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All universities are required by the Board of Regents (BoR) and Board of Elementary and Secondary Education (BESE) to redesign their Special Education Programs to address new state certification requirements, state/national content standards, state/national teacher standards, PRAXIS expectations, and NCATE requirements. Once programs have been redesigned, state and national evaluators will carefully examine all programs to ensure that they meet standards for quality. The review process will examine universities' plans to recruit and select strong teacher candidates, prepare high quality teachers, and support the retention of program completers as they move into new positions. Across all activities, the evaluators will look for research-based practices that have strong quantitative and qualitative support. The goal of the evaluators will be to support the efforts of the Board of Regents (BoR), Board of Elementary and Secondary Education (BESE), and the universities to increase the availability of well-prepared and effective educators for the PK-16+ system of education that Louisiana is developing. These coordinated efforts are ultimately designed to improve the achievement of students in all schools. The evaluators will review redesign proposals, interview university/district teams, provide feedback to universities regarding their proposals, and make recommendations to university system boards, the Board of Regents, and the Board of Elementary and Secondary Education relative to acceptance of the redesigned plans. The evaluators ask that universities follow the structure contained in this document when submitting redesigned plans to facilitate an efficient, consistent, and clear process. The structure is described in detail in this document. The following are appended: (1) Certification Structure: Special Education Mild/Moderate Undergraduate Blended Program for Grades 1-5, Grades 4-8, Grades 6-12; (2) Early Interventionist Undergraduate Degree Program Certification Structure; (3) Master's Degree Alternate Programs for Special Education; (4) Non-Master's/Certification-Only Alternate Programs for Special Education Areas Areas; (5) Certification Add-on Policy for Special Education Areas; (6) Web Sites for Information Pertaining to National Standards; (7) Louisiana Components of Effective Teaching and Comments from the External Evaluators; (8) Competencies: Mild/Moderate Disabilities; (9) Competencies: Early Intervention; (10) Competencies: Significant Disabilities; (11) Competencies: Deaf/Hard of Hearing; and (12) Competencies: Visual Impairments/Blind.

The reauthorized Individuals with Disabilities Education Act (IDEA), signed on December 3, 2004, required that, not later than one year after the date of enactment of the reauthorized IDEA, each state is required to have in place a performance plan evaluating the state's implementation of Part B and describing how the state will improve such implementation. This plan, called the Part B State Performance Plan (SPP), is required to be posted on the state's website. In addition, each state reports annually to the public on the performance of each of its local educational agencies according to the targets in its SPP. The state also reports annually to the Secretary on its performance in meeting its SPP targets. This report is called the Part B Annual Performance Report (APR). Under the first monitoring priority, "Free Appropriate Public Education (FAPE) and the Least Restrictive Environment (LRE)" the following indicators are evaluated in this report: (1) Percent of youth with IEPs graduating from high school with a regular diploma; (2) Percent of youth with IEPs dropping out of high school; (3) Participation and performance of children with IEPs on statewide assessments; (4) Rates of suspension and expulsion; (5) Percent of children with IEPs aged 6 through 21 served; (6) Percent of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; or attending a separate special education class, separate school or residential facility; (7) Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved positive social-emotional skills acquisition and use of early language/communication and early literacy; (8) Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services; and (9) Percent of LEAs with disproportionate representation of racial and ethnic groups in special education and related services that are the result of inappropriate identification. Under the second monitoring priority, "Disproportionality", the following indicator is included: (10) Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that are the result of inappropriate identification. Under the third monitoring priority, "Effective General Supervision Part B/Child Find," indicator (11) describes the percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a time frame within which the evaluation must be conducted, within that time frame. The next monitoring Priority, "Effective General Supervision Part B/Effective Transition," provides: (12) Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays; (13) Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment; (14) Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and enrolled in a postsecondary education or training program. Monitoring Priority: Effective General Supervision Part B/General Supervision contains the following indicators: (15) General supervision system (including monitoring, complaints, hearings, etc.); (18) Percent of hearing requests that went to resolution; (19) Percent of mediations held that resulted in mediation agreements; and (20) State reported data. Improvement activities, targets, and improvement discussions are provided with each indicator. The appendix contains "Timelines and Resources."

This module examines Rigor, the third of the three shifts required for implementation of the Common Core State Standards for Mathematics (CCSSM). This module is based on the premise that the information from Modules 1 and 2 is well understood. Course Objectives: By the end of the module, the learner will be able to: (1) identify the components of rigor and give examples of each; (2) describe the relationship among the components; (3) determine if a standard is written to align with one of the three components of rigor; and (4) state fluencies required by the CCSSM and those suggested in high school by the Partnership for Assessment of Readiness for College and Careers (PARCC).

This module provides background information and presents the new terminology used in the Common Core State Standards for Mathematics (CCSSM). Educators should complete this module to understand the need for common standards, determine information about who developed the Standards, and learn the terminology and the coding used in the CCSSM. An article written by the CCSSM authors also provides insight into and reasons for the structure of the standards. Understanding the coding and the terminology is needed for lesson planning. Course Objectives: By the end of the module, learner will be able to: (1) cite reasons for having Common Core State Standards; (2) identify the process under which the Common Core State Standards were developed; (3) define and use terminology found in the Common Core State Standards; and (4) decode a Common Core State Standard for Mathematics. (Contains 4 footnotes.)

This module assumes that the information presented in previous modules is well known to the learner. Module 4 is the first of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 4 focuses on developing an initial understanding of the Standards by Mathematical Practices by closely examining the wording of the descriptions for each practice and viewing instructional videos in which evidence of a practice can be found. Course Objectives: By the end of the module, the learner will be able to: (1) identify the roles that teachers and students play when Standards for Mathematical Practice are implemented; and (2) find examples of use of a practice when viewing an instructional video.

This module examines Focus and Coherence, two of the three shifts required for implementation of the Common Core State Standards for Mathematics (CCSSM). Focus and Coherence are the two major design principles of the math standards. The module assumes prior knowledge of the information presented in Module 1. Course Objectives: By the end of the module, learner will be able to: (1) state the two levels of focus and find examples of each; (2) state the two levels of coherence and find examples of each; (3) use resources to determine major work for a specific grade or course in mathematics; and (3) define "CCSSM stream" and give an example which applies to a grade level or course which is of interest to the learner. (Contains 1 footnote.)

This module assumes that the information presented in previous modules is well known to the learner. Module 6 is the third of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 6 focuses on strategies for implementing the practices in the classroom, determining the degree of students' progress towards meeting the practices, and using an observation tool to ensure that practices are evident in a classroom. Course Objectives: By the end of the module, the learner will be able to: (1) understand how to determine the progress that a student is making in meeting a practice; (2) state how specific instructional strategies are used to promote the use of practices and increase student achievement; and (3) use an observation tool to identify ways to make math practices visible to observers in the classroom and to assist in understanding the meanings of the practices.

This module assumes that the information presented in previous modules is well known to the learner. Module 5 is the second of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 5 focuses on how the practices connect to the content standards using tasks as examples. Additionally, there is a short section on the interrelatedness of the Math Practices which provides another lens through which to view the connections to the content standards. Links to descriptions to help differentiate the expected proficiencies by grade level are also included in this module. By the end of the module, the learner will be able to identify which practices are aligned to a task based on the grade level of a student.

This handbook was developed to support parents of children with disabilities in understanding the Federal and State requirements under the Individuals with Disabilities Education Act (IDEA). It provides information that promotes working with the school district to help provide appropriate services to children, while informing parents of their child's rights. The handbook should serve as a tool that encourages partnerships to benefit all parties concerned in the education process. Appended are: (1) Request for Special Education Formal Complaint Investigation; (2) Request for Special Education Due Process Hearing; (3) Informal Early Resolution Intake Form; (4) Complaint Chronology; (5) Dispute Resolution Comparison Chart; (6) Parent's Acknowledgement/Agreement to Extend Informal Resolution; and (7) Notice of LDE of Formal ERP Status.

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The "iLEAP Assessment Guide" provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with a description of the overall design of the iLEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to: (1) become familiar with the iLEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. This "Assessment Guide" includes information about test design (format and blueprints), test content, sample test items, and scoring for Grade 6 subjects of English Language Arts. Math. Science. and Social Studies. Appended are: (1) Glossary; (2) iLEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer’s Checklist, and Mathematics Reference Sheet-Grade 6. (Contains 16 tables.)

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The iLEAP Assessment Guide provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with a description of the overall design of the iLEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to; (1) become familiar with the iLEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. Appended are: (1) Glossary; (2) iLEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer's Checklist and Mathematics Reference Sheet-Grade 3. (Contains 16 tables.)

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. In addition to providing teachers with a description of the overall design of the LEAP tests, this guide presents sample test items and suggested informational resources.Teachers should use this guide to: (1) become familiar with the LEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. Appended are: (1) Glossary; (2) LEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer's Checklist and Mathematics Reference Sheet-Grade 4. (Contains 18 tables.)

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The iLEAP Assessment Guide provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with a description of the overall design of the iLEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to: (1) become familiar with the iLEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. Appended are: (1) Glossary; (2) iLEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer's Checklist and Mathematics Reference Sheet-Grade 7. (Contains 16 tables.)

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The "iLEAP Assessment Guide" provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with a description of the overall design of the iLEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to: (1) become familiar with the iLEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. In 2010, the Board of Elementary and Secondary Education (BESE) approved the Common Core State Standards (CCSS), which will eventually replace the current English language arts (ELA) and mathematics standards/GLEs. This revised guide provides information about the changes to iLEAP during the transition to CCSS. Appended are: (1) Glossary; (2) iLEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer's Checklist and Mathematics Reference Sheet-Grade 5. (Contains 16 tables.)

Developed by the ABCs of Construction National Workplace Literacy Project, these seven workbooks are designed to enhance the basic skills of pipefitters. Reading and Solving Basic Pipefitting Problems #1 defines and uses eight basic terms pipefitters need to know, reviews steps a pipefitter must take to identify and solve a simple pipefitting problem, and includes simple problems to find "take out" and welder's gaps. Reading and Solving Basic Pipefitting Problems #2 reviews seven basic terms pipefitters need to know, uses each term while solving 45 pipefitting problems, introduces a five-step method to solve pipefitting problems, and provides practice exercises. Practicing Problem Solving for Pipefitters uses pipes velcroed onto a wall to practice real pipefitter problems, using the five-step method. Exercises are designed to help the worker transfer the method to handling a real-world pipefitting problem. Basic Vocabulary for Pipefitters depicts and explains 11 terms and has a fill-in-the-blanks exercise. Basic Trig for Pipefitters explains right angles, teaches the worker how to "see" one in pipe elbows, reviews what the sides of a triangle are called, practices how to see them in a pipe elbow, shows the worker how to use a trigonometry chart to find tangents, and includes practice exercises. Reading and Solving Pipefitter Take Out Problems shows what a "take out" is, provides exercises on finding one, shows how to read "The Pipefitters Blue Book" to find tangents, and provides practice exercises. Reading and Solving Basic Pipefitting Problems # 3 introduces four steps to solve simple offset problems when the elbows are not 45 or 90 degrees and provides simple offset examples and problems. (YLB)

Developed as part of the ABCs of Construction National Workplace Literacy Project, this instructional module teaches word attack skills for use in understanding technical terms encountered by persons employed in electrical and instrumentation occupations. The following topics are covered: the principles of structural analysis, word parts and their use in determining the meanings of words, the limitations of structural analysis, and steps in using structural analysis. Included in the module are 26 exercises in which students are required to use word attack skills/structural analysis to determine the meanings of technical terms used in materials read by persons in electrical and instrumentation occupations. (MN)

Developed by the ABCs of Construction National Workplace Literacy Project, this fifth-grade level module teaches strategies for finding the meanings of compound words used in technical writing encountered by pipefitters. It also addresses working with words in context and finding definitions with a dictionary. Four exercises are provided. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, this fifth-grade level module teaches word attack skills for technical terms used by pipefitters, using word parts and root words. Basic information on structural analysis covers roots, prefixes and suffixes, its limitations, and defining words using structural analysis. Next, the module provides hints for retaining meanings by building a card file with visual representations of terminology. Twenty-seven exercises are included. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, this fifth-grade level module teaches different kinds of vocabulary words encountered in work-related texts used by pipefitter trainees. The module covers the following topics: differences between general, specialized, and technical words; learning new words; drills for remembering new words; tips for building vocabulary; and some dictionary use. Twelve exercises are provided. (YLB)