Louisiana Administrative Code

A. Any repairs or alterations to any bus that fall under the guidelines of this bulletin shall be made in accordance with all specifications contained herein and all applicable FMVSS. B. At the time of purchase, the seller of any school bus must disclose to the purchaser, which c…

A. Any school bus that does not meet the minimum specifications set forth in this bulletin must not be used until such time that the bus is in compliance with the rules of this bulletin. Notes La. Admin. Code tit. 28 , § CXIII-2517 Promulgated by the Board of Elementary and Secon…

A. Any used school bus purchased for use in Louisiana by or for a school system shall meet current legal requirements of the Louisiana Revised Statutes for motor vehicles and shall meet Louisiana specifications for school buses that were in effect on the date the vehicle was manu…

A. LEAs are authorized to purchase school buses and to resell such buses to any school bus operator employed by the LEA or with whom the LEA has contracted to provide transportation services for students. B. The bus shall be used by the operator to transport students on the opera…

A. All school bus vendors shall certify to the purchaser (LEA, contract, or individual), upon delivery that the school bus(es) sold for use by Louisiana school systems meet or exceed all standards specified herein and comply with the applicable FMVSS set forth by the United State…

A. LEAs may lease a school bus owned by any school bus operator employed by the LEA or with whom the LEA has contracted to provide transportation services for students from the school bus operator or by a business who is authorized by the state of Louisiana to sell, lease or oper…

A. In accordance with Revised Statute 17:158(I), each LEA may provide transportation to any full-time student who is 20 years of age or younger and attending a technical college campus, that is part of the Louisiana Community and Technical College System, within the jurisdictiona…

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. Procedures for reimbursement of drivers in LEA-approved vehicles who transport students with disabilities is further defined in Chapter 21, § 2107 and § 2109 Notes La. Admin. Code tit. 28 , § CXIII-1705 Promulgated by the Board of Elementary and Secondary Education, LR 36:1476…

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. 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. 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. 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. 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. 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. 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. 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…

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. 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…

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. Focus. Fourth-grade students, including those with significant cognitive disabilities, evaluate the results of simple scientific investigations and organize information through classification. Students identify and ask questions that are the basis of scientific experimentation…

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. 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. 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. 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. 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…

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. 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. 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. 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. 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…

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. 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. 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. 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. 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. 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. 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…

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. 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. 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. 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. 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 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…

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. 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…