Connecticut Seal

General Assembly

Amendment

 

February Session, 2016

LCO No. 5556

   
 

*SB0038005556SDO*

Offered by:

 

SEN. SLOSSBERG, 14th Dist.

REP. FLEISCHMANN, 18th Dist.

 

To: Senate Bill No. 380

File No. 478

Cal. No. 313

"AN ACT CONCERNING THE EXCLUSION OF STUDENT PERFORMANCE RESULTS ON THE MASTERY EXAMINATION FROM TEACHER EVALUATIONS. "

Strike everything after the enacting clause and substitute the following in lieu thereof:

"Section 1. (Effective from passage) (a) The Performance Evaluation Advisory Council, established pursuant to section 10-151d of the general statutes, shall seek evidence-based and independent research to conduct a study regarding the appropriate use of student performance results on the state-wide mastery examination, conducted pursuant to section 10-14n of the general statutes, in conducting educator performance evaluations under the teacher evaluation and support program, pursuant to section 10-151b of the general statutes, as amended by this act. The Performance Evaluation Advisory Council shall consider the findings and report of the Mastery Examination Committee, established pursuant to section 1 of public act 15-238, as it relates to the council's review of the state-wide mastery examination for purposes of this section, specifically subdivisions (3), (6), (8), (12), (17) and (18) of this subsection, and shall recognize that student performance results on the state-wide mastery examination are limited to educator performance evaluations for teachers in grades four to eight, inclusive, and the subjects of English language arts and mathematics and principals in public schools that provide such grades and subjects when used in conducting educator performance evaluations under the teacher evaluation and support program. The Performance Evaluation Advisory Council shall identify and prioritize those items described in subdivisions (1) to (19), inclusive, and threshold issues that the council will address, within available appropriations, during the first year of the study. The study may include, but need not be limited to, the following:

(1) An examination of whether student performance results on the state-wide mastery examination (A) are valid and reliable measures to be used in the process of evaluating educator effectiveness, and (B) should be included in the multiple indicators of student academic growth, as used in section 10-151b of the general statutes, as amended by this act, for purposes of educator performance evaluations under the teacher evaluation and support program;

(2) An examination of whether student performance results on standardized and nonstandardized student assessments are (A) valid and reliable measures to be used in the process of evaluating educator effectiveness, and (B) should be included in the multiple indicators of student academic growth, as used in section 10-151b of the general statutes, as amended by this act, for purposes of educator performance evaluations under the teacher evaluation and support program;

(3) An examination of whether and how the state-wide mastery examination validly and reliably measures student academic growth;

(4) An examination of whether using student performance results on the state-wide mastery examination for purposes of evaluating educators has an impact on groups and subgroups of students, including, but not limited to, English language learners, students receiving special education and related services and other relevant subgroups;

(5) An examination of the effect that using student performance results on the state-wide mastery examination for a certain cohort of teachers has on evaluating the effectiveness of an educator as it relates to the implementation of the teacher evaluation and support program within a school district and across the state;

(6) An analysis of whether the administration or results of the state-wide mastery examination contains any inherent or latent gender, racial, socioeconomic, cultural or developmental biases;

(7) An analysis of the effect that any inherent or latent gender, racial, socioeconomic, cultural or developmental biases in the administration or results of the state-wide mastery examination has on evaluating the effectiveness of an educator when student performance results on the state-wide mastery examination are used on an educator performance evaluation;

(8) An examination of issues concerning equity within and across school districts as it relates to the preparation for and administration of the state-wide mastery examination, including, but not limited to, resource allocation, computer equipment and information technology support and assistance, school personnel assistance, classroom instruction time and class size or student load, and how equity disparities, if any, influence the outcomes of teacher performance evaluations;

(9) An examination of how the use of student assessments measure student learning and academic growth during the academic school year and how such assessments relate to teacher performance evaluations;

(10) A compilation and review of existing valid and reliable student assessments that measure student learning and academic growth during a school year;

(11) An examination of how student learning and academic growth during a school year is measured using standardized and nonstandardized student assessments;

(12) An analysis of the differences between such standardized and nonstandardized student assessments and the student performance results on such standardized and nonstandardized student assessments;

(13) An analysis of the relationship between student performance results on standardized and nonstandardized student assessments for purposes of evaluating the effectiveness of an educator under the teacher evaluation and support program;

(14) An examination and analysis of formative and summative standardized student assessments that have been proven to be valid and reliable, and how student performance results on such formative and summative standardized student assessments relate to measuring the effectiveness of an educator;

(15) A review of the guidelines for a model teacher evaluation and support program, as described in subsection (c) of section 10-151b of the general statutes, as amended by this act;

(16) An examination of the appropriateness of the weighting of the various components of educator performance evaluations, as prescribed by such guidelines;

(17) An examination of issues relating to the timeliness of the administration of the state-wide mastery examination, including, but not limited to, when students are taking such examination and how much classroom time teachers and students spend in preparation for such examination;

(18) An examination of issues relating to the timeliness of when the results of such examination are made available for purposes of conducting individual teacher performance evaluations and implementing a school district's teacher evaluation and support program; and

(19) An examination of whether the use of student performance results on the state-wide mastery examination for purposes of measuring teacher effectiveness has an impact on the recruitment and retention of teachers (A) in alliance districts, as defined in section 10-262u of the general statutes, (B) of racial minorities, as defined in section 10-155l of the general statutes, and (C) in subject shortage areas, as determined by the Commissioner of Education pursuant to section 10-8b of the general statutes.

(b) Not later than January 1, 2019, the Performance Evaluation Advisory Council shall submit a final report on its findings and any recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a of the general statutes. During the period between the effective date of this section and the submission of the final report, the council may submit interim reports on its findings and any recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a of the general statutes. If the final report or any interim report reflects the unanimous consent of the members of the council regarding the findings and recommendations contained therein, such report shall indicate that it is a consensus of the council. If the council is unable to achieve unanimous consent on any finding or recommendation, the council may submit a majority report that reflects the consent of a majority of the members of the council regarding the findings and recommendations of the council and minority reports that include explanations as to the objections to the majority report by any member or members of the council and any alternative findings or recommendations by such members.

Sec. 2. Subsections (a) and (b) of section 10-151b of the 2016 supplement to the general statutes are repealed and the following is substituted in lieu thereof (Effective July 1, 2016):

(a) The superintendent of each local or regional board of education shall annually evaluate or cause to be evaluated each teacher, and for the school year commencing July 1, 2013, and each school year thereafter, such annual evaluations shall be the teacher evaluation and support program adopted pursuant to subsection (b) of this section. The superintendent may conduct additional formative evaluations toward producing an annual summative evaluation. An evaluation pursuant to this subsection shall include, but need not be limited to, strengths, areas needing improvement, strategies for improvement and multiple indicators of student academic growth. For the school years commencing July 1, 2016, to July 1, 2018, inclusive, student performance results on the state-wide mastery examination, administered pursuant to section 10-14n, (1) may be used (A) among the multiple indicators of student academic growth and development for the purpose of determining whether a teacher has met such teacher's goals for purposes of an evaluation pursuant to this subsection if the State Board of Education approves a waiver request for such use, pursuant to subdivision (3) of subsection (b) of this section, (B) as one of multiple indicators to inform the development of an individual teacher's goals for the school year, (C) to assess the quality of curriculum and instructional interventions provided to students in the school district, and (D) to develop strategies for improving the provision of public education services in the school district, and (2) shall not be used in the determination of whether a teacher has met such teacher's goals for purposes of an evaluation conducted pursuant to this subsection, unless the State Board of Education has approved a waiver request pursuant to said subdivision (3) of subsection (b) of this section. Claims of failure to follow the established procedures of such teacher evaluation and support program shall be subject to the grievance procedure in collective bargaining agreements negotiated subsequent to July 1, 2004. In the event that a teacher does not receive a summative evaluation during the school year, such teacher shall receive a "not rated" designation for such school year. The superintendent shall report [(1)] (A) the status of teacher evaluations to the local or regional board of education on or before June first of each year, and [(2)] (B) the status of the implementation of the teacher evaluation and support program, including the frequency of evaluations, aggregate evaluation ratings, the number of teachers who have not been evaluated and other requirements as determined by the Department of Education, to the Commissioner of Education on or before September fifteenth of each year. For purposes of this section, the term "teacher" shall include each professional employee of a board of education, below the rank of superintendent, who holds a certificate or permit issued by the State Board of Education.

(b) (1) Except as provided in subsection (d) of this section, not later than September 1, 2013, each local and regional board of education shall adopt and implement a teacher evaluation and support program that is consistent with the guidelines for a model teacher evaluation and support program adopted by the State Board of Education, pursuant to subsection (c) of this section. Such teacher evaluation and support program shall be developed through mutual agreement between the local or regional board of education and the professional development and evaluation committee for the school district, established pursuant to subsection (b) of section 10-220a.

(2) (A) If a local or regional board of education is unable to develop a teacher evaluation and support program through mutual agreement with such professional development and evaluation committee, then such board of education and such professional development and evaluation committee shall consider the model teacher evaluation and support program adopted by the State Board of Education, pursuant to subsection (c) of this section, and such board of education may adopt, through mutual agreement with such professional development and evaluation committee, such model teacher evaluation and support program. (B) If a local or regional board of education and the professional development and evaluation committee are unable to mutually agree on the adoption of such model teacher evaluation and support program, then such board of education shall adopt and implement a teacher evaluation and support program developed by such board of education, provided such teacher evaluation and support program is consistent with the guidelines adopted by the State Board of Education, pursuant to subsection (c) of this section.

(3) For the school years commencing July 1, 2016, to July 1, 2018, inclusive, if all of the members of the professional development and evaluation committee for a school district unanimously agree to include student performance results on the state-wide mastery examination among the multiple indicators of student academic growth and development for the purpose of determining whether a teacher has met such teacher's goals for purposes of an evaluation conducted pursuant to this section, such committee shall send a letter indicating such agreement with the signatures of all members to the local or regional board of education for the school district. Such local or regional board of education may submit a written request to the Commissioner of Education for a waiver authorizing the use of such student performance results for such purpose. Such waiver request shall include the letter from the professional development and evaluation committee. The commissioner shall inform the State Board of Education of receipt of such waiver request and immediately forward it to the Performance Evaluation Advisory Council, established pursuant to section 10-151d, for consideration. If the membership of the Performance Evaluation Advisory Council unanimously agrees to recommend approval of such waiver request, the commissioner shall forward such recommendation to the State Board of Education for approval or rejection of such waiver request. The State Board of Education may approve or reject such waiver request. If the membership of the Performance Evaluation Advisory Council is unable to unanimously agree to recommend approval of such waiver request, the commissioner shall not forward such waiver request and the State Board of Education shall not approve or reject such waiver request.

(4) Each local and regional board of education may commence implementation of the teacher evaluation and support program adopted pursuant to this subsection in accordance with a teacher evaluation and support program implementation plan adopted pursuant to subsection (d) of this section. "

This act shall take effect as follows and shall amend the following sections:

Section 1

from passage

New section

Sec. 2

July 1, 2016

10-151b(a) and (b)