Connecticut 2021 Regular Session

Connecticut House Bill HB06621 Compare Versions

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	7	+	General Assembly Substitute Bill No. 6621
	8	+	January Session, 2021
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4		-	Substitute House Bill No. 6621
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6		-	Public Act No. 21-95
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9		-	AN ACT CONCERNING ~~ASSORTED~~ REVISIONS AND ADDITIONS
10		-	TO THE EDUCATION ~~STATUTES~~.
	14	+	AN ACT CONCERNING AS SORTED REVISIONS AND ADDITIONS TO
	15	+	THE EDUCATION STATUT ES.
11	16		Be it enacted by the Senate and House of Representatives in General
12	17		Assembly convened:
13	18
14		-	Section 1. Section 10-238 of the general statutes is repealed and the
15		-	following is substituted in lieu thereof (Effective July 1, 2021):
16		-	The board of education of any municipality, upon written petition
17		-	signed by one per cent of the electors of such municipality or fifty such
18		-	electors, whichever is greater, the signatures thereon to be verified by
19		-	the clerk of the municipality, shall hold a public hearing on any question
20		-	relating to the provision of education offered by such board specified in
21		-	such petition. Such hearing shall be held at a time and place to be
22		-	designated by such board, not later than three weeks after receipt by the
23		-	board of such petition.
24		-	Sec. 2. Subsection (a) of section 10-214 of the general statutes is
25		-	repealed and the following is substituted in lieu thereof (Effective July 1,
26		-	2021):
27		-	(a) Each local or regional board of education shall provide annually
28		-	to each pupil in kindergarten and grades one and three to five, inclusive,
29		-	a vision screening. [,] Such vision screening may be performed using a
30		-	Snellen chart [,] or an equivalent screening device, [such as] or an Substitute ~~House~~ Bill No. 6621
	19	+	Section 1. Section 10-238 of the general statutes is repealed and the 1
	20	+	following is substituted in lieu thereof (Effective July 1, 2021): 2
	21	+	The board of education of any municipality, upon written petition 3
	22	+	signed by one per cent of the electors of such municipality or fifty such 4
	23	+	electors, whichever is greater, the signatures thereon to be verified by 5
	24	+	the clerk of the municipality, shall hold a public hearing on any question 6
	25	+	relating to the provision of education offered by such board specified in 7
	26	+	such petition. Such hearing shall be held at a time and place to be 8
	27	+	designated by such board, not later than three weeks after receipt by the 9
	28	+	board of such petition. 10
	29	+	Sec. 2. Subsection (a) of section 10-214 of the general statutes is 11
	30	+	repealed and the following is substituted in lieu thereof (Effective July 1, 12
	31	+	2021): 13
	32	+	(a) Each local or regional board of education shall provide annually 14
	33	+	to each pupil in kindergarten and grades one and three to five, inclusive, 15
	34	+	a vision screening. [,] Such vision screening may be performed using a 16
	35	+	Snellen chart [,] or an equivalent screening device, [such as] or an 17 Substitute Bill No. 6621
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32		-	Public Act No. 21-95 2 of 16
33	37
34		-	automated vision screening device. The superintendent of schools shall
35		-	give written notice to the parent or guardian of each pupil (1) who is
36		-	found to have any defect of vision or disease of the eyes, with a brief
37		-	statement describing such defect or disease and a recommendation for
38		-	the pupil to be examined by an optometrist licensed under chapter 380
39		-	or an ophthalmologist licensed under chapter 370, and (2) who did not
40		-	receive such vision screening, with a brief statement explaining why
41		-	such pupil did not receive such vision screening.
42		-	Sec. 3. (Effective from passage) (a) There is established a task force to
43		-	study issues relating to the provision and funding of special education
44		-	in the state during the school years commencing July 1, 2016, to July 1,
45		-	2020, inclusive. Such study shall include, but need not be limited to, an
46		-	examination of (1) the provision of special education and related
47		-	services, including whether local and regional boards of education are
48		-	providing such services directly or partnering with regional educational
49		-	service centers, contracting with a private provider of special education
50		-	services, as defined in section 10-91g of the general statutes, or as part
51		-	of a cooperative arrangement pursuant to section 10-158a of the general
52		-	statutes, (2) the cost of providing special education and related services,
53		-	the total aggregate amount per school district per year and the annual
54		-	percentage increase or decrease per school district of such cost, (3) the
55		-	effect that the cost of special education has on a board of education's
56		-	minimum budget requirement, (4) the level of state reimbursement to
57		-	boards of education for special education, including the total amount
58		-	for reimbursement submitted by each school district per year and the
59		-	total amount received by such school district per year, and the
60		-	percentage increase or decrease per year of the difference of the total
61		-	amount submitted and the total amount received for each school
62		-	district, and (5) the criteria and manner by which school districts are
63		-	identifying students who require special education and related services,
64		-	including whether school districts are overidentifying or
65		-	underidentifying such students and the causes and reasons for such Substitute House Bill No. 6621
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67		-	Public Act No. 21-95 3 of 16
	42	+	automated vision screening device. The superintendent of schools shall 18
	43	+	give written notice to the parent or guardian of each pupil (1) who is 19
	44	+	found to have any defect of vision or disease of the eyes, with a brief 20
	45	+	statement describing such defect or disease and a recommendation for 21
	46	+	the pupil to be examined by an optometrist licensed under chapter 380 22
	47	+	or an ophthalmologist licensed under chapter 370, and (2) who did not 23
	48	+	receive such vision screening, with a brief statement explaining why 24
	49	+	such pupil did not receive such vision screening. 25
	50	+	Sec. 3. (Effective from passage) (a) There is established a task force to 26
	51	+	study issues relating to the provision and funding of special education 27
	52	+	in the state. Such study shall examine (1) the provision of special 28
	53	+	education and related services, including whether local and regional 29
	54	+	boards of education are providing such services directly or partnering 30
	55	+	with regional educational service centers, contracting with a private 31
	56	+	provider of special education services, as defined in section 10-91g of 32
	57	+	the general statutes, or as part of a cooperative arrangement pursuant 33
	58	+	to section 10-158a of the general statutes, (2) the cost of providing special 34
	59	+	education and related services, including the total aggregate amount per 35
	60	+	school district per year, and the annual percentage increase or decrease 36
	61	+	per school district of such cost, (3) the effect that the cost of special 37
	62	+	education has on a board of education's minimum budget requirement, 38
	63	+	and (4) the level of state reimbursement to boards of education for 39
	64	+	special education, including the total amount for reimbursement 40
	65	+	submitted by each school district per year and the total amount received 41
	66	+	by such school district per year, and the percentage increase or decrease 42
	67	+	per year of the difference of the total amount submitted and the total 43
	68	+	amount received for each school district. 44
	69	+	(b) The task force shall consist of the following members: 45
	70	+	(1) Two appointed by the speaker of the House of Representatives, 46
	71	+	one of whom is a representative of the Connecticut Association of 47
	72	+	Boards of Education and one of whom is the parent or guardian of a 48
	73	+	student who is enrolled in a public school and receiving special 49
	74	+	education services; 50 Substitute Bill No. 6621
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69		-	overidentification and underidentification.
70		-	(b) The task force shall consist of the following members:
71		-	(1) Three appointed by the speaker of the House of Representatives,
72		-	one of whom is a representative of the Special Education Equity for Kids
73		-	of Connecticut, one of whom is a representative of the Connecticut
74		-	Association of Boards of Education and one of whom is the parent or
75		-	guardian of a student who is enrolled in a public school and receiving
76		-	special education services;
77		-	(2) Three appointed by the president pro tempore of the Senate, one
78		-	of whom is a representative of the Connecticut Association of Public
79		-	School Superintendents, one of whom is a representative of the
80		-	Connecticut Education Association and one of whom is the parent or
81		-	guardian of a student who is enrolled in a public school and receiving
82		-	special education services;
83		-	(3) Two appointed by the majority leader of the House of
84		-	Representatives, one of whom is a representative of the American
85		-	Federation of Teachers-Connecticut and one of whom is a representative
86		-	of the Connecticut Parent Advocacy Center;
87		-	(4) Two appointed by the majority leader of the Senate, one of whom
88		-	is a representative of the Connecticut Council of Administrators of
89		-	Special Education and one of whom is a representative of the RESC
90		-	Alliance;
91		-	(5) Two appointed by the minority leader of the House of
92		-	Representatives, one of whom is a representative of the Connecticut
93		-	Association of School Administrators and one of whom is a
94		-	representative of the School and State Finance Project;
95		-	(6) Two appointed by the minority leader of the Senate, one of whom
96		-	is a representative of the Connecticut Association of Schools and one of Substitute House Bill No. 6621
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100		-	whom is a representative of the Connecticut Association of School
101		-	Business Officials;
102		-	(7) The Commissioner of Education, or the commissioner's designee.
103		-	(c) All appointments to the task force shall be made not later than
104		-	thirty days after the effective date of this section. Any vacancy shall be
105		-	filled by the appointing authority.
106		-	(d) The speaker of the House of Representatives and the president
107		-	pro tempore of the Senate shall select the cochairpersons of the task force
108		-	from among the members of the task force. Such cochairpersons shall
109		-	schedule the first meeting of the task force, which shall be held not later
110		-	than sixty days after the effective date of this section.
111		-	(e) The administrative staff of the joint standing committee of the
112		-	General Assembly having cognizance of matters relating to education
113		-	shall serve as administrative staff of the task force.
114		-	(f) Not later than January 1, 2022, the task force shall submit a report
115		-	on its findings and recommendations to the joint standing committee of
116		-	the General Assembly having cognizance of matters relating to
117		-	education, in accordance with the provisions of section 11-4a of the
118		-	general statutes. The task force shall terminate on the date that it
119		-	submits such report or January 1, 2022, whichever is later.
120		-	Sec. 4. (NEW) (Effective July 1, 2021) (a) For the school year
121		-	commencing July 1, 2021, and each school year thereafter, the
122		-	Department of Education shall, upon request, provide to and assist local
123		-	and regional boards of education in administering a social-emotional
124		-	learning assessment to students pursuant to subsections (b) and (c) of
125		-	this section.
126		-	(b) For the school year commencing July 1, 2021, each local and
127		-	regional board of education shall administer a social-emotional learning Substitute House Bill No. 6621
	81	+	(2) Two appointed by the president pro tempore of the Senate, one of 51
	82	+	whom is a representative of the Connecticut Education Association and 52
	83	+	one of whom is the parent or guardian of a student who is enrolled in a 53
	84	+	public school and receiving special education services; 54
	85	+	(3) Two appointed by the majority leader of the House of 55
	86	+	Representatives, one of whom is a representative of the American 56
	87	+	Federation of Teachers-Connecticut and one of whom is a representative 57
	88	+	of the Connecticut Parent Advocacy Center; 58
	89	+	(4) Two appointed by the majority leader of the Senate, one of whom 59
	90	+	is a representative of the Connecticut Council of Administrators of 60
	91	+	Special Education and one of whom is a representative of the RESC 61
	92	+	Alliance; 62
	93	+	(5) Two appointed by the minority leader of the House of 63
	94	+	Representatives, one of whom is a representative of the Connecticut 64
	95	+	Association of School Administrators and one of whom is a 65
	96	+	representative of the Connecticut Conference of Municipalities; 66
	97	+	(6) Two appointed by the minority leader of the Senate, one of whom 67
	98	+	is a representative of the Connecticut Association of Schools and one of 68
	99	+	whom is a representative of the Connecticut Association of School 69
	100	+	Business Officials; 70
	101	+	(7) The executive director of the Connecticut Association of Public 71
	102	+	School Superintendents; and 72
	103	+	(8) The Commissioner of Education, or the commissioner's designee. 73
	104	+	(c) All appointments to the task force shall be made not later than 74
	105	+	thirty days after the effective date of this section. Any vacancy shall be 75
	106	+	filled by the appointing authority. 76
	107	+	(d) The executive director of the Connecticut Association of Public 77
	108	+	School Superintendents shall serve as the chairperson of the task force. 78
	109	+	The chairperson shall schedule the first meeting of the task force, which 79 Substitute Bill No. 6621
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129		-	Public Act No. 21-95 5 of 16
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131		-	assessment to students. A board may use (1) the social-emotional
132		-	learning assessment provided by the Department of Education pursuant
133		-	to subsection (a) of this section, or (2) another social-emotional learning
134		-	assessment or mental health and resiliency screening.
135		-	(c) For the school year commencing July 1, 2022, and each school year
136		-	thereafter, each local and regional board of education may administer a
137		-	social-emotional learning assessment to students. A board may use (1)
138		-	the social-emotional learning assessment provided by the Department
139		-	of Education pursuant to subsection (a) of this section, or (2) another
140		-	social-emotional learning assessment or mental health and resiliency
141		-	screening.
142		-	(d) The parent or guardian of a student shall receive prior written
143		-	notice of any social-emotional learning assessment or mental health and
144		-	resiliency screening that is to be administered pursuant to subsections
145		-	(b) and (c) of this section. No student shall complete such assessment or
146		-	screening unless such parent or guardian provides permission that such
147		-	student may complete such assessment or screening.
148		-	Sec. 5. (NEW) (Effective July 1, 2021) (a) The Social Emotional Learning
149		-	and School Climate Advisory Collaborative, established pursuant to
150		-	section 10-222q of the general statutes, in consultation with the
151		-	Department of Education, the Department of Mental Health and
152		-	Addiction Services, the Department of Children and Families, the Office
153		-	of Early Childhood and the Department of Public Health, shall design a
154		-	state-wide social-emotional support strategy to provide support and
155		-	assistance to local and regional boards of education for mental health,
156		-	social-emotional support, behavioral support, trauma support and
157		-	special education programs and services. The strategy shall include, but
158		-	need not be limited to, recommendations regarding (1) training and
159		-	recruiting mental health and social-emotional support staff and
160		-	deploying them to school districts, (2) resources for school districts for
161		-	the hiring of mental health and social-emotional support staff, (3) Substitute House Bill No. 6621
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	116	+	shall be held not later than sixty days after the effective date of this 80
	117	+	section. 81
	118	+	(e) The administrative staff of the joint standing committee of the 82
	119	+	General Assembly having cognizance of matters relating to education 83
	120	+	shall serve as administrative staff of the task force. 84
	121	+	(f) Not later than January 1, 2020, the task force shall submit a report 85
	122	+	on its findings and recommendations to the joint standing committee of 86
	123	+	the General Assembly having cognizance of matters relating to 87
	124	+	education, in accordance with the provisions of section 11-4a of the 88
	125	+	general statutes. The task force shall terminate on the date that it 89
	126	+	submits such report or January 1, 2022, whichever is later.90
	127	+	This act shall take effect as follows and shall amend the following
	128	+	sections:
164	129
165		-	assisting boards in the development and implementation of
166		-	comprehensive school counseling programs, in accordance with the
167		-	guidelines adopted pursuant to section 10-203c of the general statutes,
168		-	(4) building on existing school and community collaborations that
169		-	support student mental health and well-being, such as community
170		-	school models, family resource centers, health clinics, child care that is
171		-	available from 6:00 a.m. to 6:00 p.m., and year-round use of school
172		-	facilities, (5) developing or enhancing state, regional and local support
173		-	networks for mental health and trauma support services through
174		-	interagency agreements, local action plans and model programs, (6)
175		-	improving the knowledge and skill of educators and other school
176		-	personnel in order to develop social-emotional learning and restorative
177		-	practices competencies and capacities, (7) creating opportunities for
178		-	educators to collaborate, share support and problem solve through team
179		-	planning time and professional learning communities, (8) providing
180		-	resources for state-wide and local efforts to engage parents and families
181		-	to support the development of student social and emotional growth at
182		-	home and in the community, and (9) providing opportunities for
183		-	families to discuss topics relating to social-emotional learning,
184		-	restorative practices, resiliency and ways to ensure racial equity in
185		-	schools.
186		-	(b) The collaborative may consult with the national Collaborative for
187		-	Academic, Social, and Emotional Learning to implement the provisions
188		-	of this section.
189		-	Sec. 6. (Effective July 1, 2021) Not later than October 1, 2022, the
190		-	Department of Education shall develop student social-emotional
191		-	learning standards for grades four to twelve, inclusive. Such standards
192		-	shall be designed for a multitiered system of support that is culturally
193		-	relevant and responsive, emphasizes school connectedness and includes
194		-	restorative practices. Such standards shall be made available on the
195		-	department's Internet web site. As used in this section, "social-emotional Substitute House Bill No. 6621
	130	+	Section 1 July 1, 2021 10-238
	131	+	Sec. 2 July 1, 2021 10-214(a)
	132	+	Sec. 3 from passage New section
196	133
197		-	Public Act No. 21-95 7 of 16
	134	+	Statement of Legislative Commissioners:
	135	+	In Section 3, Subsec. (c) was deleted as unnecessary and the remaining
	136	+	subsections were relettered accordingly for proper form.
198	137
199		-	learning" means the process through which children and adults achieve
200		-	emotional intelligence through the competencies of self-awareness, self-
201		-	management, social awareness, relationship skills and responsible
202		-	decision-making.
203		-	Sec. 7. (NEW) (Effective from passage) Not later than January 1, 2022,
204		-	the Social Emotional Learning and School Climate Advisory
205		-	Collaborative, established pursuant to section 10-222q of the general
206		-	statutes, shall convene a working group to (1) review sections 10-222d
207		-	to 10-222p, inclusive, of the general statutes relating to bullying and safe
208		-	school climate plans, (2) make recommendations concerning (A)
209		-	amendments to said sections 10-222d to 10-222p, inclusive, (B) the
210		-	inclusion of restorative practices in safe school climate plans, and (C)
211		-	state-wide adoption of the National School Climate Standards, and (3)
212		-	provide technical assistance and support to local and regional boards of
213		-	education in adopting and implementing the Connecticut Model School
214		-	Climate Policy, policy number 5131.914. The Social Emotional Learning
215		-	and School Climate Advisory Collaborative may consult with or include
216		-	representatives from the national Collaborative for Academic, Social,
217		-	and Emotional Learning as members of the working group in
218		-	implementing the provisions of this section.
219		-	Sec. 8. Section 10-233m of the general statutes is repealed and the
220		-	following is substituted in lieu thereof (Effective July 1, 2021):
221		-	Each local or regional board of education that assigns a school
222		-	resource officer to any school under the jurisdiction of such board shall
223		-	enter into a memorandum of understanding with a local law
224		-	enforcement agency regarding the role and responsibility of such school
225		-	resource officer. Such memorandum of understanding shall include
226		-	provisions addressing daily interactions between students and school
227		-	personnel with school resource officers and shall include a graduated
228		-	response model for student discipline. Any such memorandum of
229		-	understanding entered into, extended, updated or amended on or after Substitute House Bill No. 6621
230		-
231		-	Public Act No. 21-95 8 of 16
232		-
233		-	July 1, 2021, shall include a provision that requires all school resource
234		-	officers to complete, while in the performance of their duties as school
235		-	resource officers and during periods when such school resource officers
236		-	are assigned to be at the school, any separate training specifically related
237		-	to social-emotional learning and restorative practices provided to
238		-	certified employees of the school pursuant to sections 10-148a and 10-
239		-	220a, as amended by this act. For the purposes of this section, "school
240		-	resource officer" means a sworn police officer of a local law enforcement
241		-	agency who has been assigned to a school pursuant to an agreement
242		-	between the local or regional board of education and the chief of police
243		-	of a local law enforcement agency.
244		-	Sec. 9. Subsection (a) of section 10-148a of the general statutes is
245		-	repealed and the following is substituted in lieu thereof (Effective July 1,
246		-	2021):
247		-	(a) For the school year commencing July 1, [2019] 2021, and each
248		-	school year thereafter, each certified employee shall participate in a
249		-	program of professional development. Each local and regional board of
250		-	education shall make available, annually, at no cost to its certified
251		-	employees, a program of professional development that is not fewer
252		-	than eighteen hours in length, of which a preponderance is in a small
253		-	group or individual instructional setting. Such program of professional
254		-	development shall (1) be a comprehensive, sustained and intensive
255		-	approach to improving teacher and administrator effectiveness in
256		-	increasing student knowledge achievement, (2) focus on refining and
257		-	improving various effective teaching methods that are shared between
258		-	and among educators, (3) foster collective responsibility for improved
259		-	student performance, (4) be comprised of professional learning that (A)
260		-	is aligned with rigorous state student academic achievement standards,
261		-	(B) is conducted among educators at the school and facilitated by
262		-	principals, coaches, mentors, distinguished educators, as described in
263		-	section 10-145s, or other appropriate teachers, (C) occurs frequently on Substitute House Bill No. 6621
264		-
265		-	Public Act No. 21-95 9 of 16
266		-
267		-	an individual basis or among groups of teachers in a job-embedded
268		-	process of continuous improvement, and (D) includes a repository of
269		-	best practices for teaching methods developed by educators within each
270		-	school that is continuously available to such educators for comment and
271		-	updating, and (5) include training in culturally responsive pedagogy
272		-	and practice. Each program of professional development shall include
273		-	professional development activities in accordance with the provisions
274		-	of subsection (b) of this section. The principles and practices of social-
275		-	emotional learning and restorative practices shall be integrated
276		-	throughout the components of such program of professional
277		-	development described in subdivisions (1) to (5), inclusive, of this
278		-	subsection.
279		-	Sec. 10. Subsections (a) and (b) of section 10-220a of the general
280		-	statutes are repealed and the following is substituted in lieu thereof
281		-	(Effective July 1, 2021):
282		-	(a) Each local or regional board of education shall provide an in-
283		-	service training program for its teachers, administrators and pupil
284		-	personnel who hold the initial educator, provisional educator or
285		-	professional educator certificate. Such program shall provide such
286		-	teachers, administrators and pupil personnel with information on (1)
287		-	the nature and the relationship of alcohol and drugs, as defined in
288		-	subdivision (17) of section 21a-240, to health and personality
289		-	development, and procedures for discouraging their abuse, (2) health
290		-	and mental health risk reduction education that includes, but need not
291		-	be limited to, the prevention of risk-taking behavior by children and the
292		-	relationship of such behavior to substance abuse, pregnancy, sexually
293		-	transmitted diseases, including HIV-infection and AIDS, as defined in
294		-	section 19a-581, violence, teen dating violence, domestic violence and
295		-	child abuse, (3) school violence prevention, conflict resolution, the
296		-	prevention of and response to youth suicide and the identification and
297		-	prevention of and response to bullying, as defined in subsection (a) of Substitute House Bill No. 6621
298		-
299		-	Public Act No. 21-95 10 of 16
300		-
301		-	section 10-222d, except that those boards of education that implement
302		-	any evidence-based model approach that is approved by the
303		-	Department of Education and is consistent with subsection (c) of section
304		-	10-145a, sections 10-222d, 10-222g and 10-222h, subsection (g) of section
305		-	10-233c and sections 1 and 3 of public act 08-160, shall not be required
306		-	to provide in-service training on the identification and prevention of
307		-	and response to bullying, (4) cardiopulmonary resuscitation and other
308		-	emergency life saving procedures, (5) the requirements and obligations
309		-	of a mandated reporter, (6) the detection and recognition of, and
310		-	evidence-based structured literacy interventions for, students with
311		-	dyslexia, as defined in section 10-3d, [and] (7) culturally responsive
312		-	pedagogy and practice, and (8) the principles and practices of social-
313		-	emotional learning and restorative practices. Each local or regional
314		-	board of education may allow any paraprofessional or noncertified
315		-	employee to participate, on a voluntary basis, in any in-service training
316		-	program provided pursuant to this section.
317		-	(b) Not later than a date prescribed by the commissioner, each local
318		-	and regional board of education shall establish a professional
319		-	development and evaluation committee. Such professional
320		-	development and evaluation committee shall consist of (1) at least one
321		-	teacher, as defined in subsection (a) of section 10-144d, selected by the
322		-	exclusive bargaining representative for certified employees chosen
323		-	pursuant to section 10-153b, (2) at least one administrator, as defined in
324		-	subsection (a) of section 10-144e, selected by the exclusive bargaining
325		-	representative for certified employees chosen pursuant to section 10-
326		-	153b, and (3) such other school personnel as the board deems
327		-	appropriate. The duties of such committees shall include, but not be
328		-	limited to, participation in the development or adoption of a teacher
329		-	evaluation and support program for the district, pursuant to section 10-
330		-	151b, and the development, evaluation and annual updating of a
331		-	comprehensive local professional development plan for certified
332		-	employees of the district. Such plan shall: (A) Be directly related to the Substitute House Bill No. 6621
333		-
334		-	Public Act No. 21-95 11 of 16
335		-
336		-	educational goals prepared by the local or regional board of education
337		-	pursuant to subsection (b) of section 10-220, as amended by this act, (B)
338		-	on and after July 1, [2011] 2021, be developed with full consideration of
339		-	the priorities and needs related to student social-emotional learning and
340		-	restorative practices, in accordance with the provisions of section 10-
341		-	148a, as amended by this act, and student academic outcomes as
342		-	determined by the State Board of Education, [and] (C) provide for the
343		-	ongoing and systematic assessment and improvement of both teacher
344		-	evaluation and professional development of the professional staff
345		-	members of each such board, including personnel management and
346		-	evaluation training or experience for administrators, [shall] and (D) be
347		-	related to regular and special student needs and may include provisions
348		-	concerning career incentives and parent involvement. The State Board
349		-	of Education shall develop guidelines to assist local and regional boards
350		-	of education in determining the objectives of the plans and in
351		-	coordinating staff development activities with student needs and school
352		-	programs.
353		-	Sec. 11. Subsection (b) of section 10-220 of the general statutes is
354		-	repealed and the following is substituted in lieu thereof (Effective July 1,
355		-	2021):
356		-	(b) The board of education of each local or regional school district
357		-	shall, with the participation of parents, students, school administrators,
358		-	teachers, citizens, local elected officials and any other individuals or
359		-	groups such board shall deem appropriate, prepare a statement of
360		-	educational goals for such local or regional school district. The
361		-	statement of goals shall be consistent with state-wide goals pursuant to
362		-	subsection (c) of section 10-4 and include goals for the integration of
363		-	principles and practices of social-emotional learning and restorative
364		-	practices in the program of professional development for the school
365		-	district, in accordance with the provisions of section 10-148a, as
366		-	amended by this act, and career placement for students who do not Substitute House Bill No. 6621
367		-
368		-	Public Act No. 21-95 12 of 16
369		-
370		-	pursue an advanced degree immediately after graduation. Each local or
371		-	regional board of education shall annually establish student objectives
372		-	for the school year which relate directly to the statement of educational
373		-	goals prepared pursuant to this subsection and which identify specific
374		-	expectations for students in terms of skills, knowledge and competence.
375		-	Sec. 12. Section 10-155k of the general statutes is repealed and the
376		-	following is substituted in lieu thereof (Effective July 1, 2021):
377		-	On and after July 1, 2013, the Commissioner of Education shall
378		-	establish a School Paraprofessional Advisory Council, which on and
379		-	after July 1, 2021, shall be known as the School Paraeducator Advisory
380		-	Council, consisting of (1) one school paraprofessional from each state-
381		-	wide bargaining representative organization that represents school
382		-	paraprofessionals with instructional responsibilities, (2) one
383		-	representative from each of the exclusive bargaining units for certified
384		-	employees, chosen pursuant to section 10-153b, (3) the most recent
385		-	recipient of the Connecticut Paraprofessional of the Year Award, (4) two
386		-	representatives from the regional educational service centers, appointed
387		-	by the Commissioner of Education, and (5) a school administrator,
388		-	appointed by the Connecticut Federation of School Administrators. The
389		-	council shall hold quarterly meetings and advise, at least quarterly, the
390		-	Commissioner of Education, or the commissioner's designee, of the
391		-	needs for (A) professional development and the training of
392		-	paraprofessionals and the effectiveness of the content and the delivery
393		-	of existing training for such paraprofessionals, (B) appropriate staffing
394		-	strategies for paraprofessionals, and (C) other relevant issues relating to
395		-	paraprofessionals. The council shall report, annually, in accordance
396		-	with the provisions of section 11-4a, on the recommendations given to
397		-	the commissioner, or the commissioner's designee, pursuant to the
398		-	provisions of this section, to the joint standing committee of the General
399		-	Assembly having cognizance of matters relating to education.
400		-	Sec. 13. (Effective from passage) (a) Not later than January 1, 2022, the Substitute House Bill No. 6621
401		-
402		-	Public Act No. 21-95 13 of 16
403		-
404		-	School Paraeducator Advisory Council, established pursuant to section
405		-	10-155k of the general statutes, as amended by this act, shall conduct a
406		-	study concerning the following: (1) Appropriate minimum employment
407		-	standards, including pay rates, health care coverage, retirement benefits
408		-	and professional development opportunities for paraeducators that
409		-	focus on maximizing the success of paraeducators in the classroom; (2)
410		-	safety issues relating to paraeducators who work with students who
411		-	have behavioral issues, including the availability of appropriate safety
412		-	equipment for paraeducators at each school; (3) issues relating to the
413		-	assignment of substitute teaching duties to paraeducators, including
414		-	emergency situations when a paraeducator is asked to serve as a
415		-	substitute teacher; and (4) issues relating to the duties of paraeducators
416		-	who work with students who have individualized education programs.
417		-	(b) Not later than January 1, 2022, the council shall develop proposals
418		-	for the creation of a pathway for continued career and professional
419		-	development, including, but not limited to, (1) paraeducator certificate
420		-	and apprenticeship programs that offer course credits that apply to
421		-	transferrable associate degree programs; (2) associate degree programs
422		-	that (A) build upon and do not duplicate the courses and competencies
423		-	of paraeducator certificate programs, (B) incorporate field experiences,
424		-	(C) are aligned with the standards and competencies for teachers, and
425		-	(D) are transferrable to a bachelor's degree in education and teacher
426		-	certification programs; and (3) bachelor's degree programs that lead to
427		-	teacher certification that build upon and do not duplicate the courses
428		-	and competencies of transferrable associate degrees.
429		-	(c) The council shall submit the study described in subsection (a) of
430		-	this section and the proposals described in subsection (b) of this section,
431		-	and any recommendations for legislation to the joint standing
432		-	committee of the General Assembly having cognizance of matters
433		-	relating to education, in accordance with the provisions of section 11-4a
434		-	of the general statutes. Substitute House Bill No. 6621
435		-
436		-	Public Act No. 21-95 14 of 16
437		-
438		-	Sec. 14. Subsection (c) of section 10-222k of the general statutes is
439		-	repealed and the following is substituted in lieu thereof (Effective July 1,
440		-	2021):
441		-	(c) (1) For the school year commencing July 1, 2012, and each school
442		-	year thereafter, the principal of each school shall establish a committee
443		-	or designate at least one existing committee in the school to be
444		-	responsible for developing and fostering a safe school climate and
445		-	addressing issues relating to bullying in the school. Such committee
446		-	shall include at least one parent or guardian of a student enrolled in the
447		-	school appointed by the school principal, and for the school year
448		-	commencing July 1, 2021, and each school year thereafter, such
449		-	committee shall also include (A) school personnel, including, but not
450		-	limited to, at least one teacher selected by the exclusive bargaining
451		-	representative for certified employees chosen pursuant to section 10-
452		-	153b, (B) medical and mental health personnel assigned to such school,
453		-	and (C) in the case of a committee for a high school, at least one student
454		-	enrolled at such high school who is selected by the students of such
455		-	school in a manner determined by the school principal.
456		-	(2) Any such committee shall: (A) Receive copies of completed
457		-	reports following investigations of bullying, (B) identify and address
458		-	patterns of bullying among students in the school, (C) implement the
459		-	provisions of the school security and safety plan, developed pursuant to
460		-	section 10-222m, regarding the collection, evaluation and reporting of
461		-	information relating to instances of disturbing or threatening behavior
462		-	that may not meet the definition of bullying, (D) review and amend
463		-	school policies relating to bullying, (E) review and make
464		-	recommendations to the district safe school climate coordinator
465		-	regarding the district's safe school climate plan based on issues and
466		-	experiences specific to the school, (F) educate students, school
467		-	employees and parents and guardians of students on issues relating to
468		-	bullying, (G) collaborate with the district safe school climate coordinator Substitute House Bill No. 6621
469		-
470		-	Public Act No. 21-95 15 of 16
471		-
472		-	in the collection of data regarding bullying, in accordance with the
473		-	provisions of subsection (b) of section 10-222d and subsection (a) of
474		-	section 10-222h, and (H) perform any other duties as determined by the
475		-	school principal that are related to the prevention, identification and
476		-	response to school bullying for the school.
477		-	(3) Any parent or guardian or student serving as a member of any
478		-	such committee shall not participate in the activities described in
479		-	subparagraphs (A) to (C), inclusive, of subdivision (2) of this subsection
480		-	or any other activity that may compromise the confidentiality of a
481		-	student.
482		-	Sec. 15. (Effective from passage) (a) The Department of Education shall
483		-	develop a plan for the creation and implementation of a state-wide
484		-	virtual school that offers grades kindergarten to twelve, inclusive, and
485		-	provides virtual learning instruction by means of one or more Internet-
486		-	based software platforms.
487		-	(b) The virtual school contemplated and created under such plan,
488		-	shall (1) be maintained by and under the direction and control of the
489		-	State Board of Education, (2) provide in each school year no less than
490		-	one hundred eighty days of actual school sessions and nine hundred
491		-	hours of actual school work for grades kindergarten to twelve, inclusive,
492		-	provided not more than seven hours of actual school work in any school
493		-	day shall count toward the total required for the school year, (3) offer
494		-	coursework and a curriculum that is rigorous, aligned with curriculum
495		-	guidelines approved by the State Board of Education, and in accordance
496		-	with the state-wide subject matter content standards, adopted by the
497		-	state board pursuant to section 10-4 of the general statutes, (4) grant a
498		-	diploma, in accordance with the provisions of section 10-5 of the general
499		-	statutes, to any student enrolled in such virtual school who has
500		-	satisfactorily completed the high school graduation requirements
501		-	described in section 10-221a of the general statutes, and (5) be created
502		-	with consideration given to best practices in virtual learning, Substitute House Bill No. 6621
503		-
504		-	Public Act No. 21-95 16 of 16
505		-
506		-	technological capabilities of students throughout the state and equity.
507		-	(c) Not later than February 1, 2022, the department shall submit the
508		-	plan and any recommendations for legislation related to the
509		-	implementation of such plan to the joint standing committee of the
510		-	General Assembly having cognizance of matters relating to education,
511		-	in accordance with the provisions of section 11-4a of the general statutes.
512		-	Sec. 16. (Effective from passage) Notwithstanding the provisions of
513		-	subsection (b) of section 10-157 of the general statutes, the
514		-	Commissioner of Education may grant an additional one-time extension
515		-	of the probationary period for the school year commencing July 1, 2021,
516		-	to any person who has been appointed as an acting superintendent and
517		-	has not been able to become properly certified or successfully complete
518		-	a school leadership program approved by the State Board of Education
519		-	during the school years commencing July 1, 2019, and July 1, 2020.
	138	+	ED Joint Favorable Subst.
520	139