reglab/statecodes huggingface dataset:
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 15 - Entry-Level Automotive Technology Secondary Program Rationale › Section XCIX-1501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Automotive
				  Service Excellence (ASE) voluntary certification is a means through which auto
				  technicians can prove their abilities to themselves, to their employers, and to
				  their customers. By passing ASE tests, instructors will earn the most valuable
				  credentials available to auto repair technicians. Because the tests are tough,
				  they have the satisfaction of knowing that they are among the elite in this
				  profession. These credentials are recognized throughout the nation. Certified
				  technicians promote customer trust and improve the image of the auto industry.
				  Customer trust and professionalism are the first steps to a better and more
				  prosperous business. ASE encourages individuals to take the tests and to join
				  the proven pros who wear the ASE Blue Seal of Excellence.
B. There are eight tests in the ASE
				  automobile certification test series. Four of these tests (A4 Suspension and
				  Steering; A5 Brakes; A6 Electrical/Electronic Systems; A8 Engine Performance)
				  correspond to the four basic areas of ASE certification for training
				  instructors to be ASE-certified in the areas that they teach. ASE offers these
				  tests at the request of the Louisiana Department of Education to help
				  facilitate schools' efforts to become or remain recognized by NATEF as an
				  ASE-certified automotive training program.
C. ASE test questions are written by a panel
				  of technical service experts from vehicle manufacturers, repair and test
				  equipment and parts manufacturers, plus working technicians and educators. The
				  questions are written to deal with practical problems of diagnosis and repair
				  experienced by technicians in their day-to-day work. All questions are quality
				  checked on a national sample of working technicians before they are used for
				  score in an actual test.
D. ASE
				  certification credentials are valid for five years. This assures that certified
				  technicians are recognized as being up-to-date in the rapidly changing
				  automotive service business. If it has been five years since a particular test
				  has been taken, it is time to recertify. Certification may be renewed by
				  passing the regular certification tests.
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 3 - Automotive › Chapter 15 - Entry-Level Automotive Technology Secondary Program Rationale › Section XCIX-1503 - 2001 Automobile Tests Specifications (including Content Areas and Number of Questions)

Current through Register Vol. 50, No. 6, June 20, 2024
Note: Each regular test could contain up to 10 additional
					 questions that are included for statistical research purposes only. Answers to
					 these questions will not affect the test score. However, not knowing which ones
					 they are, all questions in the test should be answered.
A. A4 Suspension and Steering-40 questions
1. Steering Systems Diagnosis and Repair 10
a. Steering Columns and Manual Steering Gears
				  (3)
b. Power-Assisted Steering
				  Units (4)
c. Steering Linkage
				  (3)
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 17 - Industry-Based Certification Program Standards (Entry Level) › Section XCIX-1701 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Minimum
				  Requirements. Each program must meet minimum requirements in order to become
				  certified, as described in this §1701 The program must include laboratory/shop
				  (co-op) experience and classroom instruction.
1. In many cases, programs may meet some
				  requirements for certification through an articulation agreement with another
				  institution.
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 17 - Industry-Based Certification Program Standards (Entry Level) › Section XCIX-1703 - NATEF Program Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Standards 1 - 10
Standard 1
Purpose
Standard 1.1
Employment Potential
Standard 1.2
Program Description/Goals
Standard 2
Administration
Standard 2.1
Student Competency Certification
Standard 2.2
Chain of Command
Standard 2.3
Administrative Support
A. Staff in-service
B. Appropriate facilities
C. Up-to-date tools and equipment
D. Training support materials
Standard 2.4
Written Policies
Standard 2.5
Advisory Committees
Standard 2.6
Public/Community Relations
Standard 2.7
Live Work
Standard 3
Learning Resources
Standard 3.1
Service Information
Standard 3.2
Multimedia
Standard 3.3
Instructional Development Services
Standard 3.4
Periodicals
Standard 3.5
Student Materials
Standard 4
Finances
Standard 4.1
Program Training Costs
Standard 4.2
Budget
Standard 4.3
Budget Preparation
Standard 4.4
Status Reports
Standard 5
Student Services
Standard 5.1
Pre-Testing
Standard 5.2
Pre-Admission Interviews
Standard 5.3
Student Records
Standard 5.4
Placement
Standard 5.5
Follow-up
Standard 5.6
Legal Requirements
Standard 6
Instruction
Standard 6.1
Program Plan
Standard 6.2
Student Training Plan
Standard 6.3
Preparation Time
Standard 6.4
Teaching Load
Standard 6.5
Curriculum
Standard 6.6
Student Progress
Standard 6.7
Performance Standards
Standard 6.8
Safety Standards
Standard 6.9
Personal Characteristics
Standard 6.10
Work Habits/Ethics
Standard 6.11
Provisions for Individual Differences
Standard 6.12
Related Instruction
Standard 6.13
Testing
Standard 6.14
Evaluation of Instruction
Standard 6.15
Live Work
Standard 6.16
Articulation
Standard 7
Equipment
Standard 7.1
Safety
Standard 7.2
Type and Quality
Standard 7.3
Consumable Supplies
Standard 7.4
Maintenance
Standard 7.5
Replacement
Standard 7.6
Inventory
Standard 7.7
Parts Purchasing
Standard 7.8
Hand Tools
Standard 8
Facilities
Standard 8.1
Training Stations
Standard 8.2
Safety
Standard 8.3
Maintenance
Standard 8.4
Housekeeping
Standard 8.5
Office Space
Standard 8.6
Instructional Area
Standard 8.7
Storage
Standard 8.8
Support Facilities
Standard 8.9
Ventilation
Standard 8.10
First Aid
Standard 8.11
Facility Evaluation
Standard 9
Instructional Staff
Standard 9.1
Technical Competency
Standard 9.2
Instructional Competency/Certification
Standard 9.3
Technical Updating
Standard 9.4
First Aid
Standard 9.5
Substitutes
Standard 10
Cooperative Agreements
Standard 10.1
Standards
Standard 10.2
Agreements
Standard 10.3
Supervision
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 3 - Automotive › Chapter 19 - Course Standards › Section XCIX-1901 - Introduction to Automotive Technology

Current through Register Vol. 50, No. 6, June 20, 2024
Benchmarks
NATEF
Task(S)
Louisiana
Foundation
Skills
Academic Cross-Reference
(Standard-Benchmark)
A. SAFETY
(1) Identify the safe use of chemicals.
(2) Identify the safe use of hand tools.
(3) Identify the safe use of power tools.
(4) Identify the safe use of protective clothing
								and equipment.
(5) Identify the safe use of fire protection
								equipment.
(6) Identify the safe use of shop equipment.
(7) Follow Environmental Protection Agency (EPA)
								and Occupational Safety and Health Act (OSHA) regulations.
B. SHOP OPERATION
(1) Communicate with customers and write repair
								orders.
(2) Estimate time and cost for a job and order
								parts.
(3) Obtain appropriate repair information from
								service manuals.
(4) Practice clean and orderly work habits
								(vehicle, tools, and work area.)
C. COMPONENTS AND CAREERS
(1) Identify basic function and operation of
								vehicle mechanical components.
(2) Identify automotive technology career
								opportunities and the duties of a technician.
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
1,3,5
1,2,3
1,3,5
1,2
1,2
1.2
1.2
1,2,3
1,2,3
1,2
1,2
1,2
1,2
English Language Arts
ELA 1 H1, H3, H4, H5
ELA 2 H1, H2, H3, H4, H5, H6
ELA 3 H1, H2, H3
ELA 4 H1, H2, H3, H4, H5, H6
ELA 5 H1, H2, H3, H4, H5, H6
ELA 7 H1, H2
Mathematics
N - 1H, 2H, 3H, 4H, 5H, 6H, 7H
D 7H, 9H
A 1H, 2H, 3H, 4H
M 1H, 2H, 3H, 4H
G 1H, 2H, 3H, 4H, 5H, 6H
Social Studies
G - 1A-H1, 1A-H2, 1D-H1, 1D-H2, 1D-H4,
1D-H5
E 1A-H1, 1A-H2, 1A-H3, 1A-H5, 1B-H1,
1B-H2, 1B-H4, 1B-H5, 1B-H6
H 1A-H1, 1A-H2, 1A-H5, 1A-H6
Science
SI-H A1, A2, A3, A4, A5, A6, A7, B3, B4, B5
PS-H C1, C2, D1, D6, D7, E1, E2, E3, E4, F1,
F2, G1, G2, G3, G4
ESS-H A1, A2, A3, A5, A6, B1, B2, D7
SE-H A1, A2, A11, B1, B2, B3, B4, B5, B6,
C1, C2, C3, C4, C5, D1, D2, D3, D4, D5, D6
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 3 - Automotive › Chapter 19 - Course Standards › Section XCIX-1909 - Brakes

Current through Register Vol. 50, No. 6, June 20, 2024
Benchmarks
NATEF
Task(S)
Louisiana
Foundation
Skills
Academic Cross-Reference
(Standard-Benchmark)
V. DIAGNOSE AND REPAIR HYDRAULIC SYSTEMS
(1). Diagnose hydraulic brake systems and
								determine necessary action.
(2) Inspect and repair or replace master cylinders
								and lines of the hydraulic system.
(3) Inspect and replace switches and valving
								devices.
W. DIAGNOSE AND REPAIR DRUM BRAKES
(1) Diagnose drum brake systems and determine
								necessary action.
(2) Remove, clean, and inspect drum brake
								assemblies.
(3) Repair, replace, and adjust drum brake
								components.
X. DIAGNOSE AND REPAIR DISC BRAKES
(1) Diagnose disc brake systems and determine
								necessary action.
(2) Remove, clean, and inspect disc brake
								assemblies.
(3) Repair, replace, and adjust disc brake
								components
Y. DIAGNOSE AND REPAIR POWER ASSIST BRAKES
(1) Diagnose and determine necessary action on
								power assist brakes.
(2) Repair or replace power brake components.
(3) Repair or replace hydro-boost components.
(4) Check operation of anti-lock braking systems:
								adjust or repair.
V-A-4
V-A-1 thru 3;V-A-5 thru 7; V-A-11; V-A-12
V-A-8 thru 12
V-B-1; V-E-1
V-E-4 thru 6
V-B-2 thru 5;
V-E-2 thru 4
V-B-5 thru 7; V-3-2;
V-E-4; V-E-6; V-E-7
V-C-1
V-C-2 thru 5; V-C-7;
V-C-11; V-E-2 thru 5;
V-C-6;V-C-8 thru 11;
V-E-2 thru 4; V-E-6;V-E-7
V-A-1; V-A-4;
V-D-1 thru 4
V-D-1 thru 3
V-D-4
V-F-1 thru 8
2, 3, 4
2, 3, 4
2, 3, 4
2, 3
2, 3
2, 3
2, 3
2, 3
2, 3
2, 3, 4
2, 3
2, 3
2, 3
English Language Arts
ELA 1 H1, H3, H4, H5
ELA 2 H1, H2, H3, H4, H5, H6
ELA 3 H1, H2, H3
ELA 4 - H1, H2, H3, H4, H5, H6
ELA 5 H1, H2, H3, H4, H5, H6
ELA 7 H1, H2
Mathematics
N 1H, 2H, 3H, 4H, 5H, 6H, 7H
D 7H, 9H
A 1H, 2H, 3H, 4H
M 1H, 2H, 3H, 4H
G 1H, 2H, 3H, 4H, 5H, 6H
Social Studies
G 1A-H1, 1A-H2, 1D-H1, 1D-H2,
1D-H4, 1D-H5
E 1A-H1, 1A-H2, 1A-H3, 1A-H5, 1B-H1,
1B-H2, 1B-H4, 1B-H5, 1B-H6
H 1A-H1, 1A-H2, 1A-H5, 1A-H6
Science
S1-H A1, A2, A3, A4, A5, A6, A7, B3,
B4, B5
PS-H C1, C2, D1, D6, D7, EE1, E2, E3,
E4, F1, F2, G1, G2, G3, G4
ESS-H- A1, A2, A3, A5, A6, A7, B1,
B2, D7
SE-H A1, A2, A11, B1, B2, B3, B4, B5,
B6, C1, C2, C3, C4, C5, D1, D2,
D3, D4, D5, D6
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 5 - Carpentry › Chapter 33 - Carpentry Training Certification › Section XCIX-3301 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Refer to Subpart
				  1 of this Part XCIX for General Provisions applicable to this Carpentry
				  Program.
B. The carpentry-level one
				  materials were developed by the National Center for Construction Education and
				  Research (NCCER) in response to the training needs of the construction and
				  maintenance industries. It is one of many in the NCCER's standardized craft
				  training program. The program, covering more than 30 craft areas and including
				  all major construction skills, was developed over a period of years by industry
				  and education specialists. Sixteen of the largest construction and maintenance
				  firms in the United States committed financial and human resources to the teams
				  that wrote the curricula and planned the nationally-accredited training
				  process. These materials are industry-proven and consist of competency-based
				  textbooks and instructor's guides.
C. The NCCER is a not-for-profit educational
				  entity affiliated with the University of Florida and supported by the following
				  industry and craft associations:
1. American
				  Fire Sprinkler Association
2.
				  American Welding Society
3.
				  Associated General Contractors of America
4. Carolinas AGC, Inc.
5. Carolinas Electrical Contractors
				  Association
6. Construction
				  Industry Institute
7. Design-Build
				  Institute of America
8. Metal
				  Building Manufacturers Association
9. National Association of State Supervisors
				  for Trade and Industrial Education
10. National Insulation Association
11. National Utility Contractors
				  Association
12. North American
				  Crane Bureau
13. Portland Cement
				  Association
14. Steel Erectors
				  Association of America
15. U.S.
				  Army Corps of Engineers
16. Women
				  Construction Owners and Executives, USA
17. American Society for Training and
				  Development
18. Associated Builders
				  and Contractors, Inc.
19.
				  Association for Career and Technical Education
20. Citizen's Democracy Corps
21. Construction Users Roundtable
22. Merit Contractors Association of
				  Canada
23. National Association of
				  Minority Contractors
24. National
				  Association of Women in Construction
25. National Ready Mixed Concrete
				  Association
26. National Vocational
				  Technical Honor Society
27.
				  Painting and Decorating Contractors of America
28. Skills USA-VICA
29. Texas Gulf Coast Chapter ABC
30. University of Florida
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 5 - Carpentry › Chapter 35 - Level-One Carpentry Secondary Program Rationale › Section XCIX-3501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. This course
				  introduces the carpentry trainee to the carpentry trade, including the
				  apprenticeship process and the opportunities within the trade.
B. Learning Objectives. Upon completion of
				  this course, the trainee will be able to:
1.
				  describe the history of the carpentry trade;
2. identify the stages of progress within the
				  carpentry trade;
3. identify the
				  responsibilities of a person working in the construction industry;
4. state the personal characteristics of a
				  professional;
5. explain the
				  importance of safety in the construction industry.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 5 - Carpentry › Chapter 37 - Industry-Based Certification Program Standards › Section XCIX-3701 - Competencies/Objectives-Level One

Current through Register Vol. 50, No. 6, June 20, 2024
A. Module
				  27101-Orientation to the Trade
1. Describe the
				  history of the carpentry trade.
2.
				  Identify the stages of progress within the carpentry trade.
3. Identify the responsibilities of a person
				  working in the construction industry.
4. State the personal characteristics of a
				  professional.
5. Explain the
				  importance of safety in the construction industry.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 5 - Carpentry › Chapter 39 - Course Standards › Section XCIX-3901 - Entry Level Carpentry Training

Current through Register Vol. 50, No. 6, June 20, 2024
Benchmarks
Louisiana
Foundation
Skills
Academic Cross-Reference
(Standard-Benchmark)
A. Orientation to the Trade
(1) Describe the history of the carpentry trade.
(2) Identify the stages of progress within the
								carpentry trade.
(3) Identify the responsibilities of a person
								working in the industry.
(4) State the personal characteristics of a
								professional.*
(5) Explain the importance of safety in the
								construction industry.
* The professional is working for the benefit of
								the individual and the community within the confines of the local and state
								building codes.
1, 3, 5
1, 2, 3
1, 3, 5
1, 2, 5
1, 2
English Language Arts
ELA 1 H1, H3, H4, H5
ELA 2 H1, H2, H3, H4, H5, H6
ELA 3 H1, H2, H3
ELA 4 H1, H2, H3, H4, H5, H6
ELA 5 H1, H2, H3, H4, H5, H6
ELA 7 H1, H2
Mathematics
N 1H, 2H, 3H, 4H, 5H, 6H, 7H
D 7H, 9H
A 1H, 2H, 3H, 4H
M 1H, 2H, 3H, 4H
G 1H, 2H, 3H, 4H, 5H, 6H
Social Studies
G - 1A-H1, 1A-H2, 1D-H1, 1D-H2, 1D-H4, 1D-H5
E 1A-H1, 1A-H2, 1A-H3, 1A-H5, 1B-H1, 1B-H2, 1B-H4,
								1B-H5, 1B-H6, H 1A-H1, 1A-H2, 1A-H5, 1A-H6
Science
SI-H A1, A2, A3, A4, A5, A6, A7, B3, B4, B5
PS-H C1, C2, D1, D6, D7, E1, E2, E3, E4, F1, F2,
								G1, G2, G3, G4
ESS-H A1, A2, A3, A5, A6, A7, B1, B2, D7
SE-H A1, A2, A11, B1, B2, B3, B4, B5, B6,
C1, C2, C3, C4, C5, D1, D2, D3, D4, D5, D6
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 7 - Welding › Chapter 55 - Entry-Level Welding › Section XCIX-5501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Refer to Subpart
				  1 of this Part XCIX for General Provisions applicable to this Welding
				  Program.
B.
Entry-Level
				  Welder
-an individual employed in this position is considered to
				  possess the prerequisite knowledge, attitude, skills, and abilities required to
				  perform procedures that involve routine, predictable, repetitive,
				  proceduralized tasks involving motor skills and limited theoretical knowledge
				  while working under close supervision.
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 7 - Welding › Chapter 55 - Entry-Level Welding › Section XCIX-5503 - Entry-Level Welder Occupational Description

Current through Register Vol. 50, No. 6, June 20, 2024
A. Common work assignments:
1. follows detailed verbal or written
				  instructions given by an immediate supervisor to set up and carry out specific
				  job assignments;
2. performs
				  general housekeeping duties to maintain workspace, equipment, and tool
				  cleanliness;
3. fills out,
				  maintains, and submits a time or work assignment card, record, or report as
				  required by the employer's or institution's internal policy;
4. follows safety regulations in the
				  performance of daily duties.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 7 - Welding › Chapter 57 - Entry-Level Welding Technology Secondary Program › Section XCIX-5703 - Industry-Based Certification and Academic Content Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Scope. The American Welding Society (AWS)
				  guide establishes a minimum skill standard defining training and qualification
				  requirements that are necessary for participating organizations to develop and
				  administer an Entry-Level Welder Program in accordance with AWS QC10,
Specification for the Qualification and Certification for Entry-Level
				  Welders.
This guide is intended to specify a credible path for
				  secondary, postsecondary, or employer-based training facilities to build new
				  programs and/or enhance existing programs to administer Entry-Level Welder
				  training and qualification. Use of this guide is voluntary. Participating
				  organizations desiring to certify a trainee as an AWS Certified Entry-Level
				  Welder shall consider the training and qualification guidelines within this
				  Subpart 7 as mandatory requirements under the requirements of AWS
				  QC10.
B. Objectives
1. Provide training facilities with an
				  industrial awareness of the occupational description, conditions, task listing,
				  and profile that encompasses the job classification of entry-level
				  welders.
2. Establish a broad
				  competency-based curriculum detailing the minimum acceptable skill requirements
				  for the training and qualification of entry-level welders.
3. Provide training facilities participating
				  in the certification of entry-level welders with a list of learning objectives
				  and learning activities necessary to accomplish entry-level welder
				  training.
4. Provide training
				  facilities participating in the certification of entry-level welders with the
				  references needed to compare existing or new curriculum with the AWS documents
				  specified in this guide.
5. Provide
				  training facilities participating in the certification of entry-level welders
				  information related to the administration of an entry-level welder closed book
				  examination, workmanship qualification, and performance qualification
				  testing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XCIX - Bulletin 114-Trade and Industrial Education Content Standards Curriculum Framework-Automotive, Carpentry, and Welding › Subpart 7 - Welding › Chapter 59 - Course Standards › Section XCIX-5901 - Entry Level Welder Training

Current through Register Vol. 50, No. 6, June 20, 2024
Benchmarks
Louisiana
Foundation
Skills
Academic Cross-Reference
(Standard-Benchmark)
A. OCCUPATIONAL ORIENTATION
(1) Follow safe practices.
(2) Prepare time or job cards, reports or records.
(3) Perform housekeeping duties.
(4) Follow verbal instructions to complete work
								assignments.
(5) Follow written details to complete
								assignments.
B. DRAWING AND WELDING SYMBOL INTERPRETATIONS
(1) Interpret basic elements of a drawing or
								sketch.
(2) Interpret welding symbol information.
(3) Fabricate parts from a drawing or sketch.
1, 3, 5
1, 2, 3
1, 3, 5
1, 2
1, 2
1, 2
1, 2
1, 2, 3
English Language Arts
ELA 1 H1, H3, H4, H5
ELA 2 H1, H2, H3, H4, H5, H6
ELA 3 H1, H2, H3
ELA 4 H1, H2, H3, H4, H5, H6
ELA 5 H1, H2, H3, H4, H5, H6
ELA 7 H1,H2
Mathematics
N 1H, 2H, 3H, 4H, 5H, 6H, 7H
D 7H, 9H
A 1H, 2H, 3H, 4H
M 1H, 2H, 3H, 4H
G 1H, 2H, 3H, 4H, 5H, 6H
Social Studies
G 1A-H1, 1A-H2, 1D-H1, 1D-H2, 1D-H4,
1D-H5
E 1A-H1, 1A-H2, H1A-H3, 1A-H5, 1B-H1,
1B-H2, 1B-H4, 1B-H5, 1B-H6
H 1A-H1, 1A-H2, 1A-H5, 1A-H6
Science
SI-H A1, A2, A3, A4, A5, A6, A7, B3, B4,
B5
PS-H C1, C2, D1, D6, D7, E1, E2, E3, E4,
F1, F2, G1, G2, G3, G4
ESS-H A1, A2, A3, A5, A6, A7, B1, B2, D7
SE-H A1, A2, A11, B1, B2, B3, B4, B5, B6,
C1, C2, C3, C4, C5, D1, D2, D3, D4,
D5, D6
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 7 - Welding › Chapter 59 - Course Standards › Section XCIX-5905 - Oxyfuel Gas Cutting Principles and Practices

Current through Register Vol. 50, No. 6, June 20, 2024
Benchmarks
Louisiana
Foundation
Skills
Academic Cross-Reference
(Standard-Benchmark)
A. MANUAL OXYFUEL GAS CUTTING (OFC)
(1) Perform safety inspections of equipment and
								accessories.
(2) Make minor external repairs to equipment and
								accessories.
(3) Set up for manual oxyfuel gas cutting
								operations on plain carbon steel.
(4) Operate manual oxyfuel cutting equipment.
(5) Perform straight cutting operations on plain
								carbon steel.
(6) Perform shape cutting operations on plain
								carbon steel.
(7) Perform bevel cutting operations on plain
								carbon steel.
(8) Remove weld metal from plain carbon steel
								using weld washing techniques.
B. MACHINE OXYFUEL GAS CUTTING (OFC)-[Track
								Burner]
(1) Perform safety inspections of equipment and
								accessories.
(2) Make minor external repairs to equipment and
								accessories.
(3) Set up for manual oxyfuel gas cutting
								operations on plain carbon steel.
(4) Operate manual oxyfuel gas cutting equipment.
(5) Perform straight cutting operations on plain
								carbon steel.
(6) Perform shape cutting operations on plain
								carbon steel.
1, 3, 5
2, 3
3, 4
2, 3, 4
2, 3, 4
2, 3, 4
2, 3, 4
2, 3, 4
1, 3, 5
2, 3
3, 4
2, 3, 4
2, 3, 4
2, 3, 4
English Language Arts
ELA 1 H1, H3, H4, H5
ELA 2 H1, H2, H3, H4, H5, H6
ELA 3 H1, H2, H3
ELA 4 H1, H2, H3, H4, H5, H6
ELA 5 H1, H2, H3, H4, H5, H6
ELA 7 H1, H2
Mathematics
N 1H, 2H, 3H, 4H, 5H, 6H, 7H
D 7H, 9H
A 1H, 2H, 3H, 4H
M 1H, 2H, 3H, 4H
G 1H, 2H, 3H, 4H, 5H 6H
Social Studies
G 1A-H1, 1A-H2, 1D-H1, 1D-H2, 1D-H4,
1D-H5
E 1A-H1, 1A-H2, 1A-H3, 1A-H5, 1B-H1,
1B-H2, 1B-H4, 1B-H5, 1B-H6
H 1A-H1, 1A-H2, 1A-H5,, 1A-H6
Science
SI-H A1, A2, A3, A4, A5, A6, A7, B3,
B4, B5
PS-H- - C1, C2, D6, D7, E1, E2, E3, E4,
F1, F2, G1, G2, G3, G4
ESS-H A1, A2, A3, A5, A6, A7, B1, B2, D7
SE-H A1, A2, A11, B1, B2, B3, B4, B5, B6,
C1, C2, C3, C4, C5, D1, D2, D3, D4,
D5, D6
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 7 - Welding › Chapter 59 - Course Standards › Section XCIX-5907 - Arc Cutting Principles and Practices

Current through Register Vol. 50, No. 6, June 20, 2024
Benchmarks
Louisiana
Foundation
Skills
Academic Cross-Reference
(Standard-Benchmark)
A. AIR CARBON ARC CUTTING (CAC-A)
(1) Perform safety inspections of equipment and
								accessories.
(2) Make minor external repairs to equipment and
								accessories.
(3) Set up for manual air carbon arc gouging and
								cutting operations on plain carbon steel.
(4) Operate manual air carbon arc cutting
								equipment.
(5) Perform metal removal operations on plain
								carbon steel.
B. PLASMA ARC CUTTING (PAC)
(1) Perform safety inspections of equipment and
								accessories.
(2) Make minor external repairs to equipment and
								accessories.
(3) Set up for manual plasma arc cutting
								operations on plain carbon steel, aluminum, and stainless steel.
(4) Operate manual plasma arc cutting equipment.
(5) Perform shape cutting operations on plain
								carbon steel, aluminum, and stainless steel.
1, 3, 5
2, 3
3, 4
2, 3, 4
2, 3, 4
1, 3, 5
2, 3
3, 4
2, 3, 4
2, 3, 4
English Language Arts
ELA 1 H1, H3, H4, H5
ELA 2 H1, H2, H3, H4, H5, H6
ELA 3 H1, H2, H3
ELA 4 H1, H2, H3, H4, H5, H6
ELA 5 H1, H2, H3, H4, H5, H6
ELA 7 H1, H2
Mathematics
N 1H, 2H, 3H, 4H, 5H, 6H, 7H
D 7H, 9H
A 1H, 2H, 3H, 4H
M 1H, 2H, 3H, 4H
G 1H, 2H, 3H, 4H, 5H 6H
Social Studies
G 1A-H1, 1A-H2, 1D-H1, 1D-H2, 1D-H4,
1D-H5
E 1A-H1, 1A-H2, 1A-H3, 1A-H5, 1B-H1,
1B-H2, 1B-H4, 1B-H5, 1B-H6
H 1A-H1, 1A-H2, 1A-H5,, 1A-H6
Science
SI-H A1, A2, A3, A4, A5, A6, A7, B3,
B4, B5
PS-H- - C1, C2, D6, D7, E1, E2, E3, E4,
F1, F2, G1, G2, G3, G4
ESS-H A1, A2, A3, A5, A6, A7, B1, B2, D7
SE-H A1, A2, A11, B1, B2, B3, B4, B5, B6,
C1, C2, C3, C4, C5, D1, D2, D3, D4,
D5, D6
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 7 - Welding › Chapter 59 - Course Standards › Section XCIX-5909 - Welding Inspection and Testing Principles

Current through Register Vol. 50, No. 6, June 20, 2024
Benchmarks
Louisiana
Foundation
Skills
Academic Cross-Reference
(Standard-Benchmark)
A. VISUAL EXAMINATION PRINCIPLES AND PRACTICES
(1) Examine cut surfaces and edges of prepared
								base metal parts.
(2) Examine tack, intermediate layers, and
								completed welds.
2, 3, 4
2, 3, 4
English Language Arts
ELA 1 H1, H3, H4, H5
ELA 2 H1, H2, H3, H4, H5, H6
ELA 3 H1, H2, H3
ELA 4 H1, H2, H3, H4, H5, H6
ELA 5 H1, H2, H3, H4, H5, H6
ELA 7 H1, H2
Mathematics
N 1H, 2H, 3H, 4H, 5H, 6H, 7H
D 7H, 9H
A 1H, 2H, 3H, 4H
M 1H, 2H, 3H, 4H
G 1H, 2H, 3H, 4H, 5H 6H
Social Studies
G 1A-H1, 1A-H2, 1D-H1, 1D-H2, 1D-H4,
1D-H5
E 1A-H1, 1A-H2, 1A-H3, 1A-H5, 1B-H1,
1B-H2, 1B-H4, 1B-H5, 1B-H6
H 1A-H1, 1A-H2, 1A-H5,, 1A-H6
Science
SI-H A1, A2, A3, A4, A5, A6, A7, B3,
B4, B5
PS-H- - C1, C2, D6, D7, E1, E2, E3, E4,
F1, F2, G1, G2, G3, G4
ESS-H A1, A2, A3, A5, A6, A7, B1, B2, D7
SE-H A1, A2, A11, B1, B2, B3, B4, B5, B6,
C1, C2, C3, C4, C5, D1, D2, D3, D4,
D5, D6
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 1 - LEA Responsibilities › Section CI-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. This handbook is
				the regulatory guide for pupil appraisal personnel when conducting individual
				evaluations of students suspected of being exceptional and in need of special
				education and related services, and as a reference for persons requiring
				specific information regarding the determination of eligibility for special
				education services. The reference to an exceptionality includes any disability
				term as well as gifted and talented.
B. The Criteria for Eligibility describes the
				minimal data that must be obtained in order to determine whether the student
				has an exceptionality and is in need of special education services. The
				Procedures for Evaluation specify minimal areas of data collection, and at
				times suggest the professional who is usually most qualified to gather and
				interpret the data in a certain area. Any deviations from or exceptions to
				procedures in this handbook shall be explained in the integrated written
				evaluation report.
C. The format
				has been revised to more sequentially reflect the steps necessary to determine
				if the student's responsiveness to general education interventions is
				sufficient to allow him/her to show progress within the general curriculum. If
				adequate progress is not evident, the bulletin describes the continuum of
				actions to be taken by the LEA through pupil appraisal personnel in determining
				eligibility for special education and related services.
D. This revision of Bulletin 1508 includes
				hyperlinks that will assist the reader in locating pertinent sections. These
				hyperlinks will only be active when the bulletin is viewed on-line at
www.louisianaschools.net
or
				downloaded to a computer or other electronic device for viewing.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 1 - LEA Responsibilities › Section CI-103 - Child Find Guidelines

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				General Information
1. The Local Educational
				Agency (LEA) shall ensure that:
a. all
				students with exceptionalities residing in the district, including students
				with exceptionalities who are homeless children or who are wards of the state,
				and students with exceptionalities attending private schools, regardless of the
				severity of their disability, and who are in need of special education and
				related services, are identified, located, and evaluated; and
b. a practical method is developed and
				implemented to determine which students are currently receiving needed special
				education and related services.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 1 - LEA Responsibilities › Section CI-105 - Pupil Appraisal Services

Current through Register Vol. 50, No. 6, June 20, 2024
A. Pupil
				appraisal services comprise an integral part of the total instructional program
				of the LEA. The purpose of pupil appraisal services is to assist students who
				have academic, behavioral, and/or communication challenges, adjustment
				difficulties, or other special needs which are adversely impacting the
				student's educational performance by providing services to students, parents,
				teachers, and other school personnel. These services include, but are not
				limited to the examples provided below:
1.
				assistance to teachers and other school personnel in the development and
				implementation of behavioral and/or instructional interventions through a
				district's Response to Intervention (RTI) process, positive behavior support
				process, or other intervention processes;
2. provision of support services to
				non-disabled students with academic, behavioral and/or communication
				difficulties;
3. consultation with
				parents, students, teachers, and other personnel on topics such as
				instructional or behavioral modifications, exceptional students, and child
				development;
4. provision of staff
				development to school personnel on topics such as assessment, interventions, or
				child development;
5. evaluation of
				students to determine whether they are exceptional and in need of special
				education and related services;
6.
				interpretation of evaluation findings to school personnel and
				parents;
7. provision of related
				services to students with exceptionalities; and
8. referral to other appropriate agencies for
				services when warranted.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 1 - LEA Responsibilities › Section CI-109 - Parental Participation

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Participation by parents is crucial in all meetings in which decisions are
				being made regarding their child. Parents must be informed about the process
				used to assess their child's response to scientifically research-based
				interventions, appropriate strategies for improved achievement and the right to
				request an evaluation. Parents must be notified early enough to ensure the
				opportunity to participate in the meetings and discussions listed below. See
				Bulletin 1706 §322 for additional participation procedures:
1. school building level committee meetings
				when decisions are made regarding their child;
2. the evaluation team meeting to consider
				the results of the data and determine eligibility:
a. at the conclusion of the evaluation
				meeting where eligibility is determined, if the parents disagree with the
				consensus of the team, the LEA must afford the parents the right to challenge
				the evaluation report in accordance with procedural safeguards;
3. the initial individual
				education program (IEP) Team meeting to review evaluation results and determine
				special education and related services in the least restrictive
				environment;
4. the IEP Team
				meeting to discuss new concerns and to determine if a reevaluation is
				needed;
5. in the case of a
				reevaluation, to discuss the review of existing evaluation data to determine
				whether the student continues to have an exceptionality, and continues to need
				special education and related services.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 3 - Interventions and Screenings › Section CI-301 - Response to Intervention

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				Response to Intervention (RTI) process is a three-tiered approach to providing
				services and interventions to struggling learners and/or students with
				challenging behaviors at increasing levels of intensity. Essential components
				of the process include three tiers of instruction and intervention, use of
				standard protocols and/or problem-solving methods, and an integrated data
				collection/assessment system to inform decisions at each tier of
				instruction/intervention. The process incorporates increasing intensities of
				instruction and/or intervention that are provided to students in direct
				proportion to their individual needs. Embedded in each tier is a set of unique
				support structures or activities that help teachers implement, with fidelity,
				research-based curricula, instructional practices, and interventions designed
				to improve student achievement. RTI is designed for use when making decisions
				in both general and special education, creating a well-integrated system of
				instruction and intervention guided by student outcome data.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 3 - Interventions and Screenings › Section CI-303 - School Building Level Committee

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				School Building Level Committee (SBLC) is a general education, data driven,
				decision-making committee whose standing members consist of at least the
				principal/designee, a classroom teacher, and the referring teacher. In
				discussing an individual student's difficulties, the student's parent or
				guardian is an invited participant. The SBLC shall review and analyze all
				screening data, including RTI results, to determine the most beneficial option
				for the student. The committee's options include, but are not limited to one of
				the following actions.
1. Conduct no further
				action at this time.
2. Continue
				current intervention and progress monitoring through the RTI process.
3. Conduct additional interventions through
				the RTI process.
4. Refer the
				student to the appropriate committee to conduct a Section 504
				evaluation.
5. Refer the student to
				pupil appraisal personnel for support services.
6. Refer the student to pupil appraisal
				personnel for an individual evaluation if an exceptionality is
				suspected.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 3 - Interventions and Screenings › Section CI-305 - Screening Activities

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Overview
1. An LEA shall identify a student,
				enrolled in an educational program operated by the LEA, as suspected of having
				a disability only after the student has participated in an RTI process that
				produces data sufficient for the SBLC to recommend that a comprehensive
				individual evaluation be conducted by pupil appraisal personnel. For a student
				suspected of having a communication disorder, follow the screening activities
				in §305. D 1-3. For a child not enrolled in school, screening activities are to
				be conducted by Pupil Appraisal personnel. Through the RTI process the SBLC
				shall coordinate and document results of all screening activities described
				below. RTI and screening activities for enrolled students (public and private)
				are conducted by general education personnel with assistance from other school
				personnel and pupil appraisal members, if necessary.
2. The screening of a student by a teacher or
				specialist to determine appropriate instructional strategies for curriculum
				implementation shall not be considered to be an evaluation for eligibility for
				special education and related services.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 3 - Interventions and Screenings › Section CI-307 - Referral Process

Current through Register Vol. 50, No. 6, June 20, 2024
A. A
				referral for an individual evaluation should be made when the provisions in
				Paragraphs 1, 2 and 3 of this Subsection have been met.
1. The SBLC provides documentation that the
				RTI process addressing academic and/or behavior concerns, or the speech or
				language intervention(s) addressing communication concerns have included:
a. scientifically research-based
				intervention(s) implemented with fidelity as evidenced by data sheets,
				computer-generated records, or other permanent products;
b. monitoring of the student's progress
				relative to peers, at reasonable intervals; and
c. graphed evidence that the student's rate
				of progress relative to peers was not adequate.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-501 - Evaluation Coordination

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Evaluation Coordinator
1. Upon identification
				of a student suspected of being exceptional, a qualified pupil appraisal staff
				member shall be designated as evaluation coordinator.
2. While this assignment is the
				responsibility of the individual designated by the LEA to direct the pupil
				appraisal system, it is recommended that the evaluation coordinator be selected
				on a case-by-case basis by and from the pupil appraisal personnel assigned to
				the school. The determination of the evaluation coordinator shall be based upon
				the student's specific problems and other factors such as the expertise,
				caseload, and other responsibilities of each pupil appraisal staff member.
				Evaluation coordinator is not a position; therefore, one individual shall not
				be routinely designated this responsibility.
3. The following pupil appraisal personnel
				certified by the Louisiana Department of Education may serve as evaluation
				coordinators in the LEA:
a. assessment
				teacher/ educational consultant/educational diagnostician;
b. certified school psychologist;
c. speech-language pathologist/speech and
				hearing therapist/ speech-hearing-language specialist;
d. qualified school social worker;
e. audiologist.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-503 - Selection of Participating Disciplines

Current through Register Vol. 50, No. 6, June 20, 2024
A. Upon receipt of informed parental consent
				for the evaluation, the evaluation coordinator shall ensure that at least two
				appropriate and qualified personnel representing different disciplines
				participate in the individual evaluation (one of whom shall be the evaluation
				coordinator). The following additional considerations shall apply.
1. If a sensory impairment is suspected,
				statewide assessment resources that meet state standards should be
				considered.
2. If the student is
				determined to be "at risk" through sensory, motor, or health screening, and if
				a sensory or other physical/health impairment is suspected, an appropriate
				assessment must be conducted by a physician or other qualified examiner with
				specialized training and experience in the diagnosis and treatment of the
				particular condition.
3. If the
				student has a documented health or physical impairment; has a history of head
				or spinal cord injury, seizures, or diseases; needs assistance with activities
				of daily living due to health concerns; requires medications at school or home;
				requires health procedures and/or special diet; or has other health problems,
				the school nurse or other qualified personnel shall be a member of the
				evaluation team.
4. If the student
				is suspected of having a specific learning disability, the student's general
				education teacher (or if the student does not have a general education teacher,
				a general education teacher qualified to teach a student of his or her age; or
				for a child of less than school age, an individual certified by the state
				Department of Education to teach a student of his or her age) must be a member
				of the multidisciplinary team. In no case shall the general education teacher
				replace the qualified pupil appraisal person.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-505 - Procedural Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Throughout the initial evaluation of a student, the evaluation coordinator
				shall ensure that specific procedures are followed.
1. Each individual evaluation is based on a
				comprehensive compilation of information drawn from a variety of
				sources.
2. The evaluation is
				conducted in accordance with all requirements of this handbook, including
				timelines.
3. The student is
				evaluated in each area of suspected exceptionality.
4. Full and complete records collected or
				generated in connection with an individual evaluation are maintained in
				accordance with confidentiality requirements.
5. The results of any previously conducted
				specialist's evaluations are obtained through written parental authorization
				for the release of these records.
6. A meeting of the multidisciplinary
				evaluation team members, including the parent, is scheduled and conducted to
				determine whether the student is exceptional.
7. An integrated report describing the
				findings and recommendations of the evaluation process, along with the
				determination of eligibility, is prepared; and a copy is provided to the
				supervisor of special education or designee.
8. The evaluation findings and
				recommendations are interpreted for the student's teacher(s).
9. A copy of the integrated report, including
				any dissenting opinions, along with the determination of eligibility,
				recommendations, and an opportunity for an oral explanation of the findings was
				provided to the student's parents prior to the initial IEP Team
				meeting.
10. A pupil appraisal
				staff member who participated in the evaluation shall be designated to attend
				the initial IEP Team meeting to explain the recommendations and assist in the
				development of the IEP. If a member of the team cannot be in attendance, an
				individual who can interpret the instructional implications of the evaluation
				must attend.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CI - Bulletin 1508-Pupil Appraisal Handbook › Chapter 5 - Evaluation Responsibilities › Section CI-507 - Evaluation Procedures

Current through Register Vol. 50, No. 6, June 20, 2024
A. In
				conducting the evaluation, each LEA shall:
1.
				use a variety of assessment tools and strategies to gather relevant functional,
				developmental, and academic information about the student, including
				information provided by the parent that may assist in determining:
a. whether the student has an exceptionality;
				and
b. the content of the student's
				IEP, including information related to enabling the student to be involved in
				and progress in the general education curriculum (or for a preschool child, to
				participate in appropriate activities);