SLS 16RS-471 ORIGINAL
2016 Regular Session
SENATE BILL NO. 342
BY SENATOR BOUDREAUX
TEACHERS. Provides relative to the use of student growth data in teacher evaluations. (gov
sig)
1 AN ACT
2 To amend and reenact R.S. 17:3881(A), 3886(A), 3902(B)(5), and 3997(D)(1) and (2),
3 relative to the evaluation of public school teachers and administrators; to require that
4 such evaluations include multiple quantitative measures of student achievement; to
5 provide relative to the percentage of such evaluations based upon value-added data;
6 and to provide for related matters.
7 Be it enacted by the Legislature of Louisiana:
8 Section 1. R.S. 17:3881(A), 3886(A), 3902(B)(5), and 3997(D)(1) and (2) are hereby
9 amended and reenacted to read as follows:
10 §3881. Purpose
11 A. It is the purpose of this Part to establish periodic evaluations of
12 performance and effectiveness, based in part on growth in student achievement using
13 through a professional employee evaluation program that includes multiple
14 quantitative measures of student achievement, which shall include a value-added
15 assessment model as determined by the board, and continuous professional
16 development as integral aspects of professional careers in education.
17 * * *
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Coding: Words which are struck through are deletions from existing law;
words in boldface type and underscored are additions. SB NO. 342
SLS 16RS-471 ORIGINAL
1 §3886. Teaching credentials; regular certification, permanent certification; effect of
2 evaluation
3 A. If a teacher's evaluation demonstrates that he has met the standard for
4 effectiveness as determined by the board, using value-added data pursuant to this
5 Part, for three years during the initial certification or renewal process, a certificate
6 shall be issued or renewed unless the board receives evidence from the local board,
7 through an appeal, that justifies discontinuation. Similarly, if a teacher's evaluation
8 demonstrates that he has not met the standard for effectiveness as determined by the
9 board, using either value-added data or other components of the evaluation, for three
10 years during the initial certification or renewal process, the board shall not issue or
11 renew a certificate unless evidence of effectiveness is received from the local board,
12 through an appeal, that justifies the issuance of a certificate.
13 * * *
14 §3902. Evaluation program; process
15 * * *
16 B. The elements of evaluation and standards for effectiveness shall be defined
17 by the board pursuant to rules and regulations promulgated for such purpose. Such
18 rules and regulations shall require that, at a minimum, local evaluation plans contain
19 the following elements:
20 * * *
21 (5) Measure of effectiveness Growth in student achievement. Fifty percent
22 of such evaluations shall be based on evidence of growth in student achievement
23 using multiple quantitative measures of student achievement, which shall
24 include a value-added assessment model as determined by the board for grade levels
25 and subjects for which value-added data is available. For grade levels and subjects
26 for which value-added data is not available and for personnel for whom value-added
27 data is not available, the board shall establish alternate measures of student growth.
28 The However, data derived through a value-added assessment model shall not
29 comprise more than fifty percent of the quantitative portion of the evaluation.
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Coding: Words which are struck through are deletions from existing law;
words in boldface type and underscored are additions. SB NO. 342
SLS 16RS-471 ORIGINAL
1 The remaining percentage of the quantitative portion of the evaluation shall be
2 comprised of measures of student growth as determined by the school principal.
3 Any value-added assessment model shall take into account important student
4 factors, including but not limited to special education, eligibility for free or reduced
5 price meals, student attendance, and student discipline. However, neither the value-
6 added model nor the measures of student growth for grade levels and subjects for
7 which value-added data are not available shall, in any given year, include a test score
8 or data of a student who has ten or more unexcused absences in any school semester
9 in that year No measure of growth in student achievement shall include a test
10 score or other data of a student who has ten or more unexcused absences in any
11 school semester in a given year. The state board shall develop and adopt a policy
12 to invalidate such student growth data for any teacher for any school year in which
13 there is a natural disaster or any other unexpected event that results in the temporary
14 closure of the school.
15 * * *
16 §3997. Charter school employees
17 * * *
18 D.(1)(a) Each governing authority of a charter school annually shall annually
19 evaluate every teacher and administrator employed at the school using the value-
20 added assessment model and measures of student growth professional employee
21 evaluation program as determined by the State Board of Elementary and Secondary
22 Education pursuant to R.S. 17:3902(B)(5) 17:3881 through 3905.
23 (b) The governing authority of a charter school shall terminate the
24 employment of any teacher or administrator determined to be ineffective for three
25 consecutive years pursuant to the evaluation required by this Section.
26 (2) By the beginning of the 2012-2013 school year, fifty Fifty percent of each
27 teacher and administrator evaluation conducted pursuant to Paragraph (1) of this
28 Subsection shall be based on evidence of growth in student achievement using the
29 value-added assessment model multiple quantitative measures of student
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Coding: Words which are struck through are deletions from existing law;
words in boldface type and underscored are additions. SB NO. 342
SLS 16RS-471 ORIGINAL
1 achievement, which shall include a value-added assessment model, as determined
2 by the state board for grade levels and subjects for which value-added data is
3 available. For grade levels and subjects for which value-added data is not available,
4 the state board shall establish alternate measures of student growth. The However,
5 data derived through a value-added assessment model shall not comprise more
6 than fifty percent of the quantitative portion of the overall evaluation. The
7 remaining percentage of the quantitative portion of the evaluation shall be
8 comprised of measures of student growth as determined by the school principal.
9 Any value-added assessment model shall take into account important student
10 factors, including but not limited to special education, eligibility for free or reduced
11 price meals, student attendance, and student discipline. No measure of growth in
12 student achievement shall include a test score or other data of a student who has
13 ten or more unexcused absences in any school semester in a given year. The state
14 board shall develop and adopt a policy to invalidate such student growth data for any
15 teacher for any school year in which there is a natural disaster or any other
16 unexpected event that results in the temporary closure of the school.
17 * * *
18 Section 2. This Act shall become effective upon signature by the governor or, if not
19 signed by the governor, upon expiration of the time for bills to become law without signature
20 by the governor, as provided by Article III, Section 18 of the Constitution of Louisiana. If
21 vetoed by the governor and subsequently approved by the legislature, this Act shall become
22 effective on the day following such approval.
The original instrument and the following digest, which constitutes no part
of the legislative instrument, were prepared by Nancy Vicknair.
DIGEST
SB 342 Original 2016 Regular Session Boudreaux
Present law provides for periodic evaluations of professional education employees (teachers
and administrators) based in part on growth in student achievement using a value-added
assessment model. Proposed law instead provides for a professional employee evaluation
program that uses multiple measures of student achievement, which includes a value-added
assessment model as determined by the State Board of Elementary and Secondary Education
(BESE).
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Coding: Words which are struck through are deletions from existing law;
words in boldface type and underscored are additions. SB NO. 342
SLS 16RS-471 ORIGINAL
Present law provides that teacher certification and renewal of certification is contingent upon
whether the teacher has met the standard for effectiveness as determined by BESE using
value-added data. Further provides that if a teacher's evaluation demonstrates he has not met
the standard for effectiveness using either value-added data or other components of the
evaluation for three years, BESE shall not issue or renew the teacher's certificate, unless
successfully appealed. Proposed law deletes references to "value-added data" and instead
requires that certification and renewal of certification is contingent upon whether a teacher
meets the standard for effectiveness as determined by BESE.
Present law requires that 50% of teacher and administrator evaluations be based on evidence
of growth in student achievement using a value-added assessment model for grade levels and
subjects for which value-added data is available. Provides that BESE will establish measures
of student growth for grades and subjects for which value-added data is not available and for
personnel for whom value-added data is not available.
Proposed law provides that teacher and administrator evaluations be based, in part, on
evidence of growth in student achievement using multiple quantitative measures of student
achievement, which shall include a value-added data assessment model, as determined by
BESE.
Proposed law specifies that data derived through a value-added assessment model shall not
comprise more than 50% of the quantitative portion of the evaluation. Further provides that
the remaining percentage of the quantitative portion of the evaluation shall be comprised of
measures of student growth as determined by the school principal.
Present law provides that the value-added assessment model must take into account student
factors such as special education, eligibility for free or reduced price meals, student
attendance, and student discipline. Proposed law retains present law.
Present law prohibits the value-added model and the measures of student growth established
for grades and subjects for which value-added data are not available from including a test
score or data of a student who had 10 or more unexcused absences in any semester in a
school year. Proposed law deletes all "value-added" references and instead provides that no
measure of growth in student achievement shall include a test score or other data of a student
who has 10 or more unexcused absences in any semester in a given year.
Proposed law aligns the provisions in the charter school law relative to teacher and
administrator evaluations with those for teachers and administrators in traditional public
schools.
Effective upon signature of the governor or lapse of time for gubernatorial action.
(Amends R.S. 17:3881(A), 3886(A), 3902(B)(5), and 3997(D)(1) and (2))
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Coding: Words which are struck through are deletions from existing law;
words in boldface type and underscored are additions.