Louisiana Administrative Code

A. One and one-half units of physical education shall be required for graduation. They may include: 1. physical education I and II; 2. adapted physical education I and II for eligible special education student's; 3. JROTC I, II, III, or IV; or 4. physical education I (1 unit) and…

A. Each LEA shall participate in a system of special education program monitoring. The LEA shall receive a formal monitoring report. If areas of noncompliance are identified, the LEA shall be required to propose corrective actions that will be undertaken and identify timelines fo…

A. Each LEA, prior to hiring any employee, shall require that the applicant for employment sign a statement providing for the disclosure of information by the applicant's current or previous employer, if such employer is an LEA, relative to all instances of sexual misconduct with…

A. The business education course offerings shall be as follows. Course Title(s) Recommended Grade Level Units Exploratory Keyboarding (Middle School) 6-8 - Accounting I 10-12 1 Accounting II 11-12 1 Administrative Support Occupations 11-12 1 Business Communications 10-12 1 Busine…

A. Through the 2020-2021 school year, students who have attained the age of seven years shall attend a public or nonpublic day school or participate in an approved home study program until they reach the age of 18 years. Any child below the age of seven who legally enrolls in sch…

A. Any teacher, principal, school security guard, or administrator may search any building, desk, locker, area, or school grounds for evidence that the law, a school rule, or parish or city school board policy has been violated. B. The teacher, principal, school security guard, o…

A. Credit shall be awarded for successful completion of one-half to three Carnegie credits of career and technical education courses. 1. Credit for partial completion of two- or three-hour career and technical education courses may be granted for unusual or extenuating circumstan…

A. The professional staff of the local LEA's central office shall be organized with assigned roles, responsibilities and authority to provide a structure for implementing local school policies. B. Each LEA shall be required to employ certified personnel as required by state/feder…

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 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. 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. 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. 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. 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. 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. 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. 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 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. 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. 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. 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. 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. 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. This course presents a cohesive and comprehensive overview of the history of the United States, surveying the major events and turning points of U.S. history as it moves from the Declaration of Independence through modern times. As students examine each era of history, they wi…

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. This course presents a cohesive and comprehensive overview of the history of the world from 1300 to 2010. As students examine each era of history, they will analyze primary sources and carefully research events to gain a deeper understanding of the factors that have shaped wor…

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. Explain ideas, events, and developments in the history of the United States of America from 1877 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 18…

A. In the high school civics course, students broaden and deepen their understanding of the origin, structure, and functions of government. This course is designed to provide students with both the practical knowledge about how the American system of government functions on local…

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. Evaluate continuity and change in U.S. government, politics, and civic issues throughout U.S. history, including those related to the powers of government, interpretations of founding documents, voting trends, citizenship, civil liberties, and civil rights. B. Analyze causes a…

A. Analyze ideas and events in world history from 1300 to 2010 and how they progressed, changed, or remained the same over time. B. Analyze connections between events and developments in world history within their global context from 1300 to 2010. C. Use geographic representation…

A. In the high school world geography course, students will develop geographic and spatial thinking skills to better understand the different people, places, and environments around the world. Students will examine various themes including population, culture, migration, urbaniza…

A. Describe economic, social, cultural, political, and physical characteristics of countries, nations, and world regions. B. Analyze geographic patterns and processes using spatial knowledge of the world's continents, major landforms, major bodies of water, and major countries. C…

A. Describe differences between primary and secondary sources. B. Select and use appropriate evidence from primary and secondary sources to support claims. C. Construct and express claims that are supported with relevant evidence from primary and/or secondary sources, content kno…

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. 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. 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. 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…

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. Order events in a chronological sequence using schedules, calendars, and timelines. Examples include: 1. daily classroom activities; and 2. significant events in students'lives. B. Differentiate between primary and secondary sources. Examples include: 1. primary sources to inc…

A. Explain the purpose of local government. B. Describe the importance of fairness, responsibility, respect, and hard work. Examples include: 1. taking care of personal belongings and respecting the property of others; 2. following rules and recognizing consequences of breaking r…

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. 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. 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 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. 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. 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. Identify examples of goods and services. Examples include: 1. goods to include food, toys, and clothing; and 2. services to include medical care, fire protection, law enforcement, and library resources. B. Describe and compare reasons to save and spend money. C. Differentiate …

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…