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OLR Bill Analysis
sSB 1 (File 641, as amended by Senate "A")*
AN ACT CONCERNING CHILDHOOD MENTAL AND PHYSICAL
HEALTH SERVICES IN SCHOOLS.
TABLE OF CONTENTS:
SUMMARY
§ 1 — WAGE SUPPLEMENT AND CHILD CARE PROGRAM
ENHANCEMENT GRANT PROGRAM
Requires OEC to create this program for FY 23 to give grants to early childhood program
operators and child care services providers to (1) supplement employee salaries or (2)
address program or administrative needs; requires the office to distribute grant funds
between state-funded and non-state funded providers using a prescribed percentages split
§ 2 — GRANTS FOR CHILD CARE CENTERS FOR DISADVANTAGED
CHILDREN
Creates an alternative per-child grant for enrolled children age 3 and younger in toddler
or infant care; requires excess funding under one grant option to be used for educators'
salary increases; requires the OEC commissioner to enter into contracts to expand spaces
at these centers for infants and toddlers in FY 23
§ 3 — SURVEY ON SCHOOL SOCIAL WORKERS, PSYCHOLOGISTS,
COUNSELORS, AND NURSES
Requires SDE to develop and distribute a survey that school districts must annually
complete on the number of school social workers, psychologists, counselors, and nurses
they employ; requires the education commissioner to calculate the student-to-worker ratio
for each of the four types of professionals and report the survey results and the ratios to the
Education and Children’s committees
§§ 4 & 5 — NEW GRANT PROGRAM FOR SCHOOL SOCIAL
WORKERS, PSYCHOLOGISTS, COUNSELORS, AND NURSES
Requires SDE to administer grants for FYs 23 to 25, for school districts to hire and retain
more school social workers, psychologists, counselors, and nurses; requires SDE to make
recommendations on the program’s renewal beyond FY 25; requires SDE to hire a
program administrator
§ 6 — HUMAN SERVICES PERMIT
Requires SDE to study 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 to provide services to students in school
§§ 7-9 — OPIOID ANTAGONISTS IN SCHOOLS
Generally (1) allows school nurses and qualified school employees to maintain and
administer opioid antagonists to students who do not have prior written authorization to
receive the medication; (2) requires SDE to develop related guidelines by October 1, 2022; 2022SB-00001-R01-BA.DOCX
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(3) authorizes certain prescribers and pharmacists to enter into agreements with school
boards on the distribution and administration of opioid antagonists; and (4) requires DCP
to provide school boards with information on how to acquire opioid antagonists from
manufacturers
§ 10 — TASK FORCE TO COMBAT ABLEISM
Establishes a 14-member task force to combat ableism and requires it to submit its
findings and recommendations to the Children’s and Education committees by January 1,
2023
§ 11 — CIAC TASK FORCE
Establishes an eight-member task force to study the governance structure and internal
procedures of CIAC and requires it to submit its findings and recommendations to the
Education Committee by January 1, 2023
§ 12 — SCHOOL-BASED HEALTH CENTER GRANT EXPANSION
PROGRAM
Requires DPH to administer a school-based health center grant expansion program in FY
23 to provide grants to certain operators of school-based health centers to expand the
centers and services they provide
§ 13 — LEARNER ENGAGEMENT AND ATTENDANCE PROGRAM
(LEAP)
Requires SDE to provide, within available appropriations, assistance and support for FY
23 to the school districts participating in LEAP
§ 14 — MINIMUM DUTY-FREE LUNCH PERIODS FOR TEACHERS
Creates a minimum 30-minute uninterrupted lunch period for teachers and other
professional employees of school districts
§ 15 — MINORITY TEACHER CANDIDATE SCHOLARSHIP PROGRAM
Requires SDE to administer a new minority teacher candidate scholarship program;
authorizes grants of up to $20,000 a year for high school graduates of priority school
districts who are enrolled in a teacher preparation program at any four-year institution of
higher education
§§ 16-22 — MINORITY TEACHER RECRUITMENT
Renames the minority teacher recruitment task force and requires it to conduct a study of
existing recruitment and retention programs
§ 23 — TEACHER CERTIFICATION LAW REVIEW
Requires SDE to review the state’s teacher certification statutes and regulations for
obsolete provisions and barriers to entry into the profession, and report to the Education
Committee by January 1, 2023
§ 24 — CAREER AND TECHNICAL PATHWAYS INSTRUCTOR
PERMIT
Authorizes SBE to issue career and technical pathways instructor permits if requested by
a board of education or RESC; the permits allow individuals who meet the criteria to teach
part-time in a specialized field (i.e., manufacturing, allied health, computer technology,
engineering, or the construction trades) for the 2022 and 2023 school years
§ 25 — REMOTE LEARNING 2022SB-00001-R01-BA.DOCX
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Permits local or regional boards of education to authorize remote learning for students in
grades kindergarten to 12 beginning with the 2024-25 school year and requires boards
that provide remote learning to prohibit dual instruction
§ 26 — STATE EDUCATION RESOURCE CENTER (SERC)
Expands SERC's specific list of required programs and activities; removes the
requirement that SERC's real estate leases be subject to DAS approval, review, or
regulation
§§ 27 & 28 — OPEN CHOICE PROGRAM
Expands the New Haven-area program to include Guilford public schools and creates new
earmarks for nonlapsing Open Choice funds appropriated to SDE
§ 29 — TEACHER SHORTAGE AND RETENTION TASK FORCE
Creates a teacher shortage and retention task force responsible for reporting on
recommendations that address (1) teacher attrition and retention, (2) teacher shortages
across subject matter disciplines, and (3) issues relating to equity and diversity
§ 30 — UNIFIED SCHOOL DISTRICT #1 (USD #1) STUDY
Requires DOC, in consultation with SDE, to conduct a study of how the funding of USD
#1, the school district that serves inmates, compares to the funding of other school
districts and education programs
§ 31 — RAISING THE SPECIAL EDUCATION AGE LIMIT
Requires school districts to provide special education services to qualifying students until
they reach age 22
§§ 32 & 33 — ASIAN AMERICAN AND PACIFIC ISLANDER STUDIES
Starting with the 2025-26 school year, requires all local and regional boards of education
to include Asian American and Pacific Islander (AAPI) studies in their social studies
curriculum and adds AAPI studies to the state’s existing required program of instruction
for public schools as part of the social studies curriculum
BACKGROUND
SUMMARY
*Senate Amendment “A” strikes the underlying bill (File 641) and
replaces it with some similar provisions while removing others and
adding numerous new provisions.
It removes provisions (1) requiring needs assessments and grants for
infant and toddler spaces in existing school readiness programs, (2)
requiring the State Department of Education (SDE) to develop a mental
health plan for student athletes, (3) allowing unexpended school
readiness funds to be available for scholarships for program providers
and staff members, (4) requiring school readiness programs to use 2022SB-00001-R01-BA.DOCX
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excess per-child cost grant funds to increase classroom teacher salaries,
(5) creating a salary enhancement grant program, and (6) requiring early
childhood program employees’ salaries to match the Office of Early
Childhood (OEC) compensation schedule unless they exceed it.
It also adds provisions (1) creating a wage supplement and child care
program enhancement grant (§ 1); (2) creating an alternative per-pupil
grant for children ages 3 and under enrolled in child care centers for
disadvantaged children, and requiring OEC to contract for more spaces
for this age group (§ 2); (3) creating a minimum time period for duty-
free teacher lunches (§ 14); (4) requiring the Minority Teacher
Recruitment Task Force to study the state’s past recruitment and
retention efforts, and renaming the task force (§§ 16-22); (5) requiring
SDE to review teacher certification statutes and regulations (§ 23); (6)
allowing the State Board of Education (SBE) to issue career and technical
pathways instructor permits (§ 24); (7) authorizing school districts to
begin offering remote learning for kindergarten through 8
th
grade
starting in the 2024-25 school year (§ 25); (8) making changes in statutes
governing the State Education Resource Center (SERC) (§ 26); (9)
allowing Guilford to participate in the Open Choice program and
earmarking uses for unexpended Open Choice funds (§§ 27 & 28); (10)
creating the state teacher shortage and retention task force (§ 29); (11)
requiring the Department of Corrections (DOC) to study the funding of
the Unified School District #1 (§ 30); (12) requiring school districts to
provide special education services to qualifying students until they
reach age 22, rather than 21 (§ 31); and (13) requiring school districts to
include Asian American and Pacific Islander studies in their social
studies curriculum starting with the 2025-26 school year (§§ 32 & 33).
EFFECTIVE DATE: Various, see below
§ 1 — WAGE SUPPLEMENT AND CHILD CARE PROGRAM
ENHANCEMENT GRANT PROGRAM
Requires OEC to create this program for FY 23 to give grants to early childhood program
operators and child care services providers to (1) supplement employee salaries or (2)
address program or administrative needs; requires the office to distribute grant funds
between state-funded and non-state funded providers using a prescribed percentages split
The bill requires the Office of Early Childhood (OEC) to create and 2022SB-00001-R01-BA.DOCX
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administer a “wage supplement and child care program enhancement
grant program” for FY 23. These grants may be used by early childhood
program operators and child care services providers to (1) supplement
their employees' salaries and (2) address program or administrative
needs.
Beginning on August 1, 2022, the office must provide these grants to
the following entities that meet OEC-created eligibility requirements:
school readiness programs, private preschool programs, child care
centers for disadvantaged children, child care centers, group child care
homes, and family child care homes (see Background, below). These
entities may submit a grant application to OEC on a form and in a
manner the office determines. The bill requires OEC to develop (1) grant
eligibility criteria and (2) program administration and grant
expenditure guidelines.
Under the bill, OEC must distribute the appropriated grant funds
according to the following split: (1) 70% to eligible program operators
and service providers that do not receive state funding or state financial
assistance and (2) 30% to operators and providers that do. Additionally,
it requires the OEC commissioner, when awarding the grant, to give
priority to program operators and service providers that will use the
funds exclusively to supplement employees' annual salaries.
EFFECTIVE DATE: July 1, 2022
Background — Program Operators and Service Providers
School Readiness Programs. School readiness programs are non-
religious, state-funded programs that provide a developmentally
appropriate learning experience for children ages three to five who are
too young to enroll in kindergarten (CGS § 10-16p).
Child Care Centers for Disadvantaged Children. These centers are
developed and operated by municipalities, human resource
development agencies, or nonprofit corporations. They contract with
the state through the OEC commissioner for state financial assistance
(CGS § 8-210). 2022SB-00001-R01-BA.DOCX
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Child Care Centers. Child care centers offer or provide
supplementary care to more than 12 children outside their own homes
on a regular basis (CGS § 19a-77(a)(1)).
Group Child Care Homes. Group child care homes (1) offer or
provide supplementary care to between seven and 12 children on a
regular basis or (2) meet the family child care home definition, except
that they do not operate in a private family home (CGS § 19a-77(a)(2)).
Family Child Care Homes. Family child care homes are private
family homes caring for up to six children, including the provider’s own
children not in school full time, where a child is cared for between three
and 12 hours per day on a regular basis. Care may be provided for up
to 72 consecutive hours to accommodate a need for extended care or
intermittent short-term overnight care. During the regular school year,
family child care homes may care for more than six children in certain
cases (CGS § 19a-77(a)(3)).
§ 2 — GRANTS FOR CHILD CARE CENTERS FOR
DISADVANTAGED CHILDREN
Creates an alternative per-child grant for enrolled children age 3 and younger in toddler
or infant care; requires excess funding under one grant option to be used for educators'
salary increases; requires the OEC commissioner to enter into contracts to expand spaces
at these centers for infants and toddlers in FY 23
Current law requires that these centers' contracts with the state
provide for a grant for the following:
1. part of the program’s cost, as determined by the OEC
commissioner, if the program is not federally assisted;
2. half the amount by which the program’s net cost, as approved by
the commissioner, exceeds its federal grant; or
3. at least equal to the per child cost set in state law for each child
age three to five not yet eligible to enroll in school.
For the third type of grant described above, the bill does the
following:
1. creates an alternative $13,500 per-child grant for children age 2022SB-00001-R01-BA.DOCX
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three and younger who are in toddler or infant care and not in a
preschool program and
2. requires these centers, beginning in FY 24, to use the portion of
the grant that exceeds the FY 23 grant amount exclusively for
educators' salary increases.
Additionally, the bill requires the OEC commissioner, within
available appropriations, to enter into contracts to increase these centers'
infant and toddler spaces for FY 23.
EFFECTIVE DATE: July 1, 2022
§ 3 — SURVEY ON SCHOOL SOCIAL WORKERS,
PSYCHOLOGISTS, COUNSELORS, AND NURSES
Requires SDE to develop and distribute a survey that school districts must annually
complete on the number of school social workers, psychologists, counselors, and nurses
they employ; requires the education commissioner to calculate the student-to-worker ratio
for each of the four types of professionals and report the survey results and the ratios to the
Education and Children’s committees
The bill requires the State Department of Education (SDE), by July 1,
2023, and within available appropriations, to develop and distribute a
survey to local and regional school boards to determine how many
school social workers, school psychologists, school counselors and
school nurses they employ. The survey must also include information
on (1) the number of each of these four types of professionals employed
and assigned to each school in a district; (2) whether any are assigned to
more than one school, and if so, the geographic area they cover; and (3)
an annual estimate of the number of students receiving direct services
from each of the four types of professionals during the five-year period
before the survey is completed.
Annually beginning with the 2023-24 school year, the bill requires
each school district to complete the SDE survey and submit the
completed survey to the education commissioner when and how she
requires.
Existing law requires school districts to compile information
included in the annual strategic school profile for each district and each 2022SB-00001-R01-BA.DOCX
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school within the district. While the law does not specifically require
districts to compile detailed staffing information, it does require them
to compile measures of “school resources” and the “equitable allocation
of resources among schools.” In practice, the report includes staffing
information by district and school including (1) “counselors, social
workers, and school psychologists” as a group and (2) school nurses.
Ratios
Following the receipt of a completed school district survey, the bill
requires the education commissioner to annually calculate the student-
to-worker ratio for each of the four types of professionals listed above
for each school and each district.
Report
Annually beginning by January 1, 2024, the commissioner must
submit a report on the results of the survey and the student-to-worker
ratios for each of the four types of professionals included in the survey,
to the Education and Children’s committees.
EFFECTIVE DATE: Upon passage
§§ 4 & 5 — NEW GRANT PROGRAM FOR SCHOOL SOCIAL
WORKERS, PSYCHOLOGISTS, COUNSELORS, AND NURSES
Requires SDE to administer grants for FYs 23 to 25, for school districts to hire and retain
more school social workers, psychologists, counselors, and nurses; requires SDE to make
recommendations on the program’s renewal beyond FY 25; requires SDE to hire a
program administrator
The bill requires SDE to administer a program, for FYs 23 to 25, to
provide grants for school districts to hire and retain more school social
workers, school psychologists, school counselors and nurses.
Applications
The bill requires grant applications to be filed with the education
commissioner when and how she decides. As part of the application, an
applicant must submit a (1) grant expenditure plan and (2) copy of the
completed survey required by the bill.
The plan must include, at a minimum: 2022SB-00001-R01-BA.DOCX
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1. the number of additional school social workers, school
psychologists, school counselors, or school nurses to be hired;
2. the number of each of the four types of professionals being
retained who were previously hired with the assistance of these
grant funds; and
3. whether each of the four types of professionals will conduct
student assessments or provide services to students based on
assessment results, and the type of those services.
In determining whether to award a grant to an applicant, the bill
requires the commissioner to give priority to those school districts (1)
with large student-to-worker ratios for any of the four types of
professionals listed above or (2) that have many students using mental
health services.
Grant Awards
Under the bill, for FY 23, the commissioner may award a grant to an
applicant and must determine the grant amount based on the
applicant’s submitted plan.
The bill requires the commissioner to administer grant amounts in
each of the program’s three fiscal years as follows:
1. for FY 23, the commissioner determines the amount of the grant
under the bill;
2. for FY 24, the grant amount must be the same as that awarded in
the prior fiscal year; and
3. for FY 25, the grant amount must be 70% of the amount of the
grant awarded for the prior fiscal year.
Expenditure Reports and Refunding Unexpended Amounts
The bill requires grant recipients to file annual expenditure reports
with SDE when and how the commissioner prescribes, and they must
refund to SDE (1) any unexpended amounts at the close of the fiscal year
in which the grant was awarded and (2) any amounts not expended as 2022SB-00001-R01-BA.DOCX
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required under the approved grant application plan.
Utilization Rate
The bill requires SDE to annually track and calculate the utilization
rate of the grant program for each recipient. The utilization rate is
calculated using metrics that include, at a minimum, the number of
students served, and the hours of service provided, using program grant
funds.
Reporting
By January 1 of 2024, 2025, and 2026, the commissioner must submit
a report to the Children’s and Education committees on the utilization
rate for each grant recipient and the expenditure report for the grant
program.
Recommendations on Renewal
By January 1, 2026, the bill requires the education commissioner to
develop recommendations on (1) extending and funding the grant
program in FY 26 and each fiscal year after that and (2) the program’s
grant award amounts. The commissioner must submit the
recommendations to the Children’s and Education committees.
Donations
Under the bill, SDE may accept funds from private sources or any
state agency, gifts, grants, and donations, including in-kind donations
to carry out the grant.
Program Administrator (§ 5)
For FY 23, the bill requires SDE to hire a full-time administrator to
run the grant program.
EFFECTIVE DATE: July 1, 2022
§ 6 — HUMAN SERVICES PERMIT
Requires SDE to study 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 to provide services to students in school
The bill requires SDE to study the feasibility of creating a temporary 2022SB-00001-R01-BA.DOCX
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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
to be a school social worker, school psychologist, or other professional
under teacher certification law, to work in a public school in order to
respond to a school district’s emergency need.
The study must include:
1. an analysis of the need for individuals with human services
credentials to provide services to students in school districts,
2. an assessment of the appropriate qualifications for individuals to
be issued the permit in relation to the need of school districts for
staff to provide services to students,
3. a comparison of the services that would be provided by an
individual who is issued a human services permit to the services
provided by individuals who are certified under state law, and
4. an analysis of whether the permit is necessary based on the initial
results of the grant program provided in the bill.
In conducting the study, SDE must consult with institutions of higher
education, support services associations, superintendents, principals,
support services staff, community providers, and families.
Under the bill, SDE must submit the report with recommendations to
the Education Committee by January 1, 2024.
EFFECTIVE DATE: July 1, 2022
§§ 7-9 — OPIOID ANTAGONISTS IN SCHOOLS
Generally (1) allows school nurses and qualified school employees to maintain and
administer opioid antagonists to students who do not have prior written authorization to
receive the medication; (2) requires SDE to develop related guidelines by October 1, 2022;
(3) authorizes certain prescribers and pharmacists to enter into agreements with school
boards on the distribution and administration of opioid antagonists; and (4) requires DCP
to provide school boards with information on how to acquire opioid antagonists from
manufacturers
School Nurse and Qualified Employee Authorization (§ 7) 2022SB-00001-R01-BA.DOCX
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The bill authorizes a school nurse, or in the absence of a school nurse,
a qualified school employee, to maintain opioid antagonists to
administer emergency first aid to a student who is experiencing an
opioid-related drug overdose, but who does not have prior written
authorization from a parent or guardian or prior order from a qualified
medical professional to receive this medication.
Under the bill, a school nurse or principal must select qualified school
employees to administer an opioid antagonist and at least one of them
must be on school grounds during regular school hours when the school
nurse is not. A qualified school employee may administer an opioid
antagonist when the school nurse is absent or unavailable. A school
nurse or qualified school employee administering an opioid antagonist
must do so in accordance with the school board’s policies and
procedures the bill requires it to adopt.
Under the bill, a “qualified school employee” is a principal, teacher,
licensed athletic trainer, coach, school paraprofessional, or licensed
physical or occupational therapist employed by a school district.
The bill prohibits a school nurse or qualified school employee from
administering an opioid antagonist unless they complete training in its
distribution and administration (1) under a local agreement with a
prescriber or pharmacist (see below) or (2) in a training offered by the
departments of consumer protection (DCP), education (SDE), and
public health (DPH).
The bill also prohibits schools from administering opioid antagonists
to a student under these provisions if the student’s parent or guardian
has stated in writing that he or she does not consent to it. A parent or
guardian may submit this request to the school nurse or school medical
advisor, if any.
Guidelines (§ 7)
The bill requires SDE to develop guidelines for local and regional
school boards on storing and administering opioid antagonists in
schools. They must do this by October 1, 2022, and in consultation with 2022SB-00001-R01-BA.DOCX
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DCP and DPH.
Opioid Antagonist Distribution Agreements (§ 8)
The bill authorizes prescribers or pharmacists certified to prescribe
an opioid antagonist to enter into an agreement with local or regional
school boards on the distribution and administration of opioid
antagonists. Existing law already allows prescribers and pharmacists to
make these agreements with law enforcement agencies, emergency
medical service providers, government agencies, and community health
organizations.
As under existing law, the bill requires the agreement to address the
school boards’ opioid antagonist storage, handling, labeling, recalls, and
record keeping. The prescriber or pharmacist must train the people who
will distribute or administer opioid antagonists under the agreement.
Additionally, people who will distribute or administer opioid
antagonists must be trained first.
Information on Opioid Antagonist Acquisition (§ 9)
For the 2021-2022 school year, the bill requires DCP, in collaboration
with SDE, to provide information to local and regional school boards on
where boards can acquire opioid antagonists. The information must
include the name and contact information of any opioid antagonist
manufacturers that provide the medication at no cost to school districts.
Definitions (§ 7)
By law and under the bill, an “opioid antagonist” is naloxone
hydrochloride (e.g., Narcan) or any other similarly acting and equally
safe drug that the Food and Drug Administration has approved for
treating a drug overdose (see CGS § 17a-714a). A “qualified medical
professional” is a state-licensed physician, optometrist, advanced
practice registered nurse, or physician assistant.
EFFECTIVE DATE: Upon passage, except the provisions (1) allowing
school boards to enter into local agreements with a prescriber or
pharmacist and (2) requiring DCP to provide information to local school
boards on acquiring opioid antagonists take effect July 1, 2022. 2022SB-00001-R01-BA.DOCX
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§ 10 — TASK FORCE TO COMBAT ABLEISM
Establishes a 14-member task force to combat ableism and requires it to submit its
findings and recommendations to the Children’s and Education committees by January 1,
2023
The bill establishes a 14-member task force to combat ableism that
must identify (1) current efforts to educate all students on disability and
combat ableism in classrooms and in the public school curriculum and
(2) opportunities to expand these efforts and integrate them into social-
emotional learning. Under the bill “ableism” means intentional or
unintentional bias, prejudice, or discrimination, against people with
physical, psychiatric, or intellectual disabilities. Social emotional
learning means the process through which children and adults achieve
emotional intelligence through the competencies of self-expression, self-
management, social awareness, relationship skills, and responsible
decision-making (CGS § 10-222v).
The task force must submit its findings and recommendations to the
Children’s and Education committees by January 1, 2023. The task force
terminates on this date or when it submits the report, whichever is later.
Membership
Under the bill, task force members include the education, early
childhood, and children and families commissioners; chief court
administrator, and Special Education Equity for Kids of Connecticut
director, or their designees and the Advisory Council for Special
Education chairperson.
It also includes eight appointed members as listed in the Table 1
below.
Table 1: Task Force to Combat Ableism Appointed Members
Appointing Authority
(Number of Appointments)
Member Organization or Other Qualifier
House speaker (two) • Educator employed by a local or regional board of
education
• A leader in social-emotional learning who works with
children
Senate president (two) • A special education teacher
• A member of the social and emotional learning and 2022SB-00001-R01-BA.DOCX
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Appointing Authority
(Number of Appointments)
Member Organization or Other Qualifier
school climate advisory collaborative
House majority leader (one) • School administrator employed by a board of education
Senate majority leader (one) • Local or regional board of education chairperson
House minority leader (one) • Director or employee of a private nonprofit service or
program provider for children with disabilities
Senate minority leader (one) • Director or employee of a private nonprofit organization
that provides disability-related services or programs for
children
Under the bill, appointing authorities must make initial
appointments by 30 days after the bill passes, and fill any vacancies.
Appointed members may be legislators.
The bill requires the House speaker and Senate president to select the
task force chairpersons from among its members. The chairpersons
must schedule the first task force meeting by 60 days after the bill passes.
Under the bill, the Children’s Committee administrative staff serve in
this capacity for the task force.
EFFECTIVE DATE: Upon passage
§ 11 — CIAC TASK FORCE
Establishes an eight-member task force to study the governance structure and internal
procedures of CIAC and requires it to submit its findings and recommendations to the
Education Committee by January 1, 2023
The bill establishes an eight-member task force to study CIAC’s
governance structure and internal procedures, including (1) CIAC’s
leadership structure and how leadership positions are filled and (2) how
the organization receives and resolves complaints filed by CIAC
members and individuals.
CIAC is a private, nonprofit organization that regulates high school
athletics (almost all Connecticut public and parochial high schools are
dues-paying members). CIAC members elect the organization’s
governing board members.
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Membership
Under the bill, task force members include the CIAC director, or his
designee, and seven appointed members listed in the Table 2 below.
Table 2: CIAC Task Force Appointed Members
Appointing Authority Member Organization or Other Qualifier
House speaker • Person with experience in coaching (presumably, at the
interscholastic level)
Senate president • Two persons who are the parents or guardians of a student
athlete for a CIAC member school
House majority leader • Person who is an expert in diversity in sports
Senate majority leader • Athletic director for a CIAC member school
House minority leader • Person with expertise in sports management
Senate minority leader • Administrator at a CIAC member school
Under the bill, appointing authorities must make initial appointments
within 30 days after the bill’s passage and fill any vacancies. Appointed
task force members may be legislators.
Leadership and Meetings
The bill requires the House speaker and Senate president to select the
task force chairpersons from among its members. The chairpersons
must schedule the first task force meeting within 60 days of the bill’s
passage.
Under the bill, Education Committee administrative staff serve as the
task force administrative staff.
Report
The bill requires the task force to submit its report to the Education
Committee by January 1, 2023. The task force terminates on this date, or
when it submits the report, whichever is later.
EFFECTIVE DATE: Upon passage
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§ 12 — SCHOOL-BASED HEALTH CENTER GRANT EXPANSION
PROGRAM
Requires DPH to administer a school-based health center grant expansion program in FY
23 to provide grants to certain operators of school-based health centers to expand the
centers and services they provide
The bill requires Department of Public Health (DPH) to administer a
school-based health center (SBHC) grant expansion program in FY 23 to
provide grants to certain SBHC operators to expand the centers and
services they provide.
Under the bill, applicants are eligible for a program grant if they
operate a SBHC for any of the (1) 36 sites recommended for expanded
mental health services in the School-Based Health Center Expansion
Working Group’s final report or (2) 124 schools recommended for
expanded SBHC medical and mental health services in the final report.
When awarding grants, the bill requires DPH to give priority to
SBHC operators that will provide services after regular school hours.
Operators must apply to DPH (1) in a time and manner the department
prescribes and (2) in collaboration with the local or regional school
board for the district where the SBHC is located.
EFFECTIVE DATE: July 1, 2022
§ 13 — LEARNER ENGAGEMENT AND ATTENDANCE PROGRAM
(LEAP)
Requires SDE to provide, within available appropriations, assistance and support for FY
23 to the school districts participating in LEAP
The bill requires SDE to provide, within available appropriations,
assistance and support for FY 23 to the school districts participating in
LEAP.
EFFECTIVE DATE: Upon passage
§ 14 — MINIMUM DUTY-FREE LUNCH PERIODS FOR TEACHERS
Creates a minimum 30-minute uninterrupted lunch period for teachers and other
professional employees of school districts
Under existing law, all professional certified employees (e.g.,
teachers, administrators, school social workers, and school counselors) 2022SB-00001-R01-BA.DOCX
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of a school district who work directly with children must have a
guaranteed, duty-free period for lunch. The bill requires that the period
be uninterrupted and the length of the period be the greater of 30
minutes or the amount of time prescribed in the appropriate collective
bargaining agreement.
EFFECTIVE DATE: July 1, 2022
§ 15 — MINORITY TEACHER CANDIDATE SCHOLARSHIP
PROGRAM
Requires SDE to administer a new minority teacher candidate scholarship program;
authorizes grants of up to $20,000 a year for high school graduates of priority school
districts who are enrolled in a teacher preparation program at any four-year institution of
higher education
The bill requires SDE to administer a new minority teacher candidate
scholarship program. It defines minority as anyone 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 Census Bureau.
Under the bill, the program must provide an annual scholarship to
minority students who (1) graduated from a public high school in a
priority school district and (2) are enrolled in a teacher preparation
program at any four-year higher education institution. Maximum grants
cannot exceed $20,000 per year.
By law, a priority school district is a district that receives additional
state grants based on a formula that considers high populations or
concentrations of students (1) on temporary family assistance and (2)
performing poorly on statewide mastery exams (CGS § 10-266p). There
are currently 15 priority school districts.
Under the bill, SDE must, in consultation with the Education
Committee chairpersons, develop a policy for administering the
scholarships by January 1, 2023. The policy must address (1) any
additional eligibility criteria, (2) scholarship payment and distribution,
and (3) notifying high school students in priority school districts of the
scholarship program. 2022SB-00001-R01-BA.DOCX
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Beginning with FY 24, the bill requires SDE to annually award
scholarships according to SDE’s policy and the bill’s requirements.
The bill also allows SDE to accept public or private gifts, grants, and
donations for the scholarship program.
EFFECTIVE DATE: July 1, 2022
§§ 16-22 — MINORITY TEACHER RECRUITMENT
Renames the minority teacher recruitment task force and requires it to conduct a study of
existing recruitment and retention programs
The bill renames the minority teacher recruitment (MTR) task force
and requires it to conduct a study of existing recruitment and retention
programs. Under the bill, the newly named “Task Force to Diversify the
Educator Workforce” maintains the same membership and mission as
outlined in existing law.
Under the bill, the new task force study must (1) evaluate the
implementation of minority teacher recruitment and retention
programs and state and local efforts and (2) analyze their effectiveness.
The bill allows the task force to consult with the State Department of
Education (SDE), Minority Teacher Recruitment Policy Oversight
Council, and Education Committee co-chairpersons while conducting
the study, which it must submit along with recommendations for
legislation to the Education Committee by January 1, 2023.
Additionally, the bill requires the Task Force to Diversify the
Educator Workforce’s new study to include at least the following:
1. a review of prior MTR legislation, including PA 18-34; PA 19-74;
PA 19-117; and PA 21-2, June Special Session;
2. an evaluation of the programs and policies in that legislation,
specifically their implementation and outcomes;
3. an assessment of whether the goal in state law for school boards
to hire at least 250 new minority teachers and administrators
annually, of which at least 30% are men, is being realized and the
strategies and resources being used to meet that goal; and 2022SB-00001-R01-BA.DOCX
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4. an analysis of any other MTR issue.
The bill also makes technical and conforming changes.
EFFECTIVE DATE: Upon passage
Background — Minority Teacher Recruitment Task Force
Under existing law, this 13-member task force must study and
develop strategies to increase and improve the recruitment, preparation,
and retention of minority teachers in Connecticut public schools.
Specifically, it must study the causes of the minority teacher shortage,
current statewide and district demographics, and best practices (CGS §
10-156aa).
Background — Minority Teacher Recruitment Policy Oversight
Council
This council within SDE advises the education commissioner on
various minority teacher recruitment and retention methods, including
high school, college, and interstate recruitment (CGS § 10-156bb).
§ 23 — TEACHER CERTIFICATION LAW REVIEW
Requires SDE to review the state’s teacher certification statutes and regulations for
obsolete provisions and barriers to entry into the profession, and report to the Education
Committee by January 1, 2023
The bill requires SDE to review the state’s teacher certification
statutes and regulations. The review must (1) identify obsolete
provisions; (2) evaluate the existing requirements’ effectiveness; and (3)
analyze whether any of the laws create a barrier to entry or undue
hardship for (a) teacher candidate recruitment or retention, including
state reciprocity (including Puerto Rico) or (b) addressing student
academic needs. The bill allows SDE to seek input from stakeholder
groups while conducting its review.
SDE must report its findings and recommendations to the Education
Committee by January 1, 2023.
EFFECTIVE DATE: Upon passage 2022SB-00001-R01-BA.DOCX
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§ 24 — CAREER AND TECHNICAL PATHWAYS INSTRUCTOR
PERMIT
Authorizes SBE to issue career and technical pathways instructor permits if requested by
a board of education or RESC; the permits allow individuals who meet the criteria to teach
part-time in a specialized field (i.e., manufacturing, allied health, computer technology,
engineering, or the construction trades) for the 2022 and 2023 school years
The bill authorizes SBE to issue career and technical pathways
instructor permits if requested by a local or regional board of education
or regional educational service center (RESC). Under the bill, these
permits allow individuals who meet specified criteria to teach part-time
in a specialized field (i.e., manufacturing, allied health, computer
technology, engineering, or the construction trades) for the 2022 and
2023 school years.
The bill requires the employing board or RESC to provide a program,
developed in consultation with SDE, to help these permitted instructors
with academic and classroom supports. The bill prohibits these
instructors from filling a position at a school that will displace a certified
teacher employed there.
Under the bill, the SBE-issued permit authorizes a person with
specialized training, experience, or expertise in one of the fields
described above to teach up to 20 classroom instructional hours per
week in his or her field. To qualify, the person must have (1) an
associate’s or bachelor’s degree or a qualifying credential (see below) in
the specialized field and (2) at least two years of experience in one of
those fields.
Under the bill, the individual’s degree must be from an institution
that is regionally accredited or accredited by either the Board of Regents
for Higher Education or the Office of Higher Education. By law and
under the bill, a “credential” is a documented award issued by an
authorized body, including any:
1. degree or certificate awarded by a higher education institution,
private occupational school, or SBE-approved alternate route to
certification program provider;
2. certification awarded through an exam process designed to 2022SB-00001-R01-BA.DOCX
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demonstrate an individual’s knowledge, skill, and ability to
perform a specific job;
3. government-issued license that allows a qualifying individual to
practice a specific occupation; and
4. documented completion of an apprenticeship or job training
program.
Under the bill, the career and technical pathways instructor permit is
valid only for the 2022 and 2023 school years. While employed, these
instructors must be supervised by the school superintendent or his or
her designee. The designated supervisor must regularly observe, guide,
and evaluate the instructor’s performance.
Under the bill, permitted instructors are not eligible for the Teacher’s
Retirement System (TRS) solely by holding a permit, but they are not
excluded from TRS membership if they have a regular SBE-issued
teacher’s certificate.
EFFECTIVE DATE: July 1, 2022
§ 25 — REMOTE LEARNING
Permits local or regional boards of education to authorize remote learning for students in
grades kindergarten to 12 beginning with the 2024-25 school year and requires boards
that provide remote learning to prohibit dual instruction
The bill permits local or regional boards of education to authorize
remote learning for students in grades kindergarten to 12 beginning
with the 2024-25 school year. Under current law, boards have the option
to provide remote learning only for grades nine-12 beginning in the
2022-23 school year.
Under current law and the bill, the districts must:
1. instruct in compliance with the standards developed by the
education commissioner under existing law, and
2. adopt a policy on student attendance requirements during
remote learning, which must (a) comply with the commissioner’s 2022SB-00001-R01-BA.DOCX
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guidance and (b) count attendance of any student who spends at
least half of the day during virtual instruction engaged in virtual
classes, virtual meetings, activities on time-logged electronic
systems, and turning in assignments.
The bill additionally requires districts to prohibit dual instruction
(i.e., the simultaneous instruction by a teacher to students in-person in
the classroom and students engaged in remote learning) as part of
remote learning.
In order to provide remote learning in grades kindergarten to eight,
the bill requires school districts to also meet the above requirements.
By law and unchanged by the bill, remote learning is defined as
instruction by means of one or more Internet-based software platforms
as part of a remote learning model.
The bill also removes a provision in current law that states the
commissioner’s remote learning standards must not be considered
regulations.
EFFECTIVE DATE: July 1, 2022
§ 26 — STATE EDUCATION RESOURCE CENTER (SERC)
Expands SERC's specific list of required programs and activities; removes the
requirement that SERC's real estate leases be subject to DAS approval, review, or
regulation
By law, the purpose of SERC, a quasi-public agency, is to help the
SBE provide programs and activities that promote educational equity
and excellence.
SERC Programs and Activities
In addition to specific programs and activities in current law, the bill
requires SERC to support local education agencies (public school
districts) serving families’, communities’, and service providers’ needs.
Also, the bill requires, rather than allows, SERC to support programs
and activities for early childhood education, school performance
improvement, and opportunity gap closure. Lastly, it requires SERC to
support and collaborate with other state agencies when performing any 2022SB-00001-R01-BA.DOCX
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of the programs and activities listed in current law or the bill.
DAS Approval of Real Estate Transactions
The bill removes SERC leases from DAS oversight but maintains the
requirement that their terms be necessary or incidental to SERC and its
board of directors carrying out their duties under state law. Under
current law, the following SERC real estate transactions are subject to
DAS approval, review, or regulation: investments, acquisitions, leases,
purchases, ownership, management, holding, disposal, conveyances,
deals, or agreements.
EFFECTIVE DATE: July 1, 2022
§§ 27 & 28 — OPEN CHOICE PROGRAM
Expands the New Haven-area program to include Guilford public schools and creates new
earmarks for nonlapsing Open Choice funds appropriated to SDE
Open Choice is a voluntary interdistrict attendance program that
allows students from large urban districts to attend suburban schools
and vice versa on a space-available basis. Its purpose is to reduce racial,
ethnic, and economic isolation; improve academic achievement; and
provide public school choice. In consultation with RESCs, receiving
districts determine whether they will participate in the program and
how many seats they will make available to students.
Program Expansion
Beginning with the 2022-23 school year, the bill makes Guilford
public schools eligible to participate in the Open Choice Program as a
receiving and sending district paired with New Haven public schools.
Although Guilford and New Haven are currently served by different
Regional Educational Service Centers (RESCs), generally, as part of the
program, students only attend public schools in the same RESC region.
Earmarks for Excess Open Choice Funds
Existing law specifies how the education commissioner must use
excess funds appropriated to the State Department of Education for the
Open Choice program in years when fewer student enroll than
appropriated funds anticipated. 2022SB-00001-R01-BA.DOCX
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By March 1 each year, current law requires the commissioner to first
use up to $500,000 of these nonlapsing funds for Open Choice receiving
districts to provide grants on a pro-rata basis for each out-of-district
student who is one of at least nine other out-of-district students
attending the same school, up to $1,000 per student. The bill earmarks
any remaining unspent Open Choice funds for the following purposes:
1. the second $500,000 for SERC to provide professional
development to certified employees and other school personnel
in Open Choice districts receiving students and
2. the remaining funds for wrap-around services for students
participating in Open Choice, including tutoring, family support,
and experiential learning.
Correspondingly, the bill removes from current law the following
second and third earmark options for grants to receiving districts:
1. the next $500,000 to $1 million to provide grants on a pro-rata
basis, in an amount the commissioner determines, to receiving
districts reporting by March 1 that the number of out-of-district
students that school year is greater than the number enrolled in
the previous school year and
2. the remaining funds for the commissioner to use to increase
Open Choice program enrolment in general.
EFFECTIVE DATE: July 1, 2022
§ 29 — TEACHER SHORTAGE AND RETENTION TASK FORCE
Creates a teacher shortage and retention task force responsible for reporting on
recommendations that address (1) teacher attrition and retention, (2) teacher shortages
across subject matter disciplines, and (3) issues relating to equity and diversity
The bill creates the state teacher shortage and retention task force and
requires it to develop a comprehensive report with recommendations
addressing (1) teacher attrition rates and retention, (2) teacher shortages
across subject matter disciplines, (3) the impact of retention and
shortages on financially distressed school districts, and (4) streamlining
teacher certification without diminishing standards or the professional 2022SB-00001-R01-BA.DOCX
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value of a teaching certificate.
In developing the report, the task force must (1) address issues
relating to equity, diversity, and inclusion and (2) examine strategies
other states use to address teacher shortages and to attract and retain
teachers.
The task force must submit its report to the Education and Children’s
committees by January 1, 2024. The task force terminates on that date
or when it submits its report, whichever is later.
Membership and Appointments
The 17-member task force consists of the following members:
1. two appointed by the House speaker who are certified teachers
for grades 6 to 12, one each recommended by the (a) Connecticut
Education Association and (b) American Federation of Teachers-
Connecticut;
2. two appointed by the Senate president pro tempore who are
certified teachers teaching in grades kindergarten to five, one
each recommended by the (a) Connecticut Education Association
and (b) American Federation of Teachers-Connecticut;
3. one appointed by the House majority leader who is a certified
teacher in a priority school district and recommended by the
Connecticut Education Association;
4. one appointed by the Senate majority leader who is a certified
teacher in a priority school district and recommended by the
American Federation of Teachers-Connecticut;
5. one appointed by the House minority leader who is a certified
administrator and recommended by the Connecticut Association
of Schools;
6. one appointed by the Senate minority leader who is a certified
administrator serving as the principal of a school located in a
priority school district and recommended by the Connecticut 2022SB-00001-R01-BA.DOCX
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Association of Schools;
7. one appointed by the Education Committee’s House chairperson
who is a certified teacher and is serving as a member of the
Minority Teacher Recruitment Policy Oversight Council;
8. one appointed by the Education Committee’s Senate chairperson
who is a certified teacher and is serving, or has served, as a
member of the minority teacher recruitment task force;
9. one appointed jointly by the Education Committee’s House and
Senate ranking members who is a faculty member at a
Connecticut higher education institution and has expertise in
teacher recruitment strategies and is recommended by the
Connecticut chapter of the American Association of Colleges for
Teacher Education;
10. the education commissioner or her designee;
11. the Teachers’ Retirement Board’s chief administrator or her
designee; and
12. four gubernatorial appointments, (a) one who is a State Board of
Education member, (b) one who is a Technical Education and
Career System board member, and (c) two who represent the
Connecticut Association for Public School Superintendents.
Appointing authorities must make their appointments within 30 days
after the bill’s passage and fill any vacancies. The House speaker and
Senate president pro tempore must select the chairpersons from among
the task force’s membership. The chairpersons must schedule the first
meeting within 60 days after the bill’s passage.
The Education Committee’s administrative staff serve as the task
force’s administrative staff.
EFFECTIVE DATE: Upon passage
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§ 30 — UNIFIED SCHOOL DISTRICT #1 (USD #1) STUDY
Requires DOC, in consultation with SDE, to conduct a study of how the funding of USD
#1, the school district that serves inmates, compares to the funding of other school
districts and education programs
The bill requires the Department of Correction (DOC), in consultation
with SDE to conduct a study of how Unified School District #1 (USD
#1), the school district within DOC that serves state inmates, is funded
and how that funding compares to that of other school districts and
education programs.
The study must include (1) an examination of the average cost per
pupil for USD #1 students and the amount per pupil received in state
education funding for the students and (2) a comparison of those per
pupil costs and per pupil funding with other school districts and
education programs in the state.
By January 1, 2023, DOC must submit a report on its findings and
recommendations, if any, to the Education and Appropriations
committees.
EFFECTIVE DATE: Upon passage
§ 31 — RAISING THE SPECIAL EDUCATION AGE LIMIT
Requires school districts to provide special education services to qualifying students until
they reach age 22
The bill requires school districts to provide special education services
to qualifying students until they reach age 22, rather than 21.
EFFECTIVE DATE: July 1, 2022
§§ 32 & 33 — ASIAN AMERICAN AND PACIFIC ISLAN DER STUDIES
Starting with the 2025-26 school year, requires all local and regional boards of education
to include Asian American and Pacific Islander (AAPI) studies in their social studies
curriculum and adds AAPI studies to the state’s existing required program of instruction
for public schools as part of the social studies curriculum
Beginning with the 2025-26 school year, the bill (1) requires all local
and regional boards of education to include Asian American and Pacific
Islander (AAPI) studies in their social studies curriculum and (2) adds
AAPI studies to the state’s existing required program of instruction for 2022SB-00001-R01-BA.DOCX
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public schools as part of the social studies curriculum. As with other
required subject matter areas under existing law, the bill requires SBE
to make AAPI curriculum materials available to help boards develop
their instructional programs.
The bill requires boards of education, in their AAPI curriculum, to at
least include a focus on the history of Asian American and Pacific
Islanders in the state, region, and United States, and their contributions
(1) towards advancing civil rights from the 19th century to the present
day; (2) as individuals, in government, the arts, humanities, and
sciences; and (3) as communities, to the economic, cultural, social, and
political development of the United States.
In developing and implementing the new AAPI curriculum, the bill
allows boards to (1) use existing and appropriate public or private
materials, personnel, and resources, including curriculum materials that
SBE must make available under the bill, and (2) accept gifts, grants, and
donations, including in-kind donations. The curriculum must also meet
SBE’s statewide subject matter content standards.
EFFECTIVE DATE: July 1, 2022, for the new curriculum requirement
for boards of education, and July 1, 2025, for the addition of AAPI
studies to the required program of instruction.
BACKGROUND
Related Bills
sSB 231, favorably reported by the Education Committee, contains
the same provision regarding SERC’s mission and authority.
sSB 273, favorably reported by the Appropriations and Education
committees, contains the same provisions regarding the teacher
certification law review and the career and technical pathways permit.
sSB 274, favorably reported by the Education Committee, contains
similar provisions regarding the Minority Teacher Recruitment Task
Force reviewing state recruitment and retention efforts and changing
the task force’s name. 2022SB-00001-R01-BA.DOCX
Researcher: JM Page 30 4/29/22
sSB 427, favorably reported by the Appropriations and Education
committees, contains the same provisions regarding the Open Choice
program expansion and creating the teacher shortage and retention task
force.
sHB 5282, favorably reported by the Appropriations and Education
committees, contains the same provisions requiring Asian American
and Pacific Islander studies.
sHB 5284, favorably reported by the Education Committee, contains
a similar provision regarding a study of USD #1.
sHB 5287, favorably reported by the Education Committee, contains
similar provisions on remote learning in school districts.
COMMITTEE ACTION
Education Committee
Joint Favorable Substitute Change of Reference - APP
Yea 33 Nay 6 (03/25/2022)
Appropriations Committee
Joint Favorable
Yea 40 Nay 9 (04/07/2022)