House Bill No. 6762
Public Act No. 23-150
AN ACT CONCERNING EARLY CHILDHOOD EDUCATION, AN
AUDIT OF THE STATE -WIDE MASTERY EXAMINATION, THE
ESTABLISHMENT OF THE CONNECTICUT CIVICS EDUCATION
AND MEDIA LITERACY TASK FORCE, THE PROVISION OF
SPECIAL EDUCATION, AND A BILL OF RIGHTS FOR
MULTILINGUAL LEARNER STUDENTS.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. Subdivision (1) of subsection (b) of section 10-16q of the
general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2023):
(b) (1) For the fiscal year ending June 30, 2020, the per child cost of
the Office of Early Childhood school readiness program offered by a
school readiness provider shall not exceed eight thousand nine hundred
twenty-seven dollars. For the fiscal [year] years ending June 30, 2021,
[and each fiscal year thereafter] to June 30, 2024, inclusive, the per child
cost of the Office of Early Childhood school readiness program offered
by a school readiness provider shall not exceed nine thousand twenty-
seven dollars. For the fiscal year ending June 30, 2025, the per child cost
of the Office of Early Childhood full-time school readiness program
offered by a school readiness provider shall not exceed ten thousand
five hundred dollars. House Bill No. 6762
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Sec. 2. Subsection (a) of section 17b-749 of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(a) The Commissioner of Early Childhood shall establish and operate
a child care subsidy program to increase the availability, affordability
and quality of child care services for families with a parent or caretaker
who (1) is (A) working or attending high school, or (B) subject to the
provisions of subsection (d) of this section, is enrolled or participating
in (i) a public or independent institution of higher education, (ii) a
private career school authorized pursuant to sections 10a-22a to 10a-22o,
inclusive, (iii) a job training or employment program administered by a
regional workforce development board, (iv) an apprenticeship program
administered by the Labor Department's office of apprenticeship
training, (v) an alternate route to certification program approved by the
State Board of Education, (vi) an adult education program pursuant to
section 10-69 or other high school equivalency program, or (vii) a local
Even Start program or other adult education program approved by the
Commissioner of Early Childhood; or (2) receives cash assistance under
the temporary family assistance program from the Department of Social
Services and is participating in an education, training or other job
preparation activity approved pursuant to subsection (b) of section 17b-
688i or subsection (b) of section 17b-689d. Services available under the
child care subsidy program shall include the provision of child care
subsidies for children under the age of thirteen or children under the
age of nineteen with special needs. The Commissioner of Early
Childhood may institute a protective service class in which the
commissioner may waive eligibility requirements for at -risk
populations that meet the guidelines prescribed by the commissioner,
and subject to review by the Secretary of the Office of Policy and
Management. Such at-risk populations are children placed in a foster
home by the Department of Children and Families and for whom the
parent or legal guardian receives foster care payments, adopted children House Bill No. 6762
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for one year from the date of adoption and homeless children and
youths, as defined in 42 USC 11434a, as amended from time to time. The
Office of Early Childhood shall open and maintain enrollment for the
child care subsidy program and shall administer such program within
the existing budgetary resources available. The office shall issue a notice
on the office's Internet web site any time the office closes the program to
new applications, changes eligibility requirements, changes program
benefits or makes any other change to the program's status or terms,
except the office shall not be required to issue such notice when the
office expands program eligibility. Any change in the office's acceptance
of new applications, eligibility requirements, program benefits or any
other change to the program's status or terms for which the office is
required to give notice pursuant to this subsection, shall not be effective
until thirty days after the office issues such notice.
Sec. 3. (NEW) (Effective July 1, 2023) Any provider of child care
services, as described in section 19a-77 of the general statutes, licensed
by the Office of Early Childhood, that maintains a supply of epinephrine
cartridge injectors pursuant to section 19a-909 of the general statutes,
may administer such epinephrine for the purpose of emergency first aid
to a child in the care of such provider who experiences an allergic
reaction and does 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, provided the person administering
such epinephrine is a person with training, as defined in section 19a-909
of the general statutes. The parent or guardian of a child may submit, in
writing, to such child's provider of child care services, that epinephrine
shall not be administered to such child pursuant to this section.
Sec. 4. Section 10-502 of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
The Office of Early Childhood shall collaborate with and may, within
available appropriations, provide funding to local [and regional] early House Bill No. 6762
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childhood [councils] collaboratives for the implementation of early care
and education and child development programs at the local level. Such
local early childhood [councils] collaboratives shall: (1) Develop and
implement a comprehensive plan for an early childhood system for the
community served by such local early childhood [council] collaborative,
(2) develop policy and program planning, (3) encourage community
participation by emphasizing substantial parental involvement, (4)
collect, analyze and evaluate data with a focus on program and service
outcomes, (5) allocate resources, and (6) perform any other functions
that will assist in the provision of early childhood programs and
services. Such local early childhood [councils] collaboratives may enter
into memoranda of agreement with the local or regional school
readiness council, described in section 10-16r, of the town or region
served by such local early childhood [council] collaborative to perform
the duties and functions of a school readiness council, in accordance
with the provisions of section 10-16r, or if no such local or regional
school readiness council exists for the town or region of such local early
childhood [council] collaborative, perform the duties and functions of a
school readiness council, in accordance with the provisions of section
10-16r.
Sec. 5. (Effective July 1, 2023) (a) Not later than January 1, 2025, the
Commissioner of Education shall, within available appropriations,
conduct an audit of state and local testing requirements and
administration. Such audit shall focus on (1) the state-wide mastery
examination, as described in section 10-14n of the general statutes, as
amended by this act, and local standardized assessments used to
monitor student and district academic progress and achievement, (2) the
amount of time devoted to student preparation or educator instruction
for the state-wide mastery examination and such local standardized
assessments, including the amount of time that such preparation and
instruction takes away from regular instruction. Such audit shall also
include recommendations relating to any limitations on the amount of House Bill No. 6762
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time that may be devoted to administering the state-wide mastery
examination and such local standardized assessments. If a grant to
conduct such audit is available under 20 USC 6361 to 20 USC 6363,
inclusive, as amended from time to time, the commissioner shall submit
an application for such grant and conduct such audit in a manner that
complies with the requirements set forth in said 20 USC 6361 to 20 USC
6363, inclusive, as amended from time to time.
(b) Not later than January 1, 2025, the commissioner shall submit a
report of the audit described in subsection (a) of this section to the joint
standing committees 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. 6. (Effective from passage) (a) As used in this section:
(1) "Civic engagement" means participation in improving the quality
of life in a community and developing the combination of knowledge
and skills to enable such participation;
(2) "Civics" means the study of the rights and obligations of citizens;
and
(3) "Media literacy" means the ability to access, analyze, evaluate,
create and participate with media in all forms by understanding the role
of media in society, and building skills of inquiry and self-expression
essential to participation and collaboration in a democratic society.
(b) There is established the Connecticut Civics Education, Civics
Engagement and Media Literacy Task Force to study and develop
strategies to improve and promote civic engagement and instruction on
civics, citizenship, media literacy and American government. Such
study shall include, but need not be limited to (1) reviewing existing
state and national curricula and standards, classroom practices and high House Bill No. 6762
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school and college graduation requirements to identify and publicize
best practices in instruction on civics, citizenship, media literacy and
American government, (2) receiving recommendations from educators,
administrators, governmental entities, nongovernmental organizations
and the public, (3) a review of existing civics, citizenship, media literacy
and American government educational opportunities provided by
governmental entities and nongovernmental organizations throughout
the state, and (4) exploring the feasibility of establishing public and
private partnerships to fund, coordinate, promote and support
enhancements to such engagement and instruction.
(c) The task force shall consist of the following members:
(1) One appointed by the speaker of the House of Representatives,
who shall be a certified social studies teacher and a member of the
American Federation of Teachers-Connecticut;
(2) One appointed by the president pro tempore of the Senate, who
shall be a representative of the Connecticut Education Association;
(3) One appointed by the majority leader of the House of
Representatives, who shall be an officer or member of a
nongovernmental organization that promotes civic education, civic
engagement or media literacy;
(4) One appointed by the majority leader of the Senate, who shall be
an officer or member of a nongovernmental organization that promotes
civic education, civic engagement or media literacy;
(5) One appointed by the minority leader of the House of
Representatives, who shall be a representative of the Connecticut
Association of Public School Superintendents;
(6) One appointed by the minority leader of the Senate, who shall be
a representative of the Connecticut Association of Boards of Education; House Bill No. 6762
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(7) One appointed by the chairperson of the Black and Puerto Rican
Caucus of the General Assembly;
(8) The Secretary of the State, or the Secretary's designee;
(9) The Commissioner of Education, or the commissioner's designee;
(10) The president of the Connecticut State Colleges and Universities,
or the president's designee;
(11) The president of The University of Connecticut, or the president's
designee;
(12) The president of the Connecticut Bar Association, or the
president's designee;
(13) The Chief Court Administrator, or the Chief Court
Administrator's designee;
(14) The chairpersons of the Connecticut Hate Crimes Advisory
Council, or the chairpersons' designees;
(15) The executive director of the Connecticut Humanities Council, or
the executive director's designee;
(16) The president of the Connecticut Democracy Center, or the
president's designee; and
(17) The executive director of the Commission on Women, Children,
Seniors, Equity and Opportunity, or the executive director's designee.
(d) Any member of the task force appointed under subdivision (1),
(2), (3), (4), (5), (6) or (7) of subsection (c) of this section may be a member
of the General Assembly.
(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 House Bill No. 6762
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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 education
shall serve as administrative staff of the task force.
(h) Not later than January 1, 2025, the task force shall submit a report
on its findings and recommendations to the joint standing committee of
the General Assembly having cognizance of matters relating to
education, in accordance with the provisions of section 11-4a of the
general statutes. The task force shall terminate on the date that it
submits such report or July 1, 2025, whichever is later.
Sec. 7. Section 10-16b of the general statutes, as amended by section
32 of public act 22-80, 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
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, House Bill No. 6762
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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, civics and media literacy, 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 10-
66ww; 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
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, House Bill No. 6762
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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; (8)
training in cardiopulmonary resuscitation and the use of automatic
external defibrillators; (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; (10) climate change
consistent with the Next Generation Science Standards; (11) topics
approved by the state board upon the request of local or regional boards
of education as part of the program of instruction offered pursuant to
subsection (a) of this section; and (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. House Bill No. 6762
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Sec. 8. (Effective July 1, 2023) (a) The board of the Technical Education
and Career System shall study the programs offered at technical
education and career schools to determine whether such programs align
with the technical careers available in the state. Such study shall include,
but need not be limited to, an evaluation of (1) the skills or certifications
required to fill the available jobs in the state, (2) any deficiencies in the
training or the availability of equipment at the technical education and
career schools to teach the skills required for such available jobs, and (3)
opportunities to partner with employers or labor organizations in the
state to provide relevant apprenticeships or internships to students.
(b) Not later than January 1, 2025, the board of the Technical
Education and Career System shall submit a report, in accordance with
the provisions of section 11-4a of the general statutes, to the joint
standing committee of the General Assembly having cognizance of
matters relating to education concerning the study conducted pursuant
to subsection (a) of this section. Such report shall include, but need not
be limited to, any legislative or policy recommendations for improving
the programs offered at technical education and career schools to align
with the skills required for available jobs.
Sec. 9. (Effective July 1, 2023) For the fiscal year ending June 30, 2024,
and each fiscal year thereafter, the Department of Education shall not
include any federal funds received by a local or regional board of
education pursuant to the Coronavirus Aid, Relief, and Economic
Security Act, P.L. 116-136, as amended from time to time, the
Coronavirus Response and Relief Supplemental Appropriations Act,
P.L. 116-260, as amended from time to time, and the American Rescue
Plan Act of 2021, P.L. 117-2, as amended from time to time, in the
calculation of such board's net current expenditures per pupil for
purposes of determining the amount of the grant paid by the State Board
of Education to such board under section 10-76g of the general statutes.
Sec. 10. Subsection (b) of section 10-76g of the general statutes, as House Bill No. 6762
Public Act No. 23-150 12 of 41
amended by section 8 of public act 23-1, is repealed and the following is
substituted in lieu thereof (Effective July 1, 2023):
(b) Any local or regional board of education which provides special
education pursuant to the provisions of sections 10-76a to 10-76g,
inclusive, as amended by public act 23-1 and this act, for any exceptional
child described in subparagraph (A) of subdivision (5) of section 10-76a,
under its jurisdiction, excluding (1) children placed by a state agency for
whom a board of education receives payment pursuant to the
provisions of subdivision (2) of subsection (e) of section 10-76d, as
amended by [this act] public act 23-1, and (2) children who require
special education, who reside on state-owned or leased property, and
who are not the educational responsibility of the unified school districts
established pursuant to sections 17a-37 and 18-99a, shall be financially
responsible for the reasonable costs of special education instruction, as
defined in the regulations of the State Board of Education, in an amount
equal to [(A) for any fiscal year commencing prior to July 1, 2005, five
times the average per pupil educational costs of such board of education
for the prior fiscal year, determined in accordance with the provisions
of subsection (a) of section 10-76f, and (B)] for the fiscal year
commencing July 1, [2005] 2023, and each fiscal year thereafter, four and
one-half times [such average per pupil educational costs] the net current
expenditures per pupil of such board of education. Except as otherwise
provided in subsection (d) of this section, the State Board of Education
shall, within available appropriations, pay on a current basis any costs
in excess of the local or regional board's basic contribution paid by such
board in accordance with the provisions of this subsection. Any
amounts paid by the State Board of Education on a current basis
pursuant to this subsection shall not be reimbursable in the subsequent
year. Application for such grant shall be made by filing with the
Department of Education, in such manner as prescribed by the
commissioner, annually on or before December first a statement of the
cost of providing special education pursuant to this subsection, House Bill No. 6762
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provided a board of education may submit, not later than March first,
claims for additional children or costs not included in the December
filing. Payment by the state for such excess costs shall be made to the
local or regional board of education as follows: Seventy-five per cent of
the cost in February and the balance in May. The amount due each town
pursuant to the provisions of this subsection shall be paid to the
treasurer of each town entitled to such aid, provided the treasurer shall
treat such grant, or a portion of the grant, which relates to special
education expenditures incurred in excess of such town's board of
education budgeted estimate of such expenditures, as a reduction in
expenditures by crediting such expenditure account, rather than town
revenue. Such expenditure account shall be so credited no later than
thirty days after receipt by the treasurer of necessary documentation
from the board of education indicating the amount of such special
education expenditures incurred in excess of such town's board of
education budgeted estimate of such expenditures.
Sec. 11. Section 10-76f of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
For the purposes of sections 10-76a to 10-76g, inclusive, as amended
by this act:
[(a)] (1) "Per pupil cost" in a school district is the quotient of net
current [expenses, as defined in section 10-261, divided by]
expenditures and such school district's average daily membership. [, as
defined in section 10-261.]
[(b)] (2) "Special education instructional personnel" includes those
employees of a board of education who, for at least one-half of their
employment time, are assigned exclusively to the task of implementing
or supervising special education programs. "Pupil personnel staff"
includes those employees of a board of education who, for at least one-
third of their employment time, are assigned exclusively to the task of House Bill No. 6762
Public Act No. 23-150 14 of 41
identifying and implementing special education programs and services.
[(c)] (3) "Special education equipment and materials" means such
equipment and materials as are used primarily to implement special
education in accordance with regulations made pursuant to said
sections.
[(d)] (4) "Special education tuition" means the tuition, board, room
and other fees paid to another public or private school, agency or
institution by a board of education to meet the educational needs of
children requiring special education, provided such payments have
been pursuant to an agreement approved by the commissioner.
[(e)] (5) "Special education transportation costs" are the amounts paid
by a claimant town or regional board of education for transporting any
child to and from any clinic, physician's office, agency or institution to
which the board requests the child go for the purposes of determining
the need for special education and amounts paid for transporting such
child to and from any school, agency or institution for the purposes of
special education unless such transportation is on a bus which is
transporting, at the same time, children in the standard educational
program provided by the claimant board.
[(f)] (6) "Special education rent" means any expenditure for rental of
space or equipment to implement special education in accordance with
regulations made pursuant to said sections.
[(g)] (7) "Special education consultant services" means
noninstructional services rendered concerning children requiring
special education by professional persons other than employees of a
board of education for programs approved pursuant to said sections.
[(h)] (8) "Net cost of special education" means the result obtained by
subtracting from the expenditures made by a claimant board for special
education personnel, equipment, materials, tuition, transportation, rent House Bill No. 6762
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and consultant services, [(1)] (A) the total amount of any funds from
other state or federal grants, private grants or special education tuition
received by the board or town in such year and used to implement
special education programs approved pursuant to said sections, [(2)] (B)
the total amount of any funds from Medicaid payments expended by
the board in such year and used to implement special education
programs, and [(3)] (C) expenditures for special education provided to
children requiring special education who are described in subparagraph
(B) of subdivision (5) of section 10-76a.
(9) "Net current expenditures" has the same meaning as provided in
section 10-261.
(10) "Average daily membership" has the same meaning as provided
in section 10-261.
(11) "Net current expenditures per pupil" means the quotient of net
current expenditures of a school district and such school district's
average daily membership.
Sec. 12. Section 10-4w of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
(a) As used in this section:
(1) "Remote learning" means instruction by means of one or more
Internet-based software platforms as part of a remote learning 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. House Bill No. 6762
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(c) For the school years commencing July 1, 2022, and 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, (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, except such
dual instruction may be provided in cases when such dual instruction is
(A) required in, or necessary to implement, the individualized
education program of a student who requires special education and
related services or a plan pursuant to Section 504 of the Rehabilitation
Act of 1973, as amended from time to time, or (B) provided as part of an
intradistrict or interdistrict cooperative learning program that provides
remote learning opportunities to students who are present in a
classroom on school grounds during the regular school day and in
which a certified educator is present in each such classroom providing
such dual instruction or supervising the students receiving such dual
instruction, provided such program is implemented in accordance with
an agreement between each local or regional board of education and the
representatives of each exclusive bargaining unit for certified employees
chosen pursuant to section 10-153b participating in such intradistrict or
interdistrict cooperative learning program.
(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 House Bill No. 6762
Public Act No. 23-150 17 of 41
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
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, except such dual instruction may be provided in
cases when such dual instruction is (A) required in, or necessary to
implement, the individualized education program of a student who
requires special education and related services or a plan pursuant to
Section 504 of the Rehabilitation Act of 1973, as amended from time to
time, or (B) provided as part of an intradistrict or interdistrict
cooperative learning program that provides remote learning
opportunities to students who are present in a classroom on school
grounds during the regular school day and in which a certified educator
is present in each such classroom providing such dual instruction or
supervising the students receiving such dual instruction, provided such
program is implemented in accordance with an agreement between
each local or regional board of education and the representatives of each
exclusive bargaining unit for certified employees chosen pursuant to
section 10-153b participating in such intradistrict or interdistrict
cooperative learning program.
Sec. 13. Section 3 of public act 21-95, as amended by section 3 of public
act 22-116, is repealed and the following is substituted in lieu thereof
(Effective from passage):
(a) There is established a task force to study issues relating to the
provision and funding of special education in the state during the school
years commencing July 1, 2016, to July 1, 2020, inclusive. Such study House Bill No. 6762
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shall focus on funding, eligibility and delivery of special education
services and include, but need not be limited to, an examination of (1)
the provision of special education and related services, including the
provision of services to students identified as gifted and talented, and
services or accommodations for a student as part of a plan pursuant to
Section 504 of the Rehabilitation Act of 1973, as amended from time to
time, and whether local and regional boards of education are providing
such services directly or partnering with regional educational service
centers, contracting with a private provider of special education
services, as defined in section 10-91g of the general statutes, or as part
of a cooperative arrangement pursuant to section 10-158a of the general
statutes, (2) the cost of providing special education and related services,
including gifted and talented services, the total aggregate amount per
school district per year and the annual percentage increase or decrease
per school district of such cost, (3) the effect that the cost of special
education and gifted and talented services has on a board of education's
minimum budget requirement, (4) the level of state reimbursement to
boards of education for special education and gifted and talented
services, including the total amount for reimbursement submitted by
each school district per year and the total amount received by such
school district per year, and the percentage increase or decrease per year
of the difference of the total amount submitted and the total amount
received for each school district, [and] (5) the criteria and manner by
which school districts are identifying students who require special
education and related services or as gifted and talented, including
whether school districts are overidentifying or underidentifying such
students and the causes and reasons for such overidentification and
underidentification, (6) the feasibility of authorizing independent
evaluators from the Department of Education or hired by the parents
and guardians of students receiving special education and related
services to observe the provision of such services in the classroom, (7)
delaying the age in which a classification category of special education
services shall be made for a child requiring special education and related House Bill No. 6762
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services, (8) special education student-to-teacher ratios prescribed by
case load policies, regulations and formulas in effect in other states, with
a focus on provisions regarding the numbers of special education
students and intensity of services required for such students, (9) the
prohibition of the use of seclusion under section 10-236b of the general
statutes and the implementation of alternative methods in lieu of
seclusion for certain student behavior, and (10) any other issues or topics
relating to special education that the task force deems necessary.
(b) The task force shall consist of the following members:
(1) Three appointed by the speaker of the House of Representatives,
one of whom is a representative of the Special Education Equity for Kids
of Connecticut, one of whom is a representative of the Connecticut
Association of Boards of Education and one of whom is the parent or
guardian of a student who is enrolled in a public school and receiving
special education services;
(2) Three appointed by the president pro tempore of the Senate, one
of whom is a representative of the Connecticut Association of Public
School Superintendents, one of whom is a representative of the
Connecticut Education Association and one of whom is the parent or
guardian of a student who is enrolled in a public school and receiving
special education services;
(3) Two appointed by the majority leader of the House of
Representatives, one of whom is a representative of the American
Federation of Teachers-Connecticut and one of whom is a representative
of the Connecticut Parent Advocacy Center;
(4) Two appointed by the majority leader of the Senate, one of whom
is a representative of the Connecticut Council of Administrators of
Special Education and one of whom is a representative of the RESC
Alliance; House Bill No. 6762
Public Act No. 23-150 20 of 41
(5) [Two] Three appointed by the minority leader of the House of
Representatives, one of whom is a representative of the Connecticut
Association of School Administrators, [and] one of whom is a
representative of the School and State Finance Project and one of whom
is a representative from an educator preparation program offered at a
public institution of higher education in the state;
(6) [Two] Three appointed by the minority leader of the Senate, one
of whom is a representative of the Connecticut Association of Schools,
[and] one of whom is a representative of the Connecticut Association of
School Business Officials and one of whom is a representative from an
educator preparation program offered at an independent institution of
higher education in the state; [and]
(7) The Commissioner of Education, or the commissioner's designee;
(8) The chairpersons and ranking members of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, or their designees;
(9) The chairperson of the Advisory Council for Special Education,
established pursuant to section 10-76i of the general statutes; and
(10) A representative of the Connecticut Association of Private
Special Education Facilities, designated by the association.
(c) All appointments to the task force shall be made not later than
thirty days after the effective date of this section. Any vacancy shall be
filled by the appointing authority.
(d) The speaker of the House of Representatives and the president
pro tempore of the Senate shall select the cochairpersons of the task force
from among the members of the task force. Such cochairpersons shall
schedule the first meeting of the task force, which shall be held not later
than sixty days after the effective date of this section. House Bill No. 6762
Public Act No. 23-150 21 of 41
(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) (1) Not later than January 1, 2024, the task force shall submit [a] an
interim 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.
(2) Not later than January 1, 2025, the task force shall submit a final
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.
(3) The task force shall terminate on the date that it submits such
report or [January 1, 2024] July 1, 2025, whichever is later.
Sec. 14. Subsection (j) of section 10-66bb of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(j) (1) The governing council of a state or local charter school may
apply to the State Board of Education for a waiver of the requirements
of the enrollment lottery described in subdivision (8) of subsection (d)
of this section, provided such state or local charter school has as its
primary purpose the establishment of education programs designed to
serve one or more of the following populations: (A) Students with a
history of behavioral and social difficulties, (B) students identified as
requiring special education, (C) students who are [English language]
multilingual learners, or (D) students of a single gender.
(2) An enrollment lottery described in subdivision (8) of subsection
(d) of this section shall not be held for a local charter school that is House Bill No. 6762
Public Act No. 23-150 22 of 41
established at a school that is among the schools with a percentage equal
to or less than five per cent when all schools are ranked highest to lowest
in accountability index scores, as defined in section 10-223e.
(3) Except as otherwise provided in subdivision (1) of this subsection,
on and after July 1, 2023, no application for enrollment in a state or local
charter school shall inquire or request information about an applicant
student's need for or receipt of special education and related services,
and the criteria for administering an enrollment lottery for a state or
local charter school shall not include consideration of a student's need
for or status as requiring special education and related services.
Sec. 15. (NEW) (Effective July 1, 2023) On and after July 1, 2023, the
Department of Education shall make available on the department's
Internet web site summaries of the complaints filed with and corrective
actions required by the department regarding the provision of special
education and related services by a local or regional board of education
or other entity responsible for the provision of special education and
related services to a student. The department shall redact any personally
identifiable information of a student prior to making such decisions and
documents available.
Sec. 16. Subsection (i) of section 10-76d of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(i) (1) No local or regional board of education shall discipline,
suspend, terminate or otherwise punish any member of a planning and
placement team employed by such board who discusses or makes
recommendations concerning the provision of special education and
related services for a child during a planning and placement team
meeting for such child.
(2) No birth-to-three service coordinator or qualified personnel, as House Bill No. 6762
Public Act No. 23-150 23 of 41
those terms are defined in section 17a-248, who discusses or makes
recommendations concerning the provision of special education and
related services for a child during a planning and placement team
meeting for such child or in a transition plan, as required by section 17a-
248e, shall be subject to discipline, suspension, termination or other
punishment on the basis of such recommendations.
(3) No local or regional board of education shall discipline, suspend,
terminate or otherwise punish any school employee, as defined in
section 10-222d, who discusses or makes recommendations concerning
the provision of services or accommodations for a student as part of a
plan pursuant to Section 504 of the Rehabilitation Act of 1973, as
amended from time to time, during any meeting held to discuss such
plan for such student.
Sec. 17. (NEW) (Effective July 1, 2023) (a) The State Board of Education
shall draft a written bill of rights for parents or guardians of students
who are multilingual learners to guarantee that the rights of such
parents and students are adequately safeguarded and protected in the
provision of bilingual education under chapter 164 of the general
statutes. Such bill of rights shall include, but need not be limited to, the
following declarations:
(1) The right of a multilingual learner student to attend a public
school in the state regardless of such student's immigration status or the
immigration status of such student's parent or guardian;
(2) The right of a parent or guardian of a multilingual learner student
to enroll such student in a public school without being required to
submit immigration documentation, including, but not limited to, a
Social Security number, visa documentation or proof of citizenship;
(3) The right of a multilingual learner student to have translation
services provided (A) by an interpreter who is present in person or House Bill No. 6762
Public Act No. 23-150 24 of 41
available by telephone or through an online technology platform, or (B)
through an Internet web site or other electronic application approved
by the State Board of Education, during critical interactions with
teachers and administrators, including, but not limited to, parent-
teacher conferences, meetings with administrators of the school in
which such student is attending, and at properly noticed regular or
special meetings of the board of education or scheduled meetings with
a member or members of the board of education responsible for
educating such student, in accordance with section 18 of this act;
(4) The right of a multilingual learner student to participate in a
program of bilingual education offered by the local or regional board of
education when there are twenty or more eligible students classified as
dominant in a language, other than English, as such student, in
accordance with the provisions of section 10-17f of the general statutes;
(5) The right of a parent or guardian of a multilingual learner student
to receive written notice, in both English and the dominant language of
such parent or guardian, that such student is eligible to participate in a
program of bilingual education or English as a new language program
offered by the local or regional board of education;
(6) The right of a multilingual learner student and the parent or
guardian of such student to receive a high-quality orientation session,
in the dominant language of such student and parent or guardian, from
the local or regional board of education that provides information
relating to state standards, tests and expectations at the school for
multilingual learner students, as well as the goals and requirements for
programs of bilingual education and English as a new language, prior
to participation in such program of bilingual education or English as a
new language;
(7) The right of the parent or guardian of a multilingual learner
student to receive information about the progress of such student's House Bill No. 6762
Public Act No. 23-150 25 of 41
English language development and acquisition;
(8) The right of a multilingual learner student and the parent or
guardian of such student to meet with school personnel to discuss such
student's English language development and acquisition;
(9) The right of a multilingual learner student to be placed in a
program of bilingual education or English as a new language, if offered
by the local or regional board of education;
(10) The right of a multilingual learner student to have equal access
to all grade-level school programming;
(11) The right of a multilingual learner student to have equal access
to all core grade-level subject matter;
(12) The right of a multilingual learner student to receive annual
language proficiency testing;
(13) The right of a multilingual learner student to receive support
services aligned with any intervention plan that the school or school
district provides to all students;
(14) The right of a multilingual learner student to be continuously
and annually enrolled in a program of bilingual education or English as
a new language while such student remains an eligible student, as
defined in section 10-17e of the general statutes; and
(15) The right of a parent or guardian of a multilingual learner
student to contact the Department of Education with any questions or
concerns regarding such student's right to receive multilingual learner
services or accommodations available to such student or parent or
guardian, including information regarding any recourse for failure of
the board of education to provide or ensure such services or
accommodations. House Bill No. 6762
Public Act No. 23-150 26 of 41
(b) For the school year commencing July 1, 2024, and each school year
thereafter, each local and regional board of education providing a
program of bilingual education or English as a new language shall (1)
provide the parents and guardians of eligible students with a copy of
the multilingual learner bill of rights in the dominant language of such
parents and guardians, and (2) make such copies of the multilingual
learner bill of rights available on the Internet web site of such board.
(c) For purposes of this section, "multilingual learner" means "English
learner", as defined in 20 USC 7801, as amended from time to time.
Sec. 18. (NEW) (Effective July 1, 2023) Each local and regional board of
education shall, upon request of the parent or guardian of a multilingual
learner student or of the multilingual learner student, provide
translation services to such parent or guardian and student at a properly
noticed regular or special meeting of such board or a scheduled meeting
with a member or members of such board. Such request for translation
services shall be made at least one day in advance of such meeting of the
board or with a member or members of such board. As used in this
section, "multilingual learner" has the same meaning as provided in
section 17 of this act.
Sec. 19. Section 10-3c of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
There shall be a director of reading initiatives within the Department
of Education. The director shall be responsible for (1) administering the
intensive reading instruction program to improve student literacy in
kindergarten to grade three, inclusive, and close the achievement gaps
that result from opportunity gaps, pursuant to section 10-14u, as
amended by this act, (2) assisting in the development and
administration of the program of professional development for teachers
and principals in scientifically based reading research and instruction,
pursuant to section 10-148b, (3) administering the coordinated state- House Bill No. 6762
Public Act No. 23-150 27 of 41
wide reading plan for students in kindergarten to grade three, inclusive,
pursuant to section 10-14v, (4) administering, within available
appropriations, the incentive program described in section 10-14w, (5)
providing assistance to local and regional boards of education in the
administration of the reading assessments described in section 10-14t,
and the implementation of school district reading plans, (6) providing
information and assistance to parents and guardians of students relating
to reading and literacy instruction, (7) addressing reading and literacy
issues related to students who are [English language] multilingual
learners, and (8) developing and administering any other state-wide
reading and literacy initiatives for students in kindergarten to grade
twelve, inclusive.
Sec. 20. Subsection (f) of section 10-14n of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(f) (1) For the school year commencing July 1, 2015, and each school
year thereafter, the scores on each component of the mastery
examination for students who are [English language] multilingual
learners, as defined in section 10-76kk, as amended by this act, and who
have been enrolled in a school in this state or another state for fewer
than twenty school months, shall not be used for purposes of calculating
the accountability index, as defined in section 10-223e, for a school or
school district.
(2) For the school year commencing July 1, 2015, and each school year
thereafter, mastery examinations pursuant to subsection (b) of this
section shall be offered in the most common native language of students
who are [English language] multilingual learners taking such mastery
examinations and any additional native languages of such students
when mastery examinations in such native languages are developed
and have been approved by the United States Department of Education. House Bill No. 6762
Public Act No. 23-150 28 of 41
Sec. 21. Subdivision (1) of subsection (a) of section 10-14u of the
general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2023):
(1) "Achievement gaps" means the existence of a significant disparity
in the academic performance of students among and between (A) racial
groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and
(E) [English language] multilingual learners and students whose
primary language is English.
Sec. 22. Section 10-14x of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
To the extent permitted by federal law or the terms of a federal waiver
of the Elementary and Secondary Education Act of 1965, 20 USC 6301,
et seq., as amended from time to time, as it relates to the grade eleven
mastery examination requirement pursuant to section 10-14n, as
amended by this act, not later than January 1, 2016, the State Board of
Education, in consultation with the Mastery Examination Committee,
established pursuant to section 1 of public act 15-238, shall enter into an
agreement with a provider of a nationally recognized college readiness
assessment for the provision and administration of such college
readiness assessment as part of such grade eleven mastery examination
requirement, provided such college readiness assessment offers
accommodations for students with disabilities and students who are
[English language] multilingual learners.
Sec. 23. Subsection (a) of section 10-16mm of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(a) There is established a task force to address the academic
achievement gaps in Connecticut by considering effective approaches to
closing the achievement gaps in elementary, middle and high schools. House Bill No. 6762
Public Act No. 23-150 29 of 41
The task force shall develop, in consultation with the Department of
Education, the Connecticut State University System, the Interagency
Council for Ending the Achievement Gap established pursuant to
section 10-16nn, and the joint standing committee of the General
Assembly having cognizance of matters relating to education, a master
plan to eliminate the academic achievement gaps by January 1, 2020.
Such master plan shall: (1) Identify the achievement gaps that exist
among and between (A) racial groups, (B) ethnic groups, (C)
socioeconomic groups, (D) genders, and (E) [English language]
multilingual learners and students whose primary language is English;
(2) focus efforts on closing the achievement gaps identified in
subdivision (1) of this subsection; (3) establish annual benchmarks for
implementation of the master plan and closing the achievement gaps;
and (4) make recommendations regarding the creation of a Secretary of
Education. The task force may amend such master plan at any time. For
purposes of this section, "achievement gaps" means the existence of a
significant disparity in the academic performance of students among
and between (A) racial groups, (B) ethnic groups, (C) socioeconomic
groups, (D) genders, and (E) [English language] multilingual learners
and students whose primary language is English.
Sec. 24. Section 10-17g of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
For the fiscal year ending June 30, 2023, and each fiscal year
thereafter, the board of education for each local and regional school
district that is required to provide a program of bilingual education,
pursuant to section 10-17f, may make application to the State Board of
Education and shall annually receive, within available appropriations,
a grant in an amount equal to the product obtained by multiplying three
million eight hundred thirty-two thousand two hundred sixty by the
ratio which the number of eligible children in the school district bears to
the total number of such eligible children state-wide. The board of House Bill No. 6762
Public Act No. 23-150 30 of 41
education for each local and regional school district receiving funds
pursuant to this section shall annually, on or before September first,
submit to the State Board of Education a progress report which shall
include (1) measures of increased educational opportunities for eligible
students, including language support services and language transition
support services provided to such students, (2) program evaluation and
measures of the effectiveness of its bilingual education and English as a
second language programs, including data on students in bilingual
education programs and students educated exclusively in English as a
second language programs, and (3) certification by the board of
education submitting the report that any funds received pursuant to this
section have been used for the purposes specified. The State Board of
Education shall annually evaluate programs conducted pursuant to
section 10-17f. For purposes of this section, measures of the effectiveness
of bilingual education and English as a second language programs
include, but need not be limited to, mastery examination results, under
section 10-14n, as amended by this act, and graduation and school
dropout rates. Any amount appropriated under this section in excess of
three million eight hundred thirty-two thousand two hundred sixty
dollars shall be spent in accordance with the provisions of [sections]
section 10-17k. [, 10-17n and 10-66t.] Any unexpended funds, as of
November first, appropriated to the Department of Education for
purposes of providing a grant to a local or regional board of education
for the provision of a program of bilingual education, pursuant to
section 10-17f, shall be distributed on a pro rata basis to each local and
regional board of education receiving a grant under this section.
Notwithstanding the provisions of this section, for the fiscal years
ending June 30, 2009, to June 30, 2023, inclusive, the amount of grants
payable to local or regional boards of education for the provision of a
program of bilingual education under this section shall be reduced
proportionately if the total of such grants in such year exceeds the
amount appropriated for such grants for such year. House Bill No. 6762
Public Act No. 23-150 31 of 41
Sec. 25. Subsection (c) of section 10-66bb of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(c) On and after July 1, 2015, the State Board of Education shall
review, annually, all applications and grant initial certificates of
approval for charters, in accordance with subsections (e) and (f) of this
section, for a local or state charter school located in a town that has one
or more schools that have been designated as a commissioner's network
school, pursuant to section 10-223h, at the time of such application, or a
town that has been designated as a low achieving school district,
pursuant to section 10-223e, at the time of such application. (1) Except
as provided for in subdivision (2) of this subsection, no state charter
school shall enroll (A) (i) more than two hundred fifty students, or (ii)
in the case of a kindergarten to grade eight, inclusive, school, more than
three hundred students, or (B) twenty-five per cent of the enrollment of
the school district in which the state charter school is to be located,
whichever is less. (2) In the case of a state charter school found by the
State Board of Education to have a demonstrated record of achievement,
said board shall, upon application by such school to said board, waive
the provisions of subdivision (1) of this subsection for such school. (3)
The State Board of Education shall give preference to applicants for
charter schools (A) whose primary purpose is the establishment of
education programs designed to serve one or more of the following
student populations: (i) Students with a history of low academic
performance, (ii) students who receive free or reduced priced lunches
pursuant to federal law and regulations, (iii) students with a history of
behavioral and social difficulties, (iv) students identified as requiring
special education, (v) students who are [English language] multilingual
learners, or (vi) students of a single gender; (B) whose primary purpose
is to improve the academic performance of an existing school that has
consistently demonstrated substandard academic performance, as
determined by the Commissioner of Education; (C) that will serve House Bill No. 6762
Public Act No. 23-150 32 of 41
students who reside in a priority school district pursuant to section 10-
266p; (D) that will serve students who reside in a district in which
seventy-five per cent or more of the enrolled students are members of
racial or ethnic minorities; (E) that demonstrate highly credible and
specific strategies to attract, enroll and retain students from among the
populations described in subparagraph (A)(i) to (A)(vi), inclusive, of
this subdivision; or (F) that, in the case of an applicant for a state charter
school, such state charter school will be located at a work-site or such
applicant is an institution of higher education. In determining whether
to grant an initial certificate of approval for a charter, the State Board of
Education shall consider (i) the effect of the proposed charter school on
(I) the reduction of racial, ethnic and economic isolation in the region in
which it is to be located, (II) the regional distribution of charter schools
in the state, (III) the potential of over-concentration of charter schools
within a school district or in contiguous school districts, and (IV) the
state's efforts to close achievement gaps, as defined in section 10-16oo,
and (ii) the comments made at a public hearing conducted pursuant to
subdivision (2) of subsection (e) of this section or subparagraph (B)(ii)
of subdivision (1) of subsection (f) of this section.
Sec. 26. Subdivision (2) of subsection (f) of section 10-66bb of the
general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2023):
(2) On and after July 1, 2012, and before July 1, 2015, the State Board
of Education shall not approve more than four applications for the
establishment of new state charter schools unless two of the four such
applications are for the establishment of two new state charter schools
whose mission, purpose and specialized focus is to provide dual
language programs or other models focusing on language acquisition
for [English language] multilanguage learners. Approval of applications
under this subdivision shall be in accordance with the provisions of this
section. House Bill No. 6762
Public Act No. 23-150 33 of 41
Sec. 27. Subsection (g) of section 10-66bb of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(g) Charters may be renewed, upon application, in accordance with
the provisions of this section for the granting of such charters. Upon
application for such renewal, the State Board of Education may
commission an independent appraisal of the performance of the charter
school that includes, but is not limited to, an evaluation of the school's
compliance with the provisions of this section and, on and after July 1,
2015, progress in meeting the academic and organizational performance
goals set forth in the charter granted to the charter school. The State
Board of Education shall consider the results of any such appraisal in
determining whether to renew such charter. The State Board of
Education may deny an application for the renewal of a charter if (1)
student progress has not been sufficiently demonstrated, as determined
by the commissioner, (2) the governing council has not been sufficiently
responsible for the operation of the school or has misused or spent
public funds in a manner that is detrimental to the educational interests
of the students attending the charter school, (3) the school has not been
in compliance with the terms of the charter, applicable laws and
regulations, (4) the efforts of the school have been insufficient to
effectively attract, enroll and retain students from among the following
populations: (A) Students with a history of low academic performance,
(B) students who receive free or reduced priced lunches pursuant to
federal law and regulations, (C) students with a history of behavioral
and social difficulties, (D) students identified as requiring special
education, or (E) students who are [English language] multilingual
learners, or (5) the governing council of the state or local charter school
has not provided evidence that such council has initiated substantive
communication with the local or regional board of education of the town
in which the state or local charter school is located to share student
learning practices and experiences. If the State Board of Education does House Bill No. 6762
Public Act No. 23-150 34 of 41
not renew a charter, it shall notify the governing council of the charter
school of the reasons for such nonrenewal. On and after July 1, 2015, any
charter renewed by the State Board of Education shall include academic
and organizational performance goals, developed by the state board,
that set forth the performance indicators, measures and metrics that will
be used by the state board to evaluate the charter school.
Sec. 28. Subparagraph (A) of subdivision (1) of subsection (d) of
section 10-66ee of the general statutes is repealed and the following is
substituted in lieu thereof (Effective July 1, 2023):
(A) "Total charter need students" means the sum of (i) the number of
students enrolled in state charter schools under the control of the
governing authority for such state charter schools for the school year,
and (ii) for the school year commencing July 1, 2021, and each school
year thereafter, (I) thirty per cent of the number of children enrolled in
such state charter schools eligible for free or reduced price meals or free
milk, (II) fifteen per cent of the number of such children eligible for free
or reduced price meals or free milk in excess of the number of such
children eligible for free or reduced price meals or free milk that is equal
to sixty per cent of the total number of children enrolled in such state
charter schools, and (III) twenty-five per cent of the number of students
enrolled in such state charter schools who are [English language]
multilingual learners, as defined in section 10-76kk, as amended by this
act.
Sec. 29. Subsection (b) of section 10-66nn of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(b) In order to be eligible for a grant under this section, an applicant
for a grant shall submit an application to the Commissioner of
Education, pursuant to section 10-66bb, as amended by this act, for the
establishment of a local charter school to be established on or after July House Bill No. 6762
Public Act No. 23-150 35 of 41
1, 2012, and such application shall satisfy one of the following
conditions: (1) Such applicant has high quality, feasible strategies or a
record of success in serving students from among the following
populations: (A) Students with histories of low academic performance,
(B) students who receive free or reduced price school lunches, (C)
students with histories of behavioral and social difficulties, (D) students
eligible for special education services, (E) students who are [English
language] multilingual learners, or (F) students of a single gender; or (2)
such applicant has a high quality, feasible plan for turning around
existing schools that have demonstrated consistently substandard
student performance, or a record of success in turning around such
schools. The department shall determine whether such applicant
satisfies the provisions of subdivision (1) or (2) of this subsection.
Sec. 30. Section 10-76kk of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
(a) Any local or regional board of education identified by the
Department of Education that disproportionately and inappropriately
identifies (1) minority students, or (2) [English language] multilingual
learners as requiring special education services because such students
have a reading deficiency in contravention of the provisions of
subparagraph (A) of subdivision (4) of subsection (a) of section 10-76ff
shall annually submit a report to the department on the plan adopted
by such board that reduces the misidentification of such minority
students or [English language] multilingual learners by improving
reading assessments and interventions for students in kindergarten to
grade three, inclusive.
(b) The Department of Education shall study the plans and strategies
used by a local or regional board of education that demonstrate
improvement in the reduction of the misidentification of minority
students or [English language] multilingual learners requiring special
education under this section. Such study shall examine the association House Bill No. 6762
Public Act No. 23-150 36 of 41
between improvements in teacher training in the science of reading and
the reduction in misidentification of students requiring special
education services.
(c) For purposes of this section, "minority students" means those
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; and ["English language learners" means those students
reported as English language learners by the local or regional board of
education for such students to the Department of Education ]
"multilingual learners" has the same meaning as provided in section 17
of this act.
Sec. 31. Subsection (b) of section 10-233n of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(b) The Department of Education shall annually examine data
relating to in-school suspensions, out-of-school suspensions, expulsions
and school-based arrests that has been submitted as part of the strategic
school profile report pursuant to section 10-220, and shall disaggregate
such data by school, race, ethnicity, gender, age, students with
disabilities, [English language] multilingual learners, as defined in
section 10-76kk, as amended by this act, students who are eligible for
free or reduced priced lunch pursuant to federal law and regulations,
and type of offense for which the school-based arrests were made and
the number of arrests made annually at each school within the school
district. The department shall annually submit a report to the State
Board of Education regarding the examination and disaggregation of
such data and make the report available on the department's Internet
web site.
Sec. 32. Subdivision (25) of section 10-262f of the general statutes is House Bill No. 6762
Public Act No. 23-150 37 of 41
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(25) "Total need students" means the sum of (A) the number of
resident students of the town for the school year, (B) for the school year
commencing July 1, 2021, and each school year thereafter, (i) thirty per
cent of the number of children eligible for free or reduced price meals or
free milk, (ii) fifteen per cent of the number of children eligible for free
or reduced price meals or free milk in excess of the number of children
eligible for free or reduced price meals or free milk that is equal to sixty
per cent of the total number of resident students of the town for the
school year, and (iii) twenty-five per cent of the number of resident
students who are [English language] multilingual learners, as defined
in section 10-76kk, as amended by this act.
Sec. 33. Subsection (d) of section 10-262u of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(d) The local or regional board of education for a town designated as
an alliance district may apply to the Commissioner of Education, at such
time and in such manner as the commissioner prescribes, to receive any
increase in funds received over the amount the town received for the
prior fiscal year pursuant to subsection (a) of section 10-262i.
Applications pursuant to this subsection shall include objectives and
performance targets and a plan that are developed, in part, on the
strategic use of student academic performance data. Such plan may
include, but not be limited to, the following: (1) A tiered system of
interventions for the schools under the jurisdiction of such board based
on the needs of such schools, (2) ways to strengthen the foundational
programs in reading, through the intensive reading instruction program
pursuant to section 10-14u, as amended by this act, to ensure reading
mastery in kindergarten to grade three, inclusive, with a focus on
standards and instruction, proper use of data, intervention strategies, House Bill No. 6762
Public Act No. 23-150 38 of 41
current information for teachers, parental engagement, and teacher
professional development, (3) additional learning time, including
extended school day or school year programming administered by
school personnel or external partners, (4) a talent strategy that includes,
but is not limited to, teacher and school leader recruitment and
assignment, career ladder policies that draw upon guidelines for a
model teacher evaluation program adopted by the State Board of
Education, pursuant to section 10-151b, and adopted by each local or
regional board of education. Such talent strategy may include
provisions that demonstrate increased ability to attract, retain, promote
and bolster the performance of staff in accordance with performance
evaluation findings and, in the case of new personnel, other indicators
of effectiveness, (5) training for school leaders and other staff on new
teacher evaluation models, (6) provisions for the cooperation and
coordination with early childhood education providers to ensure
alignment with district expectations for student entry into kindergarten,
including funding for an existing local Head Start program, (7)
provisions for the cooperation and coordination with other
governmental and community programs to ensure that students receive
adequate support and wraparound services, including community
school models, (8) provisions for implementing and furthering state-
wide education standards adopted by the State Board of Education and
all activities and initiatives associated with such standards, (9) strategies
for attracting and recruiting minority teachers and administrators, (10)
provisions for the enhancement of bilingual education programs,
pursuant to section 10-17f, or other language acquisition services to
[English language] multilingual learners, [including, but not limited to,
participation in the English language learner pilot program, established
pursuant to section 10-17n,] (11) entering into the model school district
responsibilities agreement, described in section 10-223l, (12) leadership
succession plans that provide training and learning opportunities for
administrators and are designed to assist in the seamless transition of
school and district personnel in and out of leadership positions in the House Bill No. 6762
Public Act No. 23-150 39 of 41
school district and the continuous implementation of plans developed
under this subsection, (13) implementing the policy adopted pursuant
to section 10-223m to improve completion rates of the Free Application
for Federal Student Aid by students enrolled in grade twelve in a high
school under the jurisdiction of such board or students enrolled in an
adult education program maintained by such board pursuant to section
10-69, and, as applicable, the parent and guardians of such students, and
(14) any additional categories or goals as determined by the
commissioner. Such plan shall demonstrate collaboration with key
stakeholders, as identified by the commissioner, with the goal of
achieving efficiencies and the alignment of intent and practice of current
programs with conditional programs identified in this subsection. The
commissioner may (A) require changes in any plan submitted by a local
or regional board of education before the commissioner approves an
application under this subsection, and (B) permit a local or regional
board of education, as part of such plan, to use a portion of any funds
received under this section for the purposes of paying tuition charged
to such board pursuant to subdivision (1) of subsection (k) of section 10-
264l or subsection (b) of section 10-264o.
Sec. 34. Section 10-264r of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
Not later than July 1, 2017, the Commissioner of Education shall
develop reduced-isolation setting standards for interdistrict magnet
school programs that shall serve as the enrollment requirements for
purposes of section 10-264l. Such standards shall (1) define the term
"reduced-isolation student" for purposes of the standards, (2) establish
a requirement for the minimum percentage of reduced-isolation
students that can be enrolled in an interdistrict magnet school program,
provided such minimum percentage is not less than twenty per cent of
the total school enrollment, (3) allow an interdistrict magnet school
program to have a total school enrollment of reduced-isolation students House Bill No. 6762
Public Act No. 23-150 40 of 41
that is not more than one per cent below the minimum percentage
established by the commissioner, provided the commissioner approves
a plan that is designed to bring the number of reduced-isolation
students of such interdistrict magnet school program into compliance
with the minimum percentage, and (4) for the school year commencing
July 1, 2018, authorize the commissioner to establish on or before May
1, 2018, an alternative reduced-isolation student enrollment percentage
for an interdistrict magnet school program located in the Sheff region,
as defined in subsection (k) of section 10-264l, provided the
commissioner (A) determines that such alternative (i) increases
opportunities for students who are residents of Hartford to access an
educational setting with reduced racial isolation or other categories of
diversity, including, but not limited to, geography, socioeconomic
status, special education, [English language] multilingual learners and
academic achievement, (ii) complies with the decision of Sheff v.
O'Neill, 238 Conn. 1 (1996), or any related stipulation or order in effect,
and (B) approves a plan for such interdistrict magnet school program
that is designed to bring the number of reduced-isolation students of
such interdistrict magnet school program into compliance with such
alternative or the minimum percentage described in subdivision (2) of
this section. Not later than May 1, 2018, the commissioner shall submit
a report on each alternative reduced-isolation student enrollment
percentage established, pursuant to subdivision (4) of this section, for
an interdistrict magnet school program located in the Sheff region 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. The reduced-isolation setting standards for interdistrict
magnet school programs shall not be deemed to be regulations, as
defined in section 4-166.
Sec. 35. Subsection (a) of section 10a-19j of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023): House Bill No. 6762
Public Act No. 23-150 41 of 41
(a) There is established [an English language] a multilingual learner
educator incentive program to be administered by the Office of Higher
Education.
Sec. 36. Sections 10-17n and 10-66t of the general statutes are
repealed. (Effective from passage)