HB2377 Summary

• Modifies the state board of education's model framework for teacher and principal evaluation instruments to require quantitative data on student academic progress account for between 10 and 20 percent of evaluation outcomes, down from the previous 33-50 percent range.

• Specifies that quantitative data on student academic progress must be directly attributable to the teacher being evaluated and allows students not enrolled for a full academic year to be excluded from the data.

• Defines "academic progress" as the measurement of a pupil's learning of grade-level content standards.

• Allows school districts and charter schools to determine the appropriate weight of evaluation components, with the requirement that quantitative data weight remain between 10 and 20 percent.

• Permits the state board of education to periodically adjust the model framework to align with state-level assessment or data changes.