Louisiana Administrative Code

A. A public school may be transferred to the jurisdiction of the RSD if it is determined, as defined by R.S. 17:10.6 , to be either academically unacceptable or if it is determined to be academically in crisis. BESE has established a uniform statewide program for school accountab…

A. Pursuant to R.S. 17:10.5 , a public school that has received a letter grade of "D" or "F," or any variation thereof, for three consecutive years shall be removed from the jurisdiction of the city, parish, or local public school board, or other public entity and transferred to …

A. The RSD shall manage the finances to provide the best educational opportunity to all students and in the manner most likely to bring the school to an acceptable level of performance. B. The RSD must identify and explain financial priorities for schools that have been placed in…

A. Applicable Law and Policy 1. The Recovery School District is established in R.S. 17:1990 as an intermediate education unit within the Department of Education and functions as a unit within a state agency, except as otherwise provided in R.S. 17:1990 . State agencies are subjec…

A. The RSD shall have the right to use any school building and all facilities and property otherwise part of the school and recognized as part of the facilities or assets of the school prior to its placement in the recovery school district and shall have access to such additional…

A. The RSD shall submit to an audit of its operations. This audit shall be conducted in accordance with provisions and timelines established by the Office of the Legislative Auditor. B. Upon transfer of a failing school to the RSD, the RSD shall utilize the results of any audit o…

A. RSD shall conform to all requirements in this Chapter in addition to all applicable state and federal statutes and policy. Notes La. Admin. Code tit. 28 , § CXLV-1107 Promulgated by the Board of Elementary and Secondary Education, LR 37:311 (January 2011). AUTHORITY NOTE: Prom…

A. The purpose of this policy bulletin is to set forth the role, responsibilities, and functions of the Recovery School District (RSD). Notes La. Admin. Code tit. 28 , § CXLV-101 Promulgated by the Board of Elementary and Secondary Education, LR 37:310 (January 2011). AUTHORITY N…

A. RSD shall be subject to the policies contained in BESE Bulletin 741-Louisiana Handbook for School Administrators [Public Schools], unless otherwise provided in this bulletin . Bulletin 741 collects BESE policies that govern the operation of public elementary, middle, and secon…

A. The teacher candidate applies knowledge of the relationships among speaking and listening, language, reading, and writing to use writing and speaking and listening experiences in conjunction with language and reading instruction to enhance student reading and writing developme…

A. The Louisiana competencies for initial teacher certification define what a teacher candidate must know and be able to do in order to be eligible for certification upon completion of a BESE-approved teacher preparation program. The competencies represent the knowledge and skill…

A. Competencies establish clear and comprehensive standards for teachers and educational leaders in the state of Louisiana and outline expectations required for effective teaching and leadership is K-12 education. The framework for teacher preparation programs, certification proc…

A. The teacher candidate demonstrates, at an effective level, the Louisiana components of effective teaching as defined in LAC 28:CXLVII (Bulletin 130) and the Louisiana educator rubric or local personnel evaluation, as applicable. B. The teacher candidate demonstrates mastery of…

A. Utilizing the academic standards for mathematics for the certification grade band and adjacent grade bands, the teacher candidate, at minimum, demonstrates the following competencies to plan for instruction, teach, assess, and monitor student learning: 1. provides exact, expli…

A. The teacher candidate designs instructional learning outcomes written in terms of what children will learn rather than do and includes indicators from applicable Louisiana birth to five early learning and development standards (ELDS) domains, and are appropriate for diverse le…

A. The competencies identify the fundamental knowledge and skills developed and assessed in teacher candidates who are pursuing certification that includes eligibility to teach special education in Louisiana. Notes La. Admin. Code tit. 28 , § CXLVI-305 Promulgated by the Board of…

A. The teacher candidate uses positive motivational and instructional interventions to teach students with exceptionalities how to adapt to different environments. B. The teacher candidate sets expectations for personal and social behavior of students with exceptionalities in var…

A. The teacher candidate makes the general curricula accessible to students with exceptionalities by implementing instruction that is inclusive of appropriate accommodations and modifications to the general curricula as outlined in an IEP. B. The teacher candidate develops and im…

A. The teacher candidate monitors progress of students with exceptionalities towards attainment of IEP goals and objectives. 1. The teacher candidate uses knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for student…

A. Education Leaders ensure the achievement and success of all students by monitoring and continuously improving teaching and learning. The indicators in expectation 2 are designed to describe the degree to which educational leaders believe in, value, and are committed to: 1. lea…

A. The teacher candidate builds and applies knowledge within grade coherence and vertical alignment of mathematical topics and relationships within and across mathematical domains to identify key mathematical ideas and implement mathematically sound lesson sequences and units of …

A. Education leaders consistently and effectively reflect on their leadership practice resulting in strategic action plans that lead to significant increase in student achievement and teacher proficiency. Leaders self-reflect to determine areas of growth and set rigorous goals ro…

A. Education leaders ensure the success of all students by collaborating with families and stakeholders who represent various community interests and needs and mobilizing community resources that improve teaching and learning. The indicators in expectation 4 are designed to descr…

A. Education leaders ensure the success of all students by managing organizational systems and resources for a safe, high-performing learning environment. The indicators in expectation 6 are designed to describe the degree to which educational leaders believe in, value, and are c…

A. Education leaders ensure the achievement of all students by guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student. The indicators in expectation 1 are designed to describe the degree to…

A. Education leaders ensure the success of all students by being professional and acting with integrity. The indicators in expectation 5 are designed to describe the degree to which educational leaders believe in, value, and are committed to: 1. the common good over personal inte…

A. The mathematics teacher preparation competencies identify essential knowledge and skills for teacher candidates seeking certification in birth to kindergarten, pre-kindergarten-third grade, elementary grades 1-5, elementary grades 1-5 integrated to merged, mathematics grades 4…

A. The early childhood teacher preparation competencies identify essential knowledge and skills for teacher candidates seeking early childhood ancillary certification and certification in birth to kindergarten. Notes La. Admin. Code tit. 28 , § CXLVI-329 Promulgated by the Board …

A. Early Interventionist Birth-Five Years: Council for Exceptional Children (CEC) Initial Special Education Early Childhood Specialty Set. B. Deaf or Hard of Hearing K-12: CEC Initial Special Education Deaf and Hard of Hearing Specialty Set. C. Visual Impairments/Blind K-12: CEC …

A. The teacher candidate is able to read and understand the language, craft, topics, themes, and ideas of complex texts and explain how one is able to read and understand the texts. 1. The teacher candidate reads a wide variety of complex texts appropriate for instruction of age …

A. The teacher candidate applies knowledge of the theoretical and evidence-based foundations of reading and writing processes and specific disciplinary literacy expectations as described in academic standards to select or design and implement an integrated and comprehensive curri…

A. Science Education: National Science Teachers Association (NSTA) Standards for Science Teacher Preparation. B. Social Studies Education: National Council for the Social Studies (NCSS) Standards for the Initial Preparation of Social Studies Teachers. Notes La. Admin. Code tit. 2…

A. The teacher candidate plans and implements age- and ability-appropriate instruction for students with exceptionalities that supports progress in the general curricula. 1. The teacher candidate incorporates goals and strategies from multiple IEPs in lesson plans. 2. The teacher…

A. Agriculture Education: American Association for Agriculture (AAAE) National Standards for Teacher Education in Agriculture. B. Business and Marketing Education: National Association for Business Teacher Education Association (NABTE) Business Teacher Education Standards. C. Com…

A. The English language arts and literacy teacher preparation competencies identify essential knowledge and skills for teacher candidates seeking certification in birth to kindergarten, pre-kindergarten-third grade, elementary grades 1-5, elementary grades 1-5 integrated to merge…

A. Art Education: National Association of Schools of Art and Design (NASAD) Standards for Art Teacher Preparation. B. Dance Education: National Association of Schools of Dance (NASD) Standards for Dance Teacher Preparation. C. English Learners Education: Teachers of English to Sp…

A. LDOE has adopted the Louisiana Leader Rubric through a partnership with National Institute for Excellence in Teaching (NIET) to directly support improvements in school leadership as defined by performance expectations outlined in this Chapter. The rubric supports school leader…

A. Each LEA must develop a uniform system for the annual evaluation of certified and other professional personnel in accordance with the provisions of this Part. B. The guidelines approved by BESE to form a basis for local teacher evaluation programs include regulations in this P…

A. The purposes for which personnel evaluation will be used in Louisiana are as follows: 1. to support performance management systems that ensure qualified and effective personnel are employed in instructional and administrative positions; 2. to enhance the quality of instruction…

A. Third Party Entity is defined as an entity that employs a teacher who provides instruction in a public school but is not employed by the public school governing authority. B. When the employer is a BESE-approved third party entity, the evaluation shall be completed by the empl…

A. Each local school board has the responsibility of providing a program for the evaluation of certified and other professional personnel employed within the system. Programs should be appropriate and should meet the needs of the school district. B. Local personnel evaluation pla…

A. Student learning targets and, where available, a value-added model shall be used to measure student growth for the purposes of teacher and administrator evaluations according to guidelines provided by LDOE. B. For teachers and administrators, progress towards predetermined stu…

A. LEAs must utilize an observation tool to conduct a qualitative assessment of educator performance that will comprise 50 percent of the composite evaluation score for all evaluations. B. LEA observation tools shall adhere to the following minimum requirements. 1. The tool for t…

A. Observation and Conferencing Components for Teachers. The annual teacher evaluation shall include an observation conducted according to each step of the process outlined in this Section and shall adhere to the following minimum requirements. 1. Each announced observation shall…

A. Evaluation Process. The evaluation cycle shall consist of communicating the job description; developing the professional growth plan; setting student learning targets; observation, conferencing, and data collection; and communicating the final effectiveness calculation. 1. A c…

A. The local personnel evaluation plan shall contain a copy of the job descriptions currently in use in the LEA. The LEA shall establish a competency-based job description for every category of teacher and administrator pursuant to its evaluation plan. At a minimum, job descripti…

A. LEAs shall establish and maintain an accountability relationships register to clearly define who shall be the evaluator or evaluators within the ranks of teachers and administrators. B. Evaluators of teachers shall be school principals, assistant principals, or the evaluatee's…

A. LEAs shall provide professional learning to all teachers and administrators, based upon their individual areas of refinement, as measured by the evaluation process. Professional learning opportunities provided by LEAs shall meet the following criteria. 1. Professional learning…

A. An intensive assistance plan shall be developed by evaluators and evaluatees when an evaluatee has received an overall rating of Ineffective or has consistently demonstrated Ineffective performance, as determined by the evaluator, prior to receiving such a rating. B. An intens…

A. The LEA shall establish grievance procedures to address the following components of due process. 1. The evaluatee shall be provided with a copy of his/her evaluation results no later than 15 days after the final evaluation rating is determined and shall be entitled to any docu…