Louisiana Administrative Code

A. Each LEA shall adopt such rules and regulations as it deems necessary to implement and control any disorderly conduct in the school or on the playground of the school, on any school bus, on the street or road while going to and from school, or during intermission and recess, o…

A. The science course offerings for the college diploma shall be as follows. Science Courses-College Diploma Course Title(s) Units Aerospace Science 1 Agriscience II 1 Anatomy and Physiology 1 Biology I, II 1 each Chemistry I, II 1 each Earth Science 1 Environmental Science 1 Env…

A. A school shall be labeled a "Purple Star School" if it has exhibited a major commitment to military-connected students and families, as demonstrated by meeting the following requirements: 1. The school has designated a staff member as a military liaison to serve as the primary…

A. This section outlines rules for public school governing authorities to govern the implementation of learning pods as extensions of public schools. B. A learning pod is defined as at least ten students enrolled in a school who receive instruction in a small group setting. Notes…

A. This Chapter provides minimum health and safety standards regarding the reopening of school facilities for the 2020-2021 school year in response to the coronavirus disease (COVID-19) pandemic in order to ensure that students, faculty, staff, and others on school property are p…

A. The following data must be entered by local programs in order to ensure that the National Reporting System provides valid and accurate data. Data entry errors, which go uncorrected, often do not reflect the progress of the student or the program, and often affect funding for l…

A. The Louisiana Department of Education mandates that adult education programs, which it funds, must use the state approved Adult Education Data System. Local programs are responsible for covering the costs of implementing and maintaining the system with a portion of their local…

A. NRS reporting policies state that programs use a different form of the same test for the follow-up (post-test) assessment for a student. Both the pre-test and post-test shall be administered and scored according to the test directions provided by the publisher. Test publisher …

A. The Louisiana Department of Education, Division of Dropout Prevention, Adult and Family Services requires that local programs enter data at least monthly during a program year. City or parish supervisors or program directors are responsible for timely entry into the state appr…

A. Upon receipt of data submitted by local programs, the Louisiana Department of Education, Division of Prevention, Adult and Family Services staff review program data quarterly for errors. It is the responsibility of the local program supervisor or director to conduct the initia…

A. Upon administration of an approved assessment, at intake or within the first 12 hours of attendance, local programs are to place students at an educational functioning level. The TABE Locator test is administered prior to the full assessment. Charts developed from the NRS Impl…

A. The state of Louisiana uses data matching as the methodology to follow up on NRS core measures. The Social Security Number (SSN) of the learner will be used to match data with Louisiana Department of Labor (LDOL) employment records and other records used in developing the WIA …

A. NRS policies mandate that all local adult education programs must report core measures. Educational gains are calculated on all learners in the program year, July 1June 30. Core measures which must be reported include: 1. E ducational Gains that are in relation to the student'…

A. Assessments for special populations are administered with appropriate accommodations as specified by the publisher of the approved assessment. Test publisher accommodation guidelines for approved assessments are available on the Adult Education website www.louisianaschools.net…

A. The Louisiana Department of Education, Division of Dropout Prevention, Adult and Family Services developed Bulletin 120-Adult Education Data Quality and Procedures to assist local adult education programs in meeting the reporting requirements of the National Reporting System (…

A. NRS measures include both core measures and secondary measures. NRS core measures apply to all adult education students. There are three types of core measures: 1. outcome measures, which include: a. educational gain; b. entered employment; c. retained employment; d. receipt o…

A. Adult learners enter adult education programs for any number of reasons, which are reflective of the students' educational, vocational, and personal goals. The goal setting process occurs at intake and is intended to define the areas to focus instruction and learning. Student …

A. NRS policies require local adult education programs to assess and place students at an educational functioning level (EFL) upon intake and at least one other time during the program year. Standardized assessments used to place students or demonstrate educational growth must be…

A. The Louisiana Department of Education has approved certain assessments, which are aligned with educational functioning levels within NRS to measure student level and growth. Only assessments on this list may be used to determine student placement upon intake or demonstrate edu…

A. Create and use maps and models with a key, scale, and compass with intermediate directions. B. Describe the geographic features of places in the United States. C. Interpret geographic features of the United States using a variety of tools such as different types of maps and ph…

A. Create and use a chronological sequence of events using appropriate vocabulary. B. Differentiate between primary and secondary sources. Examples include: 1. primary sources: letters, diaries, autobiographies, speeches, and interviews; 2. secondary sources: magazine articles, t…

A. Beginning with the presidency of George Washington, this course offers a chronological study of major events, issues, movements, individuals, and groups of people in the United States from a national and a Louisiana perspective. In this course students will examine the develop…

A. Describe the structure and responsibilities of each of the three branches of the U.S. government (legislative, executive, judicial). B. Identify and describe principles of American democracy and relate them to the founding of the nation. a. Identify reasons for the settlement …

A. The goal in grade 2 is to introduce students to major historical events, figures, and symbols related to the principles and founding of American democracy. Young students learn to value differences among people and exemplify a respect for the rights and opinions of others. The…

A. Create and use maps or models with cardinal directions, keys, and scale. B. Identify where Louisiana is within the United States and on the globe. C. Differentiate between the town, parish, state, and country in which the student lives on a political map. D. Identify places, r…

A. After building knowledge in grades K-3 about their community, parish, state, and nation, students are ready to expand their historical horizons and begin an exploration of the ancient and classical world. In grade 4, students are introduced to the story of human civilization a…

A. Explain ideas, events, and developments in the history of the United States of America from 1580 to 1791 and how they progressed, changed, or remained the same over time. B. Analyze connections between ideas, events, and developments in U.S. history within their global context…

A. Kindergarten students are introduced to the world beyond their family and home. Kindergarten students will build upon experiences with their families, schools, communities, and parishes as they begin their study of the most fundamental principles and ideas of each of social st…

A. The fifth grade builds on what students learned about ancient and classical civilizations in grade 4. In this course, students will examine: Medieval Europe and Africa, Aztec and Incan civilizations, the Renaissance and Reformation, the Age of Exploration, and the European con…

A. Recognize functions of the Declaration of Independence and the Constitution of the United States. 1. Describe the process by which a bill becomes law. 2. Describe the responsibilities of the three branches of government. 3. Explain the relationship between the federal governme…

A. Examine sources in order to: 1. distinguish between primary, secondary, and tertiary sources; 2. determine the origin, author's point of view, intended audience, and reliability; and 3. analyze the meaning of words, phrases, and content-specific vocabulary. B. Use a variety of…

A. The Louisiana student standards define what a public school student should know or be able to accomplish at the end of a specific time period or grade level or at the completion of a course. They represent the knowledge and skills needed for students to successfully transition…

A. Beginning with the exploration of colonization of North America, this course offers a chronological study of major events, issues, movements, individuals, and groups of people in the United States from a national and a Louisiana perspective. In this course, students will exami…

A. Explain ideas, events, and developments in the history of the United States of America from 1791 to 1877 and how they progressed, changed, or remained the same over time. B. Analyze connections between ideas, events, and developments in U.S. history within their global context…

A. Differentiate between producers and consumers. B. Identify examples of an economic cost or benefit of a decision or event. C. Describe how different public and private jobs help Louisianans. For example: 1. public: firefighters keeping people and their property safe. 2. privat…

A. Create and use a chronological sequence of related events to compare developments and describe instances of change and continuity. B. Use a variety of primary and secondary sources to: 1. analyze social studies content; 2. explain claims and evidence; 3. compare and contrast m…

A. Create and use a chronological sequence of related events to compare developments and describe instances of change and continuity. B. Explain connections between ideas, events, and developments in U.S. history. C. Use a variety of primary and secondary sources to: 1. analyze s…

A. Building on what students learned in grade 2 about our founding documents and system of government, this course continues to introduce students to major historical events, figures, symbols, and places related to the development and history of the United States of America. In g…

A. Examine sources in order to: 1. distinguish between primary, secondary, and tertiary sources; 2. determine the origin, author's point of view, intended audience, and reliability; and 3. explain the meaning of words, phrases, and contentspecific vocabulary. B. Use a variety of …

A. Describe the United States in economic terms, including free enterprise, private property, producers and consumers, profit and loss, costs and benefits, and imports and exports. 1. Describe how people are both producers and consumers. 2. Explain why free enterprise and private…

A. Create and use maps and models with a key, scale, and compass with intermediate directions. B. Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lake…

A. Analyze ideas and events in the history of the United States of America from 1776 to 2008 and how they progressed, changed, or remained the same over time. B. Analyze connections between events and developments in U.S. history within their global context from 1776 to 2008. C. …

A. Examine sources in order to: 1. distinguish between primary, secondary, and tertiary sources; 2. determine the origin, author's point of view, and intended audience; 3. understand and use content-specific vocabulary and phrases. B. Use a variety of primary and secondary source…

A. Use maps and models to describe relative location. Examples can include locating objects and places to the right or left, up or down, in or out, and above or below. B. Identify basic landforms and bodies of water in a variety of visual representations, including mountains, hil…

A. Create and use a chronological sequence of related events to compare developments and describe instances of change and continuity. B. Use a variety of primary and secondary sources to: 1. analyze social studies content; 2. explain claims and evidence; 3. compare and contrast m…

A. Describe the United States in economic terms: free enterprise, private property, producers and consumers, profit and loss, supply and demand, and imports and exports. 1. Explain why free enterprise and private property are important concepts and how they are beneficial to indi…

A. Beginning with the Second Industrial Revolution, this course offers a chronological study of major events, issues, movements, individuals, and groups of people in the United States from a national and a Louisiana perspective. In this course students will examine: the rise of t…