Louisiana Administrative Code

A. When a center changes ownership, the current license is not transferable. B. Prior to the ownership change, the new owner shall submit a new application and have verification of substantial compliance with the applicable licensing regulations in order to fee for licensure and …

A. City, parish, and other local public school board instructors of approved jump start programs must meet the minimum requirements set forth in Bulletin 746 - Louisiana Standards for State Certification of School Personnel , or be in compliance with the reciprocal instructor cer…

A. All academic and technical training experiences, student services, and student activities associated with approved Jump Start programs must be in compliance with all applicable state and federal laws, rules, and regulations. B. Approved jump start programs shall maintain the f…

A. Each LEA participating in a regional team shall establish policies and procedures for students participating in an approved jump start program. Such policies and procedures shall include, but not be limited to the following: 1. credits earned through approved jump start progra…

A. The LDE shall annually release a request for applications to solicit applications from training program providers interested in delivering technical or applied career and technical education courses. 1. Applications shall include, but not be limited to, provider background, ca…

A. Regional teams for Jump Start programs that are aligned with the federal Carl D. Perkins Career and Technical Education Act must consist of: 1. partnering LEAs, including local school systems that shall make every reasonable attempt to partner with charter school LEAs in the r…

A. Pursuant to R.S. 17:3048.5 , by January 31 annually, BESE shall determine approval of training program providers eligible to receive funds through TOPS Tech Early Start for the academic year that begins in the fall of that year. B. For the 2014-2015 school year, the number of …

A. Louisiana's dynamic economy will increasingly demand young adults who are literate and numerate problem solvers capable of lifelong learning. To effectively prepare Louisiana public school students to graduate high school with the knowledge and skills required for employment i…

A. Know and apply grade-level phonics and word analysis skills in decoding words. 1. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of co…

A. Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. B. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal…

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. 2. Form and use verbs in the active and passive …

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. 1. Come to discussions prepared, having read or studied re…

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Ensure that pronouns are in the proper case (subjective, objective, possessive). 2. Use intensive pronouns (e.g., myself, ourselves). 3. Recognize and correct inappropriat…

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. 1. Come to discussions prepared, having read or researched…

A. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. B. Determine the main idea of a text and explain how it is supported by key details; summarize the text. C. Explain events, procedures, ideas, or co…

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. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. B. Determine a theme of a story, drama, or poem from details in the text; summarize the text. C. Describe in-depth a character, setting, or event in…

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Explain the function of phrases and clauses in general and their function in specific sentences. 2. Choose among simple, compound, complex, and compound-complex sentences …

A. Cite the relevant textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. B. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relation…

A. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1. Come to discussi…

A. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. 2. Provide reason…

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 2. Form and use the progressive verb tenses (e.g., I was walking; I am walki…

A. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. B. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. C. Explain the relationships or interactio…

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. 1. Come to discussions prepared, having read or studied required ma…

A. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. B. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker…

A. Know and apply grade-level phonics and word analysis skills in decoding words. B. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of co…

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. 1. Come to discussions prepared, having read or studied required ma…

A. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. 2. Provide logi…

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. 2. Form and use the perfect verb tenses (e.g.,…

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Use parallel structure. 2. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun…

A. Write arguments to support claims with clear reasons and relevant evidence. 1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credi…

A. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes c…

A. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opp…

A. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1. Come to discuss…

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. 2. Resolve issues of complex or contested usage, consulting…

A. Write arguments to support claims with clear reasons and relevant evidence. 1. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 2. Support claim(s) with logical reasoning and releva…

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. 1. Come to discussions prepared, having read or researched…

A. Cite strong, thorough, and relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. B. Determine two or more themes or central ideas of a text and an…

A. Cite strong, thorough, and relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. B. Determine two or more central ideas of a text and analyze thei…

A. With prompting and support, ask and answer questions about key details in a text. B. With prompting and support, retell familiar stories, including key details. C. With prompting and support, identify characters, settings, and major events in a story. D. Ask and answer questio…

A. With prompting and support, ask and answer questions about key details in a text. B. With prompting and support, identify the main topic and retell key details of a text. C. With prompting and support, describe the connection between two individuals, events, ideas, or pieces o…

A. Cite relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. B. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerge…

A. Cite several pieces of relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. B. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary…

A. Write arguments to support claims with clear reasons and relevant evidence. 1. Introduce claim(s) and organize the reasons and evidence clearly. 2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic…

A. Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. B. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions…

A. Cite several pieces of relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. B. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective sum…

A. Cite the relevant textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. B. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to s…

A. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. B. Analyze how the author unfolds an analysis or series of ideas or eve…

A. Demonstrate understanding of the organization and basic features of print. 1. Follow words from left to right, top to bottom, and page by page. 2. Recognize that spoken words are represented in written language by specific sequences of letters. 3. Understand that words are sep…

A. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). B. Use a combination o…