Bill Text: IN HB1361 | 2012 | Regular Session | Introduced
Bill Title: Cultural competency.
Spectrum: Partisan Bill (Democrat 1-0)
Status: (Introduced - Dead) 2012-01-11 - First reading: referred to Committee on Education [HB1361 Detail]
Download: Indiana-2012-HB1361-Introduced.html
Citations Affected: IC 20-28; IC 20-31.
Synopsis: Cultural competency. Requires the department of education
to develop standards for cultural competency teacher training. Requires
that a school corporation's plan for annual performance evaluations
must include measures of cultural responsive methods in instructional
and classroom management practices as a component of the plan.
Requires school corporations to develop policies concerning cultural
competency training for school staff and students.
Effective: July 1, 2012.
January 10, 2012, read first time and referred to Committee on Education.
PRINTING CODE. Amendments: Whenever an existing statute (or a section of the Indiana Constitution) is being amended, the text of the existing provision will appear in this style type, additions will appear in this style type, and deletions will appear in
Additions: Whenever a new statutory provision is being enacted (or a new constitutional provision adopted), the text of the new provision will appear in this style type. Also, the word NEW will appear in that style type in the introductory clause of each SECTION that adds a new provision to the Indiana Code or the Indiana Constitution.
Conflict reconciliation: Text in a statute in this style type or
A BILL FOR AN ACT to amend the Indiana Code concerning
education.
(1) racial minority students;
(2) low social economic status students;
(3) English language learners;
(4) students who are exceptional learners (as defined in IC 20-31-2-6); and
(5) students of various ethnic groups.
(b) The
AS A NEW CHAPTER TO READ AS FOLLOWS [EFFECTIVE
JULY 1, 2012]:
Chapter 5.5. Standards for Teacher Training
Sec. 1. As used in this chapter, "culturally responsive methods"
means methods that use the cultural knowledge, experiences, and
performance styles of diverse students to make learning more
appropriate and effective for those students.
Sec. 2. (a) The division shall develop standards for use by
accredited teacher training institutions and departments in
preparing individuals to teach successfully in a manner that serves
the diverse needs of all students, including those identified as a
member of one (1) or more of the following classifications:
(1) Racial minority.
(2) English language learners.
(3) Exceptional learner (as defined in IC 20-31-2-6).
(4) Lower economic status.
(5) Various ethnic groups that are included in the school's
population.
(b) The standards developed under subsection (a) must provide
for multicultural courses and culturally responsive methods that
assist individuals in developing cultural competency (as defined in
IC 20-31-2-5).
(c) A teacher licensed under IC 20-28-5 shall participate in
diversity and multicultural training throughout the year. The
training must be directly correlated with the school's improvement
plan and accreditation process under IC 20-31.
(b) Instead of developing its own staff performance evaluation plan under subsection (a), a school corporation may adopt a staff performance evaluation plan that meets the requirements set forth in this chapter or any of the following models:
(1) A plan using master teachers or contracting with an outside vendor to provide master teachers.
(2) The System for Teacher and Student Advancement (TAP).
(3) The Peer Assistance and Review Teacher Evaluation System (PAR).
(c) A plan must include the following components:
(1) Performance evaluations for all certificated employees, conducted at least annually.
(2) Objective measures of student achievement and growth to significantly inform the evaluation. The objective measures must include:
(A) student assessment results from statewide assessments for certificated employees whose responsibilities include instruction in subjects measured in statewide assessments;
(B) methods for assessing student growth for certificated employees who do not teach in areas measured by statewide assessments; and
(C) student assessment results from locally developed assessments and other test measures for certificated employees whose responsibilities may or may not include instruction in subjects and areas measured by statewide assessments.
(3) Rigorous measures of effectiveness, including observations and other performance indicators.
(4) An annual designation of each certificated employee in one (1) of the following rating categories:
(A) Highly effective.
(B) Effective.
(C) Improvement necessary.
(D) Ineffective.
(5) An explanation of the evaluator's recommendations for improvement, and the time in which improvement is expected.
(6) A provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective.
(7) Measures of culturally responsive methods (as defined in IC 20-28-5.5-1) in instructional and classroom management practices.
(d) The evaluator shall discuss the evaluation with the certificated employee.
(b) The committee shall:
(1) identify the racial, ethnic, language-minority, cultural, exceptional learning, and socioeconomic groups that are included in the school's student population;
(2) incorporate or adopt culturally appropriate teaching strategies and assessments for increasing educational opportunities and educational performance to achieve equitable outcomes for each group in the school's plan; and
(3) recommend,
(c) The committee shall update the school's plan annually according to the information identified under subsection
(1) teachers in order to meet the requirements under IC 20-28-11.5-4(c)(7); and
(2) members of the school community, including school staff and students.
(b) Each superintendent shall ensure cultural competency accountability by developing a policy that includes:
(1) procedures for determining whether a school is making
progress toward improving the cultural competency of the
school's teachers, administrators, staff, students, and
partnering school communities;
(2) cultural competency assessments or cultural audits; and
(3) monitoring of data on:
(A) disproportionality of services; and
(B) results;
to assess the effectiveness of the policy.
The policy developed under this subsection must meet the
requirements of this article and must be updated annually.
