SLS 14RS-708 ORIGINAL Page 1 of 6 Coding: Words which are struck through are deletions from existing law; words in boldface type and underscored are additions. Regular Session, 2014 SENATE BILL NO. 364 BY SENATOR NEVERS TEACHERS. Provides relative to the evaluation of teachers and administrators. (gov sig) AN ACT1 To amend and reenact R.S. 17:10.1(B), 3881(A) and 3902(B)(5) and (C)(1), (2)(a) and2 (b)(v) and to enact R.S. 17:3902.1, relative to elementary and secondary education;3 to provide with respect to the school and district accountability system; to provide4 relative to the evaluation of teachers and administrators; to provide for effectiveness;5 and to provide for related matters.6 Be it enacted by the Legislature of Louisiana:7 Section 1 R.S. 17: 10.1(B), 3881(A) and 3902(B)(5) and (C)(1), (2)(a) and (b)(v) are8 hereby amended and reenacted and R.S. 17:3902.1 is hereby enacted to read as follows:9 §10.1. School and district accountability system; purpose; responsibilities of state10 board11 * * *12 B.(1) The State Board of Elementary and Secondary Education, hereafter13 referred to as the "state board", shall provide for a statewide system of accountability14 for schools and school districts based on multiple indicators of student growth and15 achievement from multiple data sources and minimum standards for the approval16 of schools pursuant to R.S. 17:10.17 SB NO. 364 SLS 14RS-708 ORIGINAL Page 2 of 6 Coding: Words which are struck through are deletions from existing law; words in boldface type and underscored are additions. (2) Beginning with the 2011-2012 2015-2016 school year, such system shall1 be based, in part, on multiple indicators of student growth in student and2 achievement using a value-added assessment model as determined by the state board3 the Teacher Effectiveness and Measurement system as provided in R.S.4 17:3902.1.5 (3) The program shall include, at a minimum, clear and appropriate standards6 for schools and school districts, indicators for the assessment of schools and school7 districts, student achievement baselines, student growth targets, and appropriate8 minimum levels of student achievement for each public school and school district,9 rewards and corrective actions, specific intervals for assessment and reassessment10 of schools and school districts, a review process for evaluating growth targets, and11 technical assistance. The accountability program developed by the state board12 shall at all times utilize data from multiple sources to measure the level of and13 growth in student achievement and the effectiveness of teachers, administrators,14 schools, and school districts.15 * * *16 §3881. Purpose17 A. It is the purpose of this Part to establish periodic evaluations of18 performance and effectiveness, based in part on multiple indicators of student19 growth and achievement, including but not limited to, growth in student20 achievement using the use of a value-added assessment model as determined by the21 board, provided in R.S. 17:3902 and continuous professional development as22 integral aspects of professional careers in education.23 * * *24 §3902. Evaluation program; process25 * * *26 B. The elements of evaluation and standards for effectiveness shall be defined27 by the board pursuant to rules and regulations promulgated for such purpose. Such28 rules and regulations shall require that, at a minimum, local evaluation plans contain29 SB NO. 364 SLS 14RS-708 ORIGINAL Page 3 of 6 Coding: Words which are struck through are deletions from existing law; words in boldface type and underscored are additions. the following elements:1 * * *2 (5) Measure Multiple measures of effectiveness. By the beginning of the3 2012-2013 2015-2016 school year, fifty percent of such evaluations shall be based4 on evidence of multiple indicators of student growth in student and achievement5 using a value-added assessment model as determined by the board for grade levels6 and subjects for which value-added data is available. For grade levels and subjects7 for which value-added data is not available and for personnel for whom value-added8 data is not available, the board shall establish measures of student growth. The model9 shall take into account important student factors, including but not limited to special10 education, eligibility for free or reduced price meals, student attendance, and student11 discipline. The state board shall develop and adopt a policy to invalidate such student12 growth data for any teacher for any school year in which there is a natural disaster13 or any other unexpected event that results in the temporary closure of the school the14 Teacher Effectiveness and Measurement system as provided in R.S. 17:1902.1.15 C.(1) At the conclusion of each year's evaluation cycle, the evaluator or16 evaluators shall determine whether the teacher or administrator is effective or17 ineffective pursuant to the evaluation plan. Such determination shall be transmitted18 to the local board.19 (2)(a) Any teacher or administrator who fails to meet the standard of20 performance with regard to effectiveness at the end of the evaluation cycle shall21 be placed in an intensive assistance program designed to address the complexity of22 the teacher's deficiencies and shall be formally re-evaluated within the next school23 year. A teacher or administrator shall be informed in writing, as part of the24 evaluation process, of placement in an intensive assistance program and provided25 in writing with the reasons for such placement.26 (b) Each intensive assistance program shall be designed for the individual27 teacher or administrator involving the evaluator or evaluators and the teacher or28 administrator and shall include at a minimum:29 SB NO. 364 SLS 14RS-708 ORIGINAL Page 4 of 6 Coding: Words which are struck through are deletions from existing law; words in boldface type and underscored are additions. * * *1 (v) If the intensive assistance program required pursuant to this Paragraph is2 not completed in conformity with its provisions or if the teacher or administrator is3 determined to be ineffective after a formal evaluation conducted immediately upon4 completion of the program, then the local board shall timely may initiate termination5 proceedings pursuant to Part II of Chapter 2 of this Title.6 * * *7 §3902.1. The Teacher Effectiveness and Measurement (TEAM) system;8 development; teacher education programs9 A. The State Board of Elementary and Secondary Education shall10 develop and implement the Teacher Effectiveness and Measurement (TEAM)11 system which shall be used by each local board to measure the effectiveness of12 teachers and administrators.13 B. The TEAM system, at a minimum, shall require every teacher and14 administrator to:15 (1) Apply the components of effective teaching as prescribed by the state16 board.17 (2) Demonstrate knowledge of cognitive development stages appropriate18 for their grade/subject area.19 (3) Engage in curriculum reading and interfacing specific content to20 student cognitive growth.21 (4) Engage in ongoing training and practice in testing and measurement22 of student achievement.23 (5) Demonstrate the ability to perform data analysis of norm-referenced24 and criterion-referenced tests.25 C. No teacher or administrator shall be evaluated based primarily upon26 the results of a single test.27 D. The TEAM system shall require each school board to provide in-28 service training regarding team building, collaboration, fostering parent-29 SB NO. 364 SLS 14RS-708 ORIGINAL Page 5 of 6 Coding: Words which are struck through are deletions from existing law; words in boldface type and underscored are additions. teacher relationships, laws governing teacher and administrator professional1 behavior.2 E. Every teacher and administrator shall be provided with a3 professional electronic teacher portfolio to support and facilitate the evaluation4 process.5 F. The TEAM system shall provide for peer assistance teams which6 support teachers and administrators in key professional areas, including but not7 limited to, curriculum development, development of critical thinking skills, and8 effective student assessment.9 Section 2. This Act shall become effective upon signature by the governor or, if not10 signed by the governor, upon expiration of the time for bills to become law without signature11 by the governor, as provided by Article III, Section 18 of the Constitution of Louisiana. If12 vetoed by the governor and subsequently approved by the legislature, this Act shall become13 effective on the day following such approval.14 The original instrument and the following digest, which constitutes no part of the legislative instrument, were prepared by Jeanne C. Johnston. DIGEST Nevers (SB 364) Present law requires the State Board of Elementary and Secondary Education (BESE) to provide for a statewide school and district accountability system based on student achievement and minimum standards for the approval of schools. Further provides that such system be based in part on growth in student achievement using a value-added assessment model. Proposed law deletes the requirement for use of a value-added assessment model and provides instead that, beginning with 2015-2016 school year, the school and district accountability system be based upon multiple indicators of student growth and achievement from multiple data sources as provided in the Teacher Effectiveness and Measurement (TEAM) system as provided in proposed law. Present law requires that a teacher or administrator who is rated "ineffective" pursuant to the teacher and administrator evaluation system shall be placed in an intensive assistance program designed to remedy the teacher's deficiencies. Provides that the teacher be re- evaluated after placement in an intensive assistance program. If the teacher receives a second "ineffective" rating after being re-evaluated, the local school board is required to initiate termination proceedings. Proposed law retains present law but requires that the second evaluation be performed within the next school year following the "ineffective" rating and placement of the teacher in an intensive assistance program. Provides that if the teacher receives a second "ineffective" rating, the local board may initiate termination proceedings, but is not required to do so. SB NO. 364 SLS 14RS-708 ORIGINAL Page 6 of 6 Coding: Words which are struck through are deletions from existing law; words in boldface type and underscored are additions. Proposed law requires BESE to develop and implement the Teacher Effectiveness and Measurement (TEAM) system to be used by local school boards to measure teacher and administrator effectiveness. Further provides that the TEAM system, at a minimum, shall require teachers and administrators to: (1)Apply the components of effective teaching as prescribed by the state board. (2)Demonstrate knowledge of cognitive development stages appropriate for their grade/subject area. (3)Engage in curriculum reading and interfacing specific content to student cognitive growth. (4)Engage in ongoing training and practice in testing and measurement of student achievement. (5)Demonstrate the ability to perform data analysis of norm-referenced and criterion- referenced tests. Proposed law further provides that: (1)No teacher or administrator shall be evaluated based primarily upon the results of a single test. (2)The TEAM system shall require each school board to provide in-service training regarding team building, collaboration, fostering parent-teacher relationships, laws governing teacher and administrator professional behavior. (3)Every teacher and administrator shall be provided with a professional electronic teacher portfolio to support and facilitate the evaluation process. (4)The TEAM system shall provide for peer assistance teams which support teachers and administrators in key professional areas, including but not limited to, curriculum development, development of critical thinking skills, and effective student assessment. Effective upon signature of the governor or lapse of time for gubernatorial action. (Amends R.S. 17: 10.1(B), 3881(A) and 3902(B)(5) and (C)(1), (2)(a) and (b)(v); adds R.S. 17:3902.1)