reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 9 - Grades 9-12 Cluster Level › Section LIII-911 - Standard 5

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual will recognize the value of physical activity for health,
				  enjoyment, challenge, self-expression, and social interaction.
1. Intent. The intent of this standard is to
				  reflect the development of an awareness of the benefits and implications that
				  physical activity provides and promote intrinsic values through personal
				  meaning. Physical activity can be enjoyable, challenging, and fun, and provides
				  opportunities for self-expression and social interaction. These benefits can
				  develop self-confidence, promote positive self-image, and continue toward a
				  healthy active lifestyle. As a result of these benefits of participation and
				  internalization, students will begin to actively pursue lifelong physical
				  activities that meet individual needs.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 9 - Grades 9-12 Cluster Level › Section LIII-913 - Standard 7 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 11 - Glossary › Section LIII-1103 - Standard 2 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 11 - Glossary › Section LIII-1105 - Standard 3 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 11 - Glossary › Section LIII-1107 - Standard 4 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 11 - Glossary › Section LIII-1109 - Standard 5 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 11 - Glossary › Section LIII-1111 - Standard 6 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 11 - Glossary › Section LIII-1113 - Standard 7 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1501 - Kindergarten Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1503 - Grade 1 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1505 - Grade 2 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1507 - Grade 3 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1509 - Grade 4 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1511 - Grade 5 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1513 - Grade 6 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1515 - Grade 7 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1517 - Grade 8 Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 5 - Cluster Level Charts › Chapter 15 - Grade-Level Expectations (Repealed) › Section LIII-1519 - High School Grade-Level Expectations (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 1 - Purpose › Section LV-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A.
Louisiana's
IEP Handbook for Gifted/Talented
				Students
, revised 2001, provides information regarding the
				Individualized Education Program (IEP), the basis for educational programming
				for G/T students in Louisiana. The handbook describes the IEP process and the
				legal procedures involved as mandated by Revised Statute 17:1941, et seq., and
				its regulations. This handbook outlines mandatory procedures. It serves as a
				training vehicle for interested parties in the effort to improve the quality of
				Gifted/Talented IEPs in Louisiana.
B. A separate IEP form described in the
				handbook must be used for all students identified as gifted and talented, with
				the exception of students, gifted and/or talented who have an identified
				disability.
C. Any student with a
				disability as identified in the
Pupil Appraisal Handbook
and
				identified as gifted/talented will use the IEP for students with a disability
				to develop his/her individualized educational program.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 3 - Types of IEPs › Section LV-301 - The IEP and evaluation/re-evaluation of G/T students

Current through Register Vol. 50, No. 6, June 20, 2024
A. The IEP process is one intertwined with
				the process of evaluation and re-evaluation of G/T students.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 3 - Types of IEPs › Section LV-303 - The Four Types of IEPs

Current through Register Vol. 50, No. 6, June 20, 2024
A. The INTERIM
				IEP may be developed for students who have been receiving special educational
				services in another state concurrent with the conduct of an evaluation. An
				interim IEP may also be developed for students out of school
,
to age 22, who have left a public school before obtaining a state
				diploma.
B. The INITIAL IEP is
				developed for a G/T student who has met criteria for one or more
				exceptionalities outlined in the
Pupil Appraisal Handbook
and
				who has never received special educational services, except through an interim
				IEP, from an approved Louisiana school/program.
C. The Review IEP is reviewed and revised at
				least annually or more frequently to consider the appropriateness of the
				program, placement, and any related services needed by the student.
D. The Declassified IEP is developed when a
				student's reevaluation determines the student is no longer exceptional. This
				IEP allows the student to receive special educational services for up to one
				year.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-501 - Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A. A student is
				initially determined to be exceptional through the individual evaluation
				process. The responsibility for making a formal commitment of resources to
				ensure a free, appropriate public education (FAPE) for a student identified as
				exceptional rests with the local education agency (LEA) in which the student
				resides. Note: Louisiana Revised Statute 17:1941 et seq., clearly indicates
				that while the local educational agency must locate and identify all students
				who meet the criteria for gifted/talented, the LEA is not responsible for
				providing FAPE to gifted/talented students whose parents have voluntarily
				enrolled the student in a private school.
B. The LEA is responsible for initiating the
				assurance of FAPE regardless of whether the system will:
1. provide all of the service directly or
				through interagency agreements;
2.
				place the student in another system or in a nonpublic facility; or
3. refer the student to another LEA for
				educational purposes.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-503 - Timelines

Current through Register Vol. 50, No. 6, June 20, 2024
A. An initial
				evaluation is considered "completed" when the written report has been
				disseminated by the pupil appraisal staff to the administrator of special
				education programs. A LEA has a maximum of 30 calendar days after the
				completion of the evaluation to complete the IEP/placement document for an
				eligible student. During this time, two activities must take place and be
				documented.
1. Written Notice(s) that the LEA
				proposes to provide FAPE through the IEP process must be given to the parents.
				The notice(s) must be provided in the parents' native language or must be given
				using other means of communication, whenever necessary, to assure parental
				understanding.
2. The notice(s)
				must indicate the purpose, time, and location of the IEP meeting; who will be
				in attendance; the parents' right to take other participants to the meeting;
				the student's right to participate (when appropriate); and the name of the
				person in the LEA the parents can contact if and when they have questions or
				concerns.
3. The notice(s) must
				explain the procedural safeguards available to the parents: that they can
				negotiate the time and place of the IEP meeting, that they have the right to
				full and meaningful participation in the IEP decision-making process, that
				their consent is required before initial placement will be made, and that all
				information about the student shall be kept confidential.
4. Additionally, if the LEA has not already
				done so, the system must inform the parents of their right to an oral
				explanation of the evaluation report and of their right to an independent
				education evaluation (IEE) if the parents disagree with the current
				evaluation.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-507 - Placement Decisions

Current through Register Vol. 50, No. 6, June 20, 2024
A. The IEP team
				has the responsibility for determining the special education needs and
				placement for a G/T student. Program decisions must be in made and written on
				the IEP in the following areas that form the basis for the placement:
1. the student's strengths and support
				needs;
2. the concerns of the
				parents for enhancing the education of their child;
3. the results of the initial evaluation or
				most recent reevaluation of the student;
4. as appropriate, the results of the
				student's performance on any general state or district-wide assessment
				program;
5. the student's present
				levels of educational performance;
6. in the case of a student with limited
				English proficiency, whose language needs relate to the student's
				IEP;
7. the measurable annual
				goals, including benchmarks or short-term objectives, related to:
a. meeting the student's needs that result
				from the student's exceptionality and progress in an accelerated and enriched
				curriculum;
b. meeting each of the
				student's other educational needs that result from the student's
				exceptionality; and
c. appropriate
				activities for the preschool-aged student;
8. a statement of related services and
				program modifications for school personnel that will allow the student to
				advance appropriately toward the annual goals;
9. the explanation of the extent, if any, to
				which the student will not participate with students in the regular class and
				extracurricular and other nonacademic activities;
10. any individual modifications and/or
				accommodations in the administration of State or district-wide assessments of
				student achievement that are needed in order for the student to participate in
				the assessment as documented by an attached Section 504 Plan;
11. and the anticipated frequency, location,
				and duration of the special education services and modifications.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-509 - Additional Clarification

Current through Register Vol. 50, No. 6, June 20, 2024
A. Although
				throughout Louisiana most exceptional students are served in their neighborhood
				schools, there are some extenuating circumstances that impact the decision to
				serve a student in a school other than his or her neighborhood
				school.
B. 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 G/T
are used; instructional time
				is not less than two and one-half hours per week.
C. In addition to the questions on the IEP
				and Site Determination Form, the following issues must be considered:
1. students should be placed in programs on
				the basis of their unique needs;
2.
				placement cannot be based on either a particular local education agency's
				special education delivery system or on the availability of related
				services;
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-511 - Related Services Decisions

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				If an identified gifted/talented student needs related services including
				transportation, or counseling, then the IEP should address these concerns on
				the IEP document.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-513 - Accommodations/Modifications for LEAP Testing

Current through Register Vol. 50, No. 6, June 20, 2024
A. G/T
				students shall be included in the Louisiana Educational Assessment Program with
				appropriate accommodations and modifications in administration. These
				accommodations and modifications should be incorporated in the student's
				educational program throughout the year. The Section 504 Plans should be
				attached.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-515 - Parental Consent

Current through Register Vol. 50, No. 6, June 20, 2024
A. A LEA must
				obtain formal parental consent before it can initially provide a student with
				special education in any setting. Consent includes the following:
1. the parent and/or student has been fully
				informed of all relevant information in a manner that is clearly understandable
				to the parent and/or student; and
2. the parent and/or student formally
				agree/agrees in writing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-517 - Parental Withholding of Consent

Current through Register Vol. 50, No. 6, June 20, 2024
A. Parents may disagree with all or some
				part(s) of the initial program, placement, or related services proposals. The
				LEA and the parents should make conciliatory attempts to resolve the disputes,
				including making modifications to the proposed program, placement, and related
				services. A LEA may not use a parent's refusal to consent to one service or
				activity to deny the parent or student any other service, benefit, or activity
				of the LEA.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-519 - Mediation

Current through Register Vol. 50, No. 6, June 20, 2024
A. Mediation is an
				informal, voluntary process by which the parent and the LEA are given an
				opportunity, through the help of a trained mediator, to resolve their
				differences and find solutions to enhance the overall learning environment for
				the student. Differences may arise in the planning and implementing of programs
				for exceptional students. It is important for parents and LEAs to have an
				opportunity to present their viewpoint in a dispute.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et seq.
Note: See Louisiana 's Educational Rights of
					 Gifted/Talented Children in Public Schools and the Mediation Services for
					 Students with Exceptionalities brochure for more
					 information.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-521 - Due Process

Current through Register Vol. 50, No. 6, June 20, 2024
A. The parents
				and the LEA both have the right to an "impartial due process hearing" when
				disagreements arise between the parent and the LEA relative to initiating or
				changing the identification, evaluation, or educational placement of a student
				with an exceptionality. Due process hearings may be initiated by the parent or
				the LEA.
B. See Louisiana 's Rights
				of Gifted/Talented Children in Public Schools and the Mediation Services for
				Students with Exceptionalities brochure for more information.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 5 - Initial IEP Development › Section LV-523 - Implementation of the IEP

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Implementation of the IEP means that the student begins participating in the
				special education placement and related services as written on the
				IEP/placement document. A LEA must begin providing services as stated on the
				IEP within 10 calendar days. The date of initiation of services shall be noted
				on the IEP. When meetings occur during the summer or other vacation periods, a
				delay may occur. When meetings to develop the initial IEP/placement document
				occur just prior to the summer vacation, the date of implementation of services
				may be delayed to the beginning of the next school year if the parent(s)
				agree.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 7 - Review IEP Development › Section LV-701 - Responsibilities and Timelines

Current through Register Vol. 50, No. 6, June 20, 2024
A. A LEA is
				required to initiate and conduct IEP meetings periodically, but not less than
				annually, to review each student's IEP in order to determine whether the annual
				goals for the student are being achieved and to revise the IEP as appropriate.
				The LEA must notify parents of the review IEP meeting or the
				review/reevaluation IEP meeting in accordance with the same procedures as the
				initial IEP.
B. An additional
				IEP/placement review meeting is not required when a LEA elects to move the
				student to another school site within the agency when all of the information on
				the IEP remains the same and the effect of the program has not been
				changed.
C. The IEP team should:
1. review the student's progress toward
				achieving the annual goals and objectives/benchmarks;
2. review the student's progress in the
				general education curriculum;
3.
				discuss any lack of expected progress toward the annual goals and in the
				general education curriculum;
4.
				review the results of the student's performance on any State or district-wide
				assessment;
5. review the results
				of any reevaluation;
6. review
				information about the child provided to, or by, the parents;
7. discuss the student's anticipated
				needs;
8. review the student's
				special educational needs; for the preschool-aged child, address his or her
				developmental needs;
9. make
				updated decisions about the student's program and placement;
10. in making decisions for location of
				instruction/services, refer to pages 12-14 of this handbook for
				guidance;
11. any other
				concerns.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 7 - Review IEP Development › Section LV-703 - Participants

Current through Register Vol. 50, No. 6, June 20, 2024
A. The LEA must
				ensure there is attendance by an officially designated representative of the
				system, the student's regular education and special education teachers, the
				parents, and the student, as appropriate. At the discretion of the parent(s) or
				the LEA, other individuals who have knowledge or special expertise regarding
				the student may attend. A representative of another LEA or approved facility
				may be included if a placement in or referral to another LEA is
				proposed.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 7 - Review IEP Development › Section LV-705 - Placement Decisions

Current through Register Vol. 50, No. 6, June 20, 2024
A. The IEP team
				must address the placement of the student according to the same placement
				guidelines required for an initial IEP meeting.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 9 - Declassified IEP Development › Section LV-901 - Responsibilities and Timelines

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Following the receipt of a re-evaluation that indicates no exceptionality for a
				student currently enrolled in special education, the LEA has two options. The
				LEA may:
1. place the child in regular
				education after obtaining formal parental approval; or
2. recommend a declassified special education
				program.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 9 - Declassified IEP Development › Section LV-903 - Placement Decisions

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				declassified IEP provides the student with a systematic, structured program for
				moving into regular education. The declassified program shall include regular
				education in combination with special educational services. The IEP team should
				discuss and document on the IEP the systematic plan for the student's full
				integration into regular classes by the end of the specified time. This plan
				may be documented by indicating a decreasing range of time in special classes
				during the year and/or by writing goals and objectives that indicate a
				gradually reduced special support system for the student. Such documentation
				will remove the necessity to reconvene the IEP team during the year as the
				placement gradually changes.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 11 - Interim IEP Development › Section LV-1101 - Responsibilities and Timelines

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				interim IEP provides a basis on which the student may begin to receive special
				educational and related services and provides an appraisal program to gather
				assessment data for the individual evaluation process.
B. A student must be offered enrollment in a
				LEA. This enrollment process, from initial entry into the LEA to placement,
				shall occur within 10 school days.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 11 - Interim IEP Development › Section LV-1103 - Placement Decisions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Local
				supervisors of special education may approve enrollment in special education
				after existing student information has been reviewed by pupil appraisal
				personnel. An interim IEP would be developed and formal parental approval
				obtained. The interim IEP remains in effect as long as the evaluation is in
				process and may be revised as necessary. During this time all regulations
				pertaining to gifted/talented students shall apply. The interim IEP shall not
				exceed the duration of the evaluation.
B. Often, discussion about the current
				performance, goals, and objectives for the student will have to be conducted
				without the benefit of integrated assessment data or teacher
				observation.
C. To gather
				information about current performance, the parent may be the prime source of
				information about the student's skills, development, motivation, learning
				style, etc.
D. The goals and
				objectives should address the student's educational program during the
				assessment process.
E. When
				available information indicates that related services are required, services
				should be provided.
F. The
				student's performance during an interim placement must be documented by the
				teacher and pupil appraisal personnel. This documentation should provide
				meaningful data for determining an appropriate program and placement.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LV - Bulletin 1891-Louisiana's IEP Handbook for Gifted/Talented Students › Chapter 11 - Interim IEP Development › Section LV-1105 - Parental Consent

Current through Register Vol. 50, No. 6, June 20, 2024
A. Parental
				consent for the interim placement and related services must be obtained by
				parental signature on the IEP form.
B. Parents should be informed that the
				student will exit from the special educational program if the student is found
				to be ineligible for special educational services according to the criteria of
				the Pupil Appraisal Handbook.
C. If
				the student is eligible for special educational services, an initial
				IEP/placement meeting will be conducted within 30 calendar days from the date
				of dissemination of the written evaluation to the LEA's special education
				administrator.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 1 - Purpose › Section LVII-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Extended School
				Year Program (ESYP) is the provision of special education and related services
				to students with disabilities in accordance with an Individualized Education
				Program (IEP) beyond the normal school year of the LEA and at no cost to the
				parents of the student. The legal basis for extending the school year for
				certain students with disabilities is stated in § 447 of
Bulletin
				1706-Regulations for Implementation of the Children with Exceptionalities
				Act
(R.S.17:1941
				et seq.) and in court decisions relative to the 180-day rule. These decisions
				have reaffirmed the federal legislative intent to ensure an appropriate
				education based on the student's needs and on the individually designed
				educational program to meet those needs.
B. The Louisiana Department of Education and
				the Advocacy Center for the Elderly and Disabled concluded the
Laura I.
				Consent Decree
in 1994. As a result of the
Laura I. Consent
				Decree
, the Louisiana Department of Education established program
				standards for extended school year services. All local education agencies must
				utilize specific eligibility criteria to determine the need for ESYP and
				program planning guidelines to design, implement and evaluate the extended
				school year program.
C. The ESYP
				eligibility criteria were developed to ensure that students have equal access
				to extended school year services. These criteria were effective as of October
				1, 1990. The ESYP planning guidelines were developed to ensure that ESYP
				services are based on the individually identified needs of students with
				disabilities. The program standards were effective as of January 1,
				1991.
D. This handbook, Extended
				School Year Program, consolidates Bulletins 1870: Determining Eligibility for
				Extended School Year Programs (April 2, 1990), and 1871: Program Standards for
				Extended School Year Program (January 1, 1991). This consolidated handbook also
				includes revisions made during the spring of 1994 once all local education
				agencies had exited from the consent decree. Further revisions were made during
				the summer of 2002 and 2004. The current handbook provides the guidelines on
				eligibility determination, design, implementation, and evaluation of the
				extended school year program.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 3 - Program Standards › Section LVII-301 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A.
1. The extended school year program standards
				must be used in the development, implementation, and evaluation of ESYP. The
				standards encompass four major components of extended school year programming:
a. eligibility determination;
b. planning;
c. implementation; and
d. evaluation.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 3 - Program Standards › Section LVII-303 - Eligibility Determination [Component One]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Local education agencies shall ensure that
				ESYP screening procedures and eligibility determinations are completed in
				accordance with state eligibility criteria guidelines. [Standard 1]
B. Parents shall be advised of and involved
				in the ESYP screening process. [Standard 2]
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 3 - Program Standards › Section LVII-305 - Planning [Component Two]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Local
				education agencies shall ensure that the ESY program of each student is
				individually designed, reflects high priority needs, and includes services
				necessary to conduct the program. [Standard 1]
B. Parents shall be given opportunities to be
				involved actively in the design and implementation of the ESYP. [Standard
				2]
C. Local education agencies
				shall ensure that there is ongoing communication between regular school year
				staff and ESYP staff sufficient to ensure program continuity. [Standard
				3]
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 3 - Program Standards › Section LVII-307 - Implementation [Component Three]

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Local education agencies shall continue to address LRE factors, including
				integration with non-disabled persons, in the implementation of the ESYP
				program. [Standard 1]
B. Local
				education agencies shall ensure that the services listed on the ESY-IEP are
				provided. [Standard 2]
C. Local
				education agencies shall ensure that instructional activities conducted during
				ESYP are documented. [Standard 3]
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 3 - Program Standards › Section LVII-309 - Evaluation [Component Four]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Local
				education agencies shall ensure that instructional personnel measure and report
				student outcomes. [Standard 1]
B.
				Local education agencies shall evaluate ESYP outcome data to determine program
				effectiveness. [Standard 2]
C.
				Local education agencies shall report ESYP data in accordance with state
				mandated procedures. [Standard 3]
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-501 - Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. The ESYP
				Eligibility Criteria must be used in determining eligibility for extended
				school year services. Students who meet the following conditions prior to the
				ESYP screening date must be screened annually to determine their eligibility
				for ESYP:
1. are ages
				3-211;
2. are classified with a disability according
				to the
Pupil Appraisal Handbook;
3. have a current evaluation; and
4. have a current IEP.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-505 - Ongoing Data Collection [ Refer to the Specific Data Requirements and Criteria for the ESYP Criterion (Ia) Selected at the IEP]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Student performance on goals and
				objectives on the IEP is monitored on an ongoing basis throughout the school
				year. The data collected (e.g., grades, progress reports, behavior checklists,
				task analyses, teacher observation logs, etc.) should indicate the progress the
				student makes toward acquisition of his or her goals and objectives.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-507 - Screening and Decisions Regarding ESYP Eligibility [Did the Student Meet Criteria for ESYP?]

Current through Register Vol. 50, No. 6, June 20, 2024
A. The teacher
				collects data relevant to make a determination for ESYP eligibility. Prior to
				the screening date, other team members with data and department mandated forms
				related to student eligibility for ESY must submit the data to the teacher with
				primary responsibility for IEP development.
B. The teacher/instructional personnel must
				review data related to making eligibility decisions no earlier than March 15
				each year; the last date for making eligibility decisions is the screening date
				(the first Friday after Easter). The ESYP screening date is the date by which
				all screening must be completed and preliminary eligibility determinations must
				be made. Between March 15 and the ESYP screening date (the Friday after Easter)
				the student's teacher and/or instructional personnel examine student
				performance data and determine whether the student's data meet criteria for
				ESYP eligibility or not.
C. In
				addition to student data indicating a need for eligibility, many criterion
				areas require that ESYP would have a positive impact student
				performance/progress. A description of the impact of providing and withholding
				ESYP should be included with the documentation to support ESYP
				eligibility.
D. Review the sections
				of this handbook related to each criterion area for information regarding
				additional specific criteria requirements.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-509 - Required Documentation

Current through Register Vol. 50, No. 6, June 20, 2024
A. Each
				criterion has a number of required elements that must be provided for any
				student determined eligible under that criterion. Please refer to the section
				for each criterion for all required documentation and information. Any data
				and/or information related to the eligibility decision should be in the
				student's file and/or provided to the LEA office regardless of whether the
				student met eligibility or not.
B.
				There are eleven mandatory forms:
1.
				ESY-IEP;
2. ESYP Fact Sheet
				provided to the parents at the annual IEP meeting;
3. ESYP Screening Determination Form. T he
				teacher should complete and submit the ESYP Screening Determination Form to the
				Director/Supervisor of Special Education by the ESYP screening date;
				and
4. the Regression-Recoupment
				Summary Form (used for students considered under Regression-Recoupment
				criterion);
5. the Critical Point
				of Instruction Documentation Form;
6. the Self-Injurious Behavior Documentation
				Form;
7. the Employment Criterion
				Documentation Form;
8. the
				Transition Criterion Documentation Form;
9. the Excessive Absences/Late Entry
				Documentation Form;
10. the Letter
				of Eligibility and Schedule ESY IEP Meeting;
11. the Letter of Ineligibility.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-511 - Parental Notification and ESY-IEP

Current through Register Vol. 50, No. 6, June 20, 2024
A. The teacher should send the parents
				written notification of the screening results within 5 business days of the
				ESYP screening date. For students whose data do not support eligibility,
				photocopies of the department mandated forms related to the eligibility
				criterion used for screening should be enclosed in the notification
				letter.
B. For students whose data
				support eligibility for the ESYP, an ESY IEP is scheduled (not necessarily
				held) within 15 business days after the ESYP screening date. Every effort must
				be made to obtain parental participation. The same procedures are followed as
				for a review IEP (
Bulletin 1706
, §442 and §443). If
				parental participation cannot be obtained, the ESY IEP is developed and the
				parent(s)/guardian are notified and sent copies of documents.
C. For students whose screened data do not
				support eligibility for ESYP, and the parent(s) disagrees with the preliminary
				eligibility determination, a meeting of the IEP team should be held to review
				the data regarding ESYP eligibility. If the data indicate the student is
				eligible or there is insufficient data to make a determination, the ESY-IEP
				should be developed. If the data supports the initial screening assessment and
				preliminary determination (i.e., ineligible), the parent has the right to
				appeal the decision.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-513 - Implementation of ESYP

Current through Register Vol. 50, No. 6, June 20, 2024
A. An ESY
				program should be implemented in accordance with the student's
				ESY-IEP.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-515 - After ESYP

Current through Register Vol. 50, No. 6, June 20, 2024
A. All ESY
				Instructional data and progress information should be reported to the regular
				school year IEP team. All appropriate data should be sent to the LEA
				Supervisor/Director of Special Education and/or the LEA representative
				responsible for submitting ESYP summary outcome data into LANSER. LANSER data
				should be entered by October 15.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-517 - Eligibility Criteria

Current through Register Vol. 50, No. 6, June 20, 2024
A. Seven
				criteria are used to determine a student's need for ESYP:
				Regression-Recoupment; Critical Point of Instruction; Self-Injurious Behavior;
				Employment; Transition; Excessive Absences; and Late Entry.
B. There may be unusual situations or
				circumstances in which a student classified with a disability and enrolled in
				special education may need the ESYP but does not meet any of the eligibility
				criteria. In this case the teacher/instructional personnel may consider
				"Extenuating Circumstances." The purpose is to catch the student who meets the
				spirit, but not the letter, of the existing criteria.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:1941 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-519 - Regression-Recoupment Criterion

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students to
				be considered:
1. all students with
				disabilities enrolled in special education;
2. this criterion must be used to screen
				students who have a classification of: moderately mentally disabled, severely
				mentally disabled, profoundly mentally disabled, deaf/blind, autism,
				multi-disabled, traumatic brain injury, and preschool students with
				disabilities;
3. the IEP team
				decides whether or not to use the regression-recoupment criterion for preschool
				students whose only classification is speech or language impairment.
NOTE: The decision is made at the IEP meeting. The
				  regression-recoupment criterion may be used to screen any other student
				  classified with a disability at the discretion of the IEP team.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LVII - Bulletin 1872-Extended School Year Program Handbook › Chapter 5 - Eligibility Determination Procedures › Section LVII-521 - Critical Point of Instruction Criterion

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students to be Considered
1. All students with disabilities enrolled in
				special education.