Louisiana Administrative Code

A. Calculating the age of the school bus is to be made by excluding the calendar year and counting the preceding year as the first year and proceeding to count backwards. B. For example, in 2009, a 2009 model would be zero years old. A 2004 model year school bus would be five yea…

A. Public Law 93-112 , Section 504, requires "that no individual, solely by reason of his handicap, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance" and the Indivi…

A. Each LEA shall establish a policy to ensure that a student who is in foster care pursuant to placement through the Department of Children and Family Services (DCFS) shall be allowed to remain enrolled in the public school in which the student was enrolled at the time he or she…

A. The bus should be stopped and evacuated immediately if the engine or any portion of the bus is on fire. B. Being near an existing fire and unable to move the bus away, or being near the presence of gasoline or other combustible material should be considered as "danger of fire,…

A. The school principal is responsible for certifying that the passenger instruction and emergency drill procedures have been completed as required. B. A copy of the Certification of Passenger Instruction form and Emergency Evacuation Drill form must be verified by the school pri…

A. The responsibility of compliance with school bus specifications rests with the vendors, manufacturers and purchasers of school buses. B. If any vendor or manufacturer sells school transportation equipment that does not conform to all these and all other applicable state and fe…

A. In the event that a bus is stopped due to an accident, mechanical failure, road conditions, or human failure, the driver must determine immediately whether it is safe for students to remain in the bus or evacuate. B. The driver must evacuate if any of these conditions exist. 1…

A. Safety is the key word for school transportation in Louisiana. The most important obligation shared by all persons involved in school transportation is their collective responsibility for the safety of the passengers at all times. The safety of the passengers must be considere…

A. The term route shall apply to the combined total daily trips (or "runs") regularly assigned to the bus driver. The statutory authority governing the establishment and continuation of school bus routes in Louisiana is R.S. 17:158 and R.S. 17:497 . BESE has been granted the auth…

A. Students who ride a school bus must be instructed in organized emergency exit procedures. Schools shall organize and conduct, in accordance with the Louisiana School Bus Operator Training Manual , emergency drills for all students who may ride school buses. B. One emergency ex…

A. Student helpers can be valuable assistants in times of emergency, especially if the driver is incapacitated and unable to direct emergency procedures at the scene of an emergency and no trained adult is available to assist. If student helpers are included in the emergency plan…

A. School bus routes must be designed so they begin at the farthest point from the school or schools served and proceed on the shortest charted course. B. Exceptions may exist when local school officials determine it is more economical to do otherwise and/or when there are hazard…

A. Louisiana's content standards, assessments, and accountability have been major components of the Louisiana education reform program for several years. The more recent addition of the GLEs has further defined what Louisiana students are expected to know and do. As an extension …

A. Focus. Extended standards for grades three and four focus on students' development of reading, writing, and speaking and listening skills. Students also learn to access information in electronic and print sources. B. Standards 1. Standard One. Students read, comprehend, and re…

A. In 2001, Louisiana administered the LEAP Alternate Assessment (LAA) for the first time. With the inception of LEAP Alternative Assessment, Level 2 (LAA 2), LAA became LEAP Alternate Assessment, Level 1 (LAA 1). LAA 1 is a performance assessment based on selected Louisiana cont…

A. The LAA 1 Extended Standards Handbook includes: 1. grade-specific information about the Extended Standards; 2. introductory information for each content area contained within the handbook; 3. definitions; and 4. tables that map the relationship between the standards and/or str…

A. Three complexity levels (CLs) are described for each extended standard. CLs are coded from three (most complex) to one (least complex). CLs provide students of varying abilities instructional access to grade-level academic content. Mastery of an extended standard is generally …

A. Focus 1. Grade 3 and grade 4 students, including those with significant cognitive disabilities, work with concrete models of numbers to help them recognize and identify numbers to a specific place value. Activities with number concepts in this grade span also provide work with…

A. There is a progression of specificity in the Louisiana content standards. The content standards are broad statements of what students should know and be able to do, benchmarks are more specific, and GLEs state what all students should know and be able to do at the end of a giv…

A. Focus 1. Grade 7 and grade 8 students carry on their work with whole numbers, fractions, and decimals. This work includes identification and comparison of the different types of numbers. The students also work with manipulatives and concrete models to develop a basic understan…

Celestial -of or related to the sky or universe, as the planets and stars. Communicable Disease -disease that is transmittable between persons or species; contagious disease. Data -numerical or descriptive, factual information, especially that which is derived from scientific obs…

A. Students at the prekindergarten (PreK) through grade 4 levels, including students with significant cognitive disabilities, are learning to observe by using their senses, describing properties of substances, recognizing appropriate terminology, and comparing, sorting, classifyi…

A. At the elementary level, third- and fourth-grade students focus on understanding and learning the basics of how to read and write, listening strategies, speaking skills, and skills to acquire and communicate knowledge. Third- and fourth-grade students with significant cognitiv…

Affix - a letter or group of letters attached to the beginning and/or end of a root word that changes its meaning or function, such as the prefix un- and the suffix -er (e.g., unknown; teacher). Climax -in a story or play, the turning point or highest point of interest in the act…

A. Three complexity levels (CLs) are described for each ES. CLs are coded from three (highest level of complexity) to one (lowest level of complexity). Complexity levels are descriptions of varying opportunities to access the academic content identified by the ES. 1. Level 1 desc…

A. Focus 1. Number and number-relations work at grades 5 and 6 introduces fractions and decimals (i.e., through the study of money). Students continue to work with whole numbers by comparing them and demonstrating addition and subtraction skills. Students also compare fractions. …

A. In high school, science instruction becomes more specialized and there are GLEs for six science courses, one each at ninth- and tenth-grade levels and four for the eleventh- and twelfth-grade levels, with the following recommendations in mind (see Table 5). Table 5. High Schoo…

A. The science Extended Standards (ESs) align with the Louisiana Science Framework (1997). The science ESs address benchmarks from all five content strands for grades 4 and 8 and three content strands for grade 11 as outlined in the framework document. B;. The five Louisiana scie…

A. The first term in the benchmark code refers to the strand (i.e., SI, PS, LS, ESS, SE). The second term refers to the grade cluster (i.e., E for elementary, M for middle school, H for high school). The third term refers to the category and benchmark number (e.g., A1, B2, C3). B…

A. At the high school level, students in grades nine through twelve focus on developing the ability to gain a higher level of understanding of the texts that they read. B. Ninth-grade through twelfth-grade students develop competence in using writing processes to craft a wide var…

C ombinations -sets containing a certain number of objects selected from another set. The combinations of three items from the set {a, b, c, d} are: {a, b, c,}, {a, b, d}, {a, c, d}, {b, c, d}. {a, b, c} and {b, a, c} are considered to be the same set. Computational Fluency -the …

A. Unlike English language arts and mathematics, the science extended standards are based on the science benchmarks and not the GLEs. This is done to be consistent with the design of the LEAP, GEE, and LAA 2 assessments for science. While the content described by the GLEs represe…

A. Students in middle school continue to expand their knowledge and understanding of general science, including science inquiry, physical science, life science, Earth and space science, and the environment as discrete or integrated studies. B. To develop a deeper understanding of…

A. For students taking LAA 1, the selected Louisiana English language arts content standards for LAA 1 encompass reading, writing, researching, and listening and speaking. Each benchmark within a standard delineates what students should know and be able to do by the end of a grad…

A. Assessment Verbs Analyze -to examine methodically by separating into parts and studying their interrelations. Apply -to put to or adapt for a special use (e.g., apply positional concepts). Assemble- to put parts together in a prescribed manner (e.g., assemble a puzzle). Compar…

A. At the middle school level, the focus is on developing an understanding of literary and structural elements found in literature and informational texts. Students develop competence in communicating thoughts and ideas through written expression. For students with significant co…

A. ES indicates an extended standard, which is a further delineation of the benchmark. The second term refers to the specific category and benchmark that is extended. Extended standards numbering relates to each benchmark. (Refer to the following Sample and Key) Notes La. Admin. …

A. Three complexity levels (CLs) are described for each extended standard. CLs are coded from three (most complex) to one (least complex). CLs provide students of varying abilities instructional access to grade level academic content. Mastery of an extended standard is generally …

A. Extended standards numbering relates to two similar GLEs, one from each grade in the span. [ E xample : In the benchmark coded ELA-1-E4, GLE number 8 is from grade level 3; it is about identifying story elements. In that same benchmark, GLE number 5 is from grade level 4; it i…

A. Benchmarks are coded by content area, standard number, and grade cluster. 1. The first part is always ELA, which stands for English language arts. 2. The second part, or term, indicates the standard number. 3. The third term indicates the grade cluster and benchmark number. Ta…

A. Benchmark Codes. Benchmark codes have three parts. 1. The first part in the benchmark code refers to the strand (e.g., Number and Number Relations). 2. The second part refers to the benchmark number. 3. The third part refers to the grade cluster (i.e., E, M, H). Table 2. Expla…

A. Focus. Extended standards for grades five and six target reading strategies and skills and vocabulary development. Students learn to identify story elements and ideas in fiction and nonfiction texts. Through the use of a variety of strategies, students use reasoning skills to …

A. There are six mathematics strands: 1. number and Number Relations; 2. algebra; 3. geometry; 4. measurement; 5. data analysis, probability, and discrete math; and 6. Patterns, Relations, and Functions. B. GLEs, linked across the grade span and appropriate for academic instructi…

A. Extended standards are numbered using the GLE numbers from each related GLE in the grade span. B. Extended Standard Numbering. ES indicates an extended standard, which is a further delineation of the GLEs. Extended standards refer to the specific GLEs that are extended, one fr…

A. Focus. Extended standards for grades seven and eight continue to focus on reading, writing, and thinking skills. Students build upon previously learned reading strategies to encounter a wide range of genres. Students' writing becomes more developed. The purposes for writing al…

A. Focus. Extended standards for grades nine through twelve (only grades nine through eleven are assessed) focus on strengthening previously acquired reading, writing, and listening strategies and skills. At this level, students identify and analyze elements within and across a v…

A. GLEs are explicit recommendations for what students should know and be able to do as a result of each level of schooling from prekindergarten through grade 12. This degree of specificity is made with the expectation that all students in Louisiana have access to a high-quality …

A. Focus 1. In number and number relations, students in grades 9 through 12 (only grades 9 through 11 are assessed) continue to work with numbers to demonstrate computational fluency in addition and subtraction, while developing their understanding of multiplication and division …

A. The Science as Inquiry (SI) standard states: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities . The benchmarks for the SI strand of the science framework are to be embedded in all science courses at every g…

A. Each of the following benchmark and extended standard listings by grade opens with a summary describing the cumulative emphasis of the curriculum preceding and including that grade. These emphases serve to shape and mold the program for that individual grade level, and also in…