Louisiana Administrative Code
Title 28 - EDUCATION
Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards
Chapter 1 - General Provisions
Section CVII-103 - Purpose

Universal Citation: LA Admin Code CVII-103

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

A. The words, ideas, and culture of the ancient world are communicated to us in the writing and the archaeological remains of the people and their institutions. The ancient Greeks and Romans, breaking barriers of time and place, have communicated their message through the ages and continue to communicate to the modern world; we, in turn, communicate more clearly to each other in word, in practice, and in product as a result of that contact.

1. Louisiana Classical Languages Content Standards-applies strands of language learning to a context appropriate for Latin and Greek.

2. Strands-categories within particular content areas which vary from discipline to discipline. Strands are interrelated and should be integrated rather than taught in isolation.

B. The standards for classical language learning are organized within the five strands which make up classical language education: communication, culture, connections, comparisons, and communities. Each strand is a thread in the fabric that must be woven into curriculum development at the state, district, and local levels.

1. Focus-a statement describing the importance of a content strand.

2. Content Standard-a description of what students should know and be able to do through subject matter, knowledge, proficiencies, etc., gained as a result of their education.
a. Each strand contains two content standards. These standards describe the knowledge and abilities students should acquire.

3. Benchmark-a broad statement of process and/or content that is used as a reference to develop curriculum and assess student progress.
a. Under each standard are benchmarks for beginning, developing, and expanding/extending students. The benchmarks indicators are neither prescriptive nor exhaustive. Developing and expanding/extending students are expected to exhibit the benchmarks of the lower levels as well as the benchmarks of their own level.

C. What is a beginning, developing, or expanding/extending student? If Latin or Greek is taught continuously from the early grades, it would be reasonable to assume that a beginning student might demonstrate progress indicated by the beginning sample progress indicators by grade 6 or 8. Students who study Latin or Greek every day in grades 7 and 8 should be able to demonstrate the beginning progress indicators by the end of grade 8. Level I high school students may demonstrate beginning status by the end of their Level I course. Developing students may demonstrate their progress at the end of a Level III course. Expanding/extending students may demonstrate their progress at the end of an Advanced Placement Course. Such designations as Level I, II, and III place learning in a time-frame and organize it into courses that standards of excellence seek to avoid. Course and curricula are products of the district and school. In the scheme presented here, the progress of students in terms of standards of excellence or proficiency is the factor to be measured, not time.

D. Benchmark Code

1. The first two letters indicate the strand (CM=Communication, CL=Cultures, CN=Connections, CP=Comparisons, CT=Communities). The following number indicates the standard. The following letter indicates the level (B=Beginning, D=Developing, E=Expanding/Extending). The last number indicates the benchmark. For example: CM-1-D1 refers to the Communication Strand, Standard One, Developing-Level Benchmark One.

2. Sample benchmarks have been developed as indicators of progress for each of the following levels: beginning, developing, and expanding/extending.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6.

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