S LBD13454-01-4
S. 6307 2
2. THE RESULTS OF EACH PUPIL'S ENGLISH/LANGUAGE ARTS AND MATHEMATICS
ASSESSMENT SHALL BE MAINTAINED BY THE DEPARTMENT AS CONFIDENTIAL INFOR-
MATION AND SHALL NOT BE DISCLOSED.
3. THE DEPARTMENT SHALL, IN THE ESTABLISHMENT OF PROFICIENCY LEVELS
FOR THE ENGLISH/LANGUAGE ARTS AND MATHEMATICS ASSESSMENTS, UTILIZE THE
VALUES IDENTIFIED AS COLLEGE READY INDICATORS BY THE COLLEGE BOARD IN
TWO THOUSAND ELEVEN, SO THAT (A) THE PROFICIENCY SCORE FOR THE
ENGLISH/LANGUAGE ARTS ASSESSMENT SHALL NOT EXCEED A SCORE OF FIVE
HUNDRED IN THE READING PORTION OF THE SCHOLASTIC APTITUDE TEST; AND (B)
THE PROFICIENCY SCORE FOR THE MATHEMATICS ASSESSMENT SHALL NOT EXCEED A
SCORE OF FIVE HUNDRED IN THE MATHEMATICS PORTION OF THE SCHOLASTIC APTI-
TUDE TEST.
S 208-C. RESULTS OF COMMON CORE CURRICULUM EXAMINATIONS. 1. THE
DEPARTMENT SHALL PROVIDE TO THE TEACHER, WHO HAS ADMINISTERED AN EXAM-
INATION, ESTABLISHED BY THE DEPARTMENT, TO ASSESS ACHIEVEMENT OF THE
COMMON CORE CURRICULUM STANDARDS, A REPORT OF THE RESULTS OF SUCH EXAM-
INATION ADMINISTERED TO THE PUPILS BASED UPON SUCH PUPILS' GRADE LEVEL,
A COPY OF EACH GRADED EXAMINATION AND THE RESULTS ON SUCH EXAMINATION OF
PUPILS STATEWIDE IN SUCH GRADE.
2. THE DEPARTMENT SHALL PROVIDE TO THE PERSON IN PARENTAL RELATION TO
EACH PUPIL WHO WAS ADMINISTERED AN EXAMINATION TO ASSESS ACHIEVEMENT OF
THE COMMON CORE CURRICULUM STANDARDS, A REPORT OF SUCH PUPILS RESULTS ON
SUCH EXAMINATION AND A COPY OF EACH GRADED EXAMINATION.
3. THE DEPARTMENT SHALL PUBLISH AND MAKE AVAILABLE TO THE PUBLIC A
COPY OF EACH EXAMINATION TO ASSESS ACHIEVEMENT OF THE COMMON CORE
CURRICULUM STANDARDS WITHIN SIXTY DAYS OF THE ADMINISTRATION OF SUCH
EXAM.
S 2. Subparagraph 1 of paragraph a of subdivision 2 of section 3012-c
of the education law, as amended by chapter 21 of the laws of 2012, is
amended to read as follows:
(1) The annual professional performance reviews conducted pursuant to
this section for classroom teachers and building principals shall
differentiate teacher and principal effectiveness using the following
quality rating categories: highly effective, effective, developing and
ineffective[, with explicit minimum and maximum scoring ranges for each
category, for the state assessments and other comparable measures
subcomponent of the evaluation and for the locally selected measures of
student achievement subcomponent of the evaluation, as prescribed in the
regulations of the commissioner]. There shall be: (i) [a state assess-
ments and other comparable measures subcomponent which shall comprise
twenty or twenty-five percent of the evaluation; (ii)] a locally
selected measures of student achievement subcomponent which shall
comprise [twenty or fifteen] FORTY percent of the evaluation; and
[(iii)] (II) an other measures of teacher or principal effectiveness
subcomponent which shall comprise the remaining sixty percent of the
evaluation, which in sum shall constitute the composite teacher or prin-
cipal effectiveness score. Such annual professional performance reviews
shall result in a single composite teacher or principal effectiveness
score, which incorporates multiple measures of effectiveness related to
the criteria included in the regulations of the commissioner; PROVIDED,
HOWEVER, THAT NO SUCH CRITERIA SHALL INCLUDE THE SCORES RECEIVED BY
STUDENTS ON STATE ASSESSMENT AND REGENTS EXAMINATIONS.
S 3. Clauses (C) and (D) of subparagraph 2 of paragraph a of subdivi-
sion 2 of section 3012-c of the education law, as amended by chapter 21
of the laws of 2012, are amended to read as follows:
S. 6307 3
(C) Developing if they achieve a composite effectiveness score of
[65-74] 56-74.
(D) Ineffective if they achieve a composite effectiveness score of
[0-64] 0-55.
S 4. Subparagraph 8 of paragraph a of subdivision 2 of section 3012-c
of the education law, as amended by chapter 21 of the laws of 2012, is
amended to read as follows:
(8) [Except for the student growth measures on the state assessments
or other comparable measures of student growth prescribed in paragraphs
e, f and g of this subdivision, the] THE elements comprising the compos-
ite effectiveness score and the process by which points are assigned to
subcomponents shall be locally developed, consistent with the standards
prescribed in the regulations of the commissioner and the requirements
of this section, through negotiations conducted, pursuant to the
requirements of article fourteen of the civil service law. PROVIDED,
HOWEVER, THAT THE STANDARDS PRESCRIBED BY THE COMMISSIONER SHALL NOT
INCLUDE THE AWARDING OR DEDUCTION OF POINTS BASED UPON THE SCORES OF
STUDENTS ON STATE ASSESSMENT AND REGENTS EXAMINATIONS.
S 5. Paragraph c of subdivision 2 of section 3012-c of the education
law, as amended by chapter 21 of the laws of 2012, is amended to read as
follows:
c. (1) Annual professional performance reviews conducted by school
districts or boards of cooperative educational services for the two
thousand twelve--two thousand thirteen school year and thereafter of all
classroom teachers and all building principals shall be conducted pursu-
ant to this subdivision [and shall use two thousand eleven--two thousand
twelve school year student data as the baseline for the initial computa-
tion of the composite teacher or principal effectiveness score for such
classroom teachers and principals]. For purposes of this section, an
administrator in charge of an instructional program of a board of coop-
erative educational services shall be deemed to be a building principal.
(2) [Subject to paragraph k of this subdivision the entire annual
professional performance review shall be completed and provided to the
teacher or principal as soon as practicable but in no case later than
September first of the school year next following the school year for
which the classroom teacher or building principal's performance is being
measured.] The teacher's and principal's score and rating on the locally
selected measures subcomponent, if available, and on the other measures
of teacher and principal effectiveness subcomponent for a teacher's or
principal's annual professional performance review shall be computed and
provided to the teacher or principal, in writing, by no later than the
last day of the school year for which the teacher or principal is being
measured. Nothing in this subdivision shall be construed to authorize a
teacher or principal to trigger the appeal process prior to receipt of
his or her composite effectiveness score and rating.
(3) Each such annual professional performance review shall be based on
[the state assessments or other comparable measures subcomponent,] the
locally selected measures of student achievement subcomponent and the
other measures of teacher and principal effectiveness subcomponent,
determined in accordance with the applicable provisions of this section
[and the regulations of the commissioner], for the school year for which
the teacher's or principal's performance is measured.
S 6. Subparagraphs 1, 2 and 3 of paragraph f of subdivision 2 of
section 3012-c of the education law, as amended by chapter 21 of the
laws of 2012, are amended to read as follows:
S. 6307 4
(1) For annual professional performance reviews conducted in accord-
ance with paragraph c of this subdivision for the two thousand twelve--
two thousand thirteen school year and thereafter for classroom teachers
in subjects and grades for which the board of regents has not approved a
value-added model and for building principals employed in schools or
programs for which there is no approved principal value-added model,
forty percent of the composite score of effectiveness [shall be based on
student achievement measures as follows: (i) twenty percent of the eval-
uation shall be based upon student growth data on state assessments as
prescribed by the commissioner or a comparable measure of student growth
if such growth data is not available; and (ii) twenty percent] shall be
based on [other] locally selected measures of student achievement that
are determined to be rigorous and comparable across classrooms in
accordance with [the] regulations [of the commissioner and as are]
developed locally in a manner consistent with procedures negotiated
pursuant to the requirements of article fourteen of the civil service
law.
(2) One or more of the following types of locally selected measures of
student achievement or growth may be used for the evaluation of class-
room teachers:
(i) student achievement or growth on [state assessments, regents exam-
inations and/or department approved alternative] examinations [as
described in the regulations of the commissioner including, but not
limited to], advanced placement examinations, international baccalau-
reate examinations, and SAT II, [using a measure that is different from
the growth score prescribed by the department for student growth on such
assessments or examinations for purposes of the state assessment or
other comparable measures subcomponent] that is [either] BASED UPON:
(A) the change in percentage of a teacher's students who achieve a
specific level of performance as determined locally, on such
[assessments/]examinations compared to those students' level of perform-
ance on such [assessments/]examinations in the previous school year
[such as a three percentage point increase in students earning the
proficient level (three) or better performance level on the seventh
grade math state assessment compared to those same students' performance
levels on the sixth grade math state assessment, or an increase in the
percentage of a teacher's students earning the advanced performance
level (four) on the fourth grade English language arts or math state
assessments compared to those students' performance levels on the third
grade English language arts or math state assessments]; or
(B) a teacher specific growth score [computed by the department] based
on the percent of the teacher's students earning a [department] LOCALLY
determined level of growth[. The methodology to translate such growth
into the state-established subcomponent scoring ranges shall be deter-
mined locally]; or
(C) a teacher-specific achievement or growth score computed in a
manner determined locally based on a measure of student performance on
[the state assessments, regents examinations and/or department approved
alternative] examinations other than the measure described in item (A)
or (B) of this [subparagraph] CLAUSE;
(ii) student growth or achievement computed in a manner determined
locally based on a LOCAL student assessment [approved by the department
pursuant to a request for qualification process established in the regu-
lations of the commissioner];
S. 6307 5
(iii) student growth or achievement computed in a manner determined
locally based on a district, regional or BOCES-developed assessment that
is rigorous and comparable across classrooms;
(iv) a school-wide measure of either student growth or achievement
based on [either:
(A) a state-provided student growth score covering all students in the
school that took the state assessment in English language arts or math-
ematics in grades four through eight;
(B)] a school-wide measure of student growth or achievement computed
in a manner determined locally based on a district, regional or board of
cooperative educational services developed assessment that is rigorous
and comparable across classrooms [or a department approved student
assessment or based on a state assessment]; or
(v) where applicable, for teachers in any grade or subject where there
is no growth or value-added growth model approved by the board of
regents at that grade level or in that subject, a structured district-
wide student growth goal-setting process to be used with any [state
assessment or an approved student assessment or a] district, regional or
BOCES-developed assessment that is rigorous and comparable across class-
rooms.
(3) One or more of the following types of locally selected measures of
student achievement or growth may be used for the evaluation of princi-
pals, provided that each measure is rigorous and comparable across
classrooms [and that any such measure shall be different from that used
for the state assessment or other comparable measures subcomponent]:
(i) [student achievement levels on state assessments in English
language arts and/or mathematics in grades four to eight such as
percentage of students in the school whose performance levels on state
assessments are proficient or advanced, as defined in the regulations of
the commissioner;
(ii) student growth or achievement on state or other assessments in
English language arts and/or mathematics in grades four to eight for
students in each of the performance levels described in the regulations
of the commissioner;
(iii) student growth or achievement on state assessments in English
language arts and/or mathematics in grades four to eight for students
with disabilities and English language learners in grades four to eight;
(iv)] student performance on any or all of the district-wide locally
selected measures approved for use in teacher evaluations;
[(v)] (II) for principals employed in a school with high school
grades, four, five and/or six-year high school graduation and/or dropout
rates;
[(vi)] (III) percentage of students who earn a regents diploma with
advanced designation and/or honors [as defined in the regulations of the
commissioner], for principals employed in a school with high school
grades;
[(vii)] (IV) percentage of a cohort of students that achieve specified
scores on [regents examinations and/or department approved alternative
examinations including, but not limited to,] advanced placement examina-
tions, international baccalaureate examinations and SAT II, for princi-
pals employed in a school with high school grades such as the percentage
of students in the two thousand nine cohort that scored at least a three
on an advanced placement examination since entry into the ninth grade;
and/or
[(viii)] (V) students' progress toward graduation in the school using
strong predictive indicators, including but not limited to ninth and/or
S. 6307 6
tenth grade credit accumulation and/or the percentage of students that
pass ninth and/or tenth grade subjects most commonly associated with
graduation [and/or students' progress in passing the number of required
regents examinations for graduation], for principals employed in a
school with high school grades.
[(ix)] (VI) For school districts or boards of cooperative educational
services that choose to use more than one set of locally selected meas-
ures described in this paragraph for principals in the same or similar
grade configuration or program such as one set of locally selected meas-
ures is used to evaluate principals in some K-5 schools and another set
of locally selected measures is used to evaluate principals in the other
K-5 schools in the district, the superintendent or district superinten-
dent shall, in their professional performance review plan, certify that
the sets of measures are comparable[, in accordance with the testing
standards as defined in regulations of the commissioner].
[(x)] (VII) For building principals employed in schools or programs
for which there is no approved principal value-added model, the types of
locally selected measures of student achievement or growth specified in
subparagraph three of paragraph g of this subdivision may be used. In
addition, a structured district-wide student growth goal-setting process
to be used with any state assessment or an approved student assessment
or a district, regional of BOCES-developed assessment that is rigorous
and comparable across classrooms may be a locally selected measure.
S 7. Subparagraphs 1, 2 and 3 of paragraph g of subdivision 2 of
section 3012-c of the education law, as amended by chapter 21 of the
laws of 2012, are amended to read as follows:
(1) For annual professional performance reviews conducted in accord-
ance with paragraph c of this subdivision for the two thousand twelve--
two thousand thirteen school year and thereafter for classroom teachers
in subjects and grades in which there is a value-added growth model
approved by the board of regents and for building principals employed in
schools or programs for which there is an approved principal value-added
model, forty percent of the composite score of effectiveness [shall be
based on student achievement measures as follows: (i) twenty-five
percent of the evaluation shall be based upon student growth data on
state assessments as prescribed by the commissioner or a comparable
measure of student growth if such growth data is not available; and (ii)
fifteen percent] shall be based on [other] locally selected measures of
student achievement that are determined to be rigorous and comparable
across classrooms in accordance with [the] regulations [of the commis-
sioner and as are locally] developed in a manner consistent with proce-
dures negotiated pursuant to the requirements of article fourteen of the
civil service law. The department shall develop the value-added growth
model and shall consult with the advisory committee established pursuant
to subdivision seven of this section prior to recommending that the
board of regents approve its use in evaluations.
(2) One or more of the following types of locally selected measures of
student achievement or growth may be used for the evaluation of class-
room teachers:
(i) student achievement or growth on [state assessments, regents exam-
inations and/or department approved alternative] examinations [as
described in the regulations of the commissioner including, but not
limited to], advanced placement examinations, international baccalau-
reate examinations and SAT II, [using a measure that is different from
the growth score prescribed by the department for student growth on such
S. 6307 7
assessments or examinations for purposes of the state assessment or
other comparable measures subcomponent] that is [either] BASED UPON:
(A) the change in percentage of a teacher's students who achieve a
specific level of performance as determined locally, on such
[assessments/]examinations compared to those students' level of perform-
ance on such [assessments/]examinations in the previous school year
[such as a three percentage point increase in students earning the
proficient level (three) or better performance level on the seventh
grade math state assessment compared to those same students' performance
levels on the sixth grade math state assessment, or an increase in the
percentage of a teacher's students earning the advanced performance
level (four) on the fourth grade English language arts or math state
assessments compared to those students' performance levels on the third
grade English language arts or math state assessments]; or
(B) a teacher specific growth score computed by the state based on the
percent of the teacher's students earning a state determined level of
growth[. The methodology to translate such growth into the state-establ-
ished subcomponent scoring ranges shall be determined locally]; or
(C) a teacher-specific achievement or growth score computed in a
manner determined locally based on a measure of student performance on
[the state assessments, regents examinations and/or department approved
alternative] examinations other than the measure described in item (A)
or (B) of this [subparagraph] CLAUSE;
(ii) student growth or achievement computed in a manner determined
locally based on a LOCAL student assessment [approved by the department
pursuant to a request for qualification process established in the regu-
lations of the commissioner];
(iii) student growth or achievement computed in a manner determined
locally based on a district, regional or BOCES-developed assessment that
is rigorous and comparable across classrooms;
(iv) a school-wide measure of either student growth or achievement
based on [either:
(A) a state-provided student growth score covering all students in the
school that took the state assessment in English language arts or math-
ematics in grades four through eight; or
(B)] a school-wide measure of student growth or achievement computed
in a manner determined locally based on a district, regional or board of
cooperative educational services developed assessment that is rigorous
and comparable across classrooms [or a department approved student
assessment or based on a state assessment].
(3) One or more of the following types of locally selected measures of
student achievement or growth may be used for the evaluation of princi-
pals, provided that each measure is rigorous and comparable across
classrooms [and that any such measure shall be different from that used
for the state assessment or other comparable measures subcomponent]:
(i) [student achievement levels on state assessments in English
language arts and/or mathematics in grades four to eight such as
percentage of students in the school whose performance levels on state
assessments are proficient or advanced, as defined in the regulations of
the commissioner;
(ii) student growth or achievement on state or other assessments in
English language arts and/or mathematics in grades four to eight for
students in each of the performance levels described in the regulations
of the commissioner;
S. 6307 8
(iii) student growth or achievement on state assessments in English
language arts and/or mathematics in grades four to eight for students
with disabilities and English language learners in grades four to eight;
(iv)] student performance on any or all of the district-wide locally
selected measures approved for use in teacher evaluations;
[(v)] (II) for principals employed in a school with high school
grades, four, five and/or six-year high school graduation and/or dropout
rates;
[(vi)] (III) percentage of students who earn a regents diploma with
advanced designation and/or honors [as defined in the regulations of the
commissioner], for principals employed in a school with high school
grades;
[(vii)] (IV) percentage of a cohort of students that achieve specified
scores on [regents examinations and/or department approved alternative
examinations including, but not limited to,] advanced placement examina-
tions, international baccalaureate examinations and SAT II, for princi-
pals employed in a school with high school grades such as the percentage
of students in the two thousand nine cohort that scored at least a three
on an advanced placement examination since entry into the ninth grade;
and/or
[(viii)] (V) students' progress toward graduation in the school using
strong predictive indicators, including but not limited to ninth and/or
tenth grade credit accumulation and/or the percentage of students that
pass ninth and/or tenth grade subjects most commonly associated with
graduation [and/or students' progress in passing the number of required
regents examinations for graduation], for principals employed in a
school with high school grades.
[(ix)] (VI) For school districts or boards of cooperative educational
services that choose to use more than one set of locally selected meas-
ures described in this paragraph for principals in the same or similar
grade configuration or program, the superintendent or district super-
intendent shall, in their professional performance review plan, certify
that the sets of measures are comparable, in accordance with the testing
standards as defined in regulations of the commissioner.
S 8. Clause (i) of subparagraph 1 of paragraph j of subdivision 2 of
section 3012-c of the education law is REPEALED.
S 9. Subparagraph 2 of paragraph j of subdivision 2 of section 3012-c
of the education law, as added by chapter 21 of the laws of 2012, is
amended to read as follows:
(2) Such process must ensure that it is possible for a teacher or
principal to obtain each point in the applicable scoring ranges, includ-
ing zero, for [the state assessment or other comparable measures subcom-
ponent,] the locally selected measures of student achievement subcompo-
nent and the overall rating categories. The process must also ensure
that it is possible for a teacher or principal to obtain each point in
the scoring ranges prescribed by the district or board of cooperative
educational services for the other measures of teacher and principal
effectiveness subcomponent.
S 10. Subdivision 10 of section 3012-c of the education law, as added
by chapter 68 of the laws of 2012, is amended to read as follows:
10. Each school district and board of cooperative educational services
shall fully disclose and release to the public and the department the
final quality ratings [and composite effectiveness scores] from the
annual professional performance reviews of its teachers and principals
as provided in this subdivision.
S. 6307 9
a. The commissioner shall fully disclose professional performance
review data for teachers and principals in each school district and
board of cooperative educational services on the department website and
in any other manner to make such data widely available to the public.
Such data shall be suitable for research, analysis and comparison of
professional performance review data for teachers and principals. Such
public disclosure shall include but not be limited to the final quality
ratings [and composite effectiveness scores] by school district for
principal evaluation data, by school building for teacher evaluation
data and, within each district and school building, by class, subject
and grade; final quality ratings [and composite effectiveness scores] by
region, district wealth, district need category, student enrollment,
type of school (i.e. elementary, middle and high school), student need
(e.g., poverty level), and district spending; final quality ratings [and
composite effectiveness scores] by the percentage or number of teachers
and principals in each final quality rating category, moving to a higher
rating category than the previous year, moving to a lower rating catego-
ry than the previous year, and retained in each rating category; and
data on tenure granting and denial based on the final quality rating
categories.
b. Each school district and board of cooperative educational services
shall fully disclose and release to the parents and legal guardians of a
student the final quality rating [and composite effectiveness score] for
each of the teachers and for the principal of the school building to
which the student is assigned for the current school year upon the
request of such parents and legal guardians. The governing body of each
school district and board of cooperative educational services shall
provide conspicuous notice to parents and legal guardians of the right
to obtain such information. Parents and legal guardians may review and
receive such data in any manner, including by phone or in person[; shall
receive an oral or written explanation of the composite effectiveness
scoring ranges for final quality ratings; and be offered opportunities
to understand such scores in the context of teacher evaluation and
student performance]. Reasonable efforts shall be made to verify that
any such request is a bona fide request by a parent or guardian entitled
to review and receive such data pursuant to this paragraph.
c. The department and each school district and board of cooperative
educational services shall ensure that any release to the public of
annual professional performance review data, [or any other data that is
used as a component of annual professional performance reviews,] does
not include personally identifying information for any teacher or prin-
cipal, provided, however, that nothing shall impair the right of parents
and legal guardians to review and receive the final quality rating [and
composite effectiveness score] of individual teachers and principals as
provided in paragraph b of this subdivision. Annual professional
performance reviews of individual teachers and principals shall not be
subject to disclosure pursuant to article six of the public officers
law.
d. Nothing in this subdivision shall prohibit the department from
collecting such data and materials from school districts and boards of
cooperative educational services as is necessary to carry out its func-
tions and duties, including its responsibilities related to the federal
Race to the Top program.
S 11. The education law is amended by adding a new section 3211-b to
read as follows:
S. 6307 10
S 3311-B. USE OF COMMON CORE STANDARDS EXAMINATIONS IN STUDENT PLACE-
MENTS. NO SCHOOL, SCHOOL DISTRICT OR BOARD OF COOPERATIVE EDUCATIONAL
SERVICES SHALL USE OR CONSIDER ANY STUDENT'S SCORE OR SCORES ON ANY
COMMON CORE STANDARDS EXAMINATION OR ASSESSMENT TO DETERMINE THE PLACE-
MENT OR PROMOTION OF SUCH STUDENT INCLUDING, BUT NOT LIMITED TO, FOR
PURPOSES OF ADMISSION TO OR CONTINUANCE IN ANY GIFTED OR ENRICHMENT
PROGRAM, PLACEMENT IN ANY ACCELERATED PROGRAM, HONORS COURSE OR OTHER
SELECTED COURSE OF STUDY, GRADE RETENTION, ADMISSION TO ANY PUBLIC
SCHOOL WITH SELECTIVE ADMISSIONS, AND SPECIAL EDUCATION PROGRAM PLACE-
MENT. PROVIDED, HOWEVER, THAT SUCH PROHIBITION SHALL NOT APPLY TO THE
PROVISION OF ACADEMIC INTERVENTION SERVICES, WHEN THE SCHOOL, SCHOOL
DISTRICT OR BOARD OF COOPERATIVE EDUCATIONAL SERVICES UTILIZES AT LEAST
ONE ADDITIONAL INDICATOR TO DETERMINE THAT A STUDENT IS IN NEED OF SUCH
SERVICES.
S 12. (a) A task force on the professional performance review of
teachers and principals is hereby established to examine, evaluate and
make recommendations concerning the effectiveness, implementation and
utilization of annual professional performance reviews of classroom
teachers and building principals pursuant to section 3012-c of the
education law.
(b) The task force shall consist of 25 members to be appointed as
follows: 5 shall be appointed by the governor; 5 shall be appointed by
the temporary president of the senate; 5 shall be appointed by the
speaker of the assembly; 5 shall be appointed by the minority leader of
the senate; and 5 shall be appointed by the minority leader of the
assembly. Every member shall be a teacher, principal or superintendent
of a school district in the state, who is recommended to the appointing
officer by an education professional organization. The appointees shall
be broadly representative of teachers, principals and superintendents in
the various school districts throughout the state. The task force shall
by majority vote of its members designate a chair and vice chair.
Vacancies in the membership of the task force shall be filled in the
manner provided for original appointments.
(c) The task force shall hold public hearings and shall have all the
powers of a legislative committee pursuant to the legislative law.
(d) The members of the task force shall receive no compensation for
their services, but shall be allowed their actual and necessary expenses
incurred in the performance of their duties pursuant to this section.
(e) To the maximum extent feasible, the task force shall be entitled
to request and receive, and shall utilize such facilities, resources and
data of any department, division, board, bureau, commission or agency of
the state or any political subdivision thereof as it may reasonably
request to carry out its duties pursuant to this section.
(f) The task force shall submit a report to the governor and the
legislature, on or before April 1, 2017, of its findings, conclusions
and recommendations, and shall also submit with its report such legisla-
tive proposals as it deems necessary to implement its recommendations.
S 13. This act shall take effect July 1, 2014, provided that sections
two through twelve of this act shall expire and be deemed repealed July
1, 2017.
