Substitute House Bill No. 6621
Public Act No. 21-95
AN ACT CONCERNING ASSORTED REVISIONS AND ADDITIONS
TO THE EDUCATION STATUTES.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. Section 10-238 of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2021):
The board of education of any municipality, upon written petition
signed by one per cent of the electors of such municipality or fifty such
electors, whichever is greater, the signatures thereon to be verified by
the clerk of the municipality, shall hold a public hearing on any question
relating to the provision of education offered by such board specified in
such petition. Such hearing shall be held at a time and place to be
designated by such board, not later than three weeks after receipt by the
board of such petition.
Sec. 2. Subsection (a) of section 10-214 of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2021):
(a) Each local or regional board of education shall provide annually
to each pupil in kindergarten and grades one and three to five, inclusive,
a vision screening. [,] Such vision screening may be performed using a
Snellen chart [,] or an equivalent screening device, [such as] or an Substitute House Bill No. 6621
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automated vision screening device. The superintendent of schools shall
give written notice to the parent or guardian of each pupil (1) who is
found to have any defect of vision or disease of the eyes, with a brief
statement describing such defect or disease and a recommendation for
the pupil to be examined by an optometrist licensed under chapter 380
or an ophthalmologist licensed under chapter 370, and (2) who did not
receive such vision screening, with a brief statement explaining why
such pupil did not receive such vision screening.
Sec. 3. (Effective from passage) (a) There is established a task force to
study issues relating to the provision and funding of special education
in the state during the school years commencing July 1, 2016, to July 1,
2020, inclusive. Such study shall include, but need not be limited to, an
examination of (1) the provision of special education and related
services, including whether local and regional boards of education are
providing such services directly or partnering with regional educational
service centers, contracting with a private provider of special education
services, as defined in section 10-91g of the general statutes, or as part
of a cooperative arrangement pursuant to section 10-158a of the general
statutes, (2) the cost of providing special education and related services,
the total aggregate amount per school district per year and the annual
percentage increase or decrease per school district of such cost, (3) the
effect that the cost of special education has on a board of education's
minimum budget requirement, (4) the level of state reimbursement to
boards of education for special education, including the total amount
for reimbursement submitted by each school district per year and the
total amount received by such school district per year, and the
percentage increase or decrease per year of the difference of the total
amount submitted and the total amount received for each school
district, and (5) the criteria and manner by which school districts are
identifying students who require special education and related services,
including whether school districts are overidentifying or
underidentifying such students and the causes and reasons for such Substitute House Bill No. 6621
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overidentification and underidentification.
(b) The task force shall consist of the following members:
(1) Three appointed by the speaker of the House of Representatives,
one of whom is a representative of the Special Education Equity for Kids
of Connecticut, one of whom is a representative of the Connecticut
Association of Boards of Education and one of whom is the parent or
guardian of a student who is enrolled in a public school and receiving
special education services;
(2) Three appointed by the president pro tempore of the Senate, one
of whom is a representative of the Connecticut Association of Public
School Superintendents, one of whom is a representative of the
Connecticut Education Association and one of whom is the parent or
guardian of a student who is enrolled in a public school and receiving
special education services;
(3) Two appointed by the majority leader of the House of
Representatives, one of whom is a representative of the American
Federation of Teachers-Connecticut and one of whom is a representative
of the Connecticut Parent Advocacy Center;
(4) Two appointed by the majority leader of the Senate, one of whom
is a representative of the Connecticut Council of Administrators of
Special Education and one of whom is a representative of the RESC
Alliance;
(5) Two appointed by the minority leader of the House of
Representatives, one of whom is a representative of the Connecticut
Association of School Administrators and one of whom is a
representative of the School and State Finance Project;
(6) Two appointed by the minority leader of the Senate, one of whom
is a representative of the Connecticut Association of Schools and one of Substitute House Bill No. 6621
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whom is a representative of the Connecticut Association of School
Business Officials;
(7) The Commissioner of Education, or the commissioner's designee.
(c) All appointments to the task force shall be made not later than
thirty days after the effective date of this section. Any vacancy shall be
filled by the appointing authority.
(d) The speaker of the House of Representatives and the president
pro tempore of the Senate shall select the cochairpersons of the task force
from among the members of the task force. Such cochairpersons shall
schedule the first meeting of the task force, which shall be held not later
than sixty days after the effective date of this section.
(e) The administrative staff of the joint standing committee of the
General Assembly having cognizance of matters relating to education
shall serve as administrative staff of the task force.
(f) Not later than January 1, 2022, the task force shall submit a report
on its findings and recommendations to the joint standing committee of
the General Assembly having cognizance of matters relating to
education, in accordance with the provisions of section 11-4a of the
general statutes. The task force shall terminate on the date that it
submits such report or January 1, 2022, whichever is later.
Sec. 4. (NEW) (Effective July 1, 2021) (a) For the school year
commencing July 1, 2021, and each school year thereafter, the
Department of Education shall, upon request, provide to and assist local
and regional boards of education in administering a social-emotional
learning assessment to students pursuant to subsections (b) and (c) of
this section.
(b) For the school year commencing July 1, 2021, each local and
regional board of education shall administer a social-emotional learning Substitute House Bill No. 6621
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assessment to students. A board may use (1) the social-emotional
learning assessment provided by the Department of Education pursuant
to subsection (a) of this section, or (2) another social-emotional learning
assessment or mental health and resiliency screening.
(c) For the school year commencing July 1, 2022, and each school year
thereafter, each local and regional board of education may administer a
social-emotional learning assessment to students. A board may use (1)
the social-emotional learning assessment provided by the Department
of Education pursuant to subsection (a) of this section, or (2) another
social-emotional learning assessment or mental health and resiliency
screening.
(d) The parent or guardian of a student shall receive prior written
notice of any social-emotional learning assessment or mental health and
resiliency screening that is to be administered pursuant to subsections
(b) and (c) of this section. No student shall complete such assessment or
screening unless such parent or guardian provides permission that such
student may complete such assessment or screening.
Sec. 5. (NEW) (Effective July 1, 2021) (a) The Social Emotional Learning
and School Climate Advisory Collaborative, established pursuant to
section 10-222q of the general statutes, in consultation with the
Department of Education, the Department of Mental Health and
Addiction Services, the Department of Children and Families, the Office
of Early Childhood and the Department of Public Health, shall design a
state-wide social-emotional support strategy to provide support and
assistance to local and regional boards of education for mental health,
social-emotional support, behavioral support, trauma support and
special education programs and services. The strategy shall include, but
need not be limited to, recommendations regarding (1) training and
recruiting mental health and social-emotional support staff and
deploying them to school districts, (2) resources for school districts for
the hiring of mental health and social-emotional support staff, (3) Substitute House Bill No. 6621
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assisting boards in the development and implementation of
comprehensive school counseling programs, in accordance with the
guidelines adopted pursuant to section 10-203c of the general statutes,
(4) building on existing school and community collaborations that
support student mental health and well-being, such as community
school models, family resource centers, health clinics, child care that is
available from 6:00 a.m. to 6:00 p.m., and year-round use of school
facilities, (5) developing or enhancing state, regional and local support
networks for mental health and trauma support services through
interagency agreements, local action plans and model programs, (6)
improving the knowledge and skill of educators and other school
personnel in order to develop social-emotional learning and restorative
practices competencies and capacities, (7) creating opportunities for
educators to collaborate, share support and problem solve through team
planning time and professional learning communities, (8) providing
resources for state-wide and local efforts to engage parents and families
to support the development of student social and emotional growth at
home and in the community, and (9) providing opportunities for
families to discuss topics relating to social-emotional learning,
restorative practices, resiliency and ways to ensure racial equity in
schools.
(b) The collaborative may consult with the national Collaborative for
Academic, Social, and Emotional Learning to implement the provisions
of this section.
Sec. 6. (Effective July 1, 2021) Not later than October 1, 2022, the
Department of Education shall develop student social-emotional
learning standards for grades four to twelve, inclusive. Such standards
shall be designed for a multitiered system of support that is culturally
relevant and responsive, emphasizes school connectedness and includes
restorative practices. Such standards shall be made available on the
department's Internet web site. As used in this section, "social-emotional Substitute House Bill No. 6621
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learning" means the process through which children and adults achieve
emotional intelligence through the competencies of self-awareness, self-
management, social awareness, relationship skills and responsible
decision-making.
Sec. 7. (NEW) (Effective from passage) Not later than January 1, 2022,
the Social Emotional Learning and School Climate Advisory
Collaborative, established pursuant to section 10-222q of the general
statutes, shall convene a working group to (1) review sections 10-222d
to 10-222p, inclusive, of the general statutes relating to bullying and safe
school climate plans, (2) make recommendations concerning (A)
amendments to said sections 10-222d to 10-222p, inclusive, (B) the
inclusion of restorative practices in safe school climate plans, and (C)
state-wide adoption of the National School Climate Standards, and (3)
provide technical assistance and support to local and regional boards of
education in adopting and implementing the Connecticut Model School
Climate Policy, policy number 5131.914. The Social Emotional Learning
and School Climate Advisory Collaborative may consult with or include
representatives from the national Collaborative for Academic, Social,
and Emotional Learning as members of the working group in
implementing the provisions of this section.
Sec. 8. Section 10-233m of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2021):
Each local or regional board of education that assigns a school
resource officer to any school under the jurisdiction of such board shall
enter into a memorandum of understanding with a local law
enforcement agency regarding the role and responsibility of such school
resource officer. Such memorandum of understanding shall include
provisions addressing daily interactions between students and school
personnel with school resource officers and shall include a graduated
response model for student discipline. Any such memorandum of
understanding entered into, extended, updated or amended on or after Substitute House Bill No. 6621
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July 1, 2021, shall include a provision that requires all school resource
officers to complete, while in the performance of their duties as school
resource officers and during periods when such school resource officers
are assigned to be at the school, any separate training specifically related
to social-emotional learning and restorative practices provided to
certified employees of the school pursuant to sections 10-148a and 10-
220a, as amended by this act. For the purposes of this section, "school
resource officer" means a sworn police officer of a local law enforcement
agency who has been assigned to a school pursuant to an agreement
between the local or regional board of education and the chief of police
of a local law enforcement agency.
Sec. 9. Subsection (a) of section 10-148a of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2021):
(a) For the school year commencing July 1, [2019] 2021, and each
school year thereafter, each certified employee shall participate in a
program of professional development. Each local and regional board of
education shall make available, annually, at no cost to its certified
employees, a program of professional development that is not fewer
than eighteen hours in length, of which a preponderance is in a small
group or individual instructional setting. Such program of professional
development shall (1) be a comprehensive, sustained and intensive
approach to improving teacher and administrator effectiveness in
increasing student knowledge achievement, (2) focus on refining and
improving various effective teaching methods that are shared between
and among educators, (3) foster collective responsibility for improved
student performance, (4) be comprised of professional learning that (A)
is aligned with rigorous state student academic achievement standards,
(B) is conducted among educators at the school and facilitated by
principals, coaches, mentors, distinguished educators, as described in
section 10-145s, or other appropriate teachers, (C) occurs frequently on Substitute House Bill No. 6621
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an individual basis or among groups of teachers in a job-embedded
process of continuous improvement, and (D) includes a repository of
best practices for teaching methods developed by educators within each
school that is continuously available to such educators for comment and
updating, and (5) include training in culturally responsive pedagogy
and practice. Each program of professional development shall include
professional development activities in accordance with the provisions
of subsection (b) of this section. The principles and practices of social-
emotional learning and restorative practices shall be integrated
throughout the components of such program of professional
development described in subdivisions (1) to (5), inclusive, of this
subsection.
Sec. 10. Subsections (a) and (b) of section 10-220a of the general
statutes are repealed and the following is substituted in lieu thereof
(Effective July 1, 2021):
(a) Each local or regional board of education shall provide an in-
service training program for its teachers, administrators and pupil
personnel who hold the initial educator, provisional educator or
professional educator certificate. Such program shall provide such
teachers, administrators and pupil personnel with information on (1)
the nature and the relationship of alcohol and drugs, as defined in
subdivision (17) of section 21a-240, to health and personality
development, and procedures for discouraging their abuse, (2) health
and mental health risk reduction education that includes, but need not
be limited to, the prevention of risk-taking behavior by children and the
relationship of such behavior to substance abuse, pregnancy, sexually
transmitted diseases, including HIV-infection and AIDS, as defined in
section 19a-581, violence, teen dating violence, domestic violence and
child abuse, (3) school violence prevention, conflict resolution, the
prevention of and response to youth suicide and the identification and
prevention of and response to bullying, as defined in subsection (a) of Substitute House Bill No. 6621
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section 10-222d, except that those boards of education that implement
any evidence-based model approach that is approved by the
Department of Education and is consistent with subsection (c) of section
10-145a, sections 10-222d, 10-222g and 10-222h, subsection (g) of section
10-233c and sections 1 and 3 of public act 08-160, shall not be required
to provide in-service training on the identification and prevention of
and response to bullying, (4) cardiopulmonary resuscitation and other
emergency life saving procedures, (5) the requirements and obligations
of a mandated reporter, (6) the detection and recognition of, and
evidence-based structured literacy interventions for, students with
dyslexia, as defined in section 10-3d, [and] (7) culturally responsive
pedagogy and practice, and (8) the principles and practices of social-
emotional learning and restorative practices. Each local or regional
board of education may allow any paraprofessional or noncertified
employee to participate, on a voluntary basis, in any in-service training
program provided pursuant to this section.
(b) Not later than a date prescribed by the commissioner, each local
and regional board of education shall establish a professional
development and evaluation committee. Such professional
development and evaluation committee shall consist of (1) at least one
teacher, as defined in subsection (a) of section 10-144d, selected by the
exclusive bargaining representative for certified employees chosen
pursuant to section 10-153b, (2) at least one administrator, as defined in
subsection (a) of section 10-144e, selected by the exclusive bargaining
representative for certified employees chosen pursuant to section 10-
153b, and (3) such other school personnel as the board deems
appropriate. The duties of such committees shall include, but not be
limited to, participation in the development or adoption of a teacher
evaluation and support program for the district, pursuant to section 10-
151b, and the development, evaluation and annual updating of a
comprehensive local professional development plan for certified
employees of the district. Such plan shall: (A) Be directly related to the Substitute House Bill No. 6621
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educational goals prepared by the local or regional board of education
pursuant to subsection (b) of section 10-220, as amended by this act, (B)
on and after July 1, [2011] 2021, be developed with full consideration of
the priorities and needs related to student social-emotional learning and
restorative practices, in accordance with the provisions of section 10-
148a, as amended by this act, and student academic outcomes as
determined by the State Board of Education, [and] (C) provide for the
ongoing and systematic assessment and improvement of both teacher
evaluation and professional development of the professional staff
members of each such board, including personnel management and
evaluation training or experience for administrators, [shall] and (D) be
related to regular and special student needs and may include provisions
concerning career incentives and parent involvement. The State Board
of Education shall develop guidelines to assist local and regional boards
of education in determining the objectives of the plans and in
coordinating staff development activities with student needs and school
programs.
Sec. 11. Subsection (b) of section 10-220 of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2021):
(b) The board of education of each local or regional school district
shall, with the participation of parents, students, school administrators,
teachers, citizens, local elected officials and any other individuals or
groups such board shall deem appropriate, prepare a statement of
educational goals for such local or regional school district. The
statement of goals shall be consistent with state-wide goals pursuant to
subsection (c) of section 10-4 and include goals for the integration of
principles and practices of social-emotional learning and restorative
practices in the program of professional development for the school
district, in accordance with the provisions of section 10-148a, as
amended by this act, and career placement for students who do not Substitute House Bill No. 6621
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pursue an advanced degree immediately after graduation. Each local or
regional board of education shall annually establish student objectives
for the school year which relate directly to the statement of educational
goals prepared pursuant to this subsection and which identify specific
expectations for students in terms of skills, knowledge and competence.
Sec. 12. Section 10-155k of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2021):
On and after July 1, 2013, the Commissioner of Education shall
establish a School Paraprofessional Advisory Council, which on and
after July 1, 2021, shall be known as the School Paraeducator Advisory
Council, consisting of (1) one school paraprofessional from each state-
wide bargaining representative organization that represents school
paraprofessionals with instructional responsibilities, (2) one
representative from each of the exclusive bargaining units for certified
employees, chosen pursuant to section 10-153b, (3) the most recent
recipient of the Connecticut Paraprofessional of the Year Award, (4) two
representatives from the regional educational service centers, appointed
by the Commissioner of Education, and (5) a school administrator,
appointed by the Connecticut Federation of School Administrators. The
council shall hold quarterly meetings and advise, at least quarterly, the
Commissioner of Education, or the commissioner's designee, of the
needs for (A) professional development and the training of
paraprofessionals and the effectiveness of the content and the delivery
of existing training for such paraprofessionals, (B) appropriate staffing
strategies for paraprofessionals, and (C) other relevant issues relating to
paraprofessionals. The council shall report, annually, in accordance
with the provisions of section 11-4a, on the recommendations given to
the commissioner, or the commissioner's designee, pursuant to the
provisions of this section, to the joint standing committee of the General
Assembly having cognizance of matters relating to education.
Sec. 13. (Effective from passage) (a) Not later than January 1, 2022, the Substitute House Bill No. 6621
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School Paraeducator Advisory Council, established pursuant to section
10-155k of the general statutes, as amended by this act, shall conduct a
study concerning the following: (1) Appropriate minimum employment
standards, including pay rates, health care coverage, retirement benefits
and professional development opportunities for paraeducators that
focus on maximizing the success of paraeducators in the classroom; (2)
safety issues relating to paraeducators who work with students who
have behavioral issues, including the availability of appropriate safety
equipment for paraeducators at each school; (3) issues relating to the
assignment of substitute teaching duties to paraeducators, including
emergency situations when a paraeducator is asked to serve as a
substitute teacher; and (4) issues relating to the duties of paraeducators
who work with students who have individualized education programs.
(b) Not later than January 1, 2022, the council shall develop proposals
for the creation of a pathway for continued career and professional
development, including, but not limited to, (1) paraeducator certificate
and apprenticeship programs that offer course credits that apply to
transferrable associate degree programs; (2) associate degree programs
that (A) build upon and do not duplicate the courses and competencies
of paraeducator certificate programs, (B) incorporate field experiences,
(C) are aligned with the standards and competencies for teachers, and
(D) are transferrable to a bachelor's degree in education and teacher
certification programs; and (3) bachelor's degree programs that lead to
teacher certification that build upon and do not duplicate the courses
and competencies of transferrable associate degrees.
(c) The council shall submit the study described in subsection (a) of
this section and the proposals described in subsection (b) of this section,
and any recommendations for legislation to the joint standing
committee of the General Assembly having cognizance of matters
relating to education, in accordance with the provisions of section 11-4a
of the general statutes. Substitute House Bill No. 6621
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Sec. 14. Subsection (c) of section 10-222k of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2021):
(c) (1) For the school year commencing July 1, 2012, and each school
year thereafter, the principal of each school shall establish a committee
or designate at least one existing committee in the school to be
responsible for developing and fostering a safe school climate and
addressing issues relating to bullying in the school. Such committee
shall include at least one parent or guardian of a student enrolled in the
school appointed by the school principal, and for the school year
commencing July 1, 2021, and each school year thereafter, such
committee shall also include (A) school personnel, including, but not
limited to, at least one teacher selected by the exclusive bargaining
representative for certified employees chosen pursuant to section 10-
153b, (B) medical and mental health personnel assigned to such school,
and (C) in the case of a committee for a high school, at least one student
enrolled at such high school who is selected by the students of such
school in a manner determined by the school principal.
(2) Any such committee shall: (A) Receive copies of completed
reports following investigations of bullying, (B) identify and address
patterns of bullying among students in the school, (C) implement the
provisions of the school security and safety plan, developed pursuant to
section 10-222m, regarding the collection, evaluation and reporting of
information relating to instances of disturbing or threatening behavior
that may not meet the definition of bullying, (D) review and amend
school policies relating to bullying, (E) review and make
recommendations to the district safe school climate coordinator
regarding the district's safe school climate plan based on issues and
experiences specific to the school, (F) educate students, school
employees and parents and guardians of students on issues relating to
bullying, (G) collaborate with the district safe school climate coordinator Substitute House Bill No. 6621
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in the collection of data regarding bullying, in accordance with the
provisions of subsection (b) of section 10-222d and subsection (a) of
section 10-222h, and (H) perform any other duties as determined by the
school principal that are related to the prevention, identification and
response to school bullying for the school.
(3) Any parent or guardian or student serving as a member of any
such committee shall not participate in the activities described in
subparagraphs (A) to (C), inclusive, of subdivision (2) of this subsection
or any other activity that may compromise the confidentiality of a
student.
Sec. 15. (Effective from passage) (a) The Department of Education shall
develop a plan for the creation and implementation of a state-wide
virtual school that offers grades kindergarten to twelve, inclusive, and
provides virtual learning instruction by means of one or more Internet-
based software platforms.
(b) The virtual school contemplated and created under such plan,
shall (1) be maintained by and under the direction and control of the
State Board of Education, (2) provide in each school year no less than
one hundred eighty days of actual school sessions and nine hundred
hours of actual school work for grades kindergarten to twelve, inclusive,
provided not more than seven hours of actual school work in any school
day shall count toward the total required for the school year, (3) offer
coursework and a curriculum that is rigorous, aligned with curriculum
guidelines approved by the State Board of Education, and in accordance
with the state-wide subject matter content standards, adopted by the
state board pursuant to section 10-4 of the general statutes, (4) grant a
diploma, in accordance with the provisions of section 10-5 of the general
statutes, to any student enrolled in such virtual school who has
satisfactorily completed the high school graduation requirements
described in section 10-221a of the general statutes, and (5) be created
with consideration given to best practices in virtual learning, Substitute House Bill No. 6621
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technological capabilities of students throughout the state and equity.
(c) Not later than February 1, 2022, the department shall submit the
plan and any recommendations for legislation related to the
implementation of such plan to the joint standing committee of the
General Assembly having cognizance of matters relating to education,
in accordance with the provisions of section 11-4a of the general statutes.
Sec. 16. (Effective from passage) Notwithstanding the provisions of
subsection (b) of section 10-157 of the general statutes, the
Commissioner of Education may grant an additional one-time extension
of the probationary period for the school year commencing July 1, 2021,
to any person who has been appointed as an acting superintendent and
has not been able to become properly certified or successfully complete
a school leadership program approved by the State Board of Education
during the school years commencing July 1, 2019, and July 1, 2020.