SLS 20RS-533 ORIGINAL
2020 Regular Session
SENATE BILL NO. 298
BY SENATOR JACKSON
TEACHERS. Removes requirements for use of a value-added assessment model with regard
to school and district accountability and teacher evaluations. (gov sig)
1 AN ACT
2 To amend and reenact R.S. 17:10.1(B), 3883(A)(3), 3886(A), 3902(B)(5), and 3997(D)(1)(a)
3 and (2), and to repeal R.S. 17:10.1(C) and 3883(A)(6), (7), and (8), relative to
4 methodology used for school and district accountability and teacher evaluations; to
5 remove requirements for the use of a value-added assessment model in
6 determinations made with regard to school and district accountability and teacher
7 evaluations; to repeal requirements relative to an advisory subcommittee of the
8 Accountability Commission; and to provide for related matters.
9 Be it enacted by the Legislature of Louisiana:
10 Section 1. R.S. 17:10.1(B), 3883(A)(3), 3886(A), 3902(B)(5), and 3997(D)(1)(a) and
11 (2) are hereby amended and reenacted to read as follows:
12 §10.1. School and district accountability system; purpose; responsibilities of state
13 board
14 * * *
15 B. The State Board of Elementary and Secondary Education, hereafter
16 referred to as the "state board", shall provide for a statewide system of accountability
17 for schools and school districts based on student achievement and minimum
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1 standards for the approval of schools pursuant to R.S. 17:10. Beginning with the
2 2011-2012 school year, such system shall be based, in part, on growth in student
3 achievement using a value-added assessment model as determined by the state board.
4 The program shall include, at a minimum, clear and appropriate standards for schools
5 and school districts, indicators for the assessment of schools and school districts,
6 student achievement baselines, student growth targets, and appropriate minimum
7 levels of student achievement for each public school and school district, rewards and
8 corrective actions, specific intervals for assessment and reassessment of schools and
9 school districts, a review process for evaluating growth targets, and technical
10 assistance.
11 * * *
12 §3883. State Board of Elementary and Secondary Education; powers and duties
13 A. The board shall:
14 * * *
15 (3) Set standards to use in determining whether the teacher has successfully
16 met the evaluation qualifications for retaining or acquiring regular teacher
17 certification. Make available best practices, guidelines, and research-based
18 models to assist local school boards in establishing guidelines and procedures
19 for the evaluation process.
20 * * *
21 §3886. Teaching credentials; regular certification, permanent certification; effect of
22 evaluation
23 A. If a teacher's evaluation demonstrates that he has met the standard for
24 effectiveness as determined by the local board, using value-added data, for three
25 years during the initial certification or renewal process, a certificate shall be issued
26 or renewed unless the state board receives evidence from the local board, through
27 an appeal, that justifies discontinuation. Similarly, if a teacher's evaluation
28 demonstrates that he has not met the standard for effectiveness as determined by the
29 local board, using either value-added data or other components of the evaluation, for
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1 three years during the initial certification or renewal process, the state board shall
2 not issue or renew a certificate unless evidence of effectiveness is received from the
3 local board, through an appeal, that justifies the issuance of a certificate.
4 * * *
5 §3902. Evaluation program; process
6 * * *
7 B. The elements of evaluation and standards for effectiveness shall be defined
8 by the board pursuant to rules and regulations promulgated for such purpose. Such
9 rules and regulations shall require that, at a minimum, local evaluation plans contain
10 the following elements:
11 * * *
12 (5) Measure of effectiveness. Fifty percent of such evaluations shall be based
13 on evidence of growth in student achievement as determined by the board. Data
14 derived from a value-added assessment model, as determined by the state board,
15 shall be a factor provided to local boards to assist in determining evidence of
16 student growth for grade levels and subjects for which value-added data is available
17 and shall comprise thirty-five percent of the overall evaluation. For grade levels and
18 subjects for which value-added data is not available and for personnel for whom
19 value-added data is not available, the board shall establish measures of student
20 growth. The model shall take into account important student factors, including but
21 not limited to special education, economic disadvantage, attendance, and discipline.
22 However, neither the value-added model nor the measures of student growth for
23 grade levels and subjects for which value-added data are not available shall, in any
24 given year, include a test score or data of a student who has ten or more unexcused
25 absences in any school semester in that year. The board shall develop and adopt a
26 policy to invalidate such student growth data for any teacher for any school year in
27 which there is a natural disaster or any other unexpected event that results in the
28 temporary closure of the school.
29 * * *
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1 §3997. Charter school employees
2 * * *
3 D.(1)(a) Each governing authority of a charter school annually shall evaluate
4 every teacher and administrator employed at the school using the value-added
5 assessment model and measures of student growth as determined by the State Board
6 of Elementary and Secondary Education pursuant to R.S. 17:3902(B)(5).
7 * * *
8 (2) Fifty percent of each teacher and administrator evaluation conducted
9 pursuant to Paragraph (1) of this Subsection shall be based on evidence of growth in
10 student achievement as determined by the state board. Data derived from a
11 value-added assessment model, as determined by the state board, shall be a factor
12 provided to the governing authority of a charter school to assist in determining
13 evidence of student growth for grade levels and subjects for which value-added data
14 is available and shall comprise thirty-five percent of the overall evaluation. For grade
15 levels and subjects for which value-added data is not available, the state board shall
16 establish measures of student growth. The model shall take into account important
17 student factors, including but not limited to special education, economic
18 disadvantage, attendance, and discipline. The state board shall develop and adopt a
19 policy to invalidate such student growth data for any teacher for any school year in
20 which there is a natural disaster or any other unexpected event that results in the
21 temporary closure of the school.
22 * * *
23 Section 2. R.S. 17:10.1(C) and 3883(A)(6), (7), and (8) are hereby repealed.
24 Section 3. This Act shall become effective upon signature by the governor or, if not
25 signed by the governor, upon expiration of the time for bills to become law without signature
26 by the governor, as provided by Article III, Section 18 of the Constitution of Louisiana. If
27 vetoed by the governor and subsequently approved by the legislature, this Act shall become
28 effective on the day following such approval.
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The original instrument and the following digest, which constitutes no part
of the legislative instrument, were prepared by Cheryl Serrett.
DIGEST
SB 298 Original 2020 Regular Session Jackson
Present law (R.S. 17:10.1) requires the State Board of Elementary and Secondary Education
(BESE) to provide for a statewide system of accountability for schools and school districts
based on student achievement and minimum standards for the approval of schools. Requires
that such system be based, in part, on growth in student achievement using a value-added
assessment model as determined by BESE. Requires BESE to develop and adopt a policy
to invalidate student achievement growth data using a value-added assessment model for any
school year in which there is a natural disaster or any other unexpected event that results in
the temporary closure of schools.
Proposed law retains present law requirement that BESE provide for an accountability
system but deletes requirements that such system be based, in part, on growth in student
achievement using a value-added assessment model and that BESE develop and adopt a
policy to invalidate student achievement growth data using a value-added assessment model
for any school year in which there is a natural disaster or any other unexpected event that
results in the temporary closure of schools.
Present law (R.S. 17:3883(A)(3)) requires BESE to set standards to use in determining
whether the teacher has successfully met the evaluation qualifications for retaining or
acquiring regular teacher certification.
Proposed law requires instead that BESE make available best practices, guidelines, and
research-based models to assist local school boards in establishing guidelines and procedures
for the evaluation process.
Present law (R.S. 17:3883(A)(6)-(8)) requires BESE to require the Accountability
Commission (established by BESE) to convene an advisory subcommittee of the
commission to report and make recommendations on the overall effectiveness of the
evaluation program, use of the value-added assessment model, and other specified matters
pertaining to the evaluation process. Provides for subcommittee membership, compensation,
meetings, and submission of reports.
Proposed law repeals present law.
Present law (R.S. 17:3886(A)) provides that teachers who have met the standard for
effectiveness, using value-added data, for three years during the initial certification or
renewal process shall be issued a teaching certificate unless the local board appeals to BESE
showing evidence that justifies discontinuation. Provides that teachers who do not meet the
standard for effectiveness shall not be issued a certificate or have a certificate renewed
unless the local board appeals to BESE showing evidence in favor of the issuance of a
certificate.
Proposed law removes requirements for the use of a value-added assessment model in
making evaluation determinations.
Present law (R.S. 17:3902(B)(5) and 3997(D)) requires local public school boards and
charter school governing authorities to use a value-added assessment model as determined
by BESE for evaluating teachers. Requires that 50% of such evaluations be based on
evidence of growth in student achievement as determined by BESE. Provides that data
derived from the value-added assessment model shall be a factor in determining evidence
of student growth for grade levels and subjects for which value-added data is available and
shall comprise 35% of the overall evaluation. Provides that for grades and subjects for which
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and for personnel for whom value-added data is not available, BESE shall establish measures
of student growth. Provides that the model shall take into account important student factors,
including but not limited to special education, eligibility for free or reduced price meals,
attendance, and discipline. Except for evaluations for charter school teachers, prohibits the
value-added model and the measures of student growth for grade levels and subjects for
which value-added data are not available from including a test score or data of a student who
has 10 or more unexcused absences in any school semester in that year. Require BESE to
adopt a policy to invalidate such student growth data for any teacher for any school year in
which there is a natural disaster or any other unexpected event that results in the temporary
closure of the school.
Proposed law removes requirements for the use of a value-added assessment model for
making evaluations and for certain percentages of the evaluations to be based upon
value-added data and instead provides the value added data collected by the state shall be
to local boards, including charter governing authorities, to assist in determining evidence of
student growth for grade levels and subjects for which value-added data is available. Further
removes the requirement that BESE develop and adopt a policy to invalidate student
achievement growth data using a value-added assessment model for any school year in
which there is a natural disaster or any other unexpected event that results in the temporary
closure of schools.
Effective upon signature of the governor or lapse of time for gubernatorial action.
(Amends R.S. 17:10.1(B), 3883(A)(3), 3886(A), 3902(B)(5), and 3997(D)(1)(a) and (2);
repeals R.S. 17:10.1(C) and 3883(A)(6)-(8))
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Coding: Words which are struck through are deletions from existing law;
words in boldface type and underscored are additions.