Current through Register Vol. 50, No. 9, September 20, 2024
A. Student learning targets and, where
available, a value-added model shall be used to measure student growth for the
purposes of teacher and administrator evaluations according to guidelines
provided by LDOE.
B. For teachers
and administrators, progress towards predetermined student learning targets, as
measured by state-approved common assessments, where available, shall inform
the student growth component of the evaluation. Student learning targets shall
include goals which express an expectation of growth in student achievement
over a given period of time, as well as common measures for assessing
attainment of those goals, such as an identified assessment or a body of
evidence.
1. Evaluators shall meet with each
evaluatee for the purpose of discussing the student learning targets of each
student. Student learning targets not discussed in a meeting between an
evaluatee and the evaluator shall not be used in the evaluation of the
person.
2. Teachers. A minimum of
two student-learning targets shall be identified for each teacher. LDOE shall
provide an evaluative tool for evaluators to use in assessing the quality and
attainment of student learning targets.
a.
State-approved assessments shall be used as part of the body of evidence
measuring students' attainment of learning targets, where available.
b. Where no state-approved assessments are
available, evaluatees and evaluators shall decide upon the appropriate
assessment or assessments to measure students' attainment of learning
targets.
c. LEAs may define
consistent student learning targets across schools and classrooms for teachers
with similar assignments, provided that the targets allow for ample flexibility
to address the specific needs of students in each classroom.
3. Principals and Administrators.
A minimum of two student learning targets shall be identified for each
administrator.
a. For principals, the LDOE
shall provide recommended targets to use in assessing the quality and
attainment of both student learning targets, which will be based upon a review
of similar schools. The LDOE will annually publish the methodology for defining
similar schools.
b. At least one
learning target shall be based on overall school performance improvement in the
current school year, as measured by the school performance score.
c. At least one learning target shall be
based on growth in a component (e.g., ELA or math improvement) of school
performance score.
d. Principals at
schools with special populations (e.g. alternative schools) or those that do
not have grades with standardized testing and available value-added data (e.g.,
K-2 schools) may define learning targets based on LDOE guidance.
4. LDOE shall provide annual
updates to LEAs related to:
a. the expansion
of state-standardized testing and the availability of value-added data, as
applicable;
b. the expansion of
state-approved common assessments to be used to build bodies of evidence for
student learning where the value-added model is not available; and
c. the revision of state-approved tools to be
used in evaluating student learning targets.
C. The value-added model shall be a
statistical model approved by BESE for linking academic gains of students to
teachers in grades and subjects for which appropriate data are available. LDOE
shall expand the value-added model, as new state assessments become available.
1. Value-added data shall be provided to
teachers in grades and subjects that administer state-wide standardized tests
and for which appropriate prior testing data is available. The value-added
model shall not be applied for the purposes of evaluation in any case in which
fewer than 10 students with value-added results are assigned to an
educator.
2. The value-added model
shall take into account the following student-level variables:
a. prior achievement data that are available,
up to three years;
b. gifted
status;
c. section 504
status;
d. attendance;
e. disability status;
f. economically disadvantaged
status;
g. limited English
proficiency; and
h. prior discipline
history.
3. Classroom
composition variables shall also be included in the model.
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:6(A)(10),
R.S.
17:391.10,
R.S.
17:3881-3886, and
R.S.
17:3901-3904,
R.S.
17:3997, and
R.S.
17:10.1.
