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)