Nevada Department of EducationNevada Department of Education

Nevada Educator Performance Framework (NEPF)

Overview & Timeline

In 2011, Nevada's legislators passed AB222, which created the Teachers and Leaders Council (TLC) and required the State Board of Education (SBE) to establish a statewide performance evaluation system for teachers and building level administrators based upon recommendations from the TLC. It also mandated that the evaluation system rate educators as highly effective, effective, minimally effective, or ineffective, and that student achievement data from statewide assessments will be used to determine educator effectiveness ratings. This system is now known as the Nevada Educator Performance Framework (NEPF).

The passage of SB407 during the 2013 legislative session made additional changes to the NEPF including, but not limited to, providing for a validation study of the system and revising policies for educator evaluations during the transition to the statewide performance evaluation system.

During the 2015 legislative session, the passage of AB447 made changes to Nevada Revised Statutes (NRS) 391.3123, 391.3125, 391.3127, 391.460, and 391.465. Revisions included adjustments to the timeline for implementation and the required percentage of student achievement data for the Student Outcomes portion of the NEPF. Changes were also made to the number of required evaluations and observations of probationary and post-probationary educators; and the SBE and TLC were given additional tasks regarding recommendations for educational personnel to be evaluated using the NEPF.

During the 2017 legislative session, the passage of AB320 impacted NRS 391 regarding the evaluation of teachers and school administrators. Those revisions include changes to the student performance measures/Student Learning Goals specifically removing statewide performance measures. In alignment with this change, the Department worked with districts, the TLC, and other subject matter experts to provide a list of assessments to schools and districts to measure progress towards SLGs. The State Board of Education and the Department were given additional tasks concerning annual review and monitoring of NEPF data and implementation efforts statewide.

During the 2019 legislative session, the passage of SB475 revised Chapter 391 of the Nevada Revised Statutes (NRS). These changes include, but are not limited to, the evaluation of other licensed educational personnel, the reduction of the Student Outcomes Domain weight from 40 to 15 percent, and revisions regarding the impact of the rating of Developing for probationary and post-probationary employees. Additionally, the Department will collaborate with various educational stakeholders to develop an electronic tool for evaluations and will contract a study of the impact and validity of the statewide performance evaluation system.

During the 2021 legislative session, the passage of AB 57 and AB266 revised Chapter 391 of the Nevada Revised Statutes (NRS). These changes include the reduction of the Student Performance Domain (SLG) weight from 15 to 0 percent for the 2021-22 school year (returns to 15% for the 2022-23 school year) and a class size adjustment on select Indicators for non-probationary, effective or highly effective teachers who teach classes with per pupil counts above those recommended by the State Board of Education. NEPF Guidance for the 2021-22 School Year

Nevada Educator Performance Framework Goals:

  • Foster student learning and growth
  • Improve educators' instructional practices
  • Inform human capital decisions based on a professional growth system
  • Engage stakeholders in the continuous improvement and monitoring of a professional growth system

Main Purposes of the Evaluation Performance Framework:

The overall purpose of Nevada’s Educator Performance Framework is to identify effective instruction and leadership, and to establish criteria to determine:

  • whether educators are helping students meet achievement targets and performance expectations (supports goals 1 & 4);
  • whether educators are effectively engaging families (supports goals 1 & 2);
  • whether educators are collaborating effectively (supports goals 1, 2, & 3);
  • the professional development needs of educators (supports goals 1, 2, 3 & 4);
  • information on which to base human capital decisions including rewards and consequences (supports goal 3); and
  • whether educators are using data to inform decision making (supports goals 1, 2 & 4). *Goals and Purposes identified in the Nevada TLC Systems Guidelines White Paper – January 2013, available upon request.