition by assigning school letter grades
				for the 2013-2014, 2014-2015, and 2015-2016 school years based on the
				distribution of school letter grades by school type (e.g., K-8 v. combination
				v. high school) from the 2012-2013 school year.
a. If schools generally decline in
				performance scores, then the distributions (K-8, combination and high school)
				shall remain the same as in 2012-13 so as not to punish schools during the
				transition.
b. Any school or
				district that maintains or improves its annual performance score as compared to
				the 2012-13 performance scores shall not experience a decrease in its letter
				grade. Thus, if schools generally improve in performance scores, then the
				distributions shall improve as they would in any other year.
c. If, in implementing consistent
				distributions of letter grades, more than one school of the same type (e.g.,
				K-8 school, combination school, or high school) earns the same school
				performance score (i.e., they are "tied"), then all such schools shall be
				awarded the same letter grade. For example, if a school earning a school
				performance score of 84.9 in the 2014-2015 school year is awarded a letter
				grade of B, all other schools of the same type earning a school performance
				score of 84.9 in the 2014-2015 school year shall also receive a letter grade of
				B.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 4 - Assessment and Dropout/Credit Accumulation Index Calculations › Section LXXXIII-405 - Calculating a K-8 Assessment Index

Current through Register Vol. 50, No. 6, June 20, 2024
A. For all grades 3-8 use the values from the
				following table.
iLEAP and LEAP Index Points
Label
Subject-Test Index Points
Advanced=
150
Mastery (Exceeding the Standard)=
125
Basic (Meeting the Standard)=
100
Approaching Basic (Approaching the Standard)=
0
Unsatisfactory=
0
B.
				Weight each subject-test index score by the corresponding value from the table
				below.
Unit Weights for K-8 Assessment Index
Grade
ELA
Math
Science
Social Studies
3rd
2
2
1
1
4th
2
2
1
1
5th
2
2
1
1
6th
2
2
1
1
7th
2
2
1
1
8th
2
2
1
1
C.
				Sum all weighted subject-test index scores.
D. Sum all weights applied to subject-test
				index scores from the table above (in Subsection B).
E. Divide the sum from Subsection D by the
				total scores.
F. When middle
				schools students participate only in an EOC exam and not also the grade-level
				assessment in a given subject, EOC test results shall be used in the middle
				schools assessment index (100 for "good" and 150 for "excellent") and will be
				weighted by content as noted in the table above. Middle schools will also earn
				incentive points for all EOC scores of "good" or "excellent" earned during the
				same year in which the test was administered.
1. Incentive points will be awarded as
				follows:
a. excellent=50;
b. good=25.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 4 - Assessment and Dropout/Credit Accumulation Index Calculations › Section LXXXIII-409 - Calculating a 9-12 Assessment Index

Current through Register Vol. 50, No. 6, June 20, 2024
A. All operational end-of-course (EOC) tests
				will be used in the calculation of the EOC assessment index.
1. All subjects will be weighted
				equally.
2. The EOC performance
				level will be used in the calculation of the EOC assessment index as described
				in the chart below.
EOC Performance Level
Index Point
Excellent
150
Good
100
Fair
0
Needs Improvement
0
3.
				Proficient test scores of "good" or "excellent" earned by students at a middle
				school will be included in the SPS calculations of the high school to which the
				student transfers as well. The scores for the high school will be included in
				the accountability cycle that corresponds with the students first year of high
				school. EOC test scores considered "not proficient" ("needs improvement",
				"fair") will not be transferred, or banked, to the high school. Students will
				retake the test at the high school, and the first administration of the test at
				the high school will be used in the calculation of the assessment index the
				same year in which it was earned.
4. Beginning with the 2012-13 school year,
				students who are completing their third year in high school must have taken the
				algebra I and English II tests, or LAA 1. If they do not, the students will be
				assigned a score of zero and be counted as non-participants in high school
				testing. All students must be included in the assessment cohort regardless of
				course enrollment, grade assignment or program assignment.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 4 - Assessment and Dropout/Credit Accumulation Index Calculations › Section LXXXIII-413 - Dropout/Credit Accumulation Index Calculations

Current through Register Vol. 50, No. 6, June 20, 2024
A. A dropout/credit accumulation index score
				for each school with a grade eight shall be calculated.
B. The following scale will be used to
				determine the dropout/credit accumulation index.
1. In order for students to be included in
				the calculations, they must;
a. have been
				considered full academic year during the year of last record at the middle
				school;
b. if earning Carnegie
				units, have been considered full academic year during the transitional ninth,
				or traditional ninth grade year for the first ninth grade record.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 5 - Inclusion in Accountability › Section LXXXIII-515 - State Assessments and Accountability

Current through Register Vol. 50, No. 6, June 20, 2024
A. Louisiana students in grades 3-8 will
				participate in at least one of the following state assessments on an annual
				basis:
1. LEAP; or
2. iLEAP; or
3. LEAP Alternate Assessment Level 1 (LAA
				1).
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 5 - Inclusion in Accountability › Section LXXXIII-517 - Inclusion of Students

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				test score of every student who is enrolled in any school in an LEA on October
				1 of the academic year and who is eligible to take a test at a given school
				within the same LEA shall be included in the LEA's district performance score
				(DPS). The score of every student that will count in the DPS will be counted at
				the school where the student was enrolled on February 1 for SPS and subgroup
				AYP.
1. For EOC tests taken in December the
				score will count in the SPS at the school
				where the student is enrolled for the
				test.
2. For ACT, a grade 12
				student will be considered full academic year at the school and district from
				which the student graduated in December of the current school year if the
				student was enrolled in the district on October 1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 5 - Inclusion in Accountability › Section LXXXIII-519 - Inclusion of Schools

Current through Register Vol. 50, No. 6, June 20, 2024
A. All
				K-8 schools shall have a minimum of 40 testing units in any combination of
				LEAP, iLEAP, or LAA 1 assessments.
B. All 9-12 and combination schools shall
				have a minimum number of 40 units in any combination of graduation cohort
				membership and LEAP, iLEAP, LAA 1, or EOC assessments.
C. Each member of a cohort used to calculate
				a graduation index shall be counted as 4 units when determining the minimum
				number of units required calculating an SPS.
D. Inclusion of Indices
1. A school must have ten students in the
				graduation cohort to receive a the cohort graduation indices.
2. For schools with early graduates, an
				increasing grade configuration, and without cohort graduation members, ACT
				assessment scores shall be banked for the calculation of school performance
				scores until the accountability cycle associated with those early graduates,
				per cohort graduation policy.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 5 - Inclusion in Accountability › Section LXXXIII-521 - Pairing/Sharing of Schools with Insufficient Test Data

Current through Register Vol. 50, No. 6, June 20, 2024
A. Any school with at least one testing grade
				(3-11) will receive its SPS based only on its own student data provided it
				meets the requirements of §519
B.
				Any K-2 school with insufficient testing data will be awarded an SPS equal to
				the SPS of the school to which it is paired.
C. Any school enrolling only twelfth grade
				students will be awarded an SPS based on shared data from a school or schools
				containing grades 9-11 that send it the majority of its students. This sharing
				relationship is to define the cohort that will provide the starting roster on
				which its graduation index will be based
D. Any K-2, 9-12 configuration shall receive
				an SPS based solely on the 9-12 data.
E. Any ninth grade only school that does not
				administer an English/language arts assessment shall be paired with another
				school that administers an English/language arts assessment.
F. A district must identify the school where
				each of its non-standard schools shall be paired in order to facilitate the
				proper sharing of data for reporting purposes, as described above. The paired
				school must be the one that receives by promotion the largest percentage of
				students from the non-standard school. In other words, the paired school must
				be the school into which the largest percentage of students feed. If two
				schools receive an identical percentage of students from a non-standard school,
				or when there is no distinct feeder pattern, the district shall select the
				paired school.
G. Requirements for
				the number of test/graduation index units shall be the sum of the units used to
				calculate the school's SPS (see §519).
H. If a school has too few test units to be a
				"stand-alone" school, it may request to be considered stand-alone.
1. It shall receive an SPS that is calculated
				solely on that school's data, despite the small number of test units.
2. The request shall be in writing to the LDE
				from the LEA superintendent.
3. The
				school forfeits any right to appeal its SPS and status based on minimum test
				unit counts.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 6 - Graduation Cohort, Index, and Rate › Section LXXXIII-601 - Defining a Graduation Index

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				Louisiana Department of Education (LDE) will calculate a graduation index based
				on a cohort of students for use in the school performance score of each school
				with students in grade 12.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:10.1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 6 - Graduation Cohort, Index, and Rate › Section LXXXIII-612 - Calculating a Cohort Graduation Index

Current through Register Vol. 50, No. 6, June 20, 2024
A. To calculate the cohort graduation index,
				the following formulas shall be used.
Cohort Graduation Rate
Formula Used
0 percent to 60 percent
C GR x 1.166667
61 percent to 100 percent
( C GR x 2) - 50
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:10.1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 7 - Subgroup Component › Section LXXXIII-701 - Subgroup Component Indicators

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Each school shall be evaluated on the subgroup component. A school shall pass
				the subgroup component provided that each subgroup of students meets the
				subgroup component, and the school, as a whole, meets the criteria for status
				or improvement on the additional academic indicator.
1. Passing the subgroup component:
a. Participation rate test-95 percent of the
				students within the subgroup participated in the standards-based assessments
				during the current year, during the current and previous year averaged, or
				during the current and previous two years averaged; and
b. Annual Measurable Objective status test
				(AMO status test)-the subgroup percent proficient score is at/or above the
				annual measurable objective in ELA and mathematics; or
c. Safe Harbor Test-
i. the percentage of non-proficient students
				within the subgroup reduced by at least 10 percent of the previous year's
				value; and
ii. The subgroup
				improved or met the criterion on the additional academic indicator (attendance
				rate for K-11 schools, and non-dropout rate through 2006 and graduation rate
				beginning in 2007 for schools with a twelfth grade).
d. Beginning with the fall 2010, the
				additional academic indicator for schools with a twelfth grade shall be
				evaluated using new procedures as required by the U. S. Department of Education
				published in High School Graduation Rate:
Non-Regulatory
				Guidance
(December 22, 2008).
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 7 - Subgroup Component › Section LXXXIII-703 - Inclusion of Students in the Subgroup Component

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students that meet the full academic year
				criteria, as described in
				§517 and as described in Paragraphs
				A.1-2 of this Section, shall be included in all subgroup component analyses for
				the AMO status test and reduction of non-proficient students (safe harbor
				test):
1. student is not exempted from
				testing due to medical illness, death of the student's family member(s), or the
				student being identified as LEP and in a school in the United States for less
				than one full academic year;
2.
				student is a former LEP student for up to two years after no longer being
				considered LEP under state rules.
a. These
				students will not count toward the minimum n for the LEP subgroup.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 7 - Subgroup Component › Section LXXXIII-705 - Annual Measurable Objective

Current through Register Vol. 50, No. 6, June 20, 2024
A. The annual measurable objective (AMO) is
				the percent of students required to reach the proficient level in a given year
				on the standards-based assessments. Beginning in 2015, English language arts
				and mathematics test results from grades 3-8 LEAP,
i
LEAP, high
				school EOC algebra I and English II, and LAA 1 will be used to calculate the
				percent proficient for the subgroup component (for schools and districts).
1. At the middle school level, if a student
				takes algebra 1, then the algebra 1 score shall be used for AMO
				calculations.
2. At the high school
				level, if the algebra I score was used at the middle school level, the geometry
				score shall be used for AMO calculations.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 7 - Subgroup Component › Section LXXXIII-707 - Safe Harbor

Current through Register Vol. 50, No. 6, June 20, 2024
A. Subgroups
				that do not pass the AMO status test by attaining a percent proficient score
				within or above the confidence interval range shall be evaluated for safe
				harbor.
B. Safe harbor is attained
				if:
1. the subgroup makes a 10 percent
				reduction in its non-proficiency rate from the previous year:
a. a 99 percent confidence interval is
				applied to this reduction check; and
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 7 - Subgroup Component › Section LXXXIII-708 - Using a Graduation Rate in the Subgroup Component

Current through Register Vol. 50, No. 6, June 20, 2024
A. As required by the
No Child Left
				Behind Act of 2001
, Louisiana shall calculate a graduation rate based
				on a cohort of students beginning in 2007.
B. The definition of a cohort for this
				calculation is the same as that used in §603
C. The additional academic indicator (AAI)
				calculation shall comply with High School Graduation Rate:
Non-Regulatory Guidance
(December 22, 2008) published by the
				U. S. Department of Education.
1. For
				subgroup accountability purposes, Louisiana high schools shall use an
				increasing target for the additional academic indicator.
2. For subgroup accountability purposes,
				Louisiana's high school annual targets shall increase annually as shown in the
				following table.
Louisiana Annual Graduation Rate Targets
2009
2010
2011
2012
2013
2014
2015
63.0%
64.3%
65.6%
66.9%
68.2%
69.5%
70.8%
2016
2017
2018
2019
2020
2021
2022
72.2%
73.5%
74.8%
76.1%
77.4%
78.7%
80.0%
3.
				For subgroup accountability purposes, each Louisiana school that enrolls
				students in ninth grade or higher and offers at least a regular diploma shall
				have annual targets calculated by the LDE that begin with the school's 2007
				graduation rate and increase by equal increments (rounded to 1 decimal place)
				to reach 80.0 percent in 2022.
4.
				The increment each school must improve each year to maintain its progress
				toward the 2022 goal is the "annual improvement step."
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 7 - Subgroup Component › Section LXXXIII-709 - Failing the Subgroup Component

Current through Register Vol. 50, No. 6, June 20, 2024
A. A school shall fail the subgroup component
				if ANY subgroup within that school fails the participation rate test, the ELA
				or math AMO status test or the safe harbor test.
B. A school in which all subgroups have
				passed the subgroup component must also have the school pass the additional
				academic indicator (AAI). A school passes the AAI when it has:
1. achieved a 90 percent attendance rate (for
				schools without a 12th grade)/65 percent graduation rate, beginning in 2007
				(for schools with a 12th grade) (A 99 percent confidence interval is applied to
				the 90 percent attendance rate; or
2. made at least 0.1 percent improvement in
				attendance rate (for schools without a 12th grade);
3. beginning in fall 2011 using 2010
				graduation data met one of the 5 criteria in §708 F, above for the whole
				school and each subgroup within the school with sufficient data for a valid and
				reliable decision.
NOTE: If a school in which all subgroups have passed the
				  subgroup component does not pass the additional academic indicator, it shall
				  not pass the subgroup component.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 11 - School Performance Categories › Section LXXXIII-1101 - Letter Grades

Current through Register Vol. 50, No. 6, June 20, 2024
A. For the
				2013-2014, 2014-2015 and 2015-2016 school years, letter grades shall be
				assigned pursuant to
				§303 of this bulletin. Thereafter
				schools will receive letter grades based on the school performance score
				(SPS).
B. In addition to the letter
				grade, the LDE shall award schools the following labels:
1. if a school declines, it shall be labeled
				as "declining;" and
2. if a school
				qualifies as a reward school (described in §1301), it shall be labeled as a
				"top gains" school.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 11 - School Performance Categories › Section LXXXIII-1102 - Academically Unacceptable Schools (AUS)

Current through Register Vol. 50, No. 6, June 20, 2024
A. A school with a baseline SPS below 50.0
				shall be identified as an academically unacceptable school (AUS), except in
				2013-2014 and 2014-2015 when AUS status shall be assigned for those schools
				with a letter grade of "F."
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:10.1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 11 - School Performance Categories › Section LXXXIII-1103 - Honor Rolls

Current through Register Vol. 50, No. 6, June 20, 2024
A. Beginning
				with the release of 2010-2011 school accountability data, the LDE shall produce
				a letter grade honor roll to recognize all schools that earn a letter grade of
				A or B.
B. Beginning with the
				release of 2010-2011 school accountability data, the LDE shall produce a
				graduation rate honor roll to recognize all schools with a graduation rate
				greater than or equal to the state average.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:10.1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 11 - School Performance Categories › Section LXXXIII-1105 - Turnaround Schools

Current through Register Vol. 50, No. 6, June 20, 2024
A. If a
				turnaround operator takes over an entire school that was labeled "F" in the
				previous school year, including all previous grade levels and all former
				students of the "F" school, then the school's grade shall be reported as "T"
				for the first two years of operation.
B. However, all other metrics of the school
				performance report shall still be reported (e.g., SPS, subgroup
				performance).
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:10.1.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 11 - School Performance Categories › Section LXXXIII-1107 - Unknown School and District Performance Due to Nonparticipation in State Assessments (2014-2015 Only)

Current through Register Vol. 50, No. 6, June 20, 2024
A. For
				the 2014-2015 school year only, if the number of nonparticipants (see §4101. B of this bulletin) in grades 3 to 8 English language arts and mathematics is
				greater than 10 percent of all testers for that school, then the LDE shall
				carry forward the 2013-2014 school performance score and letter grade of said
				school as the 2014-2015 annual school performance score and letter grade, and
				shall clearly note the use of the 2013-2014 result, due to nonparticipation, on
				the annual public report card.
1. If a school
				meets the criteria outlined in Subsection A of this Section but did not have a
				letter grade or SPS from the year prior, then a letter grade of "U" (unknown)
				shall be awarded for the 2014-2015 school year.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 13 - Rewards/Recognition › Section LXXXIII-1301 - Reward Eligibility

Current through Register Vol. 50, No. 6, June 20, 2024
A. A
				school shall be labeled a "reward school" if it meets the following growth
				goals.
1. For schools labeled an "A" for the
				previous academic year, such schools shall improve their SPS by five points. If
				an "A" school is within five points of the total possible points (i.e., 150),
				then the school shall need to reach an overall score of 150.
2. For schools labeled "B," "C," "D," or "F,"
				such schools shall improve their SPS by 10 points.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 13 - Rewards/Recognition › Section LXXXIII-1303 - Correction of Data

Current through Register Vol. 50, No. 6, June 20, 2024
A. Districts
				and the LDE shall evaluate any instance of irregular or unusual data in the
				following respects for determining the allocation of rewards:
1. if irregularities are resolved and the
				data is corrected before rewards are provided, the rewards will be based upon
				the corrected data;
2. if the
				irregularities are resolved and the data is corrected after rewards have been
				distributed, the school shall be required to repay any rewards for which it was
				ineligible as determined by the audit findings or the State Board of Elementary
				and Secondary Education (SBESE) will subtract the reward amount from future
				funds to be awarded to the district or from some other source.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXIII - Bulletin 111-The Louisiana School, District, and State Accountability System › Chapter 16 - Academically Unacceptable Schools and Subgroup Component Failure › Section LXXXIII-1601 - Entry into Academically Unacceptable School Status

Current through Register Vol. 50, No. 6, June 20, 2024
A. For the 2011-2012 accountability release,
				schools with SPS of less than 75.0 out of 200 shall be labeled "academically
				unacceptable schools" (AUS). Beginning with the 2012-2013 accountability
				release, schools with SPS less than 50.0 out of 150 shall be labeled "AUS." All
				AUS schools shall implement remedies from the "academically unacceptable
				schools" table (below).
1. BESE may, during
				times of transition in the accountability system, waive schools meeting certain
				conditions from receiving the AUS label and/or from implementing certain
				remedies and sanctions.