Chapter XI

A. The same test security procedures and test administration rules used for operational (regular) testing apply to field tests. District and school personnel must adhere to the test security policy and to all directions in the field test administration manuals. Schools will be mo…

A. The purpose of the interests and opportunities index is to measure the degree to which schools are providing students with access to a well-rounded education, exposing students to diverse areas of learning to develop skills and talents. B. For the 2019-2020 baseline school yea…

A. The LDE will administer an online survey in 2019-2020 and 2020-2021 to be completed by the principal of every school in order to establish baseline data. B. The survey will be considered complete only upon approval by the superintendent. C. Full completion of the survey by the…

A. The course enrollment component will be calculated for every school enrolling students in grades K-8 based on course enrollment as reported to the LDE. B. The course enrollment score is defined as the percent of grade K-8 students enrolled in physical education courses, visual…

A. The following classifications of special populations students must be tested in statewide assessments: 1. students with disabilities receiving special education services; 2. students with one or more disabilities according to Section 504; and 3. English learners. Notes La. Adm…

A. All students with disabilities must participate in statewide assessments. Students are to take the test that corresponds to the grade in which they are enrolled. Students who meet specific participation criteria as stated in Bulletin 1530 - Louisiana's IEP Handbook for Student…

A. All students with one or more disabilities according to Section 504 are to be tested. Test accommodations are permitted for these students provided they are used in the students' regular classroom instruction and assessment and provided the other conditions specified in the Ad…

A. The following accommodations, if used in classroom instruction and assessment and specified on a student's IEP or IAP may be used for testing. 1. Braille a. Braille editions of the test are provided for students who are proficient in this mode of access to written material. Th…

A. All EL must participate in statewide assessments. EL qualify for accommodations. Test accommodations must not be different from or in addition to the accommodations provided in the classroom during instruction and assessment and must not compromise test security or confidentia…

A. Fourth grade students from state-approved home study programs who are seeking to enroll in grade 5 must meet promotion standards on the grade 4 LEAP English Language Arts or the Mathematics test enroll in grade 5. B. Eighth grade students from state-approved home study program…

A. Homebound students shall be administered the appropriate assessment for their enrolled grade. The test administrator must issue the test each day and return the testing materials to the enrolled school daily. The test administrator must receive training in security and test ad…

A. Foreign exchange students shall take the appropriate assessment for their enrolled grade during the scheduled assessment period. B. If foreign exchange students are screened and determined to be English learners, they may qualify for test accommodations provided they are used …

A. Students enrolled in grade levels K through 12who are under the supervision of correctional facilities shall take the appropriate assessment for their enrolled grade. Notes La. Admin. Code tit. 28 , § XI-8507 Promulgated by the Department of Education, Board of Elementary and …

A. If a student is expelled from school and is not enrolled in any type of alternative program or receiving any services from the school district, the parent/legal guardian may make a timely request that the student be tested and the school district shall make arrangements to tes…

A. Migrant students shall take the appropriate assessment for their enrolled grade during the scheduled assessment period. Notes La. Admin. Code tit. 28 , § XI-8511 Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 37:821 (March 2011). AU…

A. A subgroup performance score shall be calculated for each school and district in the same manner as defined in Chapter 3 of this bulletin. 1. A subgroup performance score shall be calculated, at a minimum, for each major racial and ethnic group, as well as the following studen…

A. Students that meet the full academic year criteria, as described in § 603 and as described in Paragraphs A.1-2 of this Section, shall be included in all subgroup performance score calculations: 1. student is a former English learner student for up to two years after no longer …

A. Schools will be labeled "urgent intervention needed" for each subgroup in which the subgroup performance score is equivalent to a "D" or "F" letter grade on the school performance score scale. Notes La. Admin. Code tit. 28 , § XI-905 Promulgated by the Board of Elementary and …

A. Schools will be labeled "urgent intervention required" for each subgroup in which the subgroup performance score is equivalent to an "F" letter grade on the school performance score scale for two consecutive years in the same subgroup. Any such school shall not earn an overall…

A. Any school that earns a "D" or "F" letter grade in the state accountability system for three consecutive years or with a cohort graduation rate of less than 67 percent in the most recent year will be labeled "comprehensive intervention required." 1. For a turnaround school tha…

A. The Louisiana connect exam for students with significant cognitive disabilities aligned to the Louisiana standards in: 1. English-language arts; 2. mathematics; and 3. science. Notes La. Admin. Code tit. 28 , § XI-9101 Promulgated by the Board of Elementary aid Secondary Educa…

A. In accordance with Louisianas approved consolidated State plan under the Every Student Succeeds Act (ESSA), each LEA shall develop a plan that describes the goals, strategies, and monitoring processes that will be used to address the challenges of each school labeled "urgent i…

A. With prompting and support, answer questions about key details in a story. B. With prompting and support, retell a favorite story, including key details. C. With prompting and support, sequence a set of events in a familiar story. D. With prompting and support, identify the be…

A. With prompting and support, answer questions about key details in a text. B. Discuss key details and main topic of a preferred text. C. With prompting and support identify the main topic. D. With prompting and support, retell/identify key details in a text. E. With prompting a…

A. During shared reading activities, point to text from top to bottom of page and left to right. B. During shared reading activities, indicate need to turn the page for continued reading. C. Distinguish individual letters from words. D. Identify familiar written words when spoken…

A. Write, draw, or dictate the topic being communicated about. B. Write, draw, or dictate the name of a book of interest. C. Produce a statement which states an opinion or preference about the topic or book of interest. D. With prompting and support, create an informative/explana…

A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). B. With prompting and support, confirm understanding of a text read aloud or information presented orally or through other media by reque…

A. Answer questions about key details in a story (e.g., who, what, when, where, why). B. Ask questions about key details in a familiar story. C. Retell a favorite text, including key details. D. Use details to tell what happened in a story. E. Retell the sequence of events in a s…

A. Answer questions about key details in a text read, read aloud, or viewed. B. Discuss key details and main topic of a preferred text. C. Identify the main topic of an informational text. D. Retell/identify key details in an informational text. E. Describe the connection between…

A. Recognize rhyming words. B. Produce rhyming words. C. Identify long or short vowel sounds in spoken single-syllable words. D. Produce single-syllable words by blending sounds (phonemes), including consonant blends. E. Isolate and/or produce initial in consonant-vowel-consonant…

A. Produce an opinion statement about a topic or book of interest and provide accurate information as a reason. B. Organize an opinion piece starting with an opinion statement followed by a reason. C. Use a description of or detail about familiar people, places, things, and event…

A. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). B. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. C. Ask questions to…

A. Produce uppercase and lowercase letters. B. Use singular and plural nouns with matching verbs in basic sentences. C. Use frequently occurring nouns when communicating. D. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything)…

A. Answer who, what, where, when, why, and how questions from stories. B. Use details to recount stories, including fables and folktales from diverse cultures. C. Retell a favorite text, including key details. D. Describe or select a description of a major event or problem in a s…

A. Answer who, what, where, when, why, and how questions from informational text. B. Identify the main topic of a multi-paragraph informational text. C. Identify the focus of a paragraph and the details that support the focus in an informational text. D. Identify the sequence of …

A. Answer who, what, where, when, why, and how questions from informational text. LAC.RF.2.2a Produce single-syllable words by blending sounds (phonemes), including consonant blends. B. Isolate and/or produce initial, medial vowel, and/or final sounds in consonant-vowel-consonant…

A. Produce an opinion statement about a topic or book of interest, supply reasons that support the opinion, and provide a concluding statement. B. Connect reasons to the opinion using linking words. C. Organize an opinion piece starting with an opinion statement followed by relat…

A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and text under discussion). B. Build on others' talk in conversations by linking their comments to the remarks of others…

A. Use collective and irregular plural nouns when communicating. B. Use past tense irregular verbs when communicating. C. Use reflexive pronouns (e.g., myself, ourselves) when communicating. D. Use adjectives and adverbs when communicating. E. Produce and expand upon simple or co…

A. Answer questions related to the relationship between characters, setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts). B. Answer questions (literal and inferential) and refer to text to support your answer. C. Support inf…

A. Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. B. Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitat…

A. Identify the meaning of most common prefixes. B. Identify the meaning of most common suffixes. C. Decode regularly spelled one-syllable words with long vowels. D. Decode regularly spelled two-syllable words with long vowels. E. Decode multi-syllable words. F. Recognize and/or …

A. Produce an opinion piece which introduces the topic or text they are communicating about and states an opinion. B. Provide reasons that support the opinion. C. Use linking words and phrases that connect the opinion and reasons. D. Provide a concluding statement or section. E. …

A. Provide evidence of being prepared for discussions on a topic or text through appropriate statements made during discussion. B. Ask questions to check understanding of information presented in collaborative discussions. C. Link personal ideas and comments to the ideas shared b…

A. Identify nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives, and/or adverbs within sentences. B. Use nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), and adjectives and/or adverbs when communicating. C. U…

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama. C. Use details and examples in a text when explaining the author's purpose (e.g., what…

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Refer to details and examples in a text when drawing basic inferences from an informational text. C. Determine the main idea of an informational text. D. Identify supporting details of an…

A. Use letter-sound correspondences, syllabication patterns, and morphology (e.g., affixes) to identify and/or read multisyllabic words. B. Identify grade level words with accuracy and on successive attempts. C. Recognize and/or read grade appropriate irregularly spelled words. D…

A. Produce an opinion piece which introduces the topic or text, states an opinion, and groups related ideas together. B. Provide reasons which include facts and details that support the stated opinion. C. Link opinion and reasons using words and phrases (e.g., for instance, in or…

A. Every school shall participate in a school accountability system based on student achievement as approved by the Louisiana State Board of Elementary and Secondary Education (refer to R.S. 17:10.1 ). B. Under the Every Student Succeeds Act (ESSA), which reauthorized the federal…