Louisiana Administrative Code

A. General 1. Understand and apply the theory of heat. 2. Understand and apply the properties of refrigerants. 3. Understand and apply the mechanical refrigeration cycle. 4. Understand and apply pressure/temperature curves and charts. 5. Understand and apply the principles and th…

A. Understand and apply the principles of fuel system design. B. Understand and apply the principles of air and hydronic distribution and delivery system design. C. Understand and apply the principles and operation of electric resistance heat systems. D. Understand and apply the …

A. Function, Operation and Characteristics of Grounding Systems: 1. reasons for grounding systems; 2. general types of faults; 3. grounding electrode systems. B. Sizing, Layout and Installation of Grounding Sytems: 1. NEC requirements and interpretations; 2. size of conductors an…

A. Creation of Blueprints, Plans, and Specifications: 1. utilize symbols used in electrical and related trades; 2. recognize functions of basic line types; 3. identify drawing tools and techniques: a. orthographic views; b. types of projections; c. drafting scales; 4. recognize a…

A. Function, Operation, and Characteristics of Various Types of Motors (AC, DC, Dual Voltage, Repulsion, Universal, 3-Phase, Squirrel Cage, Synchronous): 1. physical parts of various motors; 2. utilize information sheets, plans, schematics, and motor nameplates to gain informatio…

A. Terms Associated with Conduits and Raceways B. Conduit and Wiring Support Systems Recognized by Code: 1. select appropriate conduit type; 2. select and utilize appropriate connectors; 3. select and utilize appropriate fastening devices and reinforcements; 4. special considerat…

A. Principles of Electromotive Force B. Principles of Generating Electricity: 1. the parts, functions, operation, and characteristics of the AC generator; 2. the parts, functions, operation, and characteristics of the DC generator; 3. the "left hand rule" for generators; 4. RPM, …

A. General 1. Understand and apply the principles of alternating and direct current. 2. Understand and recognize the common single-and three-phase voltage system including 231v, 60hz, single phase; 208v, 60hz, three-phase; and 460v, 60hz, three- phase systems. 3. Understand and a…

A. It is intended that the basis for evaluating curriculum be sufficiently broad and liberal in scope to permit evaluators to work within reasonable limits in determining value of curriculum and eligibility for certification. Since there is considerable diversity in design/drafti…

A. It is recognized that instruction and training in the field of drafting and/or design can be given in various degrees and levels of accomplishment. The following outline indicates the specifications applying to the levels of curriculum, ranging from secondary schooling to a un…

A. The purpose of certification is to give recognition (certification) to schools whose curriculum in design/drafting meets the standards established and approved by the American Design Drafting Association (ADDA). B. The program also provides a means of encouraging schools to de…

A. The reliability of the following criteria depends upon establishing and adhering to an equitable procedure of evaluation. B. General Requirements. A school that offers an organized curriculum of two or more years directed toward the preparation for employment of the designer a…

A. Function, Operation, and Characteristics of Various Lighting Systems: 1. incandescent; 2. florescent; 3. HID; 4. low voltage. B. Lighting Distribution and Layout C. Installation and Connection of Fixtures Notes La. Admin. Code tit. 28 , § CV-1715 Promulgated by the Department …

A. Function, Operation, and Characteristics of Overcurrent Protection Devices: 1. purpose and location of devices; 2. three considerations necessary for electrical component protection; 3. interrupting ratings; 4. short circuit currents; 5. overload and overcurrent situations; 6.…

A. The information contained in Subpart 1, General Provisions are applicable to Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR). B. The Secondary Trade and Industrial Education Program in the State of Louisiana can be described as "a s…

A. Various Types of Conductors: 1. types of conductors and insulators; 2. why some materials are better conductors or insulators than others; 3. effect of heat on insulators; 4. sizing and typing of conductors: a. use letter symbols to identify insulator types; b. use American Wi…

Academic Cross-Reference -a reference to related academic content standards. Applied Academics -a method of teaching in which the instructor presents subject matter in a way that relates a particular academic discipline to personal workforce application. Approved Program -a Busin…

A. National Electrical Code and Local Codes: 1. purpose and intent of electrical codes; 2. scope of NEC and local codes; 3. how local codes may differ from NEC; 4. utilizing code book: a. mandatory rules; b. fine print rules; c. "neat and workmanlike" d. locate definitions; e. in…

A. Participation-students use their knowledge of Latin or Greek in a multilingual world. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what they should know and be able to do includes: CT-1-B1 Pres…

A. Practices-students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, …

A. Students become better equipped to reflect on their native language and culture after having studied other languages and cultures. As students become aware of and sensitive to the behaviors, perspectives, and products of the cultures of ancient Greece and Rome, they acquire a …

A. Standard 1 defines "communication" as it applies to the learning of a classical language. The written messages from the ancient world, from epic poetry to Pompeian graffiti, are our major source of knowledge and our major line of communication with the Greeks and Romans. Readi…

A. Language Learning-students use orally, listen to, and write Latin or Greek as part of the language learning process. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what they should know and be ab…

A. Learning the perspectives of the Greeks or Romans through their practices and through their products is key to an understanding of their culture. The focus of Strand 2 is on the ability of students to hear, read, and see the message of the Greeks or Romans. Their daily life, e…

A. Product-students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, wha…

A. The Communities Strand focuses on the application of the knowledge of Latin or Greek to wider linguistic and cultural communities. Knowledge of Latin or Greek enables students to develop a full understanding and appreciation of classical influences in today's world as they enc…

A. Application- students use their knowledge of Greco-Roman culture in a world of diverse cultures. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what they should know and be able to do includes: C…

A. As studies have shown, students learn better when they see the content of courses as relevant to their lives (Henze and Lucas, 1995). If they are unable to make connections with other courses and with their own interests, they cannot perceive the relevance of the material they…

A. Acquisition-students expand their knowledge through the reading of Latin or Greek and the study of ancient culture. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what they should know and be abl…

A. Interpretation-students read, understand, and interpret Latin or Greek. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what they should know and be able to do includes: CM-1-B1 Reading words, phr…

A. Assessment. Assessment is the process of obtaining quantitative or qualitative information about the academic status of students or schools. Assessment is a part of instruction and is used in conjunction with other information to make educational decisions, to judge instructio…

A. Communication -communicate in a classical language. 1. Interpretation-students read, understand, and interpret Latin or Greek. 2. Language Learning-students use orally, listen to, and write Latin or Greek as part of the language learning process. B. Cultures -gain knowledge an…

A. The words, ideas, and culture of the ancient world are communicated to us in the writing and the archaeological remains of the people and their institutions. The ancient Greeks and Romans, breaking barriers of time and place, have communicated their message through the ages an…

A. Concept of Culture' students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what the…

A. Nature of Language-students demonstrate understanding of the nature of language through comparisons of the language studied and their own. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what they…

A. The Louisiana Content Standards Task Force has developed the following foundation skills which should apply to all students in all disciplines. 1. Communication. A process by which information is exchanged and a concept of "meaning" is created and shared between individuals th…

A. Students must become competent and independent users of information to be productive citizens of the 21st century. They must be prepared to live in an information-rich and changing global society. Due to the rapid growth of technology, the amount of information available is ac…

A. Reinforcement-students reinforce and further their knowledge of other disciplines through their study of classical languages. B. Beginning Stage Benchmarks. As students progress through the beginning stage of the continuum of classical language learning, what they should know …

A. The Louisiana Legislature in Regular Session during the summer of 1997 amended and reenacted R.S. 17:24.4(F) and (G)(1) , relative to the Louisiana Competency-Based Education Program, to require proficiency on certain tests as determined by the state Board of Elementary and Se…

A. Bulletin 118 is intended to provide Louisiana educators and education administrators with a unified and comprehensive guide to testing programs, policies, and procedures in the state. Notes La. Admin. Code tit. 28 , § CXI-101 Promulgated by the Department of Education, Board o…

A. Every school shall participate in a school accountability system based on student achievement as approved by the SBESE. B. Under No Child Left Behind (NCLB), the Elementary and Secondary Education Act of 2002, a state's definition of Adequate Yearly Progress (AYP) must apply t…

A. The LEAP is a criterion-referenced testing program that is directly aligned with the state content standards, which by law are as rigorous as those of NAEP. The LEAP measures how well students in grades four and eight have mastered the state content standards. Test results are…

A. When the total N-count in any reporting category or group on an assessment report is nine or less, do not release the assessment data publicly. B. When the total N-count in any reporting category or group on an assessment report is ten or greater and all students are reported …

A. 1. The Louisiana achievement levels are: a. advanced; b. mastery; c. basic; d. approaching basic; and e. unsatisfactory. 2. Though the names of the achievement levels differ slightly from those detailed in the NCLB Act, the definitions are similar. The definitions of the Louis…

A. Kindergarten Developmental Readiness Screening Program (KDRSP). Each school district is required to administer an approved screening instrument to each child entering kindergarten for the first time, with the results to be used for placement and planning instruction. B. Louisi…

A. Classified Populations 1. Definition Classified Population -a population of students that is identified for educational and accountability purposes. 2. Regular Education Students. These are students who have not been identified as eligible for special education and related ser…

A. Performance standards for LEAP English Language Arts, Mathematics, Science, and Social Studies tests are finalized in scaled-score form. The scaled scores range between 100 and 500 for science and social studies, and between 650 and 850 for English language arts and mathematic…

A. Double Jeopardy Rule. If a student scores at the required passing achievement level in LEAP English Language Arts or Mathematics during an administration and then retakes the test and scores below the required level on the retest administration, the passing score will be used …

A. The following rules apply for transfer students who are Louisiana residents transferring into Louisiana public schools from out-of-state schools, nonpublic schools, or approved home study programs. 1. Requirements for transfer students in grade 4 or 8 or those who are seeking …

A. Student membership is determined when a student in school is identified with the following minimum required identification elements: 1. state identification number; 2. full legal name; 3. date of birth; 4. sex; 5. race; 6. school district and school code; 7. entry date; and 8.…