Substitute Senate Bill No. 1
Public Act No. 22-80
AN ACT CONCERNING CHILDHOOD MENTAL AND PHYSICAL
HEALTH SERVICES IN SCHOOLS.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. (Effective July 1, 2022) (a) As used in this section:
(1) "Early childhood education program operator" means a school
readiness program, private preschool program or program pursuant to
section 8-210 of the general statutes, as amended by this act; and
(2) "Child care services provider" means a child care center, group
child care home or family child care home, as those terms are described
in section 19a-77 of the general statutes.
(b) For the fiscal year ending June 30, 2023, the Office of Early
Childhood shall establish and administer a wage supplement and child
care program enhancement grant program for early childhood
education program operators and child care services providers. On and
after August 1, 2022, the office shall provide grants to those early
childhood education program operators and child care services
providers that meet the eligibility requirements developed by the office
pursuant to subsection (d) of this section, and submit an application for
a grant, on a form and in such manner as prescribed by the office. A
grant awarded under this section may be used by such early childhood Substitute Senate Bill No. 1
Public Act No. 22-80 2 of 49
education program operator or child care services provider to
supplement the annual salaries of the employees of such operator or
provider or to address any other programmatic or administrative needs,
in accordance with the guidelines developed by the office pursuant to
subsection (d) of this section.
(c) In determining whether to award a grant under this section, the
commissioner shall give priority to those early childhood education
program operators and child care services providers that will use such
grant exclusively to supplement the annual salaries of the employees of
such operator or provider.
(d) The office shall develop (1) eligibility criteria for which early
childhood education program operators and child care services
providers are eligible to receive a grant under this section, and (2)
guidelines for the administration of the program and the expenditure of
a grant awarded under this section by a childhood education program
operator or child care services provider.
(e) The office shall distribute the funds appropriated for this section
as follows: (1) Seventy per cent of the appropriation shall be used to
award grants to eligible early childhood education program operators
and child care services providers that do not receive state funding or
state financial assistance, and (2) thirty per cent of the appropriation
shall be used to award grants to eligible early childhood education
program operators and child care services providers that receive state
funding or state financial assistance.
Sec. 2. Subsection (b) of section 8-210 of the 2022 supplement to the
general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2022):
(b) The state, acting by and in the discretion of the Commissioner of
Early Childhood, may enter into a contract with a municipality, a group Substitute Senate Bill No. 1
Public Act No. 22-80 3 of 49
child care home or family child care home, as described in section 19a-
77, a human resource development agency or a nonprofit corporation
for state financial assistance in developing and operating child care
centers, group child care homes and family child care homes for
children disadvantaged by reasons of economic, social or environmental
conditions, provided no such financial assistance shall be available for
the operating costs of any such child care center, group child care home
or family child care home unless it has been licensed by the
Commissioner of Early Childhood pursuant to section 19a-80. Such
financial assistance shall be available for a program of a municipality, of
a group child care home or family child care home, of a human resource
development agency or of a nonprofit corporation which may provide
for personnel, equipment, supplies, activities, program materials and
renovation and remodeling of the physical facilities of such child care
centers, group child care homes or family child care homes. Such
contract shall provide for state financial assistance, within available
appropriations, in the form of a state grant-in-aid (1) for a portion of the
cost of such program, as determined by the Commissioner of Early
Childhood, if not federally assisted, (2) equal to one-half of the amount
by which the net cost of such program, as approved by the
Commissioner of Early Childhood, exceeds the federal grant-in-aid
thereof, or (3) in an amount not less than (A) the per child cost as
described in subdivision (1) of subsection (b) of section 10-16q, for each
child in such program that is three or four years of age and each child
that is five years of age who is not eligible to enroll in school, pursuant
to section 10-15c, while maintaining services to children under three
years of age under this section, and (B) thirteen thousand five hundred
dollars for each child three years of age or under who is in infant or
toddler care and not in a preschool program. For the fiscal year ending
June 30, [2020] 2024, and each fiscal year thereafter, the amount per child
pursuant to subdivision (3) of this subsection that is over the amount of
the per child cost that was prescribed pursuant to the contract under
said subdivision (3) for the fiscal year ending June 30, [2019] 2023, shall Substitute Senate Bill No. 1
Public Act No. 22-80 4 of 49
be used exclusively to increase the salaries of early childhood educators
employed at the child care center. The Commissioner of Early
Childhood may authorize child care centers, group child care homes
and family child care homes receiving financial assistance under this
subsection to apply a program surplus to the next program year. The
Commissioner of Early Childhood shall consult with directors of child
care centers in establishing fees for the operation of such centers. For the
fiscal year ending June 30, 2023, the Commissioner of Early Childhood
shall, within available appropriations, enter into contracts under this
section for the purpose of expanding the number of spaces available to
children three years of age or under who are in infant or toddler care
and not in a preschool program.
Sec. 3. (NEW) (Effective from passage) (a) Not later than July 1, 2023,
and annually thereafter, the Commissioner of Education shall, within
available appropriations, develop and distribute a survey to each local
and regional board of education concerning the employment of school
social workers, school psychologists, school counselors and school
nurses by such local or regional board of education. Such survey shall
include, but need not be limited to, (1) the total number of (A) school
social workers employed by each local or regional board of education,
(B) school psychologists employed by each local or regional board of
education, (C) school counselors employed by each local and regional
board of education, and (D) school nurses employed by each local and
regional board of education; (2) the number of (A) school social workers
assigned to each school under the jurisdiction of the local or regional
board of education, including whether any such school social worker is
assigned solely to that school or whether such school social worker is
assigned to multiple schools, (B) school psychologists assigned to each
school under the jurisdiction of the local or regional board of education,
including whether any such school psychologist is assigned solely to
that school or whether such school psychologist is assigned to multiple
schools, (C) school counselors assigned to each school under the Substitute Senate Bill No. 1
Public Act No. 22-80 5 of 49
jurisdiction of the local or regional board of education, including
whether any such school counselor is assigned solely to that school or
whether such school counselor is assigned to multiple schools, and (D)
school nurses assigned to each school under the jurisdiction of the local
or regional board of education, including whether any such school
nurse is assigned solely to that school or whether such school nurse is
assigned to multiple schools; (3) the geographic area covered by (A) any
such school social worker who provides services to more than one local
or regional board of education, (B) any such school psychologist who
provides services to more than one local or regional board of education,
(C) any such school counselor who provides services to more than one
local or regional board of education, and (D) any such school nurse who
provides services to more than one local or regional board of education;
and (4) an estimate of the annual number of students who have received
direct services from each individual (A) school social worker employed
by a local or regional board of education during the five-year period
preceding completion of the survey, (B) school psychologist employed
by a local or regional board of education during the five-year period
preceding completion of the survey, (C) school counselor employed by
a local or regional board of education during the five-year period
preceding completion of the survey, and (D) school nurse employed by
a local or regional board of education during the five-year period
preceding completion of the survey.
(b) For the school year commencing July 1, 2023, and each school year
thereafter, each local and regional board of education shall annually
complete the survey developed and distributed pursuant to subsection
(a) of this section to the commissioner, and submit such completed
survey to the commissioner, at such time and in such manner as the
commissioner prescribes.
(c) Following the receipt of a completed survey from a local or
regional board of education, the commissioner shall annually calculate Substitute Senate Bill No. 1
Public Act No. 22-80 6 of 49
(1) a student-to-school social worker ratio for (A) such board of
education, and (B) each school under the jurisdiction of such board of
education, (2) a student-to-school psychologist ratio for (A) such board
of education, and (B) each school under the jurisdiction of such board of
education, (3) a student-to-school counselor ratio for (A) such board of
education, and (B) each school under the jurisdiction of such board of
education, and (4) a student-to-school nurse ratio for (A) such board of
education, and (B) each school under the jurisdiction of such board of
education.
(d) Not later than January 1, 2024, and annually thereafter, the
commissioner shall submit a report, in accordance with the provisions
of section 11-4a of the general statutes, on the results of the survey
completed under this section and the student-to-school social worker
ratios, student-to-school psychologist ratios, student-to-school
counselor ratios and student-to-school nurse ratios calculated pursuant
to subsection (c) of this section, to the joint standing committees of the
General Assembly having cognizance of matters relating to education
and children.
Sec. 4. (NEW) (Effective July 1, 2022) (a) For the fiscal years ending
June 30, 2023, to June 30, 2025, inclusive, the Department of Education
shall administer a grant program to provide grants to local and regional
boards of education for the purpose of hiring and retaining additional
school social workers, school psychologists, school counselors and
school nurses.
(b) Applications for grants pursuant to subsection (a) of this section
shall be filed with the Commissioner of Education at such time and in
such manner as the commissioner prescribes. As part of the application,
an applicant shall submit a (1) plan for the expenditure of grant funds,
and (2) copy of the completed survey described in section 3 of this act.
Such plan shall include, but need not be limited to, the number of
additional school social workers, school psychologists, school Substitute Senate Bill No. 1
Public Act No. 22-80 7 of 49
counselors or school nurses to be hired, the number of school social
workers, school psychologists, school counselors or school nurses being
retained who were previously hired with the assistance of grant funds
awarded under this section, whether such school social workers, school
psychologists, school counselors or school nurses will be conducting
assessments of students or providing services to students based on the
results of assessments, and the type of services that will be provided by
such school social workers, school psychologists, school counselors and
school nurses.
(c) In determining whether to award an applicant a grant under this
section, the commissioner shall give priority to those school districts (1)
with large student-to-school social worker ratios, student-to-school
psychologist ratios, student-to-school counselor ratios, or student-to-
school nurse ratios, or (2) that have a high volume of student utilization
of mental health services.
(d) For the fiscal year ending June 30, 2023, the commissioner may
award a grant to an applicant and shall determine the amount of the
grant award based on the plan submitted by such applicant pursuant to
subsection (b) of this section. The commissioner shall pay a grant to each
grant recipient in each of the fiscal years ending June 30, 2023, to June
30, 2025, inclusive, as follows: (1) For the fiscal year ending June 30, 2023,
the amount of the grant shall be as determined by the commissioner
under this subsection; (2) for the fiscal year ending June 30, 2024, the
amount of the grant shall be the same amount as the grant awarded for
the prior fiscal year; and (3) for the fiscal year ending June 30, 2025, the
amount of the grant shall be seventy per cent of the amount of the grant
awarded for the prior fiscal year.
(e) Grant recipients shall file annual expenditure reports with the
department at such time and in such manner as the commissioner
prescribes. Grant recipients shall refund to the department (1) any
unexpended amounts at the close of the fiscal year in which the grant Substitute Senate Bill No. 1
Public Act No. 22-80 8 of 49
was awarded, and (2) any amounts not expended in accordance with
the plan for which such grant application was approved.
(f) The department shall annually track and calculate the utilization
rate of the grant program for each grant recipient. Such utilization rate
shall be calculated using metrics that include, but need not be limited
to, the number of students served and the hours of service provided
using grant funds awarded under the program.
(g) For purposes of carrying out the provisions of this section, the
Department of Education may accept funds from private sources or any
state agency, gifts, grants and donations, including, but not limited to,
in-kind donations.
(h) (1) Not later than January 1, 2024, and each January first thereafter
until and including January 1, 2026, the commissioner shall submit a
report, in accordance with the provisions of section 11-4a of the general
statutes, on the expenditure report and utilization rate, calculated
pursuant to subsection (f) of this section, for each grant recipient to the
joint standing committees of the General Assembly having cognizance
of matters relating to education and children.
(2) Not later than January 1, 2026, the Commissioner of Education
shall develop recommendations concerning (A) whether such grant
program should be extended and funded for the fiscal year ending June
30, 2026, and each fiscal year thereafter, and (B) the amount of the grant
award under the program. The commissioner shall submit such
recommendations, in accordance with the provisions of section 11-4a of
the general statutes, to the joint standing committees of the General
Assembly having cognizance of matters relating to education and
children.
Sec. 5. (Effective July 1, 2022) For the fiscal year ending June 30, 2023,
the Department of Education shall hire a full-time employee to Substitute Senate Bill No. 1
Public Act No. 22-80 9 of 49
administer the grant program that provides grants to local and regional
boards of education for the purpose of hiring and retaining additional
school social workers, school psychologists, school counselors and
school nurses, described in section 4 of this act.
Sec. 6. (Effective July 1, 2022) The Department of Education shall
conduct a study to evaluate the feasibility of creating a temporary
human services permit to allow individuals who have specialized
training, experience or expertise in social work, human services,
psychology or sociology, but do not meet the certification requirements
under chapter 166 of the general statutes, to work in a public school in
order to respond to an emergency need of a school district. Such study
shall include, but need not be limited to, (1) an analysis of the need of
school districts for individuals with human services credentials to
provide such services to students, (2) an assessment of the appropriate
qualifications for individuals to be issued such permit in relation to the
need of school districts throughout the state for such individuals to
provide services to students in schools, (3) a comparison of the services
that an individual who would be issued a human services permit would
be permitted to provide to students with those individuals who are
certified under chapter 166 of the general statutes to provide such
services to students, and (4) an analysis of whether such permit is
necessary based on the initial results of the grant program described in
section 4 of this act. In conducting the study, the department shall
consult with institutions of higher education, support services
associations, superintendents, principals, support services staff,
community providers and families. Not later than January 1, 2024, the
department 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.
Sec. 7. Section 10-212a of the general statutes is repealed and the Substitute Senate Bill No. 1
Public Act No. 22-80 10 of 49
following is substituted in lieu thereof (Effective from passage):
(a) (1) A school nurse or, in the absence of such nurse, any other nurse
licensed pursuant to the provisions of chapter 378, including a nurse
employed by, or providing services under the direction of a local or
regional board of education at, a school-based health clinic, who shall
administer medical preparations only to students enrolled in such
school-based health clinic in the absence of a school nurse, the principal,
any teacher, licensed athletic trainer, licensed physical or occupational
therapist employed by a school district, or coach of intramural and
interscholastic athletics of a school may administer, subject to the
provisions of subdivision (2) of this subsection, medicinal preparations,
including such controlled drugs as the Commissioner of Consumer
Protection may, by regulation, designate, to any student at such school
pursuant to the written order of a physician licensed to practice
medicine, or a dentist licensed to practice dental medicine in this or
another state, or an optometrist licensed to practice optometry in this
state under chapter 380, or an advanced practice registered nurse
licensed to prescribe in accordance with section 20-94a, or a physician
assistant licensed to prescribe in accordance with section 20-12d, and the
written authorization of a parent or guardian of such child. The
administration of medicinal preparations by a nurse licensed pursuant
to the provisions of chapter 378, a principal, teacher, licensed athletic
trainer, licensed physical or occupational therapist employed by a
school district, or coach shall be under the general supervision of a
school nurse. No such school nurse or other nurse, principal, teacher,
licensed athletic trainer, licensed physical or occupational therapist
employed by a school district, coach or school paraprofessional
administering medication pursuant to this section shall be liable to such
student or a parent or guardian of such student for civil damages for
any personal injuries that result from acts or omissions of such school
nurse or other nurse, principal, teacher, licensed athletic trainer,
licensed physical or occupational therapist employed by a school Substitute Senate Bill No. 1
Public Act No. 22-80 11 of 49
district, coach or school paraprofessional administering medication
pursuant to this section in administering such preparations that may
constitute ordinary negligence. This immunity does not apply to acts or
omissions constituting gross, wilful or wanton negligence.
(2) Each local and regional board of education that allows a school
nurse or, in the absence of such nurse, any other nurse licensed pursuant
to the provisions of chapter 378, including a nurse employed by, or
providing services under the direction of a local or regional board of
education at, a school-based health clinic, who shall administer medical
preparations only to students enrolled in such school-based health clinic
in the absence of a school nurse, the principal, any teacher, licensed
athletic trainer, licensed physical or occupational therapist employed by
a school district, coach of intramural and interscholastic athletics or
school paraprofessional of a school to administer medicine or that
allows a student to possess, self-administer or possess and self-
administer medicine, including medicine administered through the use
of an asthmatic inhaler or an automatic prefilled cartridge injector or
similar automatic injectable equipment, shall adopt written policies and
procedures, in accordance with this section and the regulations adopted
pursuant to subsection (c) of this section, that shall be approved by the
school medical advisor, if any, or other qualified licensed physician.
Once so approved, such administration of medication shall be in
accordance with such policies and procedures.
(3) A director of a school readiness program as defined in section 10-
16p, as amended by this act, or a before or after school program exempt
from licensure by the Department of Public Health pursuant to
subdivision (1) of subsection (b) of section 19a-77, or the director's
designee, may administer medications to a child enrolled in such a
program in accordance with regulations adopted by the State Board of
Education in accordance with the provisions of chapter 54. No
individual administering medications pursuant to this subdivision shall Substitute Senate Bill No. 1
Public Act No. 22-80 12 of 49
be liable to such child or a parent or guardian of such child for civil
damages for any personal injuries that result from acts or omissions of
such individual in administering such medications which may
constitute ordinary negligence. This immunity shall not apply to acts or
omissions constituting gross, wilful or wanton negligence.
(b) Each school wherein any controlled drug is administered under
the provisions of this section shall keep such records thereof as are
required of hospitals under the provisions of subsections (f) and (h) of
section 21a-254 and shall store such drug in such manner as the
Commissioner of Consumer Protection shall, by regulation, require.
(c) The State Board of Education, in consultation with the
Commissioner of Public Health, shall adopt regulations, in accordance
with the provisions of chapter 54, determined to be necessary by the
board to carry out the provisions of this section, including, but not
limited to, regulations that (1) specify conditions under which a coach
of intramural and interscholastic athletics may administer medicinal
preparations, including controlled drugs specified in the regulations
adopted by the commissioner, to a child participating in such intramural
and interscholastic athletics, (2) specify conditions and procedures for
the administration of medication by school personnel to students,
including, but not limited to, (A) the conditions and procedures for the
storage and administration of epinephrine by school personnel to
students for the purpose of emergency first aid to students who
experience allergic reactions and who do not have a prior written
authorization for the administration of epinephrine, in accordance with
the provisions of subdivision (2) of subsection (d) of this section, and (B)
the conditions and procedures for the storage and administration of
opioid antagonists by school personnel to students who experience an
opioid-related drug overdose and who do not have a prior written
authorization for the administration of an opioid antagonist, in
accordance with the provisions of subdivision (1) of subsection (g) of Substitute Senate Bill No. 1
Public Act No. 22-80 13 of 49
this section, and (3) specify conditions for the possession, self-
administration or possession and self-administration of medication by
students, including permitting a child diagnosed with: (A) Asthma to
retain possession of an asthmatic inhaler at all times while attending
school for prompt treatment of the child's asthma and to protect the
child against serious harm or death provided a written authorization for
self-administration of medication signed by the child's parent or
guardian and an authorized prescriber is submitted to the school nurse;
and (B) an allergic condition to retain possession of an automatic
prefilled cartridge injector or similar automatic injectable equipment at
all times, including while attending school or receiving school
transportation services, for prompt treatment of the child's allergic
condition and to protect the child against serious harm or death
provided a written authorization for self-administration of medication
signed by the child's parent or guardian and an authorized prescriber is
submitted to the school nurse. The regulations shall require
authorization pursuant to: (i) The written order of a physician licensed
to practice medicine in this or another state, a dentist licensed to practice
dental medicine in this or another state, an advanced practice registered
nurse licensed under chapter 378, a physician assistant licensed under
chapter 370, a podiatrist licensed under chapter 375, or an optometrist
licensed under chapter 380; and (ii) the written authorization of a parent
or guardian of such child.
(d) (1) (A) With the written authorization of a student's parent or
guardian, and (B) pursuant to the written order of a qualified medical
professional, a school nurse and a school medical advisor, if any, may
jointly approve and provide general supervision to an identified school
paraprofessional to administer medication, including, but not limited to,
medication administered with a cartridge injector, to a specific student
with a medically diagnosed allergic condition that may require prompt
treatment in order to protect the student against serious harm or death. Substitute Senate Bill No. 1
Public Act No. 22-80 14 of 49
(2) A school nurse or, in the absence of a school nurse, a qualified
school employee shall maintain epinephrine in cartridge injectors for the
purpose of emergency first aid to students who experience allergic
reactions and do not have a prior written authorization of a parent or
guardian or a prior written order of a qualified medical professional for
the administration of epinephrine. A school nurse or a school principal
shall select qualified school employees to administer such epinephrine
under this subdivision, and there shall be at least one such qualified
school employee on the grounds of the school during regular school
hours in the absence of a school nurse. A school nurse or, in the absence
of such school nurse, such qualified school employee may administer
such epinephrine under this subdivision, provided such administration
of epinephrine is in accordance with policies and procedures adopted
pursuant to subsection (a) of this section. Such administration of
epinephrine by a qualified school employee shall be limited to situations
when the school nurse is absent or unavailable. No qualified school
employee shall administer such epinephrine under this subdivision
unless such qualified school employee annually completes the training
program described in section 10-212g. The parent or guardian of a
student may submit, in writing, to the school nurse and school medical
advisor, if any, that epinephrine shall not be administered to such
student under this subdivision.
(3) In the case of a student with a medically diagnosed life-
threatening allergic condition, (A) with the written authorization of
such student's parent or guardian, and (B) pursuant to the written order
of a qualified medical professional, such student may possess, self-
administer or possess and self-administer medication, including, but
not limited to, medication administered with a cartridge injector, to
protect such student against serious harm or death.
(4) For purposes of this subsection, (A) "cartridge injector" means an
automatic prefilled cartridge injector or similar automatic injectable Substitute Senate Bill No. 1
Public Act No. 22-80 15 of 49
equipment used to deliver epinephrine in a standard dose for
emergency first aid response to allergic reactions, (B) "qualified school
employee" means a principal, teacher, licensed athletic trainer, licensed
physical or occupational therapist employed by a school district, coach
or school paraprofessional, and (C) "qualified medical professional"
means (i) a physician licensed under chapter 370, (ii) an optometrist
licensed to practice optometry under chapter 380, (iii) an advanced
practice registered nurse licensed to prescribe in accordance with
section 20-94a, or (iv) a physician assistant licensed to prescribe in
accordance with section 20-12d.
(e) (1) With the written authorization of a student's parent or
guardian, and (2) pursuant to a written order of the student's physician
licensed under chapter 370 or the student's advanced practice registered
nurse licensed under chapter 378, a school nurse or a school principal
shall select, and a school nurse shall provide general supervision to, a
qualified school employee to administer medication with injectable
equipment used to administer glucagon to a student with diabetes that
may require prompt treatment in order to protect the student against
serious harm or death. Such authorization shall be limited to situations
when the school nurse is absent or unavailable. No qualified school
employee shall administer medication under this subsection unless (A)
such qualified school employee annually completes any training
required by the school nurse and school medical advisor, if any, in the
administration of medication with injectable equipment used to
administer glucagon, (B) the school nurse and school medical advisor,
if any, have attested, in writing, that such qualified school employee has
completed such training, and (C) such qualified school employee
voluntarily agrees to serve as a qualified school employee. For purposes
of this subsection, "injectable equipment used to administer glucagon"
means an injector or injectable equipment used to deliver glucagon in
an appropriate dose for emergency first aid response to diabetes. For
purposes of this subsection, "qualified school employee" means a Substitute Senate Bill No. 1
Public Act No. 22-80 16 of 49
principal, teacher, licensed athletic trainer, licensed physical or
occupational therapist employed by a school district, coach or school
paraprofessional.
(f) (1) (A) With the written authorization of a student's parent or
guardian, and (B) pursuant to the written order of a physician licensed
under chapter 370 or an advanced practice registered nurse licensed
under chapter 378, a school nurse and a school medical advisor, if any,
shall select, and a school nurse shall provide general supervision to, a
qualified school employee to administer antiepileptic medication,
including by rectal syringe, to a specific student with a medically
diagnosed epileptic condition that requires prompt treatment in
accordance with the student's individual seizure action plan. Such
authorization shall be limited to situations when the school nurse is
absent or unavailable. No qualified school employee shall administer
medication under this subsection unless (i) such qualified school
employee annually completes the training program described in
subdivision (2) of this subsection, (ii) the school nurse and school
medical advisor, if any, have attested, in writing, that such qualified
school employee has completed such training, (iii) such qualified school
employee receives monthly reviews by the school nurse to confirm such
qualified school employee's competency to administer antiepileptic
medication under this subsection, and (iv) such qualified school
employee voluntarily agrees to serve as a qualified school employee. For
purposes of this subsection, "qualified school employee" means a
principal, teacher, licensed athletic trainer, licensed physical or
occupational therapist employed by a school district, coach or school
paraprofessional.
(2) The Department of Education, in consultation with the School
Nurse Advisory Council, established pursuant to section 10-212f, and
the Association of School Nurses of Connecticut, shall develop an
antiepileptic medication administrating training program. Such training Substitute Senate Bill No. 1
Public Act No. 22-80 17 of 49
program shall include instruction in (A) an overview of childhood
epilepsy and types of seizure disorders, (B) interpretation of individual
student's emergency seizure action plan and recognition of individual
student's seizure activity, (C) emergency management procedures for
seizure activity, including administration techniques for emergency
seizure medication, (D) when to activate emergency medical services
and postseizure procedures and follow-up, (E) reporting procedures
after a student has required such delegated emergency seizure
medication, and (F) any other relevant issues or topics related to
emergency interventions for students who experience seizures.
(g) (1) A school nurse or, in the absence of a school nurse, a qualified
school employee may maintain opioid antagonists for the purpose of
emergency first aid to students who experience an opioid-related drug
overdose and do not have a prior written authorization of a parent or
guardian or a prior written order of a qualified medical professional for
the administration of such opioid antagonist. A school nurse or a school
principal shall select qualified school employees to administer such
opioid antagonist under this subdivision, and there shall be at least one
such qualified school employee on the grounds of the school during
regular school hours in the absence of a school nurse. A school nurse or,
in the absence of such school nurse, such qualified school employee may
administer such opioid antagonist under this subdivision, provided
such administration of the opioid antagonist is in accordance with
policies and procedures adopted pursuant to subsection (a) of this
section. Such administration of an opioid antagonist by a qualified
school employee shall be limited to situations when the school nurse is
absent or unavailable. No school nurse or qualified school employee
shall administer such opioid antagonist under this subdivision unless
such school nurse or qualified school employee completes a training
program in the distribution and administration of an opioid antagonist
developed by the Department of Education, Department of Public
Health and the Department of Consumer Protection, or under an Substitute Senate Bill No. 1
Public Act No. 22-80 18 of 49
agreement entered into pursuant to section 21a-286, as amended by this
act. The parent or guardian of a student may submit a request, in
writing, to the school nurse and school medical advisor, if any, that an
opioid antagonist shall not be administered to such student under this
subdivision.
(2) Not later than October 1, 2022, the Department of Education, in
consultation with the Departments of Consumer Protection and Public
Health, shall develop guidelines for use by local and regional boards of
education on the storage and administration of opioid antagonists in
schools in accordance with the provisions of this subsection.
(3) For purposes of this subsection, (A) "opioid antagonist" means
naloxone hydrochloride or any other similarly acting and equally safe
drug approved by the federal Food and Drug Administration for the
treatment of a drug overdose, (B) "qualified school employee" means a
principal, teacher, licensed athletic trainer, licensed physical or
occupational therapist employed by a school district, coach or school
paraprofessional, and (C) "qualified medical professional" means (i) a
physician licensed under chapter 370, (ii) an optometrist licensed to
practice optometry under chapter 380, (iii) an advanced practice
registered nurse licensed to prescribe in accordance with section 20-94a,
or (iv) a physician assistant licensed to prescribe in accordance with
section 20-12d.
Sec. 8. Section 21a-286 of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2022):
(a) For purposes of this section:
(1) "Opioid antagonist" shall have the meaning set forth in section
17a-714a.
(2) "Prescribing practitioner" shall have the meaning set forth in
section 20-14c. Substitute Senate Bill No. 1
Public Act No. 22-80 19 of 49
(3) "Pharmacist" shall have the meaning set forth in section 20-609a.
(b) A prescribing practitioner or a pharmacist certified to prescribe
naloxone pursuant to section 20-633c may enter into an agreement with
a law enforcement agency, emergency medical service provider,
government agency, [or] community health organization or local or
regional board of education related to the distribution and
administration of an opioid antagonist for the reversal of an opioid
overdose. The prescribing practitioner or pharmacist shall provide
training to persons who will distribute or administer the opioid
antagonist pursuant to the terms of the agreement. Persons other than
the prescribing practitioner or pharmacist shall receive training in the
distribution or administration of opioid antagonists prior to distributing
or administering an opioid antagonist. The agreement shall address the
storage, handling, labeling, recalls and recordkeeping of opioid
antagonists by the law enforcement agency, emergency medical service
provider, government agency, [or] community health organization or
local or regional board of education which is party to the agreement.
(c) A prescribing practitioner or pharmacist who enters into an
agreement pursuant to subsection (b) of this section shall not be liable
for damages in a civil action or subject to administrative or criminal
prosecution for the administration or dispensing of an opioid antagonist
by such law enforcement agency, emergency medical service provider,
government agency, [or] community health organization or local or
regional board of education.
(d) The Commissioner of Consumer Protection may adopt
regulations, in accordance with the provisions of chapter 54, to
implement the provisions of this section.
Sec. 9. (Effective July 1, 2022) For the school year commencing July 1,
2022, the Department of Public Health, in collaboration with the
Department of Education, shall provide information to local and Substitute Senate Bill No. 1
Public Act No. 22-80 20 of 49
regional boards of education regarding where such boards can acquire
opioid antagonists, as defined in section 10-212a of the general statutes,
as amended by this act, including the name and contact information of
any manufacturer of opioid antagonists that is providing such opioid
antagonists at no cost to school districts.
Sec. 10. (Effective from passage) (a) As used in this section:
(1) "Ableism" means the bias, prejudice or discrimination, intentional
or unintentional, against people with physical, psychiatric or
intellectual disabilities; and
(2) "Social-emotional learning" has the same meaning as provided in
section 10-222v of the general statutes.
(b) There is established a task force to combat ableism. The task force
shall identify (1) current efforts to educate all students on disability and
combat ableism in the public school curriculum and classrooms, and (2)
opportunities to expand such efforts and integrate them into social-
emotional learning.
(c) The task force shall consist of the following members:
(1) Two appointed by the speaker of the House of Representatives,
one of whom is an educator employed by a local or regional board of
education and one of whom is a leader in social-emotional learning who
works with children;
(2) Two appointed by the president pro tempore of the Senate, one of
whom works as a special education teacher and one of whom is a
member of the social and emotional learning and school climate
advisory collaborative established pursuant to section 10-222q of the
general statutes;
(3) One appointed by the majority leader of the House of Substitute Senate Bill No. 1
Public Act No. 22-80 21 of 49
Representatives, who is a school administrator employed by a local or
regional board of education;
(4) One appointed by the majority leader of the Senate, who is a
chairperson of a local or regional board of education;
(5) One appointed by the minority leader of the House of
Representatives, who is a director or employee of a private nonprofit
organization in the state that provides services or programs for children
with disabilities;
(6) One appointed by the minority leader of the Senate, who is a
director or employee of a private nonprofit organization in the state that
provides disability-related services or programs for children;
(7) The Commissioner of Education, or the commissioner's designee;
(8) The Commissioner of Early Childhood, or the commissioner's
designee;
(9) The chairperson of the Advisory Council for Special Education,
established pursuant to section 10-76i of the general statutes;
(10) The Commissioner of Children and Families , or the
commissioner's designee;
(11) The Chief Court Administrator, or the Chief Court
Administrator's designee; and
(12) The director of Special Education Equity for Kids of Connecticut,
or the director's designee.
(d) Any member of the task force appointed under subdivision (1),
(2), (3), (4), (5) or (6) of subsection (c) of this section may be a member of
the General Assembly. Substitute Senate Bill No. 1
Public Act No. 22-80 22 of 49
(e) All initial 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.
(f) The speaker of the House of Representatives and the president pro
tempore of the Senate shall select the chairpersons of the task force from
among the members of the task force. Such chairpersons 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.
(g) The administrative staff of the joint standing committee of the
General Assembly having cognizance of matters relating to children
shall serve as administrative staff of the task force.
(h) Not later than January 1, 2023, 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 children
and 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, 2023, whichever is later.
Sec. 11. (Effective from passage) (a) There is established a task force to
study the governance structure and internal procedures of the
Connecticut Interscholastic Athletic Conference. Such study shall
include, but need not be limited to, an examination of the leadership
structure of the conference and how leadership positions are filled, and
how the conference receives and resolves complaints filed by members
of the conference and individuals.
(b) The task force shall consist of the following members:
(1) One appointed by the speaker of the House of Representatives,
who has expertise in coaching;
(2) Two appointed by the president pro tempore of the Senate, each Substitute Senate Bill No. 1
Public Act No. 22-80 23 of 49
of whom are the parent or guardian of a student athlete for a school that
is a member of the Connecticut Interscholastic Athletic Conference;
(3) One appointed by the majority leader of the House of
Representatives, who is an expert in diversity in sports;
(4) One appointed by the majority leader of the Senate, who is an
athletic director for a school district that is a member of the Connecticut
Interscholastic Athletic Conference;
(5) One appointed by the minority leader of the House of
Representatives, who has expertise in sports management;
(6) One appointed by the minority leader of the Senate, who is an
administrator at a school that is a member of the Connecticut
Interscholastic Athletic Conference; and
(7) The director of the Connecticut Interscholastic Athletic
Conference, or the director's designee.
(c) Any member of the task force appointed under subdivision (1),
(2), (3), (4), (5) or (6) of subsection (b) of this section may be a member
of the General Assembly.
(d) All initial 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.
(e) The speaker of the House of Representatives and the president pro
tempore of the Senate shall select the chairpersons of the task force from
among the members of the task force. Such chairpersons 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.
(f) The administrative staff of the joint standing committee of the
General Assembly having cognizance of matters relating to education Substitute Senate Bill No. 1
Public Act No. 22-80 24 of 49
shall serve as administrative staff of the task force.
(g) Not later than January 1, 2023, the task force shall submit a report,
in accordance with the provisions of section 11-4a of the general statutes,
on its findings and recommendations to the joint standing committee of
the General Assembly having cognizance of matters relating to
education. The task force shall terminate on the date that it submits such
report or January 1, 2023, whichever is later.
Sec. 12. (NEW) (Effective July 1, 2022) For the fiscal year ending June
30, 2023, the Department of Public Health shall administer a school-
based health center expansion grant program to provide grants to
certain operators of school-based health centers for the expansion of
school-based health centers and services provided by such centers. The
following operators of school-based health centers shall be eligible for a
grant under this section: (1) The operator of a school-based health center
for any of the thirty-six recommended sites for expanded mental health
services contained in the final report of the School-Based Health Center
Expansion Working Group, established pursuant to section 16 of public
act 21-35, and (2) the operator of a school-based health center for any of
the one hundred twenty-four recommended schools for expanded
school-based health center medical and mental health services
contained in the final report of the School-Based Health Center
Expansion Working Group, established pursuant to section 16 of public
act 21-35. The department shall give priority to awarding a grant to
those operators of a school-based health center that will provide services
after regular school hours. Each such operator shall submit, in
collaboration with the local or regional board of education for the school
district in which the school-based health center is located, an application
for a grant under this section at such time and in such manner as
prescribed by the department.
Sec. 13. (Effective from passage) For the fiscal year ending June 30, 2023,
the Department of Education shall, within available appropriations, Substitute Senate Bill No. 1
Public Act No. 22-80 25 of 49
provide assistance and support to the districts participating in the
Learner Engagement and Attendance Program (LEAP).
Sec. 14. Section 10-156a of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2022):
Each professional employee certified by the State Board of Education
and employed by a local or regional board of education of any town or
regional school district to work directly with children shall have a
guaranteed uninterrupted duty-free period for lunch which shall be
scheduled as a single period of consecutive minutes that is the greater
of thirty minutes or the duration prescribed in the collective bargaining
agreement negotiated by the organization designated or elected as the
exclusive bargaining representative for such professional employee.
Sec. 15. (NEW) (Effective July 1, 2022) (a) There is established a
minority teacher candidate scholarship program administered by the
Department of Education. The program shall provide an annual
scholarship to minority students who (1) graduated from a public high
school in a priority school district, as described in section 10-266p of the
general statutes, and (2) are enrolled in a teacher preparation program
at any four-year institution of higher education. Maximum grants shall
not exceed twenty thousand dollars per year. As used in this section,
"minority" has the same meaning as provided in section 10-156bb of the
general statutes, as amended by this act.
(b) Not later than January 1, 2023, the department shall, in
consultation with the chairpersons of the joint standing committee of the
General Assembly having cognizance of matters relating to education,
develop a policy concerning the administration of the scholarship. Such
policy shall include, but need not be limited to, provisions regarding (1)
any additional eligibility criteria, (2) payment and distribution of the
scholarships, and (3) the notification of students in high school in
priority school districts of the scholarship program. Substitute Senate Bill No. 1
Public Act No. 22-80 26 of 49
(c) For the fiscal years ending June 30, 2024, and each fiscal year
thereafter, the department shall award scholarships in accordance with
the provisions of this section and the guidelines developed pursuant to
subsection (b) of this section.
(d) The department may accept gifts, grants and donations, from any
source, public or private, for the minority teacher candidate scholarship
program.
Sec. 16. (Effective from passage) (a) The Task Force to Diversify the
Educator Workforce, established pursuant to section 10-156aa of the
general statutes, as amended by this act, shall conduct a study to
evaluate the implementation of and analyze the effectiveness of existing
minority teacher recruitment and retention programs and efforts at the
state and local levels. Such study shall include, but need not be limited
to, (1) a review of prior legislation relating to minority teacher
recruitment and retention, including, but not limited to, public acts 18-
34, 19-74 and 19-117 and public act 21-2 of the June special session, (2)
an evaluation of the implementation and outcomes of the programs and
policies included in such legislation, (3) an assessment of the strategies
and resources being used to ensure that at least two hundred fifty new
minority teachers and administrators, of which at least thirty per cent
are men, are hired and employed by local and regional boards of
education each year in the state, pursuant to section 10-156ff of the
general statutes, as amended by this act, and whether such goal is being
realized, and (4) an analysis of any other issue relating to the
recruitment or retention of minority teachers.
(b) The task force may consult with the Department of Education, the
Minority Teacher Recruitment Policy Oversight Council, established
pursuant to section 10-156bb of the general statutes, as amended by this
act, and the chairpersons of the joint standing committee of the General
Assembly having cognizance of matters relating to education while
conducting such study. Substitute Senate Bill No. 1
Public Act No. 22-80 27 of 49
(c) Not later than January 1, 2023, the task force shall submit a report
on its findings 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.
Sec. 17. Subsection (a) of section 10-156aa of the general statutes is
repealed and the following is substituted in lieu thereof (Effective from
passage):
(a) There is established [a task force] the Task Force to Diversify the
Educator Workforce to study and develop strategies to increase and
improve the recruitment, preparation and retention of minority
teachers, as defined in section 10-155l, in public schools in the state. Such
study shall include, but need not be limited to, (1) an analysis of the
causes of minority teacher shortages in the state, (2) an examination of
current state-wide and school district demographics, and (3) a review of
best practices.
Sec. 18. Subsections (a) and (b) of section 10-151d of the general
statutes are repealed and the following is substituted in lieu thereof
(Effective from passage):
(a) There is established a Performance Evaluation Advisory Council
within the Department of Education. Membership of the council shall
consist of: (1) The Commissioner of Education and the president of the
Connecticut State Colleges and Universities, or their designees, (2) one
representative from each of the following associations, designated by
the association, the Connecticut Association of Boards of Education, the
Connecticut Association of Public School Superintendents, the
Connecticut Federation of School Administrators, the Connecticut
Education Association, the American Federation of Teachers -
Connecticut, the Connecticut Association of School Administrators and
the Connecticut Association of Schools, (3) a representative from the Substitute Senate Bill No. 1
Public Act No. 22-80 28 of 49
[minority teacher recruitment task force] Task Force to Diversify the
Educator Workforce, established pursuant to section 10-156aa, as
amended by this act, designated by the chairpersons of [the minority
teacher recruitment] said task force, and (4) persons selected by the
Commissioner of Education who shall include, but need not be limited
to, teachers, persons with expertise in performance evaluation processes
and systems, and any other person the commissioner deems
appropriate.
(b) The council shall be responsible for (1) assisting the State Board of
Education in the development of (A) guidelines for a model teacher
evaluation and support program, and (B) a model teacher evaluation
and support program, pursuant to subsection (c) of section 10-151b, (2)
the data collection and evaluation support system, pursuant to
subsection (c) of section 10-10a, and (3) assisting the State Board of
Education in the development of a teacher evaluation and support
program implementation plan, pursuant to subsection (e) of section 10-
151b. The council shall meet at least quarterly. The council shall
collaborate with the [minority teacher recruitment task force] Task Force
to Diversify the Educator Workforce, established pursuant to section 10-
156aa, as amended by this act, to focus on issues concerning equity and
closing the achievement gap, as defined in section 10-14u.
Sec. 19. Section 10-156bb of the general statutes is repealed and the
following is substituted in lieu thereof (Effective from passage):
There is established a Minority Teacher Recruitment Policy Oversight
Council within the Department of Education. The council shall consist
of (1) the Commissioner of Education, or the commissioner's designee,
(2) two representatives from the [minority teacher recruitment task
force] Task Force to Diversify the Educator Workforce, established
pursuant to section 10-156aa, as amended by this act, (3) one
representative from each of the exclusive bargaining units for certified
employees, chosen pursuant to section 10-153b, (4) the president of the Substitute Senate Bill No. 1
Public Act No. 22-80 29 of 49
Connecticut State Colleges and Universities, or the president's designee,
and (5) a representative from an alternate route to certification program,
appointed by the Commissioner of Education. The council shall hold
quarterly meetings and advise, at least quarterly, the Commissioner of
Education, or the commissioner's designee, on ways to (A) encourage
minority middle and secondary school students to attend institutions of
higher education and enter teacher preparation programs, (B) recruit
minority students attending institutions of higher education to enroll in
teacher preparation programs and pursue teaching careers, (C) recruit
and retain minority teachers in Connecticut schools, (D) recruit minority
teachers from other states to teach in Connecticut schools, and (E) recruit
minority professionals in other fields to enter teaching. 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. For purposes of this section, "minority" means
individuals whose race is defined as other than white, or whose
ethnicity is defined as Hispanic or Latino by the federal Office of
Management and Budget for use by the Bureau of Census of the United
States Department of Commerce.
Sec. 20. Section 10-156ee of the 2022 supplement to the general
statutes is repealed and the following is substituted in lieu thereof
(Effective from passage):
Not later than January 1, 2019, the Department of Education, in
consultation with the Minority Teacher Recruitment Policy Oversight
Council, shall (1) identify relevant research and successful practices to
enhance minority teacher recruitment throughout the state, (2) identify
and establish public, private and philanthropic partnerships to increase
minority teacher recruitment, (3) utilize, monitor and evaluate
innovative methods to attract minority candidates to the teaching Substitute Senate Bill No. 1
Public Act No. 22-80 30 of 49
profession, particularly in subject areas in which a teacher shortage
exists, as determined by the Commissioner of Education pursuant to
section 10-8b, (4) modernize the process for educators to obtain educator
certification under this chapter by eliminating obstacles to certification
to increase competitiveness with other states, (5) identify and utilize
high-quality, affordable and bias-free educator assessments, (6) adopt
cut scores for educator assessments, that do not exceed the multistate
cut scores, to increase competitiveness with surrounding states, (7)
support new and existing educator preparation programs that commit
to enrolling greater numbers of minority teacher candidates in a manner
that supports interstate reciprocity, (8) monitor, advise and support, and
intervene in when necessary, local and regional boards of education's
efforts to prioritize minority teacher recruitment and develop
innovative strategies to attract and retain minority teachers within their
districts, (9) (A) on and after July 1, 2019, include a question regarding
the demographic data of applicants for positions requiring educator
certification in the department's annual hiring survey distributed to
local and regional boards of education, and (B) not later than July 1,
2020, and annually thereafter, submit a report, in accordance with the
provisions of section 11-4a, on the applicant demographic data collected
pursuant to subparagraph (A) of this subdivision to the [minority
teacher recruitment task force] Task Force to Diversify the Educator
Workforce, established pursuant to section 10-156aa, as amended by this
act, and to the joint standing committee of the General Assembly having
cognizance of matters relating to education, and (10) not later than July
1, 2022, develop and make available, in consultation with the State
Education Resource Center, a video training module for school district
personnel involved in or responsible for hiring educators relating to
implicit bias and anti-bias in the hiring process. For purposes of this
section, "minority" has the same meaning as provided in section 10-
156bb, as amended by this act.
Sec. 21. Section 10-156ff of the general statutes is repealed and the Substitute Senate Bill No. 1
Public Act No. 22-80 31 of 49
following is substituted in lieu thereof (Effective from passage):
For the school year commencing July 1, 2020, and each school year
thereafter, the Minority Teacher Recruitment Policy Oversight Council,
established pursuant to section 10-156bb, as amended by this act, in
consultation with the [minority teacher recruitment task force] Task
Force to Diversify the Educator Workforce, established pursuant to
section 10-156aa, as amended by this act, shall develop and implement
strategies and utilize existing resources to ensure that at least two
hundred fifty new minority teachers and administrators, of which at
least thirty per cent are men, are hired and employed by local and
regional boards of education each year in the state. As used in this
section, "minority" has the same meaning as provided in section 10-
156bb, as amended by this act.
Sec. 22. Subsection (a) of section 10a-168b of the general statutes is
repealed and the following is substituted in lieu thereof (Effective from
passage):
(a) For the fiscal year ending June 30, 2020, and each fiscal year
thereafter, the Office of Higher Education, in collaboration with the
Minority Teacher Recruitment Policy Oversight Council, established
pursuant to section 10-156bb, as amended by this act, and the [minority
teacher recruitment task force] Task Force to Diversify the Educator
Workforce, established pursuant to section 10-156aa, as amended by this
act, shall, within available appropriations, administer a minority
educator loan reimbursement grant program for persons who meet the
eligibility requirements described in subsection (b) of this section.
Sec. 23. (Effective from passage) The Department of Education shall
conduct a review of the statutes and regulations relating to teacher
certification. Such review shall identify obsolete provisions, evaluate
existing requirements for effectiveness and analyze whether any such
statutes or regulations create a barrier to entry or undue hardship for Substitute Senate Bill No. 1
Public Act No. 22-80 32 of 49
the recruitment or retention of teaching candidates, including
reciprocity with other states and Puerto Rico, or addressing the
academic needs of students in the state. The department may seek input
and recommendations from stakeholder groups while conducting such
review. Not later than January 1, 2023, the department 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.
Sec. 24. (NEW) (Effective July 1, 2022) (a) For the school years
commencing July 1, 2022, and July 1, 2023, the State Board of Education,
upon the request of a local or regional board of education or a regional
educational service center, may issue a career and technical pathways
instructor permit to any person with specialized training, experience or
expertise in the field of manufacturing, allied health, computer
technology, engineering or any of the construction trades. Such permit
shall authorize such person to hold a part-time position of not more than
twenty classroom instructional hours per week as a teacher of a class in
such person's area of specialized training, experience or expertise. Such
person shall (1) hold (A) an associate degree or a bachelor's degree in
the field of manufacturing, allied health, computer technology,
engineering or any of the construction trades, from an institution of
higher education accredited by the Board of Regents for Higher
Education or Office of Higher Education or regionally accredited, or (B)
a credential, as defined in section 10a-34h of the general statutes, in the
field of manufacturing, allied health, computer technology, engineering
or any of the construction trades; and (2) have a minimum of two years
of work experience in the field of such person's associate degree,
bachelor's degree or credential.
(b) During a period of such employment, a person holding a career
and technical pathways instructor permit shall be under the supervision Substitute Senate Bill No. 1
Public Act No. 22-80 33 of 49
of the superintendent of schools or of a principal, administrator or
supervisor designated by such superintendent who shall regularly
observe, guide and evaluate the performance of assigned duties by such
holder of a career and technical pathways instructor permit.
(c) Each such career and technical pathways instructor permit shall
be valid for the school years commencing July 1, 2022, and July 1, 2023.
(d) Any board of education or regional educational service center
employing a person who holds a career and technical pathways
instructor permit issued under this section shall provide a program to
assist each such person. Such program, developed in consultation with
the Department of Education, shall include academic and classroom
support service components.
(e) No person holding a career and technical pathways instructor
permit shall fill a position that will result in the displacement of any
person holding a teaching certificate under section 10-145b of the
general statutes who is already employed at such school.
(f) Any person holding a career and technical pathways instructor
permit pursuant to this section shall not be deemed to be eligible for
membership in the teachers' retirement system solely by reason of such
permit, provided any such person who holds a regular teacher's
certificate issued by the State Board of Education shall not be excluded
from membership in said system.
Sec. 25. Section 10-4w of the 2022 supplement to the general statutes
is repealed and the following is substituted in lieu thereof (Effective July
1, 2022):
(a) As used in this section: [,]
(1) "[remote] Remote learning" means instruction by means of one or
more Internet-based software platforms as part of a remote learning Substitute Senate Bill No. 1
Public Act No. 22-80 34 of 49
model; [.] and
(2) "Dual instruction" means the simultaneous instruction by a
teacher to students in-person in the classroom and students engaged in
remote learning.
(b) Not later than January 1, 2022, the Commissioner of Education
shall develop, and update as necessary, standards for remote learning.
[The standards shall not be deemed to be regulations, as defined in
section 4-166.]
(c) For the school [year] years commencing July 1, 2022, and [each
school year thereafter] July 1, 2023, a local or regional board of education
may authorize remote learning to students in grades nine to twelve,
inclusive, provided such board (1) provides such instruction in
compliance with the standards developed pursuant to subsection (b) of
this section, [and] (2) adopts a policy regarding the requirements for
student attendance during remote learning, which shall (A) be in
compliance with the Department of Education's guidance on student
attendance during remote learning, and (B) count the attendance of any
student who spends not less than one-half of the school day during such
instruction engaged in (i) virtual classes, (ii) virtual meetings, (iii)
activities on time-logged electronic systems, and (iv) the completion and
submission of assignments, and (3) prohibits the provision of dual
instruction as part of remote learning.
(d) For the school year commencing July 1, 2024, and each school year
thereafter, a local or regional board of education may authorize remote
learning to students in grades kindergarten to twelve, inclusive,
provided such board (1) provides such instruction in compliance with
the standards developed pursuant to subsection (b) of this section, (2)
adopts a policy regarding the requirements for student attendance
during remote learning, which shall (A) be in compliance with the
Department of Education's guidance on student attendance during Substitute Senate Bill No. 1
Public Act No. 22-80 35 of 49
remote learning, and (B) count the attendance of any student who
spends not less than one-half of the school day during such instruction
engaged in (i) virtual classes, (ii) virtual meetings, (iii) activities on time-
logged electronic systems, and (iv) the completion and submission of
assignments, and (3) prohibits the provision of dual instruction as part
of remote learning.
Sec. 26. Section 10-357b of the 2022 supplement to the general statutes
is repealed and the following is substituted in lieu thereof (Effective July
1, 2022):
(a) The purposes of the State Education Resource Center, established
pursuant to section 10-357a, shall be to assist the State Board of
Education in the provision of programs and activities that will promote
educational equity and excellence. Such activities shall be limited to:
Training, technical assistance and professional development for local
and regional boards of education, school leaders, teachers, families and
community partners in the form of seminars, publications, site visits, on-
line content and other appropriate means; maintaining a state education
resource center library; publication of technical materials; research and
evaluation; writing, managing, administering and coordinating grants
for the purposes described in this subsection; and any other related
activities directly related to the purposes described in this subsection.
The center shall support local educational agencies serving the needs of
families, communities and service providers. The center [may] shall
support programs and activities concerning early childhood education,
in collaboration with the Office of Early Childhood, improving school
and district academic performance, and closing [academic achievement]
opportunity gaps between socio-economic subgroups, and other related
programs and activities. The center shall support and collaborate with
other state agencies for the purposes described in this subsection. For
such purposes the center is authorized and empowered to:
(1) Have perpetual succession as a body politic and corporate and to Substitute Senate Bill No. 1
Public Act No. 22-80 36 of 49
adopt bylaws for the regulation of its affairs and the conduct of its
business;
(2) Adopt an official seal and alter the same at pleasure;
(3) Maintain an office at such place or places as it may designate;
(4) Sue and be sued in its own name and plead and be impleaded;
(5) (A) Employ such assistants, agents and other employees as may
be necessary or desirable who shall not be employees, as defined in
subsection (b) of section 5-270; (B) establish all necessary or appropriate
personnel practices and policies, including those relating to hiring,
promotion, compensation, retirement and collective bargaining, which
need not be in accordance with chapter 68, and the center shall not be
an employer as defined in subsection (a) of section 5-270; and (C) engage
consultants, attorneys and appraisers as may be necessary or desirable
to carry out its purposes in accordance with this section and sections 10-
357a, 10-357c and 10-357d;
(6) Receive and accept aid or contributions from any source of money,
property, labor or other things of value, to be held, used and applied to
carry out the purposes of this section and sections 10-357a, 10-357c and
10-357d, subject to such conditions upon which such grants and
contributions may be made, including, but not limited to, gifts or grants
from any department, agency or instrumentality of the United States or
this state for any purpose consistent with this section and sections 10-
357a, 10-357c and 10-357d;
(7) Make and enter into all contracts and agreements necessary or
incidental to the performance of its duties and the execution of its
powers under this section and sections 10-357a, 10-357c and 10-357d,
including contracts and agreements for such professional services as the
center deems necessary, including, but not limited to, those services
provided by financial consultants, underwriters and technical Substitute Senate Bill No. 1
Public Act No. 22-80 37 of 49
specialists;
(8) Acquire, lease, purchase, own, manage, hold and dispose of
personal property, and lease, convey or deal in or enter into agreements
with respect to such property on any terms necessary or incidental to
the carrying out of these purposes;
(9) Invest in, acquire, [lease,] purchase, own, manage, hold and
dispose of real property and [lease,] convey or deal in or enter into
agreements with respect to such property on any terms necessary or
incidental to carrying out the purposes of this section and sections 10-
357a, 10-357c and 10-357d, provided such transactions shall be subject
to approval, review or regulation by any state agency pursuant to title
4b or any other provision of the general statutes;
(10) Lease real property on any terms necessary or incidental to
carrying out the purposes of this section and sections 10-357a, 10-357c
and 10-357d;
[(10)] (11) Procure insurance against any liability or loss in connection
with its property and other assets, in such amounts and from such
insurers as it deems desirable and to procure insurance for employees;
[(11)] (12) Account for and audit funds of the center and funds of any
recipients of funds from the center;
[(12)] (13) Hold patents, copyrights, trademarks, marketing rights,
licenses, or any other evidences of protection or exclusivity as to any
products as defined in this section and sections 10-357a, 10-357c and 10-
357d, issued under the laws of the United States or any state or any
nation;
[(13)] (14) Establish advisory committees to assist in accomplishing
its duties under this section and sections 10-357a, 10-357c and 10-357d,
which may include one or more members of the board of directors and Substitute Senate Bill No. 1
Public Act No. 22-80 38 of 49
persons other than members; and
[(14)] (15) Do all acts and things necessary or convenient to carry out
the purposes of this section and sections 10-357a, 10-357c and 10-357d,
and the powers expressly granted by this section and sections 10-357a,
10-357c and 10-357d.
(b) The State Education Resource Center shall establish a Connecticut
School Reform Resource Center either within the State Education
Resource Center or by contract through a regional educational service
center, established pursuant to section 10-66a. The Connecticut School
Reform Resource Center shall operate year-round and shall focus on
serving the needs of all public schools. The Connecticut School Reform
Resource Center shall (1) publish and distribute reports on the most
effective practices for improving student achievement by successful
schools; (2) provide a program of professional development activities
for (A) school leaders, including curriculum coordinators, principals,
superintendents and board of education members, and (B) teachers to
educate students that includes research-based child development and
reading instruction tools and practices; (3) provide information on
successful models for evaluating student performance and managing
student data; (4) develop strategies for assisting such students who are
in danger of failing; (5) develop culturally relevant methods for
educating students whose primary language is not English; and (6)
provide other programs and materials to assist in the improvement of
public schools.
(c) The State Education Resource Center shall be subject to (1) rules,
regulations and restrictions on purchasing, procurement, personal
service agreements and the disposition of assets generally applicable to
Connecticut state agencies, including those contained in titles 4, 4a and
4b and section 4e-19, and (2) audit by the Auditors of Public Accounts
under chapter 12 and section 2-90. Substitute Senate Bill No. 1
Public Act No. 22-80 39 of 49
Sec. 27. Subsection (c) of section 10-266aa of the 2022 supplement to
the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2022):
(c) The program shall be phased in as provided in this subsection. (1)
For the school year commencing in 1998, and for each school year
thereafter, the program shall be in operation in the Hartford, New
Haven and Bridgeport regions. The Hartford program shall operate as
a continuation of the program described in section 10-266j. Students
who reside in Hartford, New Haven or Bridgeport may attend school in
another school district in the region and students who reside in such
other school districts may attend school in Hartford, New Haven or
Bridgeport, provided, beginning with the 2001-2002 school year, the
proportion of students who are not minority students to the total
number of students leaving Hartford, Bridgeport or New Haven to
participate in the program shall not be greater than the proportion of
students who were not minority students in the prior school year to the
total number of students enrolled in Hartford, Bridgeport or New
Haven in the prior school year. The regional educational service center
operating the program shall make program participation decisions in
accordance with the requirements of this subdivision. (2) For the school
year commencing in 2000, and for each school year thereafter, the
program shall be in operation in New London, provided beginning with
the 2001-2002 school year, the proportion of students who are not
minority students to the total number of students leaving New London
to participate in the program shall not be greater than the proportion of
students who were not minority students in the prior year to the total
number of students enrolled in New London in the prior school year.
The regional educational service center operating the program shall
make program participation decisions in accordance with this
subdivision. (3) The Department of Education may provide, within
available appropriations, grants for the fiscal year ending June 30, 2003,
to the remaining regional educational service centers to assist school Substitute Senate Bill No. 1
Public Act No. 22-80 40 of 49
districts in planning for a voluntary program of student enrollment in
every priority school district, pursuant to section 10-266p, which is
interested in participating in accordance with this subdivision. For the
school year commencing in 2003, and for each school year thereafter, the
voluntary enrollment program may be in operation in every priority
school district in the state. Students from other school districts in the
area of a priority school district, as determined by the regional
educational service center pursuant to subsection (d) of this section, may
attend school in the priority school district, provided such students
bring racial, ethnic and economic diversity to the priority school district
and do not increase the racial, ethnic and economic isolation in the
priority school district. (4) For the school year commencing July 1, 2022,
there shall be a pilot program in operation in Danbury and Norwalk.
The pilot program shall serve (A) up to fifty students who reside in
Danbury, and such students may attend school in the school districts for
the towns of New Fairfield, Brookfield, Bethel, Ridgefield and Redding,
and (B) up to fifty students who reside in Norwalk, and such students
may attend school in the school districts for the towns of Darien, New
Canaan, Wilton, Weston and Westport. School districts which receive
students from Danbury and Norwalk under the pilot program during
the school year commencing July 1, 2022, shall allow such students to
attend school in the district until they graduate from high school. (5) For
the school year commencing July 1, 2022, and each school year
thereafter, the town of Guilford shall be eligible to participate in the
program as a receiving district and a sending district with New Haven.
Sec. 28. Subsection (k) of section 10-266aa of the 2022 supplement to
the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2022):
(k) On or before March first of each year, the Commissioner of
Education shall determine if the enrollment in the program pursuant to
subsection (c) of this section for the fiscal year is below the number of Substitute Senate Bill No. 1
Public Act No. 22-80 41 of 49
students for which funds were appropriated. If the commissioner
determines that the enrollment is below such number, the additional
funds shall not lapse but shall be used by the commissioner in
accordance with this subsection.
(1) Any amount up to five hundred thousand dollars of such
nonlapsing funds shall be used for supplemental grants to receiving
districts on a pro rata basis for each out-of-district student in the
program pursuant to subsection (c) of this section who attends the same
school in the receiving district as at least nine other such out-of-district
students, not to exceed one thousand dollars per student.
(2) Any amount up to and including five hundred thousand dollars
of such nonlapsing funds available after payment is made pursuant to
subdivision (1) of this subsection shall be paid to the State Education
Resource Center, established pursuant to section 10-357a, to provide
professional development to certified employees, in accordance with the
provisions of section 10-148a, and training for other school personnel in
receiving districts.
[(2)] (3) Any [amount of] such nonlapsing funds [equal to or greater
than five hundred thousand dollars, but less than one million dollars,]
remaining after payment is made pursuant to subdivisions (1) and (2) of
this subsection shall be used for [supplemental grants, in an amount
determined by the commissioner, on a pro rata basis to receiving
districts that report to the commissioner on or before March first of the
current school year that the number of out-of-district students enrolled
in such receiving district is greater than the number of out-of-district
students enrolled in such receiving district from the previous school
year] the provision of wrap-around services to students participating in
the program, including, but not limited to, academic tutoring, family
support and experiential learning opportunities.
[(3) Any remaining nonlapsing funds shall be used by the Substitute Senate Bill No. 1
Public Act No. 22-80 42 of 49
commissioner to increase enrollment in the interdistrict public school
attendance program described in this section.]
Sec. 29. (Effective from passage) (a) There is established the state teacher
shortage and retention task force. The task force shall develop a
comprehensive report that includes recommendations that address (1)
strategies to address attrition rates of teachers leaving the teaching
profession, including incentives related to the Teachers' Retirement
System, (2) the retention of teachers, (3) teacher shortages across subject
matter disciplines, (4) the impact of retention and shortages in
financially distressed school districts, and (5) streamlining teacher
certification without diminishing standards or the professional value of
a teaching certificate. In developing the report, the task force shall
address issues relating to equity, diversity and inclusion, and examine
strategies being used in other states to address teacher shortages and to
attract and retain teachers.
(b) The task force shall consist of the following members:
(1) Two appointed by the speaker of the House of Representatives,
one of whom is a certified teacher teaching in grades six to twelve,
inclusive, and recommended by the Connecticut Education Association,
and one of whom is a certified teacher teaching in grades six to twelve,
inclusive, and recommended by the American Federation of Teachers-
Connecticut;
(2) Two appointed by the president pro tempore of the Senate, one of
whom is a certified teacher teaching in grades kindergarten to five,
inclusive, and recommended by the Connecticut Education Association,
and one of whom is a certified teacher teaching in grades kindergarten
to five, inclusive, and recommended by the American Federation of
Teachers-Connecticut;
(3) One appointed by the majority leader of the House of Substitute Senate Bill No. 1
Public Act No. 22-80 43 of 49
Representatives, who is a certified teacher teaching in a priority school
district, as described in section 10-266p of the general statutes, and
recommended by the Connecticut Education Association;
(4) One appointed by the majority leader of the Senate, who is a
certified teacher teaching in a priority school district and recommended
by the American Federation of Teachers-Connecticut;
(5) One appointed by the minority leader of the House of
Representatives, who is a certified administrator and recommended by
the Connecticut Association of Schools;
(6) One appointed by the minority leader of the Senate, who is a
certified administrator serving as the principal of a school located in a
priority school district and recommended by the Connecticut
Association of Schools;
(7) One appointed by the House chairperson of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, who is a certified teacher and is serving as a
member of the Minority Teacher Recruitment Policy Oversight Council,
established pursuant to section 10-156bb of the general statutes, as
amended by this act;
(8) One appointed by the Senate chairperson of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, who is a certified teacher and is serving, or has
served, as a member of the Task Force to Diversify the Educator
Workforce, established pursuant to section 10-156aa of the general
statutes, as amended by this act;
(9) One appointed jointly by the House and Senate ranking members
of the joint standing committee of the General Assembly having
cognizance of matters relating to education, who is a faculty member of
an institution of higher education in the state and has expertise in Substitute Senate Bill No. 1
Public Act No. 22-80 44 of 49
teacher recruitment strategies and is recommended by the Connecticut
chapter of the American Association of Colleges for Teacher Education;
(10) The Commissioner of Education, or the commissioner's designee;
(11) The chief administrator of the Teachers' Retirement Board, or the
chief administrator's designee; and
(12) Four persons appointed by the Governor, one of whom is a
member of the State Board of Education, one of whom is a member of
the Technical Education and Career System board, and two of whom are
representatives of the Connecticut Association for Public School
Superintendents.
(c) All initial 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 chairpersons of the task force
from among the members of the task force. Such chairpersons 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, 2024, 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 and children, 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, 2024, whichever is later. Substitute Senate Bill No. 1
Public Act No. 22-80 45 of 49
Sec. 30. (Effective from passage) The Department of Correction, in
consultation with the Department of Education, shall conduct a study
of how Unified School District #1, established pursuant to section 18-
99a of the general statutes, is funded and how such funding compares
to the funding of other school districts and education programs. Such
study shall include, but need not be limited to, (1) an examination of the
average cost per pupil for students in Unified School District #1 and the
amount per pupil received in state funding for the education of such
students, and (2) a comparison of such per pupil costs and per pupil
funding with other school districts and education programs in the state.
Not later than January 1, 2023, the department shall submit a report on
its findings and recommendations, if any, to the joint standing
committee of the General Assembly having cognizance of matters
relating to education and appropriations and the budgets of state
agencies, in accordance with the provisions of section 11-4a of the
general statutes.
Sec. 31. Subdivision (2) of section 10-76a of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2022):
(2) "Child" means any person under [twenty-one] twenty-two years
of age.
Sec. 32. Section 10-16b of the 2022 supplement to the general statutes,
as amended by section 376 of public act 21-2 of the June special session,
is repealed and the following is substituted in lieu thereof (Effective July
1, 2025):
(a) In the public schools the program of instruction offered shall
include at least the following subject matter, as taught by legally
qualified teachers, the arts; career education; consumer education;
health and safety, including, but not limited to, human growth and
development, nutrition, first aid, including cardiopulmonary Substitute Senate Bill No. 1
Public Act No. 22-80 46 of 49
resuscitation training in accordance with the provisions of section 10-
16qq, disease prevention and cancer awareness, including, but not
limited to, age and developmentally appropriate instruction in
performing self-examinations for the purposes of screening for breast
cancer and testicular cancer, community and consumer health, physical,
mental and emotional health, including youth suicide prevention,
substance abuse prevention, including instruction relating to opioid use
and related disorders, safety, which shall include the safe use of social
media, as defined in section 9-601, and may include the dangers of gang
membership, and accident prevention; language arts, including reading,
writing, grammar, speaking and spelling; mathematics; physical
education; science, which may include the climate change curriculum
described in subsection (d) of this section; social studies, including, but
not limited to, citizenship, economics, geography, government, history
and Holocaust and genocide education and awareness in accordance
with the provisions of section 10-18f; African-American and black
studies in accordance with the provisions of section 10-16ss; Puerto
Rican and Latino studies in accordance with the provisions of section
10-16ss; Native American studies, in accordance with the provisions of
section 10-16vv; Asian American and Pacific Islander studies, in
accordance with the provisions of section 33 of this act; computer
programming instruction; and in addition, on at least the secondary
level, one or more world languages; vocational education; and the black
and Latino studies course in accordance with the provisions of sections
10-16tt and 10-16uu. For purposes of this subsection, world languages
shall include American Sign Language, provided such subject matter is
taught by a qualified instructor under the supervision of a teacher who
holds a certificate issued by the State Board of Education. For purposes
of this subsection, the "arts" means any form of visual or performing
arts, which may include, but not be limited to, dance, music, art and
theatre.
(b) If a local or regional board of education requires its pupils to take Substitute Senate Bill No. 1
Public Act No. 22-80 47 of 49
a course in a world language, the parent or guardian of a pupil
identified as deaf or hard of hearing may request in writing that such
pupil be exempted from such requirement and, if such a request is
made, such pupil shall be exempt from such requirement.
(c) Each local and regional board of education shall on September 1,
1982, and annually thereafter at such time and in such manner as the
Commissioner of Education shall request, attest to the State Board of
Education that such local or regional board of education offers at least
the program of instruction required pursuant to this section, and that
such program of instruction is planned, ongoing and systematic.
(d) The State Board of Education shall make available curriculum
materials and such other materials as may assist local and regional
boards of education in developing instructional programs pursuant to
this section. The State Board of Education, within available
appropriations and utilizing available resource materials, shall assist
and encourage local and regional boards of education to include: (1)
Holocaust and genocide education and awareness; (2) the historical
events surrounding the Great Famine in Ireland; (3) African-American
and black studies; (4) Puerto Rican and Latino studies; (5) Native
American studies; (6) Asian American and Pacific Islander studies; (7)
personal financial management, including, but not limited to, financial
literacy as developed in the plan provided under section 10-16pp; [(7)]
(8) training in cardiopulmonary resuscitation and the use of automatic
external defibrillators; [(8)] (9) labor history and law, including
organized labor, the collective bargaining process, existing legal
protections in the workplace, the history and economics of free market
capitalism and entrepreneurialism, and the role of labor and capitalism
in the development of the American and world economies; [(9)] (10)
climate change consistent with the Next Generation Science Standards;
[(10)] (11) topics approved by the state board upon the request of local
or regional boards of education as part of the program of instruction Substitute Senate Bill No. 1
Public Act No. 22-80 48 of 49
offered pursuant to subsection (a) of this section; and [(11)] (12)
instruction relating to the Safe Haven Act, sections 17a-57 to 17a-61,
inclusive. The Department of Energy and Environmental Protection
shall be available to each local and regional board of education for the
development of curriculum on climate change as described in this
subsection.
Sec. 33. (NEW) (Effective July 1, 2022) (a) For the school year
commencing July 1, 2025, and each school year thereafter, each local and
regional board of education shall include Asian American and Pacific
Islander studies as part of the social studies curriculum for the school
district, pursuant to section 10-16b of the general statutes, as amended
by this act. Such Asian American and Pacific Islander studies shall
include, but need not be limited to, a focus on (1) the history of Asian
American and Pacific Islanders in the state, the region and the United
States, and (2) the contributions of (A) Asian American and Pacific
Islanders towards advancing civil rights from the nineteenth century to
the present day, (B) individual Asian American and Pacific Islanders in
government, the arts, humanities and sciences, and (C) Asian American
and Pacific Islander communities to the economic, cultural, social and
political development of the United States. In developing and
implementing the Asian American and Pacific Islander studies
curriculum, the board may utilize the curriculum materials made
available by the State Board of Education pursuant to subsection (d) of
section 10-16b of the general statutes, as amended by this act, or other
existing and appropriate public or private materials, personnel and
resources, provided such curriculum is in accordance with the state-
wide subject matter content standards, adopted by the State Board of
Education pursuant to section 10-4 of the general statutes.
(b) A local or regional board of education may accept gifts, grants and
donations, including in-kind donations, designated for the development
and implementation of the Asian American and Pacific Islander studies Substitute Senate Bill No. 1
Public Act No. 22-80 49 of 49
curriculum under this section.