Table of Contents
Title 28
EDUCATION
Part XXXIX. Bulletin 1566―Pupil Progression Policies and Procedures
Chapter 1.
§101.
§103.
Chapter 3.
§301.
§303.
§305.
Chapter 5.
§501.
§503.
§505.
§507.
§509.
§511.
§513.
§515.
Chapter 7.
§701.
§703.
§705.
§707.
Chapter 9.
§901.

Purpose....................................................................................................................................................................1
Foreword......................................................................................................................................................................1
Preface.........................................................................................................................................................................1
General Procedure for Development; Approval and Revision of a Pupil Progression Plan...................................1
Development of a Local Plan......................................................................................................................................1
Adoption Procedures...................................................................................................................................................2
Submission Process.....................................................................................................................................................2
Placement Policies―General Requirements...........................................................................................................2
General Requirements.................................................................................................................................................2
Regular Placement.......................................................................................................................................................3
Other Placement Requirements...................................................................................................................................4
Records and Reports....................................................................................................................................................4
Local Options..............................................................................................................................................................5
Legislative Guidelines.................................................................................................................................................5
Local Testing Programs...............................................................................................................................................5
Policies on Due Process...............................................................................................................................................5
Promotion and Support Policy................................................................................................................................5
Promotion and Support Standard for Grades 3-7........................................................................................................5
Promotion and Support Standard for Grade 8.............................................................................................................6
Supports for Students..................................................................................................................................................6
Exceptions to Promotion and Support Policy for Eighth Grade Students...................................................................7
Appendix [Formerly Chapter 11]............................................................................................................................8
Definition of Terms [Formerly §1101]........................................................................................................................8

 Title 28
EDUCATION

Part XXXIX. Bulletin 1566―Pupil Progression Policies and Procedures
Editor's Note: Bulletin 1566 was promulgated in LR 6:144
(April 1980), amended LR 11:685 (July 1985) and LR 16:766
(September 1990), promulgated LR 19:1417 (November
1993), amended LR 24:2081 (November 1998). Historical
notes will reflect activity on individual Sections from
November 1999 forward.

C. The Louisiana Competency-Based Program is based
on the premise that the program must provide options to
accommodate the many different learning styles of its
students. Every effort is being made to tailor the curriculum
to the needs of the individual student, including the student
with special instructional needs who subsequently needs
curricular alternatives. Such a practice enhances the
probability of success, since the student is provided with an
instructional program compatible with his individual
learning styles as well as with his needs.
D. The Louisiana State 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 the state
Board of Elementary and Secondary Education (BESE) to
adopt rules relative to the promotion of fourth and eighth
grade students.
E. The amended Sections relate state content standards
adopted for mathematics, English language arts, science, and
social studies, to the Louisiana Educational Assessment
Program (LEAP), and to the comprehensive pupil
progression plans of each of the local educational agencies.

Chapter 1.
Purpose
§101. Foreword
A. This publication represents a forward step in the
implementation of a vital component of the Louisiana
Competency-Based Education Program. These policies and
procedures represent a cooperative effort of offices in the
Louisiana Department of Education (DOE), and educators
from across the state.
B. The DOE will continue to provide leadership and
assistance to school systems in an effort to attain a public
system of education that makes the opportunity to learn
available to all students on equal terms.
AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7; R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2169 (November
1999), amended LR 33:2061 (October 2007), 36:2001 (September
2010).

AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7 and R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2169 (November
1999), amended LR 33:2061 (October 2007), LR 36:2001
(September 2010), LR 44:479 (March 2018).

§103. Preface
A. "The goal of the public educational system is to
provide learning environments and experiences, at all stages
of human development, that are humane, just and designed
to promote excellence in order that every individual may be
afforded an equal opportunity to achieve his full potential"
(Preamble to Article VIII, Louisiana Constitution). This goal
statement from the Constitution suggests that public
elementary and secondary education is only a part of a
continuum of services that should be available to assist each
individual to identify and reach his/her own educational or
training goals as quickly and effectively as possible.
B. The amendment and enactment of the Louisiana
Competency-Based Education Program, Act 750, (R.S.
17:24.4) by the Louisiana State Legislature in Regular
Session during the summer of 1997, was the result of an
ever-increasing demand by Louisiana's taxpayers for a better
accounting of their educational dollars. This far-reaching
statute called for:
1. the establishment of a program for shared
educational accountability in the public educational system
of Louisiana;
2. the provision for a uniform system of evaluation of
the performance of school personnel;
3. the attainment of established goals for education;
4. the provision of information for accurate analysis of
the costs associated with public educational programs;
5. the provision of information for an analysis of the
effectiveness of instructional programs; and
6. the annual assessment of students based on state
content standards.

Chapter 3.

General Procedure for Development;
Approval and Revision of a Pupil
Progression Plan
§301. Development of a Local Plan
A. Committee of Educators
1. The state Board of Elementary and Secondary
Education (BESE) and the DOE require assurances that the
local education agency (LEA) Supervisors of Elementary
and Secondary Education, Special Education, Career and
Technical Education, Adult Education, Title I, teachers and
principals and other individuals deemed appropriate by the
local Superintendent are included in the development of the
parish pupil progression plan.
B. Committee of Parents
1. A committee representing the parents of the school
district shall be appointed by each city and parish school
board. Procedures shall be established whereby this
committee shall be informed of the development of the pupil
progression plan. Opportunities shall be provided for parents
to have input into the development of the local plan.
2. Due process and equal protection considerations
require the local board to include on the parent committee
representatives of various disability groups, racial,
socio-economic, and ethnic groups from the local district.
3. The local board shall provide staff support to the
parent committee.
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 AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7 and R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2171 (November
1999), amended LR 27:188 (February 2001), LR 27:1517
(September 2001), LR 36:2002 (September 2010), LR 44:479
(March 2018).

C. The LEA shall keep on file a written description of
the method of selection, composition, function and activities
of the local committees.
AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7; R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2170 (November
1999), amended LR 36:2002 (September 2010).

Chapter 5.

Placement Policies―General
Requirements
§501. General Requirements
A. Each local pupil progression plan shall contain
written policies relative to regular placement and alternatives
to regular placement. Such policies must conform to the
requirements of these policies and procedures.
B. Each plan shall provide details on academic supports
for struggling students, including but not limited to gradelevel instruction that is aligned with state academic content
standards.
C. Based upon local school board policy pursuant to
these policies and procedures, each teacher shall, on an
individualized basis, determine promotion or placement of
each student. Local school board policies relative to pupil
progression will apply to students placed in regular
education programs as well as to exceptional students and to
students placed in alternative programs. Placement decisions
for exceptional students must be made in accordance with
the least restrictive environment requirements of state and
federal laws.
D. No school board member, school superintendent,
assistant superintendent, principal, guidance counselor, other
teacher, or other administrative staff members of the school
or the central staff of the parish or city school board shall
attempt, directly or indirectly, to influence, alter, or
otherwise affect the grade received by a student from his/her
teacher.

§303. Adoption Procedures
A. Initial Adoption by the Local School Board
1. Meetings of the local committees shall be
conducted within the legal guidelines of Louisiana's Open
Meeting Law.
2. The local pupil progression plan shall be adopted at
a public meeting of the local board, notice of which shall be
published pursuant to the Open Meetings Law. It shall be
stated that once the plan has been adopted and approved, the
policies in the local plan shall be incorporated into the
policies and procedures manual of the local school board.
3. The statements defining the committee-selection
process and the pupil progression plan are public documents
that must be handled within the guidelines of the Public
Records Act.
B. Locally Initiated Interim Revisions
1. LEAs will comply with the same procedure as for
initial adoption by the local school board.
C. State Mandated Interim Revisions
1. School systems will be notified of any policy
change that will affect their currently approved pupil
progression plan within 15 working days after the Notice of
Intent is passed by BESE.
2. LEAs shall develop a procedure for informing the
public of the proposed policy change.
3. After final adoption as a rule by BESE, school
boards shall adopt and incorporate the state mandated policy
changes into their current pupil progression plan within 30
working days after notification of said changes.

AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7, R.S. 17:24.4, and R.S. 17:414.2.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2171 (November
1999), amended LR 3:2062 (October 2007), LR 36:2003
(September 2010), LR 44:479 (March 2018).

AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7; R.S. 17:24.4; R.S. 42:4:2(A)(2); R.S. 44:1-42.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2170 (November
1999), LR 36:2002 (September 2010).

§503. Regular Placement
A. Promotion―Grades K-12
1. Promotion from one grade to another for regular
students and students with disabilities shall be based on the
following statewide evaluative criteria.
a. Each plan shall include the school attendance
requirements.
b. Each plan shall include the course requirements
for promotion by grade levels.
c. Each plan shall include promotion requirements
for students eligible to take LEAP alternate assessment, level
1 (LAA 1) or LEAP connect.
d. Each plan shall include promotion requirements
for students with disabilities aligned to policies included in
Bulletin 1530Louisiana’s IEP Handbook for Students with
Exceptionalities.
e. Each plan shall include other applicable
requirements, including the high stakes policy requirements
for entering students in fifth or ninth grade.

§305. Submission Process
A. Upon adoption for submission by the local school
board, the plan along with a formal submission statement
shall be submitted annually to the Department of Education.
Documentation of input in the plans development by
educators and parents as well as public notice prior to local
board approval and locally-initiated revisions (including
dates and locations) must be submitted.
1. Interim revisions: locally-initiated and statemandated.
a. Resubmission of the local board approved pages
is made to the DOE.
b. Signatures of the local school board president
and superintendent are required.
c. The revisions are incorporated into the pupil
progression plan at both the local and state level.
2. BESE shall certify that the plan includes the
requirements for students promoted to high school in the
career diploma pathway.
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 2. Every child, as a prerequisite to enrollment in any
first grade of a public school, shall have attended at least a
full-day public or non-public kindergarten for a full school
year, or shall have satisfactorily passed an academic
readiness screening administered by the school system prior
to the time of enrollment for the first grade. Each school
system shall establish the academic readiness level for its
first grade based on criteria established by the system. Any
child not able to meet kindergarten attendance requirements
due to illness or extraordinary, extenuating circumstances as
determined by the school governing authority, shall be
required to satisfactorily pass an academic readiness
screening administered by the school system prior to the
time of enrollment for the first grade. In accordance with
R.S. 17:221, any child below the age of seven who legally
enrolls in school shall be subject to state laws regarding
compulsory attendance and promotion requirements set forth
by the school system in accordance with this bulletin.
B. Requirements for High School Students
1. Each plan shall include the following statements,
that:
a. in addition to completing the required minimum
number of Carnegie units of credits as presented by BESE,
students must pass the required end-of-course tests or LEAP
2025 high school assessments to receive a high school
diploma;
b. any first-time eighth grade student who does not
meet the passing standard set forth in §703 of this bulletin
and any student not eligible for any waiver pursuant to §707
of this Part, may be placed on a high school campus in
transitional ninth grade;
c. LEAs shall follow the guidelines set forth in
§703 to determine, based on evidence of student learning,
whether eighth grade students may be promoted to the ninth
grade or placed on a high school campus in transitional ninth
grade. The percentage of an LEA’s eighth graders placed in
transitional ninth grade is expected to remain stable over
time. In the event that the percentage of an LEA’s eighth
graders placed in transitional ninth grade exceeds the
percentage of eighth graders in that LEA eligible for
transitional ninth grade at the conclusion of the prior school
year, the local superintendent of that LEA shall provide a
written justification to the state superintendent;
d. the initial decision to place a student in the
transitional ninth grade or to retain a student in the eighth
grade shall be made by the school in which the student is
enrolled in the eighth grade, in consultation with the
student’s parents;
e. each LEA shall admit transitional ninth grade
students, subject to any admissions requirements approved
by the school’s governing authority or charter authorizer;
f. the following shall govern the transitional ninth
grade:
i. for any student who recently completed the
eighth grade and is transferring into the LEA from another
state or country after summer remediation, if summer
remediation is offered, the LEA shall review the student’s
academic record to determine appropriate placement in ninth
grade or transitional ninth grade. Such placement shall occur
no later than October 1 of each school year.

ii. After one full year of transitional ninth grade,
students shall be included in the ninth grade graduation
cohort for high school accountability purposes.
iii. Students enrolled in transitional ninth grade
shall receive appropriate academic supports in any subjects
in which they did not score at or above proficient, as
determined by BESE. A plan outlining such academic
supports shall be included in the student’s individual
graduation plan. Progress pursuant to such specified
academic supports shall be reviewed at least once
throughout the school year in order to determine
effectiveness and any needed adjustments.
iv. Students enrolled in transitional ninth grade
shall have opportunities to take career and technical
education courses and participate in any career training
opportunities included in a high school career pathway
developed by a consortium of LEAs, post-secondary
colleges and universities, and local business and industry,
and approved by the LDE.
v. Students enrolled in transitional ninth grade
shall receive dropout prevention and mentoring services
based on proven strategies to retain and graduate at-risk
students. The LDE shall make available to LEAs a list of
recommended strategies and technical assistance needed to
offer students such services.
C. RetentionGrades K-12
1. Retention of a student shall be based upon the
student's failure to meet the criteria established by local
boards for promotion and other criteria contained in these
policies and procedures.
D. Acceleration
1. Grades K-8
a. The local school board shall establish written
policies and procedures for the placement of students who
evidence that they will benefit more from the instructional
program at an advanced grade level.
2. Grades 9-12
a. The local school board shall follow the policies
and procedures established in Bulletin 741Louisiana
Handbook for School Administrators, and other local
requirements for student acceleration.
E. Transfer Students
1. The local school board shall establish written
policies for the placement of students transferring from all
other systems and home schooling programs (public,
nonpublic, both in and out-of-state, and foreign countries).
a. Students in grades 5 and 9 transferring to a public
school from any in-state nonpublic school (state-approved
and not seeking state approval), any approved home study
program, or Louisiana resident transferring from any out-ofstate school, shall be administered the English language arts
and mathematics portions of the LEAP placement test.
Students who have scored below the “basic” achievement
level shall have placement and individual academic supports
addressed in the same manner as non-transfer students in
accordance with §701 and §703.
b. Any child transferring into the first grade of a
public school from out of state and not meeting the
requirements for kindergarten attendance shall be required to
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 pass an academic readiness screening administered by the
school system prior to the time of enrollment for the first
grade, in accordance with state law.

6. special education documents as specified in the
approved IDEA-Part B, LEA application;
7. a copy of the letter informing the parent of any
planned academic support strategies to be provided to the
student;
8. a statement regarding written notification to parent
concerning retention and due process procedures.

AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, 17.7, and 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2171 (November
2000), amended LR 26:1433 (July 2000), LR 26:1576 (August
2000), LR 27:188 (February 2001), LR 27:1006 (July 2001), LR
27:1682 (October 2001), LR 29:123 (February 2003), LR 30:407
(March 2004), LR 31:1974 (August 2005), LR 31:3103 (December
2005), LR 33:2063 (October 2007), LR 34:2389 (November 2008),
LR 36:2003 (September 2010), LR 40:765 (April 2014), LR
40:1332 (July 2014), LR 40:2533 (December 2014), LR 41:1271
(July 2015), LR 44:480 (March 2018), LR 44:1003 (June 2018),
LR 44:2131 (December 2018), LR 46:18 (January 2020).

AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2173 (November
1999), amended LR 27:189 (February 2001), LR 27:1683 (October
2001), LR 36:2004 (September 2010), LR 44:481 (March 2018).

§509. Local Options
A. In addition to the statewide mandatory criteria for
student placement, local school boards, by written local
policies, may also establish local criteria to be used in
determining student placement. Such criteria shall be
compatible with the statewide criteria established in Chapter
5, §501 and shall be submitted to the LDE as part of the
local pupil progression plan.
B. At the option of local school systems, the plans may
include other factors to be considered in pupil placements.
C. In conjunction with the enumerated legislated policies
and DOE directives, LEAs may include evaluative criteria in
their local pupil progression plans. If other criteria are used,
the pupil progression plan must so specify.

§505. Other Placement Requirements
A. ProgressionStudents Participating in LEAP
Alternate Assessment (LAA1) or LEAP Connect
1. Students with disabilities who participate in the
LEAP alternate assessment or LEAP Connect shall have
promotion decisions determined by the IEP team.
B. Alternative Schools/Programs
1. The local school board may establish alternative
schools/programs/settings which shall respond to particular
educational need(s) of its students.
C. Review of Placement
1. Review of promotion and placement decisions may
be initiated by the local school board, superintendent and/or
parent or guardian.
2. Each local school board may adopt policies
whereby it may review promotion and placement decisions
in order to insure compliance with its local plan.
D. Due Process
1. Due process procedures for teachers, students, and
parents shall be specified in each local pupil progression
plan as related to student placement. The LEA must assure
that these procedures do not contradict the due process rights
of students with disabilities as defined in the IDEA-Part B.

AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7 and R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2173 (November
1999), amended LR 36:2004 (September 2010).

§511. Legislative Guidelines
A. Local school systems are encouraged to develop local
criterion-referenced testing programs for local assessment
use.
B. Local criteria for K-12 must supplement the content
standards approved by the BESE.
C. Local criteria must be coordinated with statewide
curricular standards for required subjects, to be developed as
part of the competency-based education plan.

AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7 and R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2172 (November
2000), amended LR 26:1433 (July 2000), LR 27:189 (February
2001), LR 27:1683 (October 2001), LR 29:123 (February 2003),
LR 30:409 (March 2004), LR 33:2063 (October 2007), LR 36:2004
(September 2010), LR 44:481 (March 2018).

AUTHORITY NOTE: Promulgated in accordance with R.S.
17, R.S. 17:24.4, and R.S. 17:391.7(G).
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2173 (November
1999), amended LR 36:2005 (September 2010).

§513. Local Testing Programs
A. Student scores on local testing programs may be used
as additional criteria for determining pupil progression.
Additional skills may be specified and tested for mastery at
the local level as additional criteria for placement.
B. With reference to pupil placement, the local school
system shall state the name of the instrument and publisher
of other testing and screening programs to be used locally in
grades K-12 for general education and exceptional students.

§507. Records and Reports
A. LEAs shall maintain permanent records of each
student's placement, K-12. Each record shall be maintained
as a part of the student's cumulative file.
B. Student records for the purposes of these guidelines
shall include:
1. course grades;
2. scores on LEAP assessments;
3. scores on local testing programs and screening
instruments necessary to document the local criteria for
promotion;
4. information (or reason) for student placement (see
definition of placement);
5. documentation of results of student participation in
remedial and alternative programs;
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AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7 and R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2173 (November
1999), amended LR 36:2005 (September 2010), LR 44:481 (March
2018).

4

 subjects. Such roster shall assist the LEA in making final
determinations relative to students’ individual academic
plans required pursuant to this Section.
1. The decision to retain a student as a result of his/her
failure to achieve the standard on the LEAP shall be made
by the LEA in accordance with the local pupil progression
plan. The department shall provide guidance to LEAs on
retention considerations.
2. The individual academic improvement plan
required in this Section shall continue to be in effect until
such time as the student achieves a score of “basic” in each
of the core academic subjects that initially led to the
development of the student’s individual academic plan.

§515. Policies on Due Process
A. Due process procedures for teachers, students, and
parents shall be specified in each local Pupil Progression
Plan as related to student placement. The local school system
must assure that these procedures do not contradict the due
process rights of students with disabilities as defined in the
IDEA-Part B.
AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2173 (November
1999), amended LR 27:189 (February 2001), LR 27:1683 (October
2001).

Chapter 7.
Promotion and Support Policy
§701. Promotion and Support Standard for Grades 3-7
A. Beginning with the end of the 2017-2018 school year
and at the end of each school year thereafter, each local
education agency shall identify, based on a preponderance of
evidence of student learning, third and fourth grade students
who have scored below “basic” achievement level in at least
two core academic subjects, including English language arts,
mathematics, science, and social studies, that would enable
them to successfully transition to the next grade level.
Fourth grade students who have not met such an acceptable
level of performance may be retained or promoted, but in
either case, shall be provided with an individual academic
improvement plan that adheres to the following
requirements.
1. The school shall convene an in-person meeting with
the student’s parent or legal custodian, all teachers of core
academic subjects, and specialized support personnel, as
needed, to review the student’s academic strengths and
weaknesses, discuss any other relevant challenges, and
formulate an individual academic improvement plan
designed to assist the student in achieving proficiency in all
core academic subjects. All participants shall sign the
documented plan, using a template provided by the
department, and shall meet to review progress at least once
more before the next administration of the LEAP
assessment.
2. The student shall be provided with focused, ongrade level instructional support that is appropriate to the
content area(s) in which the student has not yet achieved
proficiency. Instruction shall be aligned with state academic
content standards.
3. The student requiring an academic improvement
plan shall be identified as such in the state student
information system (SIS).
4. The student shall be afforded the opportunity to
receive on-grade level instruction during the summer.
5. Each LEA shall adopt a written policy pertaining to
the development of individual academic improvement plans.
This policy shall be included in the pupil progression plan of
the LEA.
6. The department shall audit a random sampling of
students in each local education agency identified pursuant
to Subsection A of this Section each year.
B. The department shall provide to each LEA a roster of
third and fourth grade students who have scored below the
“basic” achievement level in at least two core academic

AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7 and R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 44:481 (March 2018).

§703. Promotion and Support Standard for Grade 8
A. Eighth grade students shall score at least at the
“basic” achievement level in either English language arts or
mathematics and “approaching basic” in the other subject in
order to be promoted to the ninth grade. Students who do not
meet the promotion standard after taking the eighth grade
state assessments may be placed on a high school campus in
the transitional ninth grade. For any student who recently
completed the eighth grade and is transferring into the LEA
from another state or country, the LEA shall review the
student’s academic record to determine appropriate
placement in ninth grade or transitional ninth grade. Such
placement shall occur no later than October 1 of each school
year.
AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7 and R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 44:481 (March 2018),
amended LR 44:1003 (June 2018).

§705. Supports for Students
A. Summer Remediation
1. LEAs may offer extended, on-grade level
instruction through summer remediation to students who,
based on a preponderance of evidence of student learning,
are considered to be academically struggling, did not take
the spring LEAP tests, and failed to meet the standard set
forth in §701 and §703 of this Part. The LEA shall provide
transportation to and from the assigned LEAP remediation
summer site(s) from, at a minimum, a common pick-up
point.
2. Student with disabilities attending summer
remediation shall receive special supports as needed.
3. Summer remediation programs shall meet all of the
following requirements:
a. use curriculum determined by the department to
fully align to Louisiana state standards (Bulletin 141—
Louisiana Standards for English Language Arts, Bulletin
142—Louisiana Standards for Mathematics, Bulletin 1962—
Louisiana Science Content Standards, and Bulletin 1964—
Louisiana Social Studies Content Standards);
b. teachers shall be rated “effective: proficient” or
“highly effective” pursuant to the teacher’s most recent
evaluation or have achieved a value-added rating of
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 “effective:proficient” or “highly effective” on the most
recent evaluation;
B. School Year Support
1. The individual academic plan for each student
identified in §701 of this bulletin shall outline the
responsibilities of each party for students who have failed to
achieve the standard by the end of fourth grade.
2. LEAs shall design and implement additional
instructional strategies to move the students to grade-level
proficiency by providing at least two of the following, which
shall be documented in the individual academic
improvement plan.
a. The student is placed in the classroom of a
teacher who has been rated “highly effective” pursuant to
his/her most recent evaluation or has achieved a value-added
rating of “highly effective” pursuant to his/her most recent
evaluation, or has documented evidence derived from state
summative assessments of improving the academic
performance of students having individual academic
improvement plans in the past.
b. The student completes summer remediation in
accordance with Subsection A of this Section.
c. Additional instructional time is provided during
or outside of the school day to expose the student to high
quality instruction. This shall not result in a student being
removed from English language arts, mathematics, science,
or social studies courses.
d. The student is provided access to on grade-level
instruction that is aligned to Louisiana state standards, which
may include some below grade-level content and support
needed to address the student’s identified weaknesses.
3. Remediation programs used throughout the school
day and school year shall not account for more than 35
percent of total instructional minutes.

2. the student had an overall 2.5 grade point average
on a 4.0 scale;
3. the student had a minimum 92 percent attendance
during the school year;
4. the decision is made in accordance with the local
pupil progression plan, which may include a referral to the
School Building Level Committee (SBLC);
5. the student has participated in the spring
administration of LEAP and has attended a summer
remediation program offered by the LEA; and
6. parental consent is granted.
C. AB/AB Waiver. An LEA, through its superintendent,
may consider a waiver for a student who has scored at the
approaching basic level on both the English language arts
and mathematics components of LEAP. The LEA may grant
the waiver in accordance with the local pupil progression
plan provided the following criteria are met.
1. The student has attended a LEAP summer
remediation program offered by the LEA.
D. LEP Waiver. Limited English proficient (LEP)
students shall participate in the statewide assessments
pursuant to Bulletin 118. The SBLC shall be granted the
authority to waive the state's grade promotion policy for an
LEP student.
E. Extenuating Circumstances Waiver
1. An LEA, through its superintendent, may grant a
waiver on behalf of individual students who are unable to
participate in LEAP testing because of one or more of the
following extenuating circumstances as verified through
appropriate documentation:
a. a physical illness or injury that is acute or
catastrophic in nature;
b. a chronic physical condition that is in an acute
phase;
c. court-ordered custody issues.
2. Documentation
a. Physical Illness. Appropriate documentation must
include verification that the student is under the medical care
of a licensed physician for illness, injury, or a chronic
physical condition that is acute or catastrophic in nature.
Documentation must include a statement verifying that the
illness, injury, or chronic physical condition exists to the
extent that the student is unable to participate in remediation.
b. Custody Issues. Certified copies of the courtordered custody agreements must be submitted to the LEA at
least 10 school days prior to summer remediation.
F. State-Granted Waiver
1. A local school superintendent, a parent or guardian,
or the DOE may initiate a request for a state-granted waiver
from the state superintendent of education on behalf of
individual students who are not eligible for promotion
because of LEA error or other unique situations not covered
under extenuating circumstances.
2. The DOE will provide a report to BESE detailing
state-granted waivers.
3. Documentation
a. LEA Error. The LEA superintendent or parent
must provide the state superintendent of education with
school- and student-level documentation detailing the error,

AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, 17.7, and 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 36:2005 (September
2010), amended LR 40:2533 (December 2014), LR 44:482 (March
2018), LR 44:1004 (June 2018), LR 46:18 (January 2020).

§707.

Exceptions to Promotion and Support Policy for
Eighth Grade Students
A. Mastery/Advanced Waiver. The LEA may waive the
state policy for students scoring at the unsatisfactory level in
English language arts or mathematics, if the student scores at
the mastery or advanced level in the other, provided that:
1. the decision is made in accordance with the local
pupil progression plan, which may include a referral to the
School Building Level Committee (SBLC);
2. the student has participated in the spring
administration of LEAP and has attended a summer
remediation program offered by the LEA; and
3. parental consent is granted.
B. U/B Waiver. The LEA may waive the state policy for
students scoring at the unsatisfactory level in English
language arts or mathematics, if the student scores at the
basic level in the other, provided that the following criteria
are met:
1. the student scored approaching basic or above on
the science and social studies components of LEAP;
Louisiana Administrative Code

April 2014

6

 how the error occurred, and how the error will be corrected
so that it will not occur again in the future.
b. Other Unique Situations. Documentation must be
provided to the state superintendent of education detailing
the unique situation and justifying why a waiver should be
granted.
4. Testing/Promotion Decisions
a. The DOE will communicate to the LEAs the
means for establishing promotional decisions for those
students who have received a state-granted waiver.

Louisiana Educational Assessment Program (LEAP)
—the state's testing program that includes grades 3 through
10 in the core academic subjects of English language arts,
mathematics, social studies and science.
Promotion—a pupil's placement from a lower to a
higher grade based on local and state criteria contained in
these guidelines.
Pupil Progression Plan—the comprehensive plan
developed and adopted by each local education agency
which shall be based, in significant part, on student
performance on the Louisiana Educational Assessment
Program with goals and objectives which are compatible
with the Louisiana competency-based education program
and which supplement standards approved by BESE.
Regular Placementthe assignment of students to
classes, grades, or programs based on a set of criteria
established in the pupil progression plan. Placement includes
promotion, retention, remediation, and acceleration.
Remedial Programsprograms designed to assist
students including students with disabilities and non/limited
English proficient (LEP) students, to overcome educational
deficits identified through the Louisiana Education
Assessment Program and other local criteria.
Remediationsee remedial programs.
Retentionnonpromotion of a pupil from a lower to a
higher grade.
2. Local Terms
a. The definition of terms used in a local school
system plan must be clearly defined for use as the basis for
interpretation of the components of the plan.

AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, 17.7, and 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 36:2006 (September
2010), amended LR 40:2242 (November 2014), LR 44:482 (March
2018), LR 44:1004 (June 2018), LR 46:18 (January 2020).

Chapter 9.

Appendix
[Formerly Chapter 11]
§901. Definition of Terms
[Formerly §1101]
A. As used in this bulletin, the terms shall be defined as
follows.
1. State Terms
Accelerationadvancement of a pupil at a rate faster
than usual in or from a given grade or course. This may
include “gifted student” as identified according to Bulletin
1508.
Alternate Assessmentthe substitute way of
gathering information on the performance and progress of
students with disabilities who do not participate in typical
state assessments.
Alternative to Regular Placementplacement of
students in programs not required to address the state content
standards.
Content Standardsstatements of what we expect
students to know and be able to do in various content areas.
LEAP Summer Remediation Program—a summer
school program offered by the LEA for the specific purpose
of preparing students to achieve proficiency in English
language arts, mathematics, science, and/or social studies.

AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, 17.7, and 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 25:2176 (November
1999), amended LR 27:190 (February 2001), LR 31:1976 (August
2005), LR 33:2064 (October 2007), amended LR 36: 2010
(September 2010), LR 44:483 (March 2018), LR 46:18 (January
2020).

7

Louisiana Administrative Code

January 2020