| Old | New | Differences | |
|---|---|---|---|
| 1 | 1 | ||
| 2 | 2 | ||
| 3 | 3 | LCO No. 2058 1 of 1 | |
| 4 | 4 | ||
| 5 | 5 | General Assembly Proposed Bill No. 6215 | |
| 6 | 6 | January Session, 2019 | |
| 7 | 7 | LCO No. 2058 | |
| 8 | 8 | ||
| 9 | 9 | ||
| 10 | 10 | Referred to Committee on EDUCATION | |
| 11 | 11 | ||
| 12 | 12 | ||
| 13 | 13 | Introduced by: | |
| 14 | 14 | REP. MCCARTY, 38th Dist. | |
| 15 | 15 | ||
| 16 | 16 | ||
| 17 | 17 | ||
| 18 | 18 | AN ACT ESTABLISHING A WORKING GROUP TO STUDY BEST | |
| 19 | 19 | PRACTICES REGARDING SOCIAL -EMOTIONAL LEARNING. | |
| 20 | 20 | Be it enacted by the Senate and House of Representatives in General | |
| 21 | 21 | Assembly convened: | |
| 22 | 22 | ||
| 23 | 23 | That the general statutes be amended to establish a working group 1 | |
| 24 | 24 | to study issues relating to best practices for the promotion of social-2 | |
| 25 | 25 | emotional learning in schools, and such working group shall (1) 3 | |
| 26 | 26 | identify successful models of social-emotional learning that are being 4 | |
| 27 | 27 | implemented by school districts in Connecticut or other states, (2) 5 | |
| 28 | 28 | analyze the suspension and expulsion rates, prior to and after a 6 | |
| 29 | 29 | successful model has been implemented in a school district, and (3) 7 | |
| 30 | 30 | make recommendations for how such successful models can be 8 | |
| 31 | 31 | expanded and implemented in other school districts throughout the 9 | |
| 32 | 32 | state. 10 | |
| 33 | 33 | Statement of Purpose: | |
| 34 | 34 | To establish a working group to study issues relating to best practices | |
| 35 | 35 | for social-emotional learning. |