Connecticut 2021 Regular Session

Connecticut House Bill HB06557 Compare Versions

Version 1 (Old)

Version 2 (New)

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7		-	General Assembly Substitute Bill No. 6557
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	6	+	General Assembly Raised Bill No. 6557
8	7		January Session, 2021
	8	+	LCO No. 4300
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	10	+
	11	+	Referred to Committee on EDUCATION
	12	+
	13	+
	14	+	Introduced by:
	15	+	(ED)
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14	20		AN ACT CONCERNING SO CIAL AND EMOTIONAL LEARNING.
15	21		Be it enacted by the Senate and House of Representatives in General
16	22		Assembly convened:
17	23
18	24		Section 1. (NEW) (Effective July 1, 2021) For the school year 1
19	25		commencing July 1, 2021, and each school year thereafter, each local and 2
20	26		regional board of education shall administer a universal mental health 3
21	27		and resiliency screening to all students for the purpose of identifying 4
22	28		students in need of interventions and support, provided for the school 5
23	29		years commencing July 1, 2021, and July 1, 2022, such screening shall 6
24	30		include a stress and trauma assessment related to the COVID-19 7
25	31		pandemic. 8
26	32		Sec. 2. (NEW) (Effective July 1, 2021) (a) For the school year 9
27	33		commencing July 1, 2021, and each school year thereafter, each local and 10
28		-	regional board of education shall, within available resources, maintain 11
29		-	the following staffing ratios for mental health and social-emotional 12
30		-	support staff for the school district: (1) At least one school counselor for 13
31		-	every two hundred fifty students in the school district, (2) at least one 14
32		-	school social worker for every two hundred fifty students in the school 15
33		-	district, (3) at least one family therapist for every two hundred fifty 16
34		-	students in the school district, (4) at least one school psychologist for 17
35		-	every five hundred students in the school district, and (5) a 18
36		-	paraeducator to student ratio recommended by a nationally recognized 19 Substitute Bill No. 6557
	34	+	regional board of education shall maintain the following staffing ratios 11
	35	+	for mental health and social-emotional support staff for the school 12
	36	+	district: (1) At least one school counselor for every two hundred fifty 13
	37	+	students in the school district, (2) at least one school social worker for 14
	38	+	every two hundred fifty students in the school district, (3) at least one 15
	39	+	family therapist for every two hundred fifty students in the school 16 Raised Bill No. 6557
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43		-	organization with expertise in paraeducator effectiveness. 20
44		-	(b) If the Commissioner of Education determines that (1) any of the 21
45		-	ratios described in subsection (a) of this section are inadequate to 22
46		-	properly address the number of students requiring the mental health, 23
47		-	social-emotional, behavioral support or special education programs and 24
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	44	+
	45	+	district, (4) at least one school psychologist for every five hundred 17
	46	+	students in the school district, and (5) a paraeducator to student ratio 18
	47	+	recommended by a nationally recognized organization with expertise in 19
	48	+	paraeducator effectiveness. 20
	49	+	(b) If the Commissioner of Education determines that any of the ratios 21
	50	+	described in subsection (a) of this section are inadequate to properly 22
	51	+	address the number of students requiring the mental health, social-23
	52	+	emotional, behavioral support or special education programs and 24
48	53		services provided by school counselors, school social workers, school 25
49		-	psychologists, family therapists or paraeducators, or (2) a local or 26
50		-	regional board of education does not have sufficient resources to 27
51		-	maintain any of the ratios described in subsection (a) of this section, then 28
52		-	the commissioner may require a local or regional board of education to 29
53		-	adjust any such ratio for the school district. 30
54		-	(c) A local or regional board of education that is required to increase 31
55		-	the number of school counselors, school social workers, school 32
56		-	psychologists, family therapists or paraeducators pursuant to this 33
57		-	section may apply to the Department of Education for a grant to assist 34
58		-	in the hiring of additional mental health and social-emotional support 35
59		-	staff. 36
60		-	Sec. 3. (NEW) (Effective July 1, 2021) (a) The Department of Education, 37
61		-	in collaboration with the Department of Mental Health and Addiction 38
62		-	Services, the Department of Children and Families, the Office of Early 39
63		-	Childhood and the Department of Public Health, shall establish a state-40
64		-	wide social-emotional support program that provides support and 41
65		-	assistance to local and regional boards of education for mental health, 42
66		-	social-emotional, behavioral support, trauma support and special 43
67		-	education programs and services. Such support and assistance shall 44
68		-	include, but need not be limited to, (1) training and recruiting mental 45
69		-	health and social-emotional support staff and deploying them to school 46
70		-	districts, (2) providing grants to school districts for the hiring of mental 47
71		-	health and social-emotional support staff, pursuant to subsection (c) of 48
72		-	section 2 of this act, (3) assisting boards in the development and 49
73		-	implementation of comprehensive school counseling programs, in 50
74		-	accordance with the guidelines adopted pursuant to section 10-203c of 51
75		-	the general statutes, (4) building on existing school and community 52 Substitute Bill No. 6557
	54	+	psychologists, family therapists or paraeducators, the commissioner 26
	55	+	may require a local or regional board of education to adjust any such 27
	56	+	ratio for the school district. 28
	57	+	(c) A local or regional board of education that is required to increase 29
	58	+	the number of school counselors, school social workers, school 30
	59	+	psychologists, family therapists or paraeducators pursuant to 31
	60	+	subsection (b) of this section may apply to the Department of Education 32
	61	+	for a grant to assist in the hiring of additional mental health and social-33
	62	+	emotional support staff. 34
	63	+	Sec. 3. (NEW) (Effective July 1, 2021) (a) The Department of Education, 35
	64	+	in collaboration with the Department of Mental Health and Addiction 36
	65	+	Services, the Department of Children and Families, the Office of Early 37
	66	+	Childhood and the Department of Public Health, shall establish a state-38
	67	+	wide social-emotional support program that provides support and 39
	68	+	assistance to local and regional boards of education for mental health, 40
	69	+	social-emotional, behavioral support, trauma support and special 41
	70	+	education programs and services. Such support and assistance shall 42
	71	+	include, but need not be limited to, (1) training and recruiting mental 43
	72	+	health and social-emotional support staff and deploying them to school 44
	73	+	districts, (2) providing grants to school districts for the hiring of mental 45
	74	+	health and social-emotional support staff, pursuant to subsection (c) of 46
	75	+	section 2 of this act, (3) assisting boards in the development and 47
	76	+	implementation of comprehensive school counseling programs, in 48
	77	+	accordance with the guidelines adopted pursuant to section 10-203c of 49 Raised Bill No. 6557
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82		-	collaborations that support student mental health and well-being, such 53
83		-	as community school models, family resource centers, health clinics, 54
84		-	child care that is available from 6:00 a.m. to 6:00 p.m., and year-round 55
85		-	use of school facilities, (5) developing or enhancing state, regional and 56
86		-	local support networks for mental health and trauma support services 57
87		-	through interagency agreements, local action plans and model 58
88		-	programs, (6) improving the knowledge and skill of educators and other 59
89		-	school personnel in order to develop social-emotional learning and 60
90		-	restorative practices competencies and capacities, (7) creating 61
91		-	opportunities for educators to collaborate, share support and problem 62
92		-	solve through team planning time and professional learning 63
93		-	communities, (8) providing resources for state-wide and local efforts to 64
94		-	engage parents and families to support the development of student 65
95		-	social and emotional growth at home and in the community, and (9) 66
96		-	providing opportunities for families to discuss topics relating to social-67
97		-	emotional learning, restorative practices, resiliency and ways to ensure 68
98		-	racial equity in schools. 69
99		-	(b) The Department of Education may collaborate with the Social 70
100		-	Emotional Learning and School Climate Advisory Collaborative, 71
101		-	established pursuant to section 10-222q of the general statutes, and the 72
102		-	national Collaborative for Academic, Social, and Emotional Learning to 73
103		-	implement the provisions of this section. 74
104		-	Sec. 4. (NEW) (Effective July 1, 2021) Each local and regional board of 75
105		-	education shall develop and implement a comprehensive school 76
106		-	counseling program for the school district. Such program shall be 77
107		-	developed in accordance with the guidelines adopted pursuant to 78
108		-	section 10-203c of the general statutes and provide proactive social-79
109		-	emotional instruction to develop student competencies in self-80
110		-	awareness, self-regulation, social awareness, relationship skills and 81
111		-	decision-making skills. 82
112		-	Sec. 5. (Effective July 1, 2021) Not later than October 1, 2021, the 83
113		-	Department of Education shall develop student social-emotional 84
114		-	learning standards for grades four to twelve, inclusive. Such standards 85 Substitute Bill No. 6557
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	82	+
	83	+	the general statutes, as amended by this act, (4) building on existing 50
	84	+	school and community collaborations that support student mental 51
	85	+	health and well-being, such as community school models, family 52
	86	+	resource centers, health clinics, child care that is available from 6:00 a.m. 53
	87	+	to 6:00 p.m., and year-round use of school facilities, (5) developing or 54
	88	+	enhancing state, regional and local support networks for mental health 55
	89	+	and trauma support services through interagency agreements, local 56
	90	+	action plans and model programs, (6) improving the knowledge and 57
	91	+	skill of educators and other school personnel in order to develop social-58
	92	+	emotional learning and restorative practices competencies and 59
	93	+	capacities, (7) creating opportunities for educators to collaborate, share 60
	94	+	support and problem solve through team planning time and 61
	95	+	professional learning communities, (8) providing resources for state-62
	96	+	wide and local efforts to engage parents and families to support the 63
	97	+	development of student social and emotional growth at home and in the 64
	98	+	community, and (9) providing opportunities for families to discuss 65
	99	+	topics relating to social-emotional learning, restorative practices, 66
	100	+	resiliency and ways to ensure racial equity in schools. 67
	101	+	(b) The Department of Education may collaborate with the Social 68
	102	+	Emotional Learning and School Climate Advisory Collaborative, 69
	103	+	established pursuant to section 10-222q of the general statutes, and the 70
	104	+	national Collaborative for Academic, Social, and Emotional Learning to 71
	105	+	implement the provisions of this section. 72
	106	+	Sec. 4. (NEW) (Effective July 1, 2021) Each local and regional board of 73
	107	+	education shall develop and implement a comprehensive school 74
	108	+	counseling program for the school district. Such program shall be 75
	109	+	developed in accordance with the guidelines adopted pursuant to 76
	110	+	section 10-203c of the general statutes, as amended by this act, and 77
	111	+	provide proactive social-emotional instruction to develop student 78
	112	+	competencies in self-awareness, self-regulation, social awareness, 79
	113	+	relationship skills and decision-making skills. 80
	114	+	Sec. 5. (Effective July 1, 2021) Not later than October 1, 2021, the 81
	115	+	Department of Education shall develop student social-emotional 82 Raised Bill No. 6557
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121		-	shall be designed for a multitiered system of support that is culturally 86
122		-	relevant and responsive, emphasizes school connectedness and includes 87
123		-	restorative practices. Such standards shall be made available on the 88
124		-	department's Internet web site. 89
125		-	Sec. 6. Subdivision (3) of subsection (b) of section 10-223e of the 90
126		-	general statutes is repealed and the following is substituted in lieu 91
127		-	thereof (Effective July 1, 2021): 92
128		-	(3) For the school year commencing July 1, 2015, and each school year 93
129		-	thereafter, the Department of Education shall prepare a state-wide 94
130		-	performance management and support plan, consistent with federal law 95
131		-	and regulation. Such plan shall (A) identify districts in need of 96
132		-	improvement, (B) classify schools as category one, two, three, four or 97
133		-	five schools based on the accountability index, and (C) identify focus 98
134		-	schools. On and after July 1, 2021, the state-wide performance 99
135		-	management and support plan shall include provisions related to social-100
136		-	emotional learning. 101
137		-	Sec. 7. (NEW) (Effective from passage) Not later than January 1, 2022, 102
138		-	the Social Emotional Learning and School Climate Advisory 103
139		-	Collaborative, established pursuant to section 10-222q of the general 104
140		-	statutes, shall convene a working group to (1) review sections 10-222d 105
141		-	to 10-222p, inclusive, of the general statutes relating to bullying and safe 106
142		-	school climate plans, (2) make recommendations concerning (A) 107
143		-	amendments to said sections 10-222d to 10-222p, inclusive, (B) the 108
144		-	inclusion of restorative practices in safe school climate plans, and (C) 109
145		-	state-wide adoption of the National School Climate Standards, and (3) 110
146		-	provide technical assistance and support to local and regional boards of 111
147		-	education in adopting and implementing the Connecticut Model School 112
148		-	Climate Policy, policy number 5131.914. 113
149		-	Sec. 8. Section 10-233m of the general statutes is repealed and the 114
150		-	following is substituted in lieu thereof (Effective July 1, 2021): 115
151		-	Each local or regional board of education that assigns a school 116 Substitute Bill No. 6557
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	120	+
	121	+	learning standards for grades four to twelve, inclusive. Such standards 83
	122	+	shall be designed for a multitiered system of support that is culturally 84
	123	+	relevant and responsive, emphasizes school connectedness and includes 85
	124	+	restorative practices. Such standards shall be made available on the 86
	125	+	department's Internet web site. 87
	126	+	Sec. 6. Subdivision (1) of subsection (a) of section 10-223e of the 88
	127	+	general statutes is repealed and the following is substituted in lieu 89
	128	+	thereof (Effective July 1, 2021): 90
	129	+	(1) "Accountability index" means the score resulting from multiple 91
	130	+	student, school or district-level measures, as weighted by the 92
	131	+	Department of Education, that (A) shall include the performance index 93
	132	+	score and high school graduation rates, and (B) may include, but need 94
	133	+	not be limited to, academic growth over time, attendance and chronic 95
	134	+	absenteeism, postsecondary education and career readiness, enrollment 96
	135	+	in and graduation from institutions of higher education and 97
	136	+	postsecondary education programs, civics and arts education, [and] 98
	137	+	physical fitness and measures of social-emotional learning. 99
	138	+	Sec. 7. Subdivision (3) of subsection (b) of section 10-223e of the 100
	139	+	general statutes is repealed and the following is substituted in lieu 101
	140	+	thereof (Effective July 1, 2021): 102
	141	+	(3) For the school year commencing July 1, 2015, and each school year 103
	142	+	thereafter, the Department of Education shall prepare a state-wide 104
	143	+	performance management and support plan, consistent with federal law 105
	144	+	and regulation. Such plan shall (A) identify districts in need of 106
	145	+	improvement, (B) classify schools as category one, two, three, four or 107
	146	+	five schools based on the accountability index, and (C) identify focus 108
	147	+	schools. On and after July 1, 2021, the state-wide performance 109
	148	+	management and support plan shall include provisions related to social-110
	149	+	emotional learning. 111
	150	+	Sec. 8. Subsection (j) of section 10-221a of the general statutes is 112
	151	+	repealed and the following is substituted in lieu thereof (Effective July 1, 113
	152	+	2021): 114 Raised Bill No. 6557
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158		-	resource officer to any school under the jurisdiction of such board shall 117
159		-	enter into a memorandum of understanding with a local law 118
160		-	enforcement agency regarding the role and responsibility of such school 119
161		-	resource officer. Such memorandum of understanding shall include 120
162		-	provisions addressing daily interactions between students and school 121
163		-	personnel with school resource officers and shall include a graduated 122
164		-	response model for student discipline. On and after July 1, 2021, each 123
165		-	such memorandum of understanding shall include a provision that 124
166		-	requires school resource officers to complete the same social-emotional 125
167		-	learning and restorative practices training provided to teachers and 126
168		-	administrators of the school. For the purposes of this section, "school 127
169		-	resource officer" means a sworn police officer of a local law enforcement 128
170		-	agency who has been assigned to a school pursuant to an agreement 129
171		-	between the local or regional board of education and the chief of police 130
172		-	of a local law enforcement agency. 131
173		-	Sec. 9. Subsection (a) of section 10-148a of the general statutes is 132
174		-	repealed and the following is substituted in lieu thereof (Effective July 1, 133
175		-	2021): 134
176		-	(a) For the school year commencing July 1, [2019] 2021, and each 135
177		-	school year thereafter, each certified employee shall participate in a 136
178		-	program of professional development. Each local and regional board of 137
179		-	education shall make available, annually, at no cost to its certified 138
180		-	employees, a program of professional development that is not fewer 139
181		-	than eighteen hours in length, of which a preponderance is in a small 140
182		-	group or individual instructional setting. Such program of professional 141
183		-	development shall (1) be a comprehensive, sustained and intensive 142
184		-	approach to improving teacher and administrator effectiveness in 143
185		-	increasing student knowledge achievement, (2) focus on refining and 144
186		-	improving various effective teaching methods that are shared between 145
187		-	and among educators, (3) foster collective responsibility for improved 146
188		-	student performance, (4) be comprised of professional learning that (A) 147
189		-	is aligned with rigorous state student academic achievement standards, 148
190		-	(B) is conducted among educators at the school and facilitated by 149 Substitute Bill No. 6557
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	158	+	(j) For the school year commencing July 1, 2012, and each school year 115
	159	+	thereafter, each local and regional board of education shall create a 116
	160	+	student success plan for each student enrolled in a public school, 117
	161	+	beginning in grade six. Such student success plan shall include a 118
	162	+	student's career and academic choices in grades six to twelve, inclusive. 119
	163	+	Beginning in grade six, such student success plan shall provide evidence 120
	164	+	of career exploration in each grade including, but not limited to, careers 121
	165	+	in manufacturing. The Department of Education shall revise and issue 122
	166	+	to local and regional boards of education guidance regarding changes 123
	167	+	to such student success plans. On and after July 1, 2020, in creating such 124
	168	+	student success plans, consideration shall be given to career and 125
	169	+	academic choices in computer science, science, technology, engineering 126
	170	+	and mathematics. On and after July 1, 2021, in creating such student 127
	171	+	success plans, consideration shall be given to a student's school 128
	172	+	connectedness and responses to two screening questions related to 129
	173	+	youth suicide. 130
	174	+	Sec. 9. Subsections (a) to (c), inclusive, of section 10-151b of the 131
	175	+	general statutes are repealed and the following is substituted in lieu 132
	176	+	thereof (Effective July 1, 2021): 133
	177	+	(a) The superintendent of each local or regional board of education 134
	178	+	shall annually evaluate or cause to be evaluated each teacher, and for 135
	179	+	the school year commencing July 1, 2013, and each school year 136
	180	+	thereafter, such annual evaluations shall be the teacher evaluation and 137
	181	+	support program adopted pursuant to subsection (b) of this section. The 138
	182	+	superintendent may conduct additional formative evaluations toward 139
	183	+	producing an annual summative evaluation. An evaluation pursuant to 140
	184	+	this subsection shall include, but need not be limited to, strengths, areas 141
	185	+	needing improvement, strategies for improvement. [and] An evaluation 142
	186	+	pursuant to this subsection may include a review of multiple indicators 143
	187	+	of student academic growth of the students for a teacher, but such 144
	188	+	indicators shall not form the basis of such teacher's performance 145
	189	+	evaluation. Claims of failure to follow the established procedures of 146
	190	+	such teacher evaluation and support program shall be subject to the 147
	191	+	grievance procedure in collective bargaining agreements negotiated 148 Raised Bill No. 6557
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197		-	principals, coaches, mentors, distinguished educators, as described in 150
198		-	section 10-145s, or other appropriate teachers, (C) occurs frequently on 151
199		-	an individual basis or among groups of teachers in a job-embedded 152
200		-	process of continuous improvement, and (D) includes a repository of 153
201		-	best practices for teaching methods developed by educators within each 154
202		-	school that is continuously available to such educators for comment and 155
203		-	updating, and (5) include training in culturally responsive pedagogy 156
204		-	and practice. Each program of professional development shall include 157
205		-	professional development activities in accordance with the provisions 158
206		-	of subsection (b) of this section. The principles and practices of social-159
207		-	emotional learning and restorative practices shall be integrated 160
208		-	throughout the components of such program of professional 161
209		-	development described in subdivisions (1) to (5), inclusive, of this 162
210		-	subsection. 163
211		-	Sec. 10. Subsection (b) of section 10-220a of the general statutes is 164
212		-	repealed and the following is substituted in lieu thereof (Effective July 1, 165
213		-	2021): 166
214		-	(b) Not later than a date prescribed by the commissioner, each local 167
215		-	and regional board of education shall establish a professional 168
216		-	development and evaluation comm ittee. Such professional 169
217		-	development and evaluation committee shall consist of (1) at least one 170
218		-	teacher, as defined in subsection (a) of section 10-144d, selected by the 171
219		-	exclusive bargaining representative for certified employees chosen 172
220		-	pursuant to section 10-153b, (2) at least one administrator, as defined in 173
221		-	subsection (a) of section 10-144e, selected by the exclusive bargaining 174
222		-	representative for certified employees chosen pursuant to section 10-175
223		-	153b, and (3) such other school personnel as the board deems 176
224		-	appropriate. The duties of such committees shall include, but not be 177
225		-	limited to, participation in the development or adoption of a teacher 178
226		-	evaluation and support program for the district, pursuant to section 10-179
227		-	151b, and the development, evaluation and annual updating of a 180
228		-	comprehensive local professional development plan for certified 181
229		-	employees of the district. Such plan shall: (A) Be directly related to the 182 Substitute Bill No. 6557
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	196	+
	197	+	subsequent to July 1, 2004. In the event that a teacher does not receive a 149
	198	+	summative evaluation during the school year, such teacher shall receive 150
	199	+	a "not rated" designation for such school year. The superintendent shall 151
	200	+	report (1) the status of teacher evaluations to the local or regional board 152
	201	+	of education on or before June first of each year, and (2) the status of the 153
	202	+	implementation of the teacher evaluation and support program, 154
	203	+	including the frequency of evaluations, aggregate evaluation ratings, 155
	204	+	the number of teachers who have not been evaluated and other 156
	205	+	requirements as determined by the Department of Education, to the 157
	206	+	Commissioner of Education on or before September fifteenth of each 158
	207	+	year. For purposes of this section, the term "teacher" shall include each 159
	208	+	professional employee of a board of education, below the rank of 160
	209	+	superintendent, who holds a certificate or permit issued by the State 161
	210	+	Board of Education. 162
	211	+	(b) Except as provided in subsection (d) of this section, not later than 163
	212	+	September 1, 2013, each local and regional board of education shall 164
	213	+	adopt and implement a teacher evaluation and support program that is 165
	214	+	consistent with the guidelines for a model teacher evaluation and 166
	215	+	support program adopted by the State Board of Education, pursuant to 167
	216	+	subsection (c) of this section. Such teacher evaluation and support 168
	217	+	program shall be developed through mutual agreement between the 169
	218	+	local or regional board of education and the professional development 170
	219	+	and evaluation committee for the school district, established pursuant 171
	220	+	to subsection (b) of section 10-220a, as amended by this act. If a local or 172
	221	+	regional board of education is unable to develop a teacher evaluation 173
	222	+	and support program through mutual agreement with such 174
	223	+	professional development and evaluation committee, then such board 175
	224	+	of education and such professional development and evaluation 176
	225	+	committee shall consider the model teacher evaluation and support 177
	226	+	program adopted by the State Board of Education, pursuant to 178
	227	+	subsection (c) of this section, and such board of education may adopt, 179
	228	+	through mutual agreement with such professional development and 180
	229	+	evaluation committee, such model teacher evaluation and support 181
	230	+	program. If a local or regional board of education and the professional 182 Raised Bill No. 6557
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236		-	educational goals prepared by the local or regional board of education 183
237		-	pursuant to subsection (b) of section 10-220, as amended by this act, (B) 184
238		-	on and after July 1, [2011] 2021, be developed with full consideration of 185
239		-	the priorities and needs related to student social-emotional learning and 186
240		-	restorative practices, in accordance with the provisions of section 10-187
241		-	148a, as amended by this act, and student academic outcomes as 188
242		-	determined by the State Board of Education, [and] (C) provide for the 189
243		-	ongoing and systematic assessment and improvement of both teacher 190
244		-	evaluation and professional development of the professional staff 191
245		-	members of each such board, including personnel management and 192
246		-	evaluation training or experience for administrators, [shall] and (D) be 193
247		-	related to regular and special student needs and may include provisions 194
248		-	concerning career incentives and parent involvement. The State Board 195
249		-	of Education shall develop guidelines to assist local and regional boards 196
250		-	of education in determining the objectives of the plans and in 197
251		-	coordinating staff development activities with student needs and school 198
252		-	programs. 199
253		-	Sec. 11. Subsection (b) of section 10-220 of the general statutes is 200
254		-	repealed and the following is substituted in lieu thereof (Effective July 1, 201
255		-	2021): 202
256		-	(b) The board of education of each local or regional school district 203
257		-	shall, with the participation of parents, students, school administrators, 204
258		-	teachers, citizens, local elected officials and any other individuals or 205
259		-	groups such board shall deem appropriate, prepare a statement of 206
260		-	educational goals for such local or regional school district. The 207
261		-	statement of goals shall be consistent with state-wide goals pursuant to 208
262		-	subsection (c) of section 10-4 and include goals for the integration of 209
263		-	principles and practices of social-emotional learning and restorative 210
264		-	practices in the program of professional development for the school 211
265		-	district, in accordance with the provisions of section 10-148a, as 212
266		-	amended by this act, and career placement for students who do not 213
267		-	pursue an advanced degree immediately after graduation. Each local or 214
268		-	regional board of education shall annually establish student objectives 215 Substitute Bill No. 6557
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	235	+
	236	+	development and evaluation committee are unable to mutually agree on 183
	237	+	the adoption of such model teacher evaluation and support program, 184
	238	+	then such board of education shall adopt and implement a teacher 185
	239	+	evaluation and support program developed by such board of education, 186
	240	+	provided such teacher evaluation and support program is consistent 187
	241	+	with the guidelines adopted by the State Board of Education, pursuant 188
	242	+	to subsection (c) of this section. Each local and regional board of 189
	243	+	education may commence implementation of the teacher evaluation and 190
	244	+	support program adopted pursuant to this subsection in accordance 191
	245	+	with a teacher evaluation and support program implementation plan 192
	246	+	adopted pursuant to subsection (d) of this section. 193
	247	+	(c) (1) On or before July 1, 2012, the State Board of Education shall 194
	248	+	adopt, in consultation with the Performance Evaluation Advisory 195
	249	+	Council established pursuant to section 10-151d, guidelines for a model 196
	250	+	teacher evaluation and support program. Such guidelines shall include, 197
	251	+	but not be limited to, (A) the use of four performance evaluations 198
	252	+	designators: Exemplary, proficient, developing and below standard; (B) 199
	253	+	the appropriate use of multiple indicators of student academic growth 200
	254	+	and development [in] when reviewing such indicators for purposes of 201
	255	+	conducting teacher performance evaluations; (C) methods for assessing 202
	256	+	student academic growth and development; (D) a consideration of 203
	257	+	control factors tracked by the state-wide public school information 204
	258	+	system, pursuant to subsection (c) of section 10-10a, that may influence 205
	259	+	teacher performance ratings, including, but not limited to, student 206
	260	+	characteristics, student attendance and student mobility; (E) minimum 207
	261	+	requirements for teacher evaluation instruments and procedures, 208
	262	+	including scoring systems to determine exemplary, proficient, 209
	263	+	developing and below standard ratings; (F) the development and 210
	264	+	implementation of periodic training programs regarding the teacher 211
	265	+	evaluation and support program to be offered by the local or regional 212
	266	+	board of education or regional educational service center for the school 213
	267	+	district to teachers who are employed by such local or regional board of 214
	268	+	education and whose performance is being evaluated and to 215
	269	+	administrators who are employed by such local or regional board of 216 Raised Bill No. 6557
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275		-	for the school year which relate directly to the statement of educational 216
276		-	goals prepared pursuant to this subsection and which identify specific 217
277		-	expectations for students in terms of skills, knowledge and competence. 218
278		-	Sec. 12. Section 10-155k of the general statutes is repealed and the 219
279		-	following is substituted in lieu thereof (Effective July 1, 2021): 220
280		-	On and after July 1, 2013, the Commissioner of Education shall 221
281		-	establish a School Paraprofessional Advisory Council, which on and 222
282		-	after July 1, 2020, shall be known as the School Paraeducator Advisory 223
283		-	Council, consisting of (1) one school paraprofessional from each state-224
284		-	wide bargaining representative organization that represents school 225
285		-	paraprofessionals with instructional responsibilities, (2) one 226
286		-	representative from each of the exclusive bargaining units for certified 227
287		-	employees, chosen pursuant to section 10-153b, (3) the most recent 228
288		-	recipient of the Connecticut Paraprofessional of the Year Award, (4) two 229
289		-	representatives from the regional educational service centers, appointed 230
290		-	by the Commissioner of Education, and (5) a school administrator, 231
291		-	appointed by the Connecticut Federation of School Administrators. The 232
292		-	council shall hold quarterly meetings and advise, at least quarterly, the 233
293		-	Commissioner of Education, or the commissioner's designee, of the 234
294		-	needs for (A) professional development and the training of 235
295		-	paraprofessionals and the effectiveness of the content and the delivery 236
296		-	of existing training for such paraprofessionals, (B) appropriate staffing 237
297		-	strategies for paraprofessionals, and (C) other relevant issues relating to 238
298		-	paraprofessionals. The council shall report, annually, in accordance 239
299		-	with the provisions of section 11-4a, on the recommendations given to 240
300		-	the commissioner, or the commissioner's designee, pursuant to the 241
301		-	provisions of this section, to the joint standing committee of the General 242
302		-	Assembly having cognizance of matters relating to education. 243
303		-	Sec. 13. (Effective from passage) (a) Not later than January 1, 2022, the 244
304		-	School Paraeducator Advisory Council, established pursuant to section 245
305		-	10-155k of the general statutes, as amended by this act, shall conduct a 246
306		-	study concerning the following: (1) Appropriate minimum employment 247
307		-	standards, including pay rates, health care coverage, retirement benefits 248 Substitute Bill No. 6557
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	275	+	education and who are conducting performance evaluations; (G) the 217
	276	+	provision of professional development services based on the individual 218
	277	+	or group of individuals' needs that are identified through the evaluation 219
	278	+	process; (H) the creation of individual teacher improvement and 220
	279	+	remediation plans for teachers whose performance is developing or 221
	280	+	below standard, designed in consultation with such teacher and his or 222
	281	+	her exclusive bargaining representative for certified teachers chosen 223
	282	+	pursuant to section 10-153b, and that (i) identify resources, support and 224
	283	+	other strategies to be provided by the local or regional board of 225
	284	+	education to address documented deficiencies, (ii) indicate a timeline 226
	285	+	for implementing such resources, support, and other strategies, in the 227
	286	+	course of the same school year as the plan is issued, and (iii) include 228
	287	+	indicators of success including a summative rating of proficient or better 229
	288	+	immediately at the conclusion of the improvement and remediation 230
	289	+	plan; (I) opportunities for career development and professional growth; 231
	290	+	and (J) a validation procedure to audit evaluation ratings of exemplary 232
	291	+	or below standard by the department or a third-party entity approved 233
	292	+	by the department. 234
	293	+	(2) The State Board of Education shall, following the completion of 235
	294	+	the teacher evaluation and support pilot program, pursuant to section 236
	295	+	10-151f, and the submission of the study of such pilot program, 237
	296	+	pursuant to section 10-151g, review and may revise, as necessary, the 238
	297	+	guidelines for a model teacher evaluation and support program and the 239
	298	+	model teacher evaluation and support program adopted under this 240
	299	+	subsection. 241
	300	+	Sec. 10. (Effective from passage) Not later than January 1, 2022, the 242
	301	+	Department of Education shall create, in consultation with the exclusive 243
	302	+	bargaining representative for certified teachers chosen pursuant to 244
	303	+	section 10-153b of the general statutes, one or more student learning 245
	304	+	objectives that are focused on social-emotional learning and resiliency. 246
	305	+	Sec. 11. (NEW) (Effective from passage) Not later than January 1, 2022, 247
	306	+	the Social Emotional Learning and School Climate Advisory 248
	307	+	Collaborative, established pursuant to section 10-222q of the general 249 Raised Bill No. 6557
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314		-	and professional development opportunities for paraeducators that 249
315		-	focus on maximizing the success of paraeducators in the classroom; (2) 250
316		-	safety issues relating to paraeducators who work with students who 251
317		-	have behavioral issues, including the availability of appropriate safety 252
318		-	equipment for paraeducators at each school; (3) issues relating to the 253
319		-	assignment of substitute teaching duties to paraeducators, including 254
320		-	emergency situations when a paraeducator is asked to serve as a 255
321		-	substitute teacher; and (4) issues relating to the duties of paraeducators 256
322		-	who work with students who have individualized education programs. 257
323		-	(b) Not later than January 1, 2022, the council shall develop proposals 258
324		-	for the creation of a pathway for continued career and professional 259
325		-	development, including, but not limited to, (1) paraeducator certificate 260
326		-	and apprenticeship programs that offer course credits that apply to 261
327		-	transferrable associate degree programs; (2) associate degree programs 262
328		-	that (A) build upon and do not duplicate the courses and competencies 263
329		-	of paraeducator certificate programs, (B) incorporate field experiences, 264
330		-	(C) are aligned with the standards and competencies for teachers, and 265
331		-	(D) are transferrable to a bachelor's degree in education and teacher 266
332		-	certification programs; and (3) bachelor's degree programs that lead to 267
333		-	teacher certification that build upon and do not duplicate the courses 268
334		-	and competencies of transferrable associate degrees. 269
335		-	(c) The council shall submit the study described in subsection (a) of 270
336		-	this section and the proposals described in subsection (b) of this section, 271
337		-	and any recommendations for legislation to the joint standing 272
338		-	committee of the General Assembly having cognizance of matters 273
339		-	relating to education, in accordance with the provisions of section 11-4a 274
340		-	of the general statutes. 275
341		-	Sec. 14. Subdivision (1) of subsection (c) of section 10-222k of the 276
342		-	general statutes is repealed and the following is substituted in lieu 277
343		-	thereof (Effective July 1, 2021): 278
344		-	(c) (1) For the school year commencing July 1, 2012, and each school 279
345		-	year thereafter, the principal of each school shall establish a committee 280 Substitute Bill No. 6557
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	313	+	statutes, shall convene a working group to (1) review sections 10-222d 250
	314	+	to 10-222p, inclusive, of the general statutes relating to bullying and safe 251
	315	+	school climate plans, (2) make recommendations concerning (A) 252
	316	+	amendments to said sections 10-222d to 10-222p, inclusive, (B) the 253
	317	+	inclusion of restorative practices in safe school climate plans, and (C) 254
	318	+	state-wide adoption of the National School Climate Standards, and (3) 255
	319	+	provide technical assistance and support to local and regional boards of 256
	320	+	education in adopting and implementing the Connecticut Model School 257
	321	+	Climate Policy, policy number 5131.914. 258
	322	+	Sec. 12. Section 10-233m of the general statutes is repealed and the 259
	323	+	following is substituted in lieu thereof (Effective July 1, 2021): 260
	324	+	Each local or regional board of education that assigns a school 261
	325	+	resource officer to any school under the jurisdiction of such board shall 262
	326	+	enter into a memorandum of understanding with a local law 263
	327	+	enforcement agency regarding the role and responsibility of such school 264
	328	+	resource officer. Such memorandum of understanding shall include 265
	329	+	provisions addressing daily interactions between students and school 266
	330	+	personnel with school resource officers and shall include a graduated 267
	331	+	response model for student discipline. On and after July 1, 2021, each 268
	332	+	such memorandum of understanding shall include a provision that 269
	333	+	requires school resource officers to complete the same social-emotional 270
	334	+	learning and restorative practices training provided to teachers and 271
	335	+	administrators of the school. For the purposes of this section, "school 272
	336	+	resource officer" means a sworn police officer of a local law enforcement 273
	337	+	agency who has been assigned to a school pursuant to an agreement 274
	338	+	between the local or regional board of education and the chief of police 275
	339	+	of a local law enforcement agency. 276
	340	+	Sec. 13. Section 10-203c of the general statutes is repealed and the 277
	341	+	following is substituted in lieu thereof (Effective July 1, 2021): 278
	342	+	Not later than July 1, 2020, the State Board of Education, in 279
	343	+	collaboration with a state-wide association that represents school 280
	344	+	counselors, shall adopt guidelines for a comprehensive school 281 Raised Bill No. 6557
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352		-	or designate at least one existing committee in the school to be 281
353		-	responsible for developing and fostering a safe school climate and 282
354		-	addressing issues relating to bullying in the school. Such committee 283
355		-	shall include at least one parent or guardian of a student enrolled in the 284
356		-	school appointed by the school principal, and for the school year 285
357		-	commencing July 1, 2021, and each school year thereafter, such 286
358		-	committee shall also include school personnel, including, but not 287
359		-	limited to, at least one teacher selected by the exclusive bargaining 288
360		-	representative for certified employees chosen pursuant to section 1-289
361		-	153b, and medical and mental health personnel assigned to such school. 290
362		-	Sec. 15. (NEW) (Effective July 1, 2021) Not later than January 1, 2022, 291
363		-	the State Board of Education, in collaboration with the Social Emotional 292
364		-	Learning and School Climate Advisory Collaborative, established 293
365		-	pursuant to section 10-222q of the general statutes, shall develop or 294
366		-	adopt model curricular units integrating strategies that promote social-295
367		-	emotional learning. Such curricular units shall include culturally 296
368		-	responsive pedagogy and promote strategies to address the needs of 297
369		-	students who have experienced trauma. The state board shall 298
370		-	disseminate such curricular units to local and regional boards of 299
371		-	education and make such curricular units available on its Internet web 300
372		-	site. 301
373		-	Sec. 16. (Effective July 1, 2021) (a) The sum of ten million dollars is 302
374		-	appropriated to the Department of Education, from the General Fund, 303
375		-	for the fiscal year ending June 30, 2022, for the purpose of implementing 304
376		-	the state-wide social-emotional support program established pursuant 305
377		-	to section 3 of this act. 306
378		-	(b) The sum of ten million dollars is appropriated to the Department 307
379		-	of Education, from the General Fund, for the fiscal year ending June 30, 308
380		-	2023, for the purpose of implementing the state-wide social-emotional 309
381		-	support program established pursuant to section 3 of this act. 310 Substitute Bill No. 6557
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	350	+	counseling program. Such guidelines shall ensure that (1) all students 282
	351	+	have access to a comprehensive school counseling program that 283
	352	+	provides academic, social-emotional and post-secondary and career 284
	353	+	readiness programming by a certified school counselor with adequate 285
	354	+	training, and (2) a school counselor devotes at least eighty per cent of 286
	355	+	his or her work time during regular school hours to providing school 287
	356	+	counseling services directly to individual or groups of students. The 288
	357	+	state board shall make the guidelines available to local and regional 289
	358	+	boards of education and published on the Internet web site of the 290
	359	+	Department of Education. 291
	360	+	Sec. 14. Subsection (a) of section 10-148a of the general statutes is 292
	361	+	repealed and the following is substituted in lieu thereof (Effective July 1, 293
	362	+	2021): 294
	363	+	(a) For the school year commencing July 1, [2019] 2021, and each 295
	364	+	school year thereafter, each certified employee shall participate in a 296
	365	+	program of professional development. Each local and regional board of 297
	366	+	education shall make available, annually, at no cost to its certified 298
	367	+	employees, a program of professional development that is not fewer 299
	368	+	than eighteen hours in length, of which a preponderance is in a small 300
	369	+	group or individual instructional setting. Such program of professional 301
	370	+	development shall (1) be a comprehensive, sustained and intensive 302
	371	+	approach to improving teacher and administrator effectiveness in 303
	372	+	increasing student knowledge achievement, (2) focus on refining and 304
	373	+	improving various effective teaching methods that are shared between 305
	374	+	and among educators, (3) foster collective responsibility for improved 306
	375	+	student performance, (4) be comprised of professional learning that (A) 307
	376	+	is aligned with rigorous state student academic achievement standards, 308
	377	+	(B) is conducted among educators at the school and facilitated by 309
	378	+	principals, coaches, mentors, distinguished educators, as described in 310
	379	+	section 10-145s, or other appropriate teachers, (C) occurs frequently on 311
	380	+	an individual basis or among groups of teachers in a job-embedded 312
	381	+	process of continuous improvement, and (D) includes a repository of 313
	382	+	best practices for teaching methods developed by educators within each 314
	383	+	school that is continuously available to such educators for comment and 315 Raised Bill No. 6557
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	389	+	updating, and (5) include training in culturally responsive pedagogy 316
	390	+	and practice. Each program of professional development shall include 317
	391	+	professional development activities in accordance with the provisions 318
	392	+	of subsection (b) of this section. The principles and practices of social-319
	393	+	emotional learning and restorative practices shall be integrated 320
	394	+	throughout the components of such program of professional 321
	395	+	development described in subdivisions (1) to (5), inclusive, of this 322
	396	+	subsection. 323
	397	+	Sec. 15. Subsection (b) of section 10-220a of the general statutes is 324
	398	+	repealed and the following is substituted in lieu thereof (Effective July 1, 325
	399	+	2021): 326
	400	+	(b) Not later than a date prescribed by the commissioner, each local 327
	401	+	and regional board of education shall establish a professional 328
	402	+	development and evaluation committee. Such professional 329
	403	+	development and evaluation committee shall consist of (1) at least one 330
	404	+	teacher, as defined in subsection (a) of section 10-144d, selected by the 331
	405	+	exclusive bargaining representative for certified employees chosen 332
	406	+	pursuant to section 10-153b, (2) at least one administrator, as defined in 333
	407	+	subsection (a) of section 10-144e, selected by the exclusive bargaining 334
	408	+	representative for certified employees chosen pursuant to section 10-335
	409	+	153b, and (3) such other school personnel as the board deems 336
	410	+	appropriate. The duties of such committees shall include, but not be 337
	411	+	limited to, participation in the development or adoption of a teacher 338
	412	+	evaluation and support program for the district, pursuant to section 10-339
	413	+	151b, as amended by this act, and the development, evaluation and 340
	414	+	annual updating of a comprehensive local professional development 341
	415	+	plan for certified employees of the district. Such plan shall: (A) Be 342
	416	+	directly related to the educational goals prepared by the local or regional 343
	417	+	board of education pursuant to subsection (b) of section 10-220, as 344
	418	+	amended by this act, (B) on and after July 1, [2011] 2021, be developed 345
	419	+	with full consideration of the priorities and needs related to student 346
	420	+	social-emotional learning and restorative practices, in accordance with 347
	421	+	the provisions of section 10-148a, as amended by this act, and student 348
	422	+	academic outcomes as determined by the State Board of Education, 349 Raised Bill No. 6557
	423	+
	424	+
	425	+
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	428	+	[and] (C) provide for the ongoing and systematic assessment and 350
	429	+	improvement of both teacher evaluation and professional development 351
	430	+	of the professional staff members of each such board, including 352
	431	+	personnel management and evaluation training or experience for 353
	432	+	administrators, [shall] and (D) be related to regular and special student 354
	433	+	needs and may include provisions concerning career incentives and 355
	434	+	parent involvement. The State Board of Education shall develop 356
	435	+	guidelines to assist local and regional boards of education in 357
	436	+	determining the objectives of the plans and in coordinating staff 358
	437	+	development activities with student needs and school programs. 359
	438	+	Sec. 16. Subsection (b) of section 10-220 of the general statutes is 360
	439	+	repealed and the following is substituted in lieu thereof (Effective July 1, 361
	440	+	2021): 362
	441	+	(b) The board of education of each local or regional school district 363
	442	+	shall, with the participation of parents, students, school administrators, 364
	443	+	teachers, citizens, local elected officials and any other individuals or 365
	444	+	groups such board shall deem appropriate, prepare a statement of 366
	445	+	educational goals for such local or regional school district. The 367
	446	+	statement of goals shall be consistent with state-wide goals pursuant to 368
	447	+	subsection (c) of section 10-4 and include goals for the integration of 369
	448	+	principles and practices of social-emotional learning and restorative 370
	449	+	practices in the program of professional development for the school 371
	450	+	district, in accordance with the provisions of section 10-148a, as 372
	451	+	amended by this act, and career placement for students who do not 373
	452	+	pursue an advanced degree immediately after graduation. Each local or 374
	453	+	regional board of education shall annually establish student objectives 375
	454	+	for the school year which relate directly to the statement of educational 376
	455	+	goals prepared pursuant to this subsection and which identify specific 377
	456	+	expectations for students in terms of skills, knowledge and competence. 378
	457	+	Sec. 17. Section 10-155k of the general statutes is repealed and the 379
	458	+	following is substituted in lieu thereof (Effective July 1, 2021): 380
	459	+	On and after July 1, 2013, the Commissioner of Education shall 381 Raised Bill No. 6557
	460	+
	461	+
	462	+
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	464	+
	465	+	establish a School Paraprofessional Advisory Council, which on and 382
	466	+	after July 1, 2020, shall be known as the School Paraeducator Advisory 383
	467	+	Council, consisting of (1) one school paraprofessional from each state-384
	468	+	wide bargaining representative organization that represents school 385
	469	+	paraprofessionals with instructional responsibilities, (2) one 386
	470	+	representative from each of the exclusive bargaining units for certified 387
	471	+	employees, chosen pursuant to section 10-153b, (3) the most recent 388
	472	+	recipient of the Connecticut Paraprofessional of the Year Award, (4) two 389
	473	+	representatives from the regional educational service centers, appointed 390
	474	+	by the Commissioner of Education, and (5) a school administrator, 391
	475	+	appointed by the Connecticut Federation of School Administrators. The 392
	476	+	council shall hold quarterly meetings and advise, at least quarterly, the 393
	477	+	Commissioner of Education, or the commissioner's designee, of the 394
	478	+	needs for (A) professional development and the training of 395
	479	+	paraprofessionals and the effectiveness of the content and the delivery 396
	480	+	of existing training for such paraprofessionals, (B) appropriate staffing 397
	481	+	strategies for paraprofessionals, and (C) other relevant issues relating to 398
	482	+	paraprofessionals. The council shall report, annually, in accordance 399
	483	+	with the provisions of section 11-4a, on the recommendations given to 400
	484	+	the commissioner, or the commissioner's designee, pursuant to the 401
	485	+	provisions of this section, to the joint standing committee of the General 402
	486	+	Assembly having cognizance of matters relating to education. 403
	487	+	Sec. 18. (Effective from passage) (a) Not later than January 1, 2022, the 404
	488	+	School Paraeducator Advisory Council, established pursuant to section 405
	489	+	10-155k of the general statutes, as amended by this act, shall conduct a 406
	490	+	study concerning the following: (1) Appropriate minimum employment 407
	491	+	standards, including pay rates, health care coverage, retirement benefits 408
	492	+	and professional development opportunities for paraeducators that 409
	493	+	focus on maximizing the success of paraeducators in the classroom; (2) 410
	494	+	safety issues relating to paraeducators who work with students who 411
	495	+	have behavioral issues, including the availability of appropriate safety 412
	496	+	equipment for paraeducators at each school; (3) issues relating to the 413
	497	+	assignment of substitute teaching duties to paraeducators, including 414
	498	+	emergency situations when a paraeducator is asked to serve as a 415 Raised Bill No. 6557
	499	+
	500	+
	501	+
	502	+	LCO No. 4300 14 of 16
	503	+
	504	+	substitute teacher; and (4) issues relating to the duties of paraeducators 416
	505	+	who work with students who have individualized education programs. 417
	506	+	(b) Not later than January 1, 2022, the council shall develop proposals 418
	507	+	for the creation of a pathway for continued career and professional 419
	508	+	development, including, but not limited to, (1) paraeducator certificate 420
	509	+	and apprenticeship programs that offer course credits that apply to 421
	510	+	transferrable associate degree programs; (2) associate degree programs 422
	511	+	that (A) build upon and do not duplicate the courses and competencies 423
	512	+	of paraeducator certificate programs, (B) incorporate field experiences, 424
	513	+	(C) are aligned with the standards and competencies for teachers, and 425
	514	+	(D) are transferrable to a bachelor's degree in education and teacher 426
	515	+	certification programs; and (3) bachelor's degree programs that lead to 427
	516	+	teacher certification that build upon and do not duplicate the courses 428
	517	+	and competencies of transferrable associate degrees. 429
	518	+	(c) The council shall submit the study described in subsection (a) of 430
	519	+	this section and the proposals described in subsection (b) of this section, 431
	520	+	and any recommendations for legislation to the joint standing 432
	521	+	committee of the General Assembly having cognizance of matters 433
	522	+	relating to education, in accordance with the provisions of section 11-4a 434
	523	+	of the general statutes. 435
	524	+	Sec. 19. Subdivision (1) of subsection (c) of section 10-222k of the 436
	525	+	general statutes is repealed and the following is substituted in lieu 437
	526	+	thereof (Effective July 1, 2021): 438
	527	+	(c) (1) For the school year commencing July 1, 2012, and each school 439
	528	+	year thereafter, the principal of each school shall establish a committee 440
	529	+	or designate at least one existing committee in the school to be 441
	530	+	responsible for developing and fostering a safe school climate and 442
	531	+	addressing issues relating to bullying in the school. Such committee 443
	532	+	shall include at least one parent or guardian of a student enrolled in the 444
	533	+	school appointed by the school principal, and for the school year 445
	534	+	commencing July 1, 2021, and each school year thereafter, such 446
	535	+	committee shall also include school personnel, including, but not 447 Raised Bill No. 6557
	536	+
	537	+
	538	+
	539	+	LCO No. 4300 15 of 16
	540	+
	541	+	limited to, at least one teacher selected by the exclusive bargaining 448
	542	+	representative for certified employees chosen pursuant to section 1-449
	543	+	153b, and medical and mental health personnel assigned to such school. 450
	544	+	Sec. 20. (NEW) (Effective July 1, 2021) Not later than January 1, 2022, 451
	545	+	the State Board of Education, in collaboration with the Social Emotional 452
	546	+	Learning and School Climate Advisory Collaborative, established 453
	547	+	pursuant to section 10-222q of the general statutes, shall develop or 454
	548	+	adopt model curricular units integrating strategies that promote social-455
	549	+	emotional learning. Such curricular units shall include culturally 456
	550	+	responsive pedagogy and promote strategies to address the needs of 457
	551	+	students who have experienced trauma. The state board shall 458
	552	+	disseminate such curricular units to local and regional boards of 459
	553	+	education and make such curricular units available on its Internet web 460
	554	+	site. 461
	555	+	Sec. 21. (Effective July 1, 2021) (a) The sum of ten million dollars is 462
	556	+	appropriated to the Department of Education, from the General Fund, 463
	557	+	for the fiscal year ending June 30, 2022, for the purpose of implementing 464
	558	+	the state-wide social-emotional support program established pursuant 465
	559	+	to section 3 of this act. 466
	560	+	(b) The sum of ten million dollars is appropriated to the Department 467
	561	+	of Education, from the General Fund, for the fiscal year ending June 30, 468
	562	+	2023, for the purpose of implementing the state-wide social-emotional 469
	563	+	support program established pursuant to section 3 of this act. 470
388	564		This act shall take effect as follows and shall amend the following
389	565		sections:
390	566
391	567		Section 1 July 1, 2021 New section
392	568		Sec. 2 July 1, 2021 New section
393	569		Sec. 3 July 1, 2021 New section
394	570		Sec. 4 July 1, 2021 New section
395	571		Sec. 5 July 1, 2021 New section
396		-	Sec. 6 July 1, 2021 10-223e(b)(3)
397		-	Sec. 7 from passage New section
398		-	Sec. 8 July 1, 2021 10-233m
399		-	Sec. 9 July 1, 2021 10-148a(a)
400		-	Sec. 10 July 1, 2021 10-220a(b)
401		-	Sec. 11 July 1, 2021 10-220(b)
402		-	Sec. 12 July 1, 2021 10-155k
403		-	Sec. 13 from passage New section
404		-	Sec. 14 July 1, 2021 10-222k(c)(1)
405		-	Sec. 15 July 1, 2021 New section
406		-	Sec. 16 July 1, 2021 New section
	572	+	Sec. 6 July 1, 2021 10-223e(a)(1)
	573	+	Sec. 7 July 1, 2021 10-223e(b)(3)
	574	+	Sec. 8 July 1, 2021 10-221a(j) Raised Bill No. 6557
407	575
408		-	ED Joint Favorable Subst. C/R APP
	576	+
	577	+
	578	+	LCO No. 4300 16 of 16
	579	+
	580	+	Sec. 9 July 1, 2021 10-151b(a) to (c)
	581	+	Sec. 10 from passage New section
	582	+	Sec. 11 from passage New section
	583	+	Sec. 12 July 1, 2021 10-233m
	584	+	Sec. 13 July 1, 2021 10-203c
	585	+	Sec. 14 July 1, 2021 10-148a(a)
	586	+	Sec. 15 July 1, 2021 10-220a(b)
	587	+	Sec. 16 July 1, 2021 10-220(b)
	588	+	Sec. 17 July 1, 2021 10-155k
	589	+	Sec. 18 from passage New section
	590	+	Sec. 19 July 1, 2021 10-222k(c)(1)
	591	+	Sec. 20 July 1, 2021 New section
	592	+	Sec. 21 July 1, 2021 New section
	593	+
	594	+	Statement of Purpose:
	595	+	To implement the recommendations of the Social Emotional Learning
	596	+	and School Climate Advisory Collaborative and to integrate the
	597	+	principles of social-emotional learning and restorative practices into the
	598	+	provision of public education in Connecticut.
	599	+	[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline, except
	600	+	that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not
	601	+	underlined.]
409	602