Louisiana Administrative Code
Title 28 - EDUCATION
Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration
Subpart 1 - General Provisions
Chapter 1 - Purpose
Section CV-101 - Introduction

Universal Citation: LA Admin Code CV-101

Current through Register Vol. 50, No. 9, September 20, 2024

A. The information contained in Subpart 1, General Provisions are applicable to Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR).

B. The Secondary Trade and Industrial Education Program in the State of Louisiana can be described as "a secondary program designed to prepare students for careers in business, industry, and the service occupations through a sequence of applied learning experiences." Instructional units are provided in the use of layout, designing, producing, processing, assembling, testing, maintaining, and the servicing of industrial goods and products, as well as public services.

C. Intended Audience

1. The Louisiana Trade and Industrial Education curriculum framework is intended for a broad audience:

a. trade and industrial education teachers;

b. parents;

c. school and district administrators;

d. school board members;

e. policy makers;

f. Louisiana Department of Education staff;

g. college/university faculty/administrators;

h. business/industry leaders; and

i. government agency staff.

2. The framework serves as a guide for curriculum and instruction and as a general reference to the concepts and skills taught within Louisiana Trade and Industrial Education courses. The intended users of the framework include:

a. trade and industrial education teachers-to use in planning:

i. curriculum;

ii. instruction; and

iii. assessment;

b. parents-to use as a means of assessing the effectiveness of their children's trade and industrial education;

c. school and district administrators and school board members-to use as a vision for trade and industrial education and a basis for planning:

i. resource allocations;

ii. materials purchases;

iii. local curriculum development;

iv. teachers' professional development; and

v. faculty recruitment;

d. policy makers and state education staff-to use as a basis for:

i. developing laws, policies, professional development activities/materials, assessment strategies; and

ii. funding priorities to support local program development;

e. university faculty and administrators-to use as a basis for the content and design of pre-service and in-service teacher education programs and articulation agreements;

f. technical college faculty and administrators-to use as a basis for articulation agreements and program development; and

g. business/industry leaders and government agency staff- to use as a basis for developing effective partnerships for supporting trade and industrial education programs and professional development.

D. How Teachers Should Use this Part CV. This Part CV outlines the content appropriate to be taught in Louisiana Trade and Industrial Education programs. Local needs will determine what should be taught in local trade and industrial education programs. Although teachers will be able to use this framework to guide them in the restructuring of their curricula, this Part CV does not contain specific performance criteria that are essential in trade and industrial education. These specific assessment criteria must be developed on the local level.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10) and R.S. 17:10.

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