reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 1 - Individualized Education Program (IEP) › Section XCVII-123 - Parental Withholding of Consent

Current through Register Vol. 50, No. 6, June 20, 2024
A. When the parent of the student refuses to
				consent to the initial provision of special education and related services, or
				the parent fails to respond to a request to provide consent for the initial
				provision of special education and related services, the LEA:
1. may not use the procedures in
Bulletin 1706
, Chapter 5 (including the mediation procedures
				under §506 or the due process procedures under §508-§517) in order to obtain
				agreement or a ruling that the services may be provided to a student;
2. will not be considered to be in violation
				of the requirement to make FAPE available to the student for the failure to
				provide the student with the special education and related services for which
				the public agency requests consent; and
3. is not required to convene an IEP Team
				meeting or develop an IEP for the student for the special education and related
				services for which the public agency requests such consent.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 1 - Individualized Education Program (IEP) › Section XCVII-125 - Dispute Resolution Options

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				The LDE has adopted written procedures regarding the resolution of any
				complaint related to the identification, evaluation, educational placement, the
				level of services or placement, the provision of a free appropriate public
				education (FAPE) or payment for services that the parent has obtained for a
				student with a disability. The
Parent's Guide to Special Education
				Dispute Resolution
is designed to assist parents in understanding the
				Louisiana dispute resolution systems. The guide can be located at
				www.doe.state.la.us/lde/eia/2114.html.
B. IEP Facilitation is a new dispute
				resolution method. This option is available to parents and school districts
				when they both agree that it would be valuable to have a neutral person (IEP
				Facilitator) present at an IEP Team meeting to assist them in discussing issues
				regarding the IEP. Typically, an IEP Facilitator is brought in when parents and
				school district staff are having difficulties communicating with one another
				about what the student needs.
C.
				Informal Complaints/Early Resolution Procedures (ERP). It is the policy of the
				LDE to encourage and support prompt and effective resolution of any
				administrative complaint in the least adversarial manner possible. The
				implementation of the ERP by each LEA draws on the traditional model of parents
				and schools working cooperatively in the educational interest of the students
				to achieve their shared goal of meeting the educational needs of students with
				disabilities.
1. Formal administrative
				complaints are procedures developed under the supervisory jurisdiction of LDE
				to address allegations that an LEA is violating a requirement of Part B of the
				Act.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 1 - Individualized Education Program (IEP) › Section XCVII-127 - Three-Year Age Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Unless
				specifically permitted by the State Board of Elementary and Secondary
				Education, there shall not be a chronological age span of more than three years
				within a special education class.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 1 - Individualized Education Program (IEP) › Section XCVII-129 - Site Determination

Current through Register Vol. 50, No. 6, June 20, 2024
A. When
				the site at which the student will receive services is not determined at the
				IEP Team meeting, within 10 calendar days, the site determination form shall be
				completed. The LEA has the right to select the actual school site at which the
				student will receive services.
B.
				In addition to the questions on the IEP and Site Determination Form, the
				following issues shall be considered:
1.
				students should be placed in programs on the basis of their unique special
				education needs, not as a result of their particular disabling condition;
				and
2. placement cannot be based
				either on a particular LEA's special education delivery system or on the
				availability of related services.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 1 - Individualized Education Program (IEP) › Section XCVII-131 - Additional Clarification

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Although throughout Louisiana most students with exceptionalities are served in
				their neighborhood schools there are some extenuating circumstances that
				influence the decision to serve a student in a school other than his or her
				neighborhood school.
B. For
				Students with Disabilities. The following is provided as an example: In a small
				LEA, there may be only four multidisabled students who need a multidisabled
				self-contained class. The LEA may establish one classroom within the LEA. Those
				multidisabled students could be grouped together on a centrally located campus
				as age-appropriate as possible. Because of the limited number of students, the
				age span may be greater than the 3-year span. In this situation, ages may be
				from 10-14 years-with two children being 10-years-old, one being 11, and one
				being 14. When the administration decides to locate this class on an elementary
				K-6 campus because the majority of the class is of elementary age, there could
				be adequate justification to allow the 14-year-old to remain on the elementary
				campus. This placement is not a desirable situation, but a necessity in some
				cases.
C. For Students who are
				Gifted and/or Talented. The following is provided as an example: A Resource
				Center for Gifted/Talented is a type of instructional setting, designed or
				located in one school, that provides instructional services to students who are
				gifted/talented from two or more schools and in which special education is
				provided by an individual certified in accordance with
Bulletin
				746
; pupil/teacher ratios established in Bulletin 1706, Part B, are
				used.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 3 - IEP Development › Section XCVII-301 - Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				responsibility for offering FAPE is met through the process of developing an
				IEP. This process includes:
1. communication
				between the LEA and the parents;
2.
				IEP Team meetings at which parents and school personnel make joint decisions
				and resolve any differences about the student's needs and services;
3. a completed IEP/placement document, which
				describes the decisions made during the meetings, including the special
				education and related services that are to be provided;
4. a formal assurance by the LEA that the
				services described in the document will be provided;
5. written parental consent for initial
				placement;
6. procedural safeguards
				for differences that cannot be resolved mutually;
7. initial placement and provision of
				services as described in the IEP/ placement document; and
8. consideration and/or determination of
				eligibility for Extended school year (ESY) services for students with
				disabilities. Refer to ESY section of this handbook (Chapter 7) for further
				guidance.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 3 - IEP Development › Section XCVII-305 - Review IEPs

Current through Register Vol. 50, No. 6, June 20, 2024
A. Program
				Considerations for Students with Disabilities. The IEP Team shall review and
				revise the IEP for students with disabilities to address:
1. any lack of expected progress toward
				achieving the annual goals and objectives/benchmarks;
2. any lack of expected progress in the
				general education curriculum (e.g., the student is making failing grades or
				through progress monitoring the student's lack of progress in the general
				education curriculum is evident);
3. the results of the student's performance
				on any state- or district-wide assessment;
4. the results of any reevaluation;
a. for any additional concerns, the
				procedures for evaluation established in
Bulletin 1508, Pupil Appraisal
				Handbook
shall be followed; and
b. in the event the parent signs the
				triennial reevaluation waiver, a statement must be included on the next
				IEP.
c. in the event the results of
				the reevaluation indicate
no exceptionality
, an IEP will not
				be developed and special education and related services cease;
5. information about the child
				shall be provided to, or by, the parents;
6. the student's anticipated needs;
7. the student's special educational and
				related service needs; for the preschool-aged child, his or her developmental
				needs shall be addressed;
a. to determine
				when the student with a disability needs instructional materials in assessible
				formats (e.g., Braille, large print, digital, and/or audio);
8. any positive behavior
				interventions and strategies that should be used, as needed;
9. updated decisions about the student's
				program, placement, and related services;
10. consideration of special factors as
				listed in §303. A.6 a-f;
11. for
				each student beginning at age 16, discuss transition service needs that focus
				on the student's courses of study;
a. for
				each student beginning not later than the first IEP to be in effect when the
				student turns 16, discuss the needed transition services including any
				interagency responsibilities or linkages;
12. consideration of location of
				instruction/services, refer to §115-117
13. the need for extended school year
				services. This need shall be based on student performance on
				academic/functional goals and/or objectives/ benchmarks. Refer to the ESY
				section of this handbook (Chapter 7).
a. The
				IEP Team will consider the criterion/criteria to make the ESY determination and
				what data must be collected to make that decision. The data collected through
				progress monitoring (e.g., grades, progress reports, behavior checklists, task
				analyses, teacher observation logs, etc.) shall be reviewed to determine the
				progress the student makes toward acquisition of his or her goals, and/or
				objectives/benchmarks, and whether the student's progress meets any of the
				criteria for ESY eligibility.
14. Discuss any other matters.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 3 - IEP Development › Section XCVII-307 - Interim IEPs

Current through Register Vol. 50, No. 6, June 20, 2024
A. Placement
				Decisions. Local directors/supervisors of special education may approve
				enrollment in special education after pupil appraisal personnel have reviewed
				existing student information.
1. An interim
				IEP may be developed for students transferring from out-of-state who were
				receiving special educational services, concurrent with the conduct of an
				initial evaluation according to the
Bulletin 1508, Pupil Appraisal
				Handboo
k.
2. An interim
				IEP may be developed concurrent with the conduct of an initial evaluation for
				students out of school, including students ages three-through-five who are
				suspected of having a disability, and for former special education students,
				through the age of twenty-two, who have left a public school without completing
				their public education by obtaining a state diploma.
3. Formal written parental consent shall be
				obtained for a multidisciplinary evaluation to be conducted according to
Bulletin 1508, Pupil Appraisal Handboo
k and an interim IEP may
				be developed.
a. During the time the
				evaluation is in process, all regulations shall apply.
b. If an interim IEP were developed, it may
				be amended as necessary.
4. Parents of these students shall be
				informed at the interim IEP Team meeting that the evaluation results must
				classify a student as exceptional for that child to remain in the special
				education program.
5. An interim
				IEP shall not be developed when a student has a current IEP or
				evaluation.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 3 - IEP Development › Section XCVII-309 - Related Services Considerations

Current through Register Vol. 50, No. 6, June 20, 2024
A.
Related Services
for Students with Disabilities
means transportation and such
				developmental, corrective, and other supportive services as are required to
				assist a student with a disability to benefit from special education. A LEA, as
				part of its requirement to provide FAPE, shall provide any related service for
				which there is a documented need. However, for certain related services,
				specific eligibility criteria shall be met according to
Bulletin1508,
				Pupil Appraisal Handbook
. The decision regarding related services
				shall be made in view of each student's unique needs. Sources of documentation
				can be the individual evaluation report and any subsequent evaluation reports
				submitted by therapists, physicians, psychologists, parents, etc. Examples of
				support and related services may include speech/language pathology services,
				assistive technology, physical or occupational therapy, audiological services,
				orientation and mobility services, interpreting services and counseling,
				including rehabilitation counseling, psychological services, recreation,
				including therapeutic recreation, early identification and assessment of
				disabilities in children and transportation services. Medical services for
				diagnostic or evaluation purposes may also include school health services and
				school nurse services, social work services in schools, and parent counseling
				and training.
1. Exception; services that
				apply to students with surgically implanted devices, including cochlear
				implants;
a. related services do not include
				a medical device that is surgically implanted, the optimization of the device's
				functioning (e.g., mapping), maintenance of the device, or the replacement of
				the device;
b. nothing limits the
				right of a student with a surgically implanted device (e.g., cochlear implant)
				to receive related services that are determined by the IEP Team to be necessary
				for the child to receive FAPE;
c.
				nothing limits the responsibility of the LEA to appropriately monitor and
				maintain medical devices that are needed to maintain the health and safety of
				the student, including breathing, nutrition, or operation of other bodily
				functions, while the student is transported to and from school or is at school;
				or
d. nothing prevents the routine
				checking of an external component of a surgically implanted devise to make sure
				it is functioning properly.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 4 - Alternative Pathways to Promotion and Graduation › Section XCVII-401 - Eligible Students and IEP Team Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A. Beginning with the 2014-2015 school year,
				IEP teams shall determine promotion and may establish an alternative pathway
				for fulfilling graduation requirements, pursuant to regulations set forth in
				this Chapter.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4,
				  R.S.
				  17:183.2,
				  R.S.
				  17:183.3,
				  R.S.
				  17:1941 et seq., and
				  R.S.
				  17:2925.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 4 - Alternative Pathways to Promotion and Graduation › Section XCVII-403 - Requirements for Promotion

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Beginning in spring 2015 and in accordance with procedures set forth by the
				LDE, IEP teams shall determine promotion to the next grade level for a student
				with a disability who fails to meet state or local established performance
				standards on any assessment for purposes of promotion. Such determination shall
				be made only if, in the school year immediately prior to each grade level in
				which the student would otherwise be required to demonstrate certain
				proficiency levels in order to advance to the next grade level, the student has
				not otherwise met the local requirements for promotion or has not scored at or
				above the basic achievement level on the English language arts or mathematics
				components of the required state assessment and at or above the approaching
				basic achievement level on the other.
B. If an IEP team determines that the student
				is not required to meet state or local established performance standards on any
				assessment for purposes of promotion, it shall:
1. identify rigorous educational goals for
				the student;
2. include diagnostic
				information, appropriate monitoring and intervention, and other evaluation
				strategies;
3. include an intensive
				instructional program;
4. provide
				innovative methods to promote the students advancement including flexible
				scheduling, alternative learning environments, online instruction, or other
				interventions that are proven to accelerate the learning process and have been
				scientifically validated to improve learning and cognitive ability;
				and
5. identify a course of study
				that promotes college or workforce readiness, or both, career placement and
				advancement, and transition from high school to postsecondary education or work
				placement.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 5 - Participation in Statewide Assessments › Section XCVII-501 - Participation in Statewide Assessments

Current through Register Vol. 50, No. 6, June 20, 2024
A. All special education students shall
				participate in statewide assessments in grades 3-11.
B. Students are to take the test that
				corresponds to the grade in which they are enrolled.
C. The decision as to which test a student
				with disabilities participates in is made on an annual basis by the IEP
				team.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 5 - Participation in Statewide Assessments › Section XCVII-503 - Types of Alternate Assessments

Current through Register Vol. 50, No. 6, June 20, 2024
A. LEAP alternate assessment (alternate
				assessment), was developed for students with disabilities who are served under
				IDEA for whom there is evidence that the student has a significant cognitive
				disability. The alternate assessment is a performance-based assessment designed
				for students whose instructional program is aligned with the Louisiana
				Connectors standards.
B. - B.1.
				Repealed.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 5 - Participation in Statewide Assessments › Section XCVII-505 - Alternate Assessment Participation Criteria

Current through Register Vol. 50, No. 6, June 20, 2024
A. Grade 3-11 Alternate Assessment includes
				LEAP Connect and ELPT Connect. To be eligible to participate in the alternate
				assessment, the IEP team must verify the student in grades 3-11 meets the
				criteria listed in this subsection.
1. For
				students entering a high school cohort on or before the 2019-2020 school year,
				the student has a disability that significantly impacts cognitive function
				and/or adaptive behavior. This may be demonstrated in the following ways.
a. For students who have not completed the
				fifth grade, an eligible student is functioning three or more standard
				deviations below the mean in cognitive functioning and/or adaptive
				behavior.
b. For students who have
				completed fifth grade, an eligible student is functioning 2.3 or more standard
				deviations below the mean in cognitive functioning and/or adaptive
				behavior.
c. Students who have
				completed the fifth grade functioning between 2.0 and 2.29 or more standard
				deviations below the mean in cognitive functioning and/or adaptive behavior may
				be eligible for alternate assessment participation if the IEP team provides
				additional empirical evidence an alternate assessment identification is
				appropriate for the student.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 5 - Participation in Statewide Assessments › Section XCVII-507 - Test Accommodations

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				assessment in which the student is to participate and any accommodations the
				student is to receive for instruction and assessment shall be documented
				annually on the program/services page of the student's IEP.
B. Test accommodations cannot be different
				from or in addition to the accommodations indicated on the student's IEP and
				provided in regular classroom instruction and assessment.
C. Test accommodations are described in
				Bulletin 118, Statewide Assessment Standards and Practices.
D. For Students who are gifted and/or
				talented, any accommodations the student is to receive for instruction and
				assessment shall be documented annually on the student's IAP. A copy of the IAP
				should be kept in the student's IEP folder.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 7 - Extended School Year Services › Section XCVII-701 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. Extended school
				year (ESY) services are the provision of special education and related services
				to students with disabilities beyond the normal school year of the LEA.The LEA
				must utilize specific eligibility criteria to determine the need for extended
				school year services to ensure the provision of FAPE. Services are provided in
				accordance with an IEP and at no cost to the parents of the student.
B. Once a student's extended school year
				services have been planned through the IEP process, the services shall be
				implemented. LEAs should provide extended school year instruction in a location
				that is the least restrictive environment option for that student. The services
				necessary to meet the goals and objectives targeted on the ESY section of the
				IEP are to be provided.
C. Careful
				documentation 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. Ongoing student
				performance assessment is always an integral part of any educational program,
				and 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 XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 7 - Extended School Year Services › Section XCVII-703 - Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A. The IEP Team is
				responsible for developing the extended school year services for the student.
				The IEP Team shall consider the student's educational needs according to the
				criterion/criteria by which that student qualified for ESY services. 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.
B. At the IEP Team meeting, the IEP Team
				shall discuss any and all pertinent criterion/criteria and examine student
				performance data. The IEP Team shall consider student performance on critical
				skills as they relate to ESY eligibility criteria.
1. The decision regarding ESY eligibility
				should not be made before January 1 of the current school year unless there is
				sufficient data to make that decision prior to January.
2. Extended school year services shall be
				provided only when a student's performance data indicate that the services are
				necessary for the provision of FAPE.
3. The LEA may not limit extended school year
				services to particular categories of disability; or unilaterally limit the
				type, amount, or duration of those services.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 7 - Extended School Year Services › Section XCVII-705 - ESY Eligibility Criteria

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				ESY eligibility criteria shall be used in the determination of eligibility for
				ESY services.
B. The determination
				of eligibility shall be made prior to the start of summer ESY
				services.
C. Three criteria are
				used to determine a student's need for ESY services: Regression-Recoupment,
				Critical Point of Instruction, and Special Circumstances.
1. Regression-Recoupment (R-R) Criterion
a. This criterion shall be applied to all
				students with significant cognitive disabilities or who functions like students
				with significant cognitive disabilities at all ages and grade levels, including
				preschool aged students.
b. This
				criterion should be considered for all students suspected of having difficulty
				with recoupment of skills.
i. When the IEP
				Team decides to monitor a student using Regression-Recoupment criterion who is
				not participating in LAA 1, the team shall target specific critical goals
				and/or objective/benchmarks on the IEP as a basis to determine eligibility at
				the next IEP.
c.
				Definitions
i.
Pattern of
				Regression-Recoupment Problems
- following a break in instruction,
				there is a failure to regain the performance level for an objective/skill such
				that the highest post-break score is lower than the highest pre-break score for
				any objective (i.e., critical skill) across two breaks in
				instruction.
ii.
Break in
				Instruction
- a break of at least five instructional days.
iii
Highest Pre-Break Score
- the highest score (of at least two data points) in the two-week period
				immediately preceding the break in instruction.
iv.
Highest Post-Break Score
- the highest score (of at least two data points) in the two-week period
				immediately following the break in instruction.
d. Steps for applying the R-R Criterion
i. The teacher/instructional personnel
				reviews student performance data before and after a minimum of two breaks in
				instruction. The method and frequency of data collection will depend on the
				objectives/benchmarks.
ii.
				Following extended breaks in instruction (i.e., full summer), it is expected
				the student will recoup the skills within 4 weeks.
iii. The teacher/instructional personnel
				determines whether there is a regression-recoupment problem such that the
				highest of the post-break score is lower than the highest of the pre-break
				score for "any" objective/benchmark and/or break.
iv. The student is eligible for ESY services
				when the performance data demonstrates a pattern of problems with recouping
				performance on any objective/skill across any two breaks within the current
				IEP.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 7 - Extended School Year Services › Section XCVII-707 - ESY Eligibility Determination

Current through Register Vol. 50, No. 6, June 20, 2024
A. The ESY eligibility decision for each
				student is to be made between January 1 and the onset of ESY services for the
				current school year unless there is sufficient data to make that decision prior
				to January.
B. After examining the
				student's performance data one of the following decisions shall be made:
1. the student is eligible for
				services;
2. the student is
				eligible for services, and the parent declines;
3. the student is ineligible for services;
				or
4. ESY determination of
				eligibility will be made later during the same school year.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 7 - Extended School Year Services › Section XCVII-709 - Provision of ESY Services

Current through Register Vol. 50, No. 6, June 20, 2024
A. It is
				the responsibility of the special education administration to schedule the
				specific days of the week and the beginning and ending date options to
				accommodate each student's ESY services. As indicated throughout this process,
				duration is based on the individual needs of the student.
1. Regression-Recoupment Criterion (R-R). The
				emphasis will be on the maintenance of essential skills. The breaks between ESY
				and the regular school year should not exceed the break periods upon which the
				student qualified for ESY services.
2. Critical Point of Instruction 1 (CPI-1).
				The emphasis will be on the skills the student needs in order to prevent loss
				of general education time or to prevent an increase in special education
				service time. The length of time will be based on the number of skills the
				student must acquire to maintain his LRE.
3. Critical Point of Instruction 2 (CPI-2).
				The emphasis is on acquisition or maintenance of critical skills. The number of
				sessions per week will be dependent upon whether the specific student needs
				acquisition or maintenance. Acquisition programs are usually shorter with more
				sessions per week, while maintenance programs are often longer in duration with
				fewer sessions per week.
4. Special
				Circumstances (SC). The emphasis of the ESY services is on mastery of
				specifically targeted goals and objectives to assist in ensuring the student
				will be on track to achieve his or her measurable annual goals. The
				sessions/week and duration of the extended school year services will depend
				upon which and how many goals and objectives have been targeted and the lack of
				expected progress toward the achievement of the annual goals during the last
				school year.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 9 - Services Plans for Parentally Placed Students in a Private School › Section XCVII-901 - No Individual Right to Special Education and Related Services

Current through Register Vol. 50, No. 6, June 20, 2024
A. No parentally
				placed private school student with disabilities has an individual right to
				receive some or all of the special education and related services that the
				student would receive when enrolled in a public school.
B. When a student with disabilities is
				enrolled in a religious or other private school by the student's parents and
				will receive special education or related services from an LEA, the LEA shall:
1. initiate and conduct meetings to develop,
				review, and revise a
Services Plan
for the student;
2. ensure the attendance of a representative
				of a private school when the student is voluntarily enrolled in a private
				school. When the representative cannot attend, the LEA shall use other methods
				to ensure participation by the private school or facility, including
				individualized or conference telephone calls.
3. Parentally placed private school students
				with disabilities may receive a different amount of services than students with
				disabilities in public schools.
4.
				Students with disabilities aged three-through-five are considered to be
				parentally placed private school students with disabilities when enrolled by
				their parents in private, including religious elementary schools, that meets
				the definition of elementary school in
Bulletin 1706/Subpart
				A-Regulations for the Implementation of the Children with Exceptionalities
				Act
§905.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 9 - Services Plans for Parentally Placed Students in a Private School › Section XCVII-903 - Services Provided in Accordance with a Services Plan

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students with disabilities who have been
				designated to receive services shall have a Services Plan that describes the
				specific special education and/or related services that the LEA will provide to
				the student as determined through the consultative process.
1. The services plan to the extent
				appropriate will be developed, reviewed, and revised in accordance with the
				rules and regulations pertaining to the IEP as stated in this
				document.
2. For any additional
				questions regarding services for students with disabilities enrolled by parents
				in private school go to idea.ed.gov, and click on the Q and A
				documents.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 1 - Purpose › Section XCIX-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The information
				  contained in Subpart 1, General Provisions are applicable to Subpart
				  3-Automotive, Subpart 5-Carpentry, and Subpart 7-Welding.
B. The Secondary Trade and Industrial
				  Education Program in the State of Louisiana can be described as "a secondary
				  program designed to prepare students for careers in business, industry, and the
				  service occupations through a sequence of applied learning experiences."
				  Instructional units are provided in the use of layout, designing, producing,
				  processing, assembling, testing, maintaining, and the servicing of industrial
				  goods and products, as well as public services.
C. Intended Audience
1. The Louisiana Trade and Industrial
				  Education curriculum framework is intended for a broad audience:
a. trade and industrial education
				  teachers;
b. parents;
c. school and district
				  administrators;
d. school board
				  members;
e. policy
				  makers;
f. Louisiana Department of
				  Education staff;
g.
				  college/university faculty/administrators;
h. business/industry leaders; and
i. government agency staff.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 1 - Purpose › Section XCIX-105 - Mission Statement

Current through Register Vol. 50, No. 6, June 20, 2024
A. To
				  develop rigorous and challenging standards that will enable all Louisiana
				  students to become lifelong learners and productive citizens for the
				  twenty-first century.
B. This
				  mission statement was developed by the Louisiana Statewide Content Standards
				  Task Force in October 1995 and has served as the focus for the standards
				  initiatives that have been developed by the Louisiana Department of Education.
				  Along with this mission statement, the Task Force also identified five
				  foundation skills that committee members felt should be embedded in all content
				  areas to promote lifelong learning and to prepare Louisiana students to be
				  successful in the next millennium.
C. The following five foundation skills serve
				  as the backbone for the content standards initiative:
1. communication;
2. problem solving;
3. resource access and utilization;
4. linking and generating
				  knowledge;
5.
				  citizenship.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 1 - Purpose › Section XCIX-107 - Foundation Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. Foundation
				  Skill 1: Communication
1. Exchanging of
				  information
2. Creating and sharing
				  meaning
3. Applying the skills of:
a. reading;
b. writing;
c. speaking;
d. listening;
e. viewing; and
f. visually representing in society and a
				  variety of workplaces
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 3 - Louisiana Content Standards Foundation Skills › Section XCIX-301 - Foundation Skills

Current through Register Vol. 50, No. 6, June 20, 2024
NOTE: The foundation skills are listed numerically after
					 each benchmark.
A. 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 the use of the following skills:
1. reading;
2. writing;
3. speaking;
4. listening;
5. viewing; and
6. visually representing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 5 - Standards and Benchmarks › Section XCIX-501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards and
				  benchmarks provide a framework for local curriculum development. A school
				  district's physical facilities, available equipment, resources, and community
				  and business support are only a few of the factors that make the system unique
				  and determine the curriculum offered.
B. In using this framework to develop
				  curriculum, a
standard
is the major outcome of a course and
benchmarks
are the goals for obtaining that outcome. Local
				  systems will select the career majors to be offered, the courses offered in
				  these majors, and create the objectives and activities that teachers will use
				  to direct their instruction to reach the benchmarks for the selected courses.
				  This procedure will allow local systems to structure curriculum to meet the
				  needs of their students, schools, and communities while remaining consistent
				  with the overall framework for the entire state.
C. Local systems will use the career majors
				  as a guide to select the courses that will be offered for each major. Not all
				  career majors or all courses listed with the major in this framework must be
				  offered locally. Employment opportunities and postsecondary education
				  availability in the local area should be considered as curriculum is
				  developed.
D. To be identified as a
				  vocational completer, a student must successfully complete four courses in a
				  career major:
1. two of which
must
				  be
competency courses; and
2. two of which must be selected from the
				  competency courses and/or related elective courses identified in the career
				  major.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 7 - Academic Cross-References › Section XCIX-701 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. This Chapter
				  lists the content standards and benchmarks that are referenced in Subpart 3,
				  Automotive; Subpart 5, Carpentry; and Subpart 7, Welding. All referenced
				  content area standards and benchmarks are for students in grades 9-12
				  (indicated as "H" for high school).
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 7 - Academic Cross-References › Section XCIX-707 - Social Studies

Current through Register Vol. 50, No. 6, June 20, 2024
A. Geography
				  Strand: Physical and Cultural Systems (G). Students develop a spatial
				  understanding of Earth's surface and the processes that shape it, the
				  connections between people and places, and the relationship between man and his
				  environment.
1. Benchmark A: The World in
				  Spatial Terms
G-1A-H1
Using geographic representations, tools, and
								technologies to explain, analyze, and solve geographic problems.
G-1A-H2
Organizing geographic information and answering
								complex questions by formulating mental maps of places and regions.
2.
				  Benchmark B: Places and Regions
G-1B-H1
Determining how location and social, cultural, and
								economic processes affect the features and significance of places.
3.
				  Benchmark C: Physical and Human Systems
G-1C-H1
Analyzing the ways in which Earth's dynamic and
								interactive physical processes affect different regions of the world.
G-1C-H2
Determining the economic, political, and social
								factors that contribute to human migration and settlement patterns and
								evaluating their impact on physical and human systems.
4.
				  Benchmark D: Environment and Society
G-1D-H1
Describing and evaluating the ways in which
								technology has expanded the human capability to modify the physical
								environment.
G-1D-H2
Examining the challenges placed on human systems
								by the physical environment and formulating strategies to deal with these
								challenges.
G-1D-H3
Analyzing the relationship between natural
								resources and the exploration, colonization, settlement, and uses of land in
								different regions of the world.
G-1D-H4
Evaluating policies and programs related to the
								use of natural resources.
G-1D-H5
Developing plans to solve local and regional
								geographic problems related to contemporary issues.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 1 - General Provisions › Chapter 7 - Academic Cross-References › Section XCIX-709 - Science

Current through Register Vol. 50, No. 6, June 20, 2024
A. Science as
				  Inquiry Strand (SI). Students will
do
science by engaging in
				  partial and full inquiries that are within their developmental capabilities.
1. Benchmark A: The Abilities Necessary to do
				  Scientific Inquiry
SI-H-A1
Identifying questions and concepts that guide
								scientific investigations.
SI-H-A2
Designing and conducting scientific
								investigations.
SI-H-A3
Using technology and mathematics to improve
								investigations and communications.
SI-H-A4
Formulating and revising scientific explanations
								and models using logic and evidence.
SI-H-A5
Recognizing and analyzing alternative explanations
								and models.
SI-H-A6
Communicating and defending a scientific argument.
SI-H-A7
Utilizing science safety procedures during
								scientific investigations.
2.
				  Benchmark B: Understanding Scientific Inquiry
SI-H-B2
Communicating that scientists conduct
								investigations for a variety of reasons, such as:
exploration of new areas;
discovery of new aspects of the natural world;
confirmation of prior investigations;
evaluation of current theories; and
comparison of models and theories.
SI-H-B3
Communicating that scientists rely on technology
								to enhance the gathering and manipulation of data.
SI-H-B4
Analyzing a proposed explanation of scientific
								evidence according to the following criteria:
follow a logical structure;
follow rules of evidence;
allow for questions and modifications based on
								historical and current scientific knowledge.
SI-H-B5
Communicating that the results of scientific
								inquiry, new knowledge, and methods emerge from different types of
								investigations and public communication among scientists.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 3 - Automotive › Chapter 13 - Automobile Technical Training Certification Program › Section XCIX-1301 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. See Subpart 1 of
				  this Part XCIX for General Provisions applicable to this Automotive
				  Program.
B. The Board of the
				  National Institute for Automotive Service Excellence (ASE) is the responsible
				  body for the Automobile Technical Training Certification Program. ASE will
				  grant certification to programs that:
1.
				  comply with the evaluation procedure;
2. meet established standards; and
3. adhere to the policies in this
				  document.