Substitute House Bill No. 5437
Public Act No. 24-45
AN ACT CONCERNING EDUCATION MANDATE RELIEF, SCHOOL
DISCIPLINE AND DISCONNECTED YOUTH.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. (NEW) (Effective July 1, 2024) (a) There is established the
Education Mandate Review Advisory Council. The council shall advise
and provide annual reports to the joint standing committee of the
General Assembly having cognizance of matters relating to education
on the cost and implementation of existing education mandates on local
and regional boards of education, as well as the impact of any proposals
relating to additions or revisions to such education mandates. Such
annual reports may include, but need not be limited to, (1) a review of
education mandates on local and regional boards of education in the
general statutes and the regulations of Connecticut state agencies for the
purpose of identifying those mandates that may be burdensome or have
the effect of limiting or restricting the provision of instruction or services
to students, including a detailed analysis of each such mandate so
identified, the specific statutory or regulation citation for such mandate
and how such mandate is imposed on a board of education, and (2) any
recommendations regarding the repeal of or amendment to any such
sections of the general statutes or regulations of Connecticut state
agencies. Substitute House Bill No. 5437
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(b) The council shall consist of the following members:
(1) One appointed by the speaker of the House of Representatives,
who shall be a representative of the Connecticut Association of Boards
of Education;
(2) One appointed by the president pro tempore of the Senate, who
shall be a representative of the Connecticut Association of Public School
Superintendents;
(3) One appointed by the majority leader of the House of
Representatives, who shall be a representative of the Connecticut
Association of Schools;
(4) One appointed by the majority leader of the Senate, who shall be
a representative of the Connecticut Association of School Business
Officials;
(5) One appointed by the minority leader of the House of
Representatives, who shall be a member of a local or regional board of
education;
(6) One appointed by the minority leader of the Senate, who shall be
a representative of the Connecticut Federation of School
Administrators;
(7) One appointed by the House chairperson of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, who shall be a paraeducator in a public school in
this state;
(8) One appointed by the Senate chairperson of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, who shall be a teacher in a public school in this
state; Substitute House Bill No. 5437
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(9) One appointed by the House ranking member of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, who shall be a paraeducator in a public school in
this state; and
(10) One appointed by the Senate ranking member of the joint
standing committee of the General Assembly having cognizance of
matters relating to education, who shall be a teacher in a public school
in this state.
(c) All initial appointments to the council shall be made not later than
August 1, 2024. The initial terms for the members appointed shall
terminate on January 31, 2029. Terms following the initial terms shall be
for five years. Any member of the council may serve more than one
term. Any vacancy shall be filled by the appointing authority.
(d) The speaker of the House of Representatives and the president
pro tempore of the Senate shall select the chairpersons of the council
from among the members of the council. Such chairpersons shall
schedule the first meeting of the council, which shall be held not later
than October 1, 2024.
(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 council.
(f) Not later than January 1, 2025, and annually thereafter, the council
shall develop and submit an annual report on its review of the
implementation and cost of statutory and regulatory education
mandates on local and regional boards of education. Such annual report
shall include, but need not be limited to, (1) a review of all existing
education mandates required by state law, (2) the costs incurred by local
and regional boards of education resulting from the implementation of
such education mandates, and (3) how such education mandates are Substitute House Bill No. 5437
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being implemented by local and regional boards of education,
including, but not limited to, the manner in which and how often such
education mandate is being implemented. The council shall submit such
report, and any recommendations for legislation, to the joint standing
committee of the General Assembly having cognizance of matters
relating to education and the Commissioner of Education, in accordance
with the provisions of section 11-4a of the general statutes.
Sec. 2. Subsection (a) of section 10-220a of the 2024 supplement to the
general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2024):
(a) Each local or regional board of education shall provide an in-
service training program for its teachers, administrators and pupil
personnel who hold the initial educator, provisional educator or
professional educator certificate. Such program shall provide such
teachers, administrators and pupil personnel with information on (1)
the nature and the relationship of alcohol and drugs, as defined in
section 21a-240, to health and personality development, and procedures
for discouraging their abuse, (2) health and mental health risk reduction
education that includes, but need not be limited to, the prevention of
risk-taking behavior by children and the relationship of such behavior
to substance abuse, pregnancy, sexually transmitted diseases, including
HIV-infection and AIDS, as defined in section 19a-581, violence, teen
dating violence, domestic violence and child abuse, (3) school violence
prevention, conflict resolution [,] and the prevention of and response to
youth suicide, [and the identification and prevention of and response to
bullying, as defined in subsection (a) of section 10-222d, except that (A)
those boards of education that implement any evidence-based model
approach that is approved by the Department of Education and is
consistent with subsection (c) of section 10-145a, sections 10-222d, 10-
222g and 10-222h, subsection (g) of section 10-233c and sections 1 and 3
of public act 08-160, shall not be required to provide in-service training Substitute House Bill No. 5437
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on the identification and prevention of and response to bullying, and
(B)] provided such school violence prevention training shall be in a
manner prescribed in a school security and safety plan, in accordance
with the provisions of section 10-222n, (4) cardiopulmonary
resuscitation and other emergency life saving procedures, (5) the
requirements and obligations of a mandated reporter, (6) the detection
and recognition of, and evidence-based structured literacy interventions
for, students with dyslexia, as defined in section 10-3d, [(7) culturally
responsive pedagogy and practice, including, but not limited to, the
video training module relating to implicit bias and anti-bias in the hiring
process in accordance with the provisions of section 10-156hh, (8) the
principles and practices of social-emotional learning and restorative
practices, (9)] (7) the laws governing the implementation of planning
and placement team meetings and concerning plans pursuant to Section
504 of the Rehabilitation Act of 1973, as amended from time to time,
[(10)] (8) an annual update of the new state and federal policies
concerning special education, recommendations and best practices, and
[(11)] (9) emergency response to students who experience a seizure in a
school, including, but not limited to, the recognition of the signs and
symptoms of seizures, the appropriate steps for seizure first aid,
information about seizure action plans for students and, for those
authorized to administer medication under section 10-212a, the
administration of seizure rescue medication or prescribed electrical
stimulation using a Vagus Nerve Stimulator magnet. The manner and
frequency of the provision of the information described in subdivisions
(1) to (9), inclusive, of this subsection shall be determined by the
professional development and evaluation committee, established
pursuant to subsection (b) of this section, provided such information is
provided at least once every five years. Each local or regional board of
education shall allow any [school] paraeducator or noncertified
employee to participate, on a voluntary basis, in any in-service training
program provided pursuant to this section. Substitute House Bill No. 5437
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Sec. 3. Subsection (a) of section 10-220a of the 2024 supplement to the
general statutes, as amended by section 60 of public act 23-167, is
repealed and the following is substituted in lieu thereof (Effective July 1,
2025):
(a) Each local or regional board of education shall provide an in-
service training program for its teachers, administrators and pupil
personnel who hold the initial educator, provisional educator or
professional educator certificate. Such program shall provide such
teachers, administrators and pupil personnel with information on (1)
the nature and the relationship of alcohol and drugs, as defined in
[subdivision (17) of] section 21a-240, to health and personality
development, and procedures for discouraging their abuse, (2) health
and mental health risk reduction education that includes, but need not
be limited to, the prevention of risk-taking behavior by children and the
relationship of such behavior to substance abuse, pregnancy, sexually
transmitted diseases, including HIV-infection and AIDS, as defined in
section 19a-581, violence, teen dating violence, domestic violence and
child abuse, (3) school violence prevention, conflict resolution [,] and the
prevention of and response to youth suicide, [and the identification and
prevention of and response to bullying, as defined in section 10-222aa,
except that those boards of education that implement any evidence-
based model approach that is approved by the Department of Education
and is consistent with subsection (c) of section 10-145a, subsection (g) of
section 10-233c and sections 1 and 3 of public act 08-160, shall not be
required to provide in-service training on the identification and
prevention of and response to bullying] provided such school violence
prevention training shall be in a manner prescribed in a school security
and safety plan, in accordance with the provisions of section 10-222n, (4)
cardiopulmonary resuscitation and other emergency life saving
procedures, (5) the requirements and obligations of a mandated
reporter, (6) the detection and recognition of, and evidence-based
structured literacy interventions for, students with dyslexia, as defined Substitute House Bill No. 5437
Public Act No. 24-45 7 of 43
in section 10-3d, (7) [culturally responsive pedagogy and practice,
including, but not limited to, the video training module relating to
implicit bias and anti-bias in the hiring process in accordance with the
provisions of section 10-156hh, and (8) the principles and practices of
social-emotional learning and restorative practices] the laws governing
the implementation of planning and placement team meetings and
concerning plans pursuant to Section 504 of the Rehabilitation Act of
1973, as amended from time to time, (8) an annual update of the new
state and federal policies concerning special education,
recommendations and best practices, and (9) emergency response to
students who experience a seizure in a school, including, but not limited
to, the recognition of the signs and symptoms of seizures, the
appropriate steps for seizure first aid, information about seizure action
plans for students and, for those authorized to administer medication
under section 10-212a, the administration of seizure rescue medication
or prescribed electrical stimulation using a Vagus Nerve Stimulator
magnet. The manner and frequency of the provision of the information
described in subdivisions (1) to (9), inclusive, of this subsection shall be
determined by the professional development and evaluation committee,
established pursuant to subsection (b) of this section, provided such
information is provided at least once every five years. Each local or
regional board of education may allow any [paraprofessional]
paraeducator or noncertified employee to participate, on a voluntary
basis, in any in-service training program provided pursuant to this
section.
Sec. 4. Subsection (b) of section 10-222d of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2024):
(b) Each local and regional board of education shall develop and
implement a safe school climate plan to address the existence of bullying
and teen dating violence in its schools. Such plan shall: (1) Enable Substitute House Bill No. 5437
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students to anonymously report acts of bullying to school employees
and require students and the parents or guardians of students to be
notified at the beginning of each school year of the process by which
students may make such reports, (2) enable the parents or guardians of
students to file written reports of suspected bullying, (3) require school
employees who witness acts of bullying or receive reports of bullying to
orally notify the safe school climate specialist, described in section 10-
222k, or another school administrator if the safe school climate specialist
is unavailable, not later than one school day after such school employee
witnesses or receives a report of bullying, and to file a written report not
later than two school days after making such oral report, (4) require the
safe school climate specialist to investigate or supervise the
investigation of all reports of bullying and ensure that such
investigation is completed promptly after receipt of any written reports
made under this section and that the parents or guardians of the student
alleged to have committed an act or acts of bullying and the parents or
guardians of the student against whom such alleged act or acts were
directed receive prompt notice that such investigation has commenced,
(5) require the safe school climate specialist to review any anonymous
reports, except that no disciplinary action shall be taken solely on the
basis of an anonymous report, (6) include a prevention and intervention
strategy, as defined by section 10-222g, for school employees to deal
with bullying and teen dating violence, (7) provide for the inclusion of
language in student codes of conduct concerning bullying, (8) require
each school to notify the parents or guardians of students who commit
any verified acts of bullying and the parents or guardians of students
against whom such acts were directed not later than forty-eight hours
after the completion of the investigation described in subdivision (4) of
this subsection (A) of the results of such investigation, and (B) verbally
and by electronic mail, if such parents' or guardians' electronic mail
addresses are known, that such parents or guardians may refer to the
plain language explanation of the rights and remedies available under
sections 10-4a and 10-4b published on the Internet web site of the local Substitute House Bill No. 5437
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or regional board of education pursuant to section 10-222r, (9) require
each school to invite the parents or guardians of a student against whom
such act was directed to a meeting to communicate to such parents or
guardians the measures being taken by the school to ensure the safety
of the student against whom such act was directed and policies and
procedures in place to prevent further acts of bullying, (10) require each
school to invite the parents or guardians of a student who commits any
verified act of bullying to a meeting, separate and distinct from the
meeting required in subdivision (9) of this subsection, to discuss specific
interventions undertaken by the school to prevent further acts of
bullying, (11) establish a procedure for each school to document and
maintain records relating to reports and investigations of bullying in
such school and to maintain a list of the number of verified acts of
bullying in such school and make such list available for public
inspection, and annually report such number to the Department of
Education, and in such manner as prescribed by the Commissioner of
Education, (12) direct the development of case-by-case interventions for
addressing repeated incidents of bullying against a single individual or
recurrently perpetrated bullying incidents by the same individual that
may include both counseling and discipline, (13) prohibit
discrimination and retaliation against an individual who reports or
assists in the investigation of an act of bullying, (14) direct the
development of student safety support plans for students against whom
an act of bullying was directed that address safety measures the school
will take to protect such students against further acts of bullying, (15)
require the principal of a school, or the principal's designee, to notify the
appropriate local law enforcement agency when such principal, or the
principal's designee, believes that any acts of bullying constitute
criminal conduct, (16) prohibit bullying (A) on school grounds, at a
school-sponsored or school-related activity, function or program
whether on or off school grounds, at a school bus stop, on a school bus
or other vehicle owned, leased or used by a local or regional board of
education, or through the use of an electronic device or an electronic Substitute House Bill No. 5437
Public Act No. 24-45 10 of 43
mobile device owned, leased or used by the local or regional board of
education, and (B) outside of the school setting if such bullying (i)
creates a hostile environment at school for the student against whom
such bullying was directed, or (ii) infringes on the rights of the student
against whom such bullying was directed at school, or (iii) substantially
disrupts the education process or the orderly operation of a school, (17)
require, at the beginning of each school year, each school to provide all
school employees with a written or electronic copy of the school
district's safe school climate plan, and (18) require that all school
employees annually complete the training described in [section 10-220a
or] section 10-222j. The notification required pursuant to subdivision (8)
of this subsection and the invitation required pursuant to subdivision
(9) of this subsection shall include a description of the response of school
employees to such acts and any consequences that may result from the
commission of further acts of bullying.
Sec. 5. Section 10-233m of the 2024 supplement to the general statutes
is repealed and the following is substituted in lieu thereof (Effective July
1, 2024):
Each local or regional board of education that assigns a school
resource officer to any school under the jurisdiction of such board shall
enter into a memorandum of understanding with a local law
enforcement agency regarding the role and responsibility of such school
resource officer. Such memorandum of understanding shall (1) be
maintained in a central location in the school district and posted on the
Internet web site of the school district and each school in which such
school resource officer is assigned, (2) include provisions addressing
daily interactions between students and school personnel with school
resource officers, and (3) include a graduated response model for
student discipline. Any such memorandum of understanding entered
into, extended, updated or amended (A) on or after July 1, 2021, shall
include a provision that requires all school resource officers to complete, Substitute House Bill No. 5437
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while in the performance of their duties as school resource officers and
during periods when such school resource officers are assigned to be at
the school, any separate training specifically related to social-emotional
learning and restorative practices provided to certified employees of the
school pursuant to [sections] section 10-148a, [and 10-220a,] and (B) on
or after July 1, 2023, shall include provisions specifying a school
resource officer's duties concerning, and procedures for, the restraint of
students, use of firearms, school-based arrests and reporting of any
investigations and behavioral interventions of challenging behavior or
conflict that escalates to violence or constitutes a crime, pursuant to the
provisions of section 10-233p, as amended by this act, provided such
provisions are in accordance with any laws or policies concerning the
duties of police officers. For the purposes of this section, "school
resource officer" means a sworn police officer of a local law enforcement
agency who has been assigned to a school pursuant to an agreement
between the local or regional board of education and the chief of police
of a local law enforcement agency.
Sec. 6. Subsection (a) of section 22a-226e of the 2024 supplement to
the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2024):
(a) (1) On and after January 1, 2014, each commercial food wholesaler
or distributor, industrial food manufacturer or processor, supermarket,
resort or conference center that is located not more than twenty miles
from an authorized source-separated organic material composting
facility and that generates an average projected volume of not less than
one hundred four tons per year of source-separated organic materials
shall: (A) Separate such source-separated organic materials from other
solid waste; and (B) ensure that such source-separated organic materials
are recycled at any authorized source-separated organic material
composting facility that has available capacity and that will accept such
source-separated organic material. Substitute House Bill No. 5437
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(2) On and after January 1, 2020, each commercial food wholesaler or
distributor, industrial food manufacturer or processor, supermarket,
resort or conference center that is located not more than twenty miles
from an authorized source-separated organic material composting
facility and that generates an average projected volume of not less than
fifty-two tons per year of source-separated organic materials shall: (A)
Separate such source-separated organic materials from other solid
waste; and (B) ensure that such source-separated organic materials are
recycled at any authorized source-separated organic material
composting facility that has available capacity and that will accept such
source-separated organic material.
(3) On and after January 1, 2022, each commercial food wholesaler or
distributor, industrial food manufacturer or processor, supermarket,
resort or conference center that is located not more than twenty miles
from either an authorized source-separated organic material
composting facility an authorized transfer station or any collection
location authorized to receive source-separated organic materials, and
that generates an average projected volume of not less than twenty-six
tons per year of source-separated organic materials shall: (A) Separate
such source-separated organic materials from other solid waste; and (B)
ensure that such source-separated organic materials are recycled at any
authorized source-separated organic material composting facility that
has available capacity and that will accept such source-separated
organic material.
(4) On and after January 1, 2025, each commercial food wholesaler or
distributor, industrial food manufacturer or processor, supermarket,
resort, conference center or institution that generates an average
projected volume of not less than twenty-six tons per year of source-
separated organic materials shall: (A) Separate such source-separated
organic materials from other solid waste; and (B) ensure that such
source-separated organic materials are recycled at any authorized Substitute House Bill No. 5437
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source-separated organic material composting facility that has available
capacity and that will accept such source-separated organic material.
For the purposes of this section "institution" means any establishment
engaged in providing hospitality, entertainment or rehabilitation and
health care services, and any hospital, public or [private educational]
independent institution of higher education building or facility or
correctional facility.
(5) On and after July 1, 2026, each public or nonpublic school building
or educational facility in which students in grades kindergarten to
twelve, inclusive, or any combination thereof, are enrolled, that is
located not more than twenty miles from either an authorized source-
separated organic material composting facility and that generates an
average projected volume of not less than twenty-six tons per year of
source-separated organic materials shall: (A) Separate such source-
separated organic materials from other solid waste; and (B) ensure that
such source-separated organic materials are recycled at any authorized
source-separated organic material composting facility that has available
capacity and that will accept such source-separated organic material.
Sec. 7. Section 10-248a of the general statutes is repealed and the
following is substituted in lieu thereof (Effective from passage):
For the fiscal year ending June 30, [2020] 2024, and each fiscal year
thereafter, notwithstanding any provision of the general statutes or any
special act, municipal charter, home rule ordinance or other ordinance,
[the board of finance in each town having a board of finance, the board
of selectmen in each town having no board of finance or the authority
making appropriations for the school district for each town] a local
board of education may deposit into a nonlapsing account any
unexpended funds from the prior fiscal year from the budgeted
appropriation for education, [for the town,] provided (1) such deposited
amount does not exceed two per cent of the total budgeted
appropriation for education for such prior fiscal year, (2) each Substitute House Bill No. 5437
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expenditure from such account shall be made only for educational
purposes, and (3) each such expenditure shall be authorized by the local
board of education for such town.
Sec. 8. Subdivision (2) of subsection (d) of section 10-51 of the general
statutes is repealed and the following is substituted in lieu thereof
(Effective from passage):
(2) [On and after June 7, 2006] For the fiscal year ending June 30, 2024,
and each fiscal year thereafter, a regional board of education, by a
majority vote of its members, may create a reserve fund for [capital and
nonrecurring] educational expenditures. Such fund shall thereafter be
termed ["reserve fund for capital and nonrecurring expenditures"]
"reserve fund for educational expenditures". The aggregate amount of
annual and supplemental appropriations by a district to such fund shall
not exceed two per cent of the annual district budget for such fiscal year.
Annual appropriations to such fund shall be included in the share of net
expenses to be paid by each member town. Supplemental
appropriations to such fund may be made from estimated fiscal year
end surplus in operating funds. Interest and investment earnings
received with respect to amounts held in the fund shall be credited to
such fund. The board shall annually submit a complete and detailed
report of the condition of such fund to the member towns. Upon the
recommendation and approval by the regional board of education, any
part or the whole of such fund may be used for [capital and
nonrecurring] educational expenditures. [, but such use shall be
restricted to the funding of all or part of the planning, construction,
reconstruction or acquisition of any specific capital improvement or the
acquisition of any specific item of equipment.] Upon the approval of any
such expenditure an appropriation shall be set up, plainly designated
for the [project or acquisition] educational expenditure for which it has
been authorized. [, and such unexpended appropriation may be
continued until such project or acquisition is completed.] Any Substitute House Bill No. 5437
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unexpended portion of such appropriation remaining [after such
completion] shall revert to said fund. If any authorized appropriation is
set up pursuant to the provisions of this subsection and through
unforeseen circumstances [the completion of the project or acquisition
for which such appropriation has been designated is impossible to
attain] the board is unable to expend the total amount of such
appropriation, the board, by a majority vote of its members, may
terminate such appropriation which then shall no longer be in effect.
Such fund may be discontinued, after the recommendation and
approval by the regional board of education, and any amounts held in
the fund shall be transferred to the general fund of the district.
Sec. 9. Section 10-221a of the 2024 supplement to the general statutes
is repealed and the following is substituted in lieu thereof (Effective July
1, 2024):
(a) For classes graduating from 1988 to 2003, inclusive, no local or
regional board of education shall permit any student to graduate from
high school or grant a diploma to any student who has not satisfactorily
completed a minimum of twenty credits, not fewer than four of which
shall be in English, not fewer than three in mathematics, not fewer than
three in social studies, not fewer than two in science, not fewer than one
in the arts or vocational education and not fewer than one in physical
education.
(b) For classes graduating from 2004 to 2022, inclusive, no local or
regional board of education shall permit any student to graduate from
high school or grant a diploma to any student who has not satisfactorily
completed a minimum of twenty credits, not fewer than four of which
shall be in English, not fewer than three in mathematics, not fewer than
three in social studies, including at least a one-half credit course on
civics and American government, not fewer than two in science, not
fewer than one in the arts or vocational education and not fewer than
one in physical education. Substitute House Bill No. 5437
Public Act No. 24-45 16 of 43
(c) [Commencing with] For classes graduating [in] from 2023 [, and
for each graduating class thereafter] to 2026, inclusive, no local or
regional board of education shall permit any student to graduate from
high school or grant a diploma to any student who has not satisfactorily
completed a minimum of twenty-five credits, including not fewer than:
(1) Nine credits in the humanities, including civics and the arts; (2) nine
credits in science, technology, engineering and mathematics; (3) one
credit in physical education and wellness; (4) one credit in health and
safety education, as described in section 10-16b; and (5) one credit in
world languages, subject to the provisions of subsection [(h)] (g) of this
section. A local or regional board of education may require a student to
complete a one credit mastery-based diploma assessment in order to
graduate from high school or be granted a diploma.
[(d) Commencing with classes graduating in 2025, and for each
graduating class thereafter, no local or regional board of education shall
permit any student to graduate from high school or grant a diploma to
any student who has not satisfied the requirements of section 10-221z
and not satisfactorily completed a minimum of twenty-five credits,
including not fewer than: (1) Nine credits in the humanities, including
civics and the arts; (2) nine credits in science, technology, engineering
and mathematics; (3) one credit in physical education and wellness; (4)
one credit in health and safety education, as described in section 10-16b;
and (5) one credit in world languages, subject to the provisions of
subsection (h) of this section. A local or regional board of education may
require a student to complete a one credit mastery-based diploma
assessment in order to graduate from high school or be granted a
diploma.]
[(e)] (d) Commencing with classes graduating in 2027, and for each
graduating class thereafter, no local or regional board of education shall
permit any student to graduate from high school or grant a diploma to
any student who has not satisfied the requirements of section 10-221z, Substitute House Bill No. 5437
Public Act No. 24-45 17 of 43
as amended by this act, and not satisfactorily completed a minimum of
twenty-five credits, including not fewer than: (1) Nine credits in the
humanities, including civics and the arts; (2) nine credits in science,
technology, engineering and mathematics; (3) one credit in physical
education and wellness; (4) one credit in health and safety education, as
described in section 10-16b; (5) one credit in world languages, subject to
the provisions of subsection [(h)] (g) of this section; and (6) one-half
credit in personal financial management and financial literacy, which
may count towards the requirement described in subdivision (1) or (2)
of this subsection or as an elective credit. [A local or regional board of
education may require a student to complete a one credit mastery-based
diploma assessment in order to graduate from high school or be granted
a diploma.]
[(f)] (e) Commencing with classes graduating in 2023, and for each
graduating class thereafter, local and regional boards of education shall
provide adequate student support and remedial services for students
beginning in grade seven. Such student support and remedial services
shall provide alternate means for a student to complete any of the high
school graduation requirements described in subsections (c) [to (e),
inclusive,] and (d) of this section, if such student is unable to
satisfactorily complete any of the required courses or exams. Such
student support and remedial services shall include, but not be limited
to, (1) allowing students to retake courses in summer school or through
an on-line course; (2) allowing students to enroll in a class offered at a
constituent unit of the state system of higher education, as defined in
section 10a-1, pursuant to subdivision (4) of subsection [(i)] (h) of this
section; (3) allowing students who received a failing score, as
determined by the Commissioner of Education, on an end of the school
year exam to take an alternate form of the exam; and (4) allowing those
students whose individualized education programs state that such
students are eligible for an alternate assessment to demonstrate
competency on any of the five core courses through success on such Substitute House Bill No. 5437
Public Act No. 24-45 18 of 43
alternate assessment.
[(g)] (f) Any student who presents a certificate from a physician,
physician assistant or advanced practice registered nurse stating that, in
the opinion of the physician, physician assistant or advanced practice
registered nurse, participation in physical education is medically
contraindicated because of the physical condition of such student, shall
be excused from the physical education requirement, provided the
credit for physical education may be fulfilled by an elective.
[(h)] (g) Determination of eligible credits shall be at the discretion of
the local or regional board of education, provided the primary focus of
the curriculum of eligible credits corresponds directly to the subject
matter of the specified course requirements. The local or regional board
of education may permit a student to graduate during a period of
expulsion pursuant to section 10-233d, if the board determines the
student has satisfactorily completed the necessary credits pursuant to
this section. The requirements of this section shall apply to any student
requiring special education pursuant to section 10-76a, except when the
planning and placement team for such student determines the
requirement not to be appropriate. For purposes of this section, a credit
shall consist of not less than the equivalent of a forty-minute class period
for each school day of a school year except for a credit or part of a credit
toward high school graduation earned (1) at an institution accredited by
the Board of Regents for Higher Education or Office of Higher
Education or regionally accredited, (2) through on-line coursework that
is in accordance with a policy adopted pursuant to subsection [(i)] (h) of
this section, or (3) through a demonstration of mastery based on
competency and performance standards, in accordance with guidelines
adopted by the State Board of Education.
[(i)] (h) Only courses taken in grades nine to twelve, inclusive, and
that are in accordance with the state-wide subject matter content
standards, adopted by the State Board of Education pursuant to section Substitute House Bill No. 5437
Public Act No. 24-45 19 of 43
10-4, shall satisfy the graduation requirements set forth in this section,
except that a local or regional board of education may grant a student
credit (1) toward meeting the high school graduation requirements
upon the successful demonstration of mastery of the subject matter
content described in this section achieved through educational
experiences and opportunities that provide flexible and multiple
pathways to learning, including cross -curricular graduation
requirements, career and technical education, virtual learning, work-
based learning, service learning, dual enrollment and early college,
courses taken in middle school, internships and student-designed
independent studies, provided such demonstration of mastery is in
accordance with such state-wide subject matter content standards; (2)
toward meeting a specified course requirement upon the successful
completion in grade seven or eight of any course, the primary focus of
which corresponds directly to the subject matter of a specified course
requirement in grades nine to twelve, inclusive; (3) toward meeting the
high school graduation requirement upon the successful completion of
a world language course (A) in grade six, seven or eight, (B) through on-
line coursework, or (C) offered privately through a nonprofit provider,
provided such student achieves a passing grade on an examination
prescribed, within available appropriations, by the Commissioner of
Education and such credits do not exceed four; (4) toward meeting the
high school graduation requirement upon achievement of a passing
grade on a subject area proficiency examination identified and
approved, within available appropriations, by the Commissioner of
Education, regardless of the number of hours the student spent in a
public school classroom learning such subject matter; (5) toward
meeting the high school graduation requirement upon the successful
completion of coursework during the school year or summer months at
an institution accredited by the Board of Regents for Higher Education
or Office of Higher Education or regionally accredited. One three-credit
semester course, or its equivalent, at such an institution shall equal one-
half credit for purposes of this section; (6) toward meeting the high Substitute House Bill No. 5437
Public Act No. 24-45 20 of 43
school graduation requirement upon the successful completion of on-
line coursework, provided the local or regional board of education has
adopted a policy in accordance with this subdivision for the granting of
credit for on-line coursework. Such a policy shall ensure, at a minimum,
that (A) the workload required by the on-line course is equivalent to that
of a similar course taught in a traditional classroom setting, (B) the
content is rigorous and aligned with curriculum guidelines approved
by the State Board of Education, where appropriate, (C) the course
engages students and has interactive components, which may include,
but are not limited to, required interactions between students and their
teachers, participation in on-line demonstrations, discussion boards or
virtual labs, (D) the program of instruction for such on-line coursework
is planned, ongoing and systematic, and (E) the courses are (i) taught by
teachers who are certified in the state or another state and have received
training on teaching in an on-line environment, or (ii) offered by
institutions of higher education that are accredited by the Board of
Regents for Higher Education or Office of Higher Education or
regionally accredited; or (7) toward meeting the high school graduation
requirement upon the successful completion of a credit recovery
program approved by the Commissioner of Education.
[(j)] (i) A local or regional board of education may offer one-half credit
in community service which, if satisfactorily completed, shall qualify for
high school graduation credit pursuant to this section, provided such
community service is supervised by a certified school administrator or
teacher and consists of not less than fifty hours of actual service that may
be performed at times when school is not regularly in session and not
less than ten hours of related classroom instruction. [For purposes of
this section, community service does not include partisan political
activities.] The State Board of Education shall assist local and regional
boards of education in meeting the requirements of this section. [The
State Board of Education shall award a community service recognition
award to any student who satisfactorily completes fifty hours or more Substitute House Bill No. 5437
Public Act No. 24-45 21 of 43
of community service in accordance with the provisions of this
subsection.]
[(k)] (j) (1) A local or regional board of education may award a
diploma to a veteran, as defined in subsection (a) of section 27-103,
which veteran or person served during World War II or the Korean
hostilities, as described in section 51-49h, or during the Vietnam Era, as
defined in section 27-103, withdrew from high school prior to
graduation in order to serve in the armed forces of the United States and
did not receive a diploma as a consequence of such service.
(2) A local or regional board of education may award a diploma to
any person who (A) withdrew from high school prior to graduation to
work in a job that assisted the war effort during World War II, December
7, 1941, to December 31, 1946, inclusive, (B) did not receive a diploma as
a consequence of such work, and (C) has been a resident of the state for
at least fifty consecutive years.
(3) (A) A local or regional board of education under whose
jurisdiction a student would otherwise be attending school if such
student were not educated under the oversight of the education unit of
the Department of Children and Families established pursuant to
section 17a-3b, shall award a diploma to any such student seventeen
years of age or older who satisfactorily completes the minimum credits
required pursuant to this section for students graduating in the year in
which such diploma is awarded.
(B) If no such local or regional board of education can be identified,
the Department of Children and Families shall determine whether a
student educated under the oversight of the education unit of the
department who is seventeen years of age or older has satisfactorily
completed the minimum credits required pursuant to this section for
students graduating in the year in which a diploma is sought by such
student and the department shall award a diploma to any such student Substitute House Bill No. 5437
Public Act No. 24-45 22 of 43
who has met such requirement.
[(l)] (k) For the school year commencing July 1, 2012, and each school
year thereafter, each local and regional board of education shall create a
student success plan for each student enrolled in a public school,
beginning in grade six. Such student success plan shall include a
student's career and academic choices in grades six to twelve, inclusive.
Beginning in grade six, such student success plan shall provide evidence
of career exploration in each grade including, but not limited to, careers
in manufacturing. The Department of Education shall revise and issue
to local and regional boards of education guidance regarding changes
to such student success plans. On and after July 1, 2020, in creating such
student success plans, consideration shall be given to career and
academic choices in computer science, science, technology, engineering
and mathematics. On and after July 1, 2021, such student success plans
shall be created, if possible, in collaboration with each student and the
parent or guardian of such student. On and after July 1, 2022, such
student success plans shall, to the extent it does not conflict with the
career choices of the student or such student's parent or guardian,
include an academic plan that is in compliance with the challenging
curriculum policy adopted by the local or regional board of education
pursuant to section 10-221x, as amended by this act. On and after July 1,
2024, in creating such student success plans, consideration shall be given
to enrollment opportunities in the Technical Education and Career
System.
[(m)] (l) Commencing with classes graduating in 2018, and for each
graduating class thereafter, a local or regional board of education may
affix the Connecticut State Seal of Biliteracy, as described in subsection
(f) of section 10-5, to a diploma awarded to a student who has achieved
a high level of proficiency in English and one or more foreign languages,
as defined in said subsection (f). The local or regional board of education
shall include on such student's transcript a designation that the student Substitute House Bill No. 5437
Public Act No. 24-45 23 of 43
received the Connecticut State Seal of Biliteracy.
Sec. 10. Section 10-221z of the 2024 supplement to the general statutes
is repealed and the following is substituted in lieu thereof (Effective July
1, 2024):
(a) No local or regional board of education shall permit any student
to graduate from high school or grant a diploma to any student
pursuant to section 10-221a, as amended by this act, unless such student
has (1) completed a Free Application for Federal Student Aid, (2)
completed and submitted to a public institution of higher education an
application for institutional financial aid for students without legal
immigration status established pursuant to section 10a-161d, or (3)
completed a waiver, in accordance with the provisions of subsection (b)
of this section and on a form prescribed by the Commissioner of
Education, signed by such minor student's parent or legal guardian or
by such student if such student is a legally emancipated minor or
eighteen years of age or older.
(b) Any waiver completed by a student pursuant to subdivision (3)
of subsection (a) of this section shall require the parent, legal guardian
or student to affirm that such parent, legal guardian or student
understands the Free Application for Federal Student Aid, and shall not
require the parent, legal guardian or student to state any reasons for
choosing not to complete a Free Application for Federal Student Aid or
the application for institutional financial aid for students without legal
immigration status. On and after March fifteenth of the school year, a
principal, school counselor, teacher or other certified educator may
complete such waiver on behalf of any student who has not satisfied any
of the requirements described in subsection (a) of this section, if such
principal, school counselor, teacher or other certified educator affirms
that they have made a good faith effort to contact the parent, legal
guardian or student about completion of the Free Application for
Federal Student Aid or an application for institutional financial aid for Substitute House Bill No. 5437
Public Act No. 24-45 24 of 43
students without legal immigration status.
(c) The provisions of this section shall not apply to any student
enrolled in an incorporated or endowed high school or academy
approved pursuant to section 10-34 and who holds an F-1 visa.
Sec. 11. Subsection (b) of section 10-76ll of the 2024 supplement to the
general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2024):
(b) On or before July 1, 2015, the State Board of Education shall draft
a written bill of rights for parents of children receiving special education
services to guarantee that the rights of such parents and children are
adequately safeguarded and protected during the provision of special
education and related services until such children have graduated from
high school or at the end of the school year during which such children
reaches age twenty-two, whichever occurs first, under this chapter. Such
bill of rights shall inform parents of: (1) The right to request
consideration of the provision of transition services for a child receiving
special education services who is eighteen until such child has
graduated from high school or at the end of the school year during
which such child reaches age twenty-two, whichever occurs first, (2) the
right to receive transition resources and materials from the department
and the local or regional board of education responsible for such child,
(3) the requirement that the local or regional board of education
responsible for such child shall create a student success plan for each
student enrolled in a public school, beginning in grade six, pursuant to
subsection [(l)] (k) of section 10-221a, as amended by this act, and (4) the
right of such child to receive realistic and specific postgraduation goals
as part of such child's individualized education program.
Sec. 12. Subsection (b) of section 10-221x of the 2024 supplement to
the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2024): Substitute House Bill No. 5437
Public Act No. 24-45 25 of 43
(b) Each local and regional board of education shall create an
academic plan for each student identified under the criteria described in
subdivision (1) of subsection (a) of this section. In creating an academic
plan for a student, such plan shall be designed to enroll such student in
one or more advanced course or programs and allow such student to
earn college credit or result in career readiness. Each academic plan shall
be aligned with (1) the courses or programs offered by the local or
regional board of education, (2) such student's student success plan
created pursuant to subsection [(l)] (k) of section 10-221a, as amended
by this act, (3) the high school graduation requirements under section
10-221a, as amended by this act, and (4) any other policies or standards
adopted by the board relating to the eligibility for student enrollment in
advanced courses or programs. A student, or the parent or guardian of
a student, may decline to implement the provisions of an academic plan
created for such student.
Sec. 13. Subsections (c) and (d) of section 10-233a of the general
statutes are repealed and the following is substituted in lieu thereof
(Effective July 1, 2024):
(c) "In-school suspension" means an exclusion from regular
classroom activity for no more than [ten] five consecutive school days,
but not exclusion from school, provided such exclusion shall not extend
beyond the end of the school year in which such in-school suspension
was imposed.
(d) "Suspension" means an exclusion from school privileges or from
transportation services only, [for no more than ten consecutive school
days,] provided such exclusion shall not extend beyond the end of the
school year in which such suspension was imposed.
Sec. 14. Subsection (g) of section 10-233c of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2024): Substitute House Bill No. 5437
Public Act No. 24-45 26 of 43
(g) On and after July 1, 2015, all suspensions pursuant to this section
shall be in-school suspensions, except a local or regional board of
education may authorize the administration of schools under its
direction to impose an out-of-school suspension on any pupil in (1)
grades three to twelve, inclusive, if, during the hearing held pursuant to
subsection (a) of this section, (A) the administration determines that the
pupil being suspended poses such a danger to persons or property or
such a disruption of the educational process that the pupil shall be
excluded from school during the period of suspension, or (B) the
administration determines that an out-of-school suspension is
appropriate for such pupil based on evidence of (i) previous disciplinary
problems that have led to suspensions or expulsion of such pupil, and
(ii) efforts by the administration to address such disciplinary problems
through means other than out-of-school suspension or expulsion,
including positive behavioral support strategies, or (2) grades preschool
to two, inclusive, if during the hearing held pursuant to subsection (a)
of this section, the administration (A) determines that an out-of-school
suspension is appropriate for such pupil based on evidence that such
pupil's conduct on school grounds is [of a violent or sexual nature that
endangers persons] behavior that causes physical harm, (B) requires
that such pupil receives services that are trauma-informed and
developmentally appropriate and align with any b ehavioral
intervention plan, individualized education program or plan pursuant
to Section 504 of the Rehabilitation Act of 1973, as amended from time
to time, for such pupil upon such pupil's return to school immediately
following the out-of-school suspension, and (C) considers whether to
convene a planning and placement team meeting for the purposes of
conducting an evaluation to determine whether such pupil may require
special education or related services. An out-of-school suspension
imposed under subdivision (1) of this subsection shall not exceed ten
school days, and an out-of-school suspension imposed under
subdivision (2) of this subsection shall not exceed five school days. An
in-school suspension may be served in the school that the pupil attends, Substitute House Bill No. 5437
Public Act No. 24-45 27 of 43
or in any school building under the jurisdiction of the local or regional
board of education, as determined by such board. Nothing in this
section shall limit a person's duty as a mandated reporter pursuant to
section 17-101a to report suspected child abuse or neglect.
Sec. 15. Section 10-233p of the 2024 supplement to the general statutes
is repealed and the following is substituted in lieu thereof (Effective July
1, 2024):
Each school resource officer, as defined in section 10-233m, as
amended by this act, shall submit to the chief of police of such school
resource officer's local law enforcement agency a report for each
investigation or behavioral intervention of challenging behavior or
conflict that escalates to violence or constitutes a crime conducted by
such school resource officer not later than five school days after
conducting such investigation or behavioral intervention. The chief of
police shall submit such report to the superintendent of schools for the
school district in which such investigation or behavioral intervention
occurred in accordance with the provisions of the memorandum of
understanding entered into pursuant to section 10-233m, as amended
by this act, but shall be not less frequently than monthly. If the chief of
police of the school resource officer's local law enforcement agency is
not certified by the Police Officer Standards and Training Council
pursuant to section 7-294d, such school resource officer shall submit
such report directly to the superintendent of schools for the school
district in which such investigation or behavioral intervention occurred
in the same manner specified in this section for the chief of police to
submit such report. Such superintendent shall submit such report to the
local or regional board of education of the school district. Such report
shall include, but need not be limited to, (1) the date, time and location
of such investigation or behavioral intervention, (2) the name and badge
number of such school resource officer, (3) the race, ethnicity, gender,
age and disability status for each student involved in such investigation Substitute House Bill No. 5437
Public Act No. 24-45 28 of 43
or behavioral intervention, (4) the reason for and nature of such
investigation or behavioral intervention, (5) the disposition of such
investigation or behavioral intervention, and (6) whether any student
involved in such investigation or behavioral intervention was (A)
searched, (B) apprised of such student's constitutional rights, (C) issued
a citation or a summons, (D) arrested, or (E) detained, including the
amount of time such student was detained. For purposes of this section,
"investigation or behavioral intervention" means a circumstance in
which a school resource officer is conducting (i) a fact-finding inquiry
concerning student behavior or school safety, including, but not limited
to, emergency circumstances, or (ii) an intervention to resolve violent or
nonviolent student behavior or conflicts.
Sec. 16. Subsection (a) of section 10-222q of the 2024 supplement to
the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2024):
(a) There is established a social and emotional learning and school
climate advisory collaborative. The collaborative shall (1) collect
information concerning the school climate improvement efforts of local
and regional boards of education, (2) document any needs articulated
by local and regional boards of education for technical assistance and
training relating to fostering positive school climates, (3) identify best
practices for promoting positive school climates, (4) direct resources to
support state-wide and local initiatives on issues relating to fostering
and improving positive school climates and improving access to social
and emotional learning in schools, (5) develop an assessment for
screening students in grades three to twelve, inclusive, to determine
whether such students are at risk for suicide, (6) develop a biennial state-
wide school climate survey, as described in subsection (c) of section 2 of
public act 19-166, (7) develop a model positive school climate policy, as
described in subsection (a) of section 2 of public act 19-166, (8) develop
a plain language explanation of the rights and remedies available under Substitute House Bill No. 5437
Public Act No. 24-45 29 of 43
sections 10-4a and 10-4b for distribution to parents and guardians
pursuant to subdivision (2) of subsection (c) of section 10-222d, and
provide such explanation to each local and regional board of education
not later than January 1, 2021, (9) develop school climate survey
standards, including, but not limited to, standards for the collection of
data on diversity, equity and inclusion and for the reduction in
disparities in data collection between school districts, (10) develop a
model school climate improvement plan, and [(9)] (11) perform other
functions concerning social and emotional learning and fostering
positive school climates.
Sec. 17. Subsection (a) of section 10-222q of the 2024 supplement to
the general statutes, as amended by section 65 of public act 23-167, is
repealed and the following is substituted in lieu thereof (Effective July 1,
2025):
(a) There is established a social and emotional learning and school
climate advisory collaborative. The collaborative shall (1) collect
information concerning the school climate improvement efforts of local
and regional boards of education, (2) document any needs articulated
by local and regional boards of education for technical assistance and
training relating to fostering positive school climates, (3) identify best
practices for promoting positive school climates, (4) direct resources to
support state-wide and local initiatives on issues relating to fostering
and improving positive school climates and improving access to social
and emotional learning in schools, (5) develop an assessment for
screening students in grades three to twelve, inclusive, to determine
whether such students are at risk for suicide, (6) develop a biennial state-
wide school climate survey, as described in subsection (c) of section 2 of
public act 19-166, (7) adopt a Connecticut school climate policy, as
defined in section 10-222aa, as amended by this act, (8) develop a plain
language explanation of the rights and remedies available under
sections 10-4a and 10-4b for distribution to parents and guardians, and Substitute House Bill No. 5437
Public Act No. 24-45 30 of 43
provide such explanation to each local and regional board of education
not later than January 1, 2021, (9) develop standards for a school climate
survey, including, but not limited to, standards for the collection of data
on diversity, equity and inclusion and for the reduction in disparities in
data collection between school districts, (10) develop a model school
climate improvement plan, and [(9)] (11) perform other functions
concerning social and emotional learning and fostering positive school
climates.
Sec. 18. Subdivision (12) of section 10-222aa of the 2024 supplement
to the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2024):
(12) "School climate survey" means a research-based, validated and
developmentally appropriate survey administered to students, school
employees and families of students, in the predominant languages of
the members of the school community, that (A) measures and identifies
school climate needs and tracks progress through a school climate
improvement plan, and (B) (i) meets the school climate survey standards
developed by the social and emotional learning and school climate
advisory collaborative, established pursuant to section 10-222q, as
amended by this act, or (ii) is the state-wide school climate survey
developed by said collaborative.
Sec. 19. Subsection (a) of section 10-222hh of the 2024 supplement to
the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2024):
(a) For the school year commencing July 1, 2025, and each school year
thereafter, the school climate specialist, as described in section 10-222ee,
for each school, in collaboration with the school climate coordinator, as
described in section 10-222dd, shall develop, and update as necessary, a
school climate improvement plan. Such plan shall be based on the
results of the school climate survey, administered pursuant to section Substitute House Bill No. 5437
Public Act No. 24-45 31 of 43
10-222gg, any recommendations from the school climate committee, as
described in section 10-222ff, the protocols and supports, described in
subsection (b) of this section and any other data the school climate
specialist and school climate coordinator deemed relevant. Such plan
[shall be submitted] may incorporate the model school climate
improvement plan developed by the social and emotional learning and
school climate advisory collaborative, established pursuant to section
10-222q, as amended by this act. The school climate specialist shall
submit such plan to the school climate coordinator for review and
approval on or before December thirty-first of each school year. Upon
approval of such plan, a written or electronic copy of such plan shall be
made available to members of the school community and such plan shall
be used in the prevention of, identification of and response to
challenging behavior.
Sec. 20. (NEW) (Effective July 1, 2024) The Department of Education
shall, within available appropriations, appoint a director of school
climate improvement to serve as the state-wide social and emotional
learning and school climate expert. The director of school climate
improvement shall (1) assist local and regional boards of education with
the implementation of (A) sections 10-222t to 10-222v, inclusive, and
sections 10-222aa to 10-222jj, inclusive, of the general statutes, as
amended by this act, and (B) the Connecticut school climate policy, as
defined in section 10-222aa of the general statutes, as amended by this
act, (2) assist the social and emotional learning and school climate
advisory collaborative, established pursuant to section 10-222q of the
general statutes, as amended by this act, in the development and
implementation of tools and best practices related to school climate and
culture, including, but not limited to, the development of a model school
climate survey and a model school climate improvement plan, (3)
provide information and assistance to local and regional boards of
education, students and parents and guardians of students on the
uniform bullying complaint form created pursuant to section 10-222bb Substitute House Bill No. 5437
Public Act No. 24-45 32 of 43
of the general statutes, (4) not later than January 1, 2026, and annually
thereafter, 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
on recommendations for best practices and improvement of school
climate improvement strategies in this state, (5) assist school climate
coordinators, appointed pursuant to section 10-222dd of the general
statutes, in the development of a continuum of strategies to prevent,
identify and respond to challenging behavior, (6) develop and provide
technical assistance and recommendations, in collaboration with the
social and emotional learning and school climate advisory collaborative,
to local and regional boards of education on trainings for school
employees for the purposes of school climate improvement, and (7) in
collaboration with the social and emotional learning and school climate
advisory collaborative, develop strategies to improve the delivery of
services concerning social and emotional learning, skills building and
mental health supports.
Sec. 21. (Effective from passage) (a) As used in this section:
(1) "At-risk student" means a student who is enrolled in high school
and is in danger of not graduating for reasons including, but not limited
to, (A) not earning sufficient credits to meet the high school graduation
requirements under section 10-221a of the general statutes, as amended
by this act, (B) being a chronically absent child, or (C) behavioral and
other disciplinary issues, such as suspensions and expulsions;
(2) "Chronically absent child" has the same meaning as provided in
section 10-198c of the general statutes; and
(3) "Disconnected youth" means an individual who is fourteen to
twenty-six years of age, inclusive, and who is (A) an at-risk student, or
(B) not enrolled in high school, and (i) has not obtained a high school
diploma or its equivalent, (ii) has obtained a high school diploma or its Substitute House Bill No. 5437
Public Act No. 24-45 33 of 43
equivalent but is unemployed and not enrolled in an adult education
program, institution of higher education or otherwise pursuing
postsecondary education, or a workforce training or certification
program, including an apprenticeship program, or (iii) is incarcerated.
(b) The Connecticut Preschool Through Twenty and Workforce
Information Network, established pursuant to section 10a-57g of the
general statutes, shall develop a plan to establish a state-wide data
intermediary that is responsible for (1) providing technical support, (2)
creating data sharing agreements, and (3) building and maintaining the
infrastructure necessary to share data between nonprofit organizations
serving disconnected youth. Not later than January 1, 2025, the
executive board of the Connecticut Preschool Through Twenty and
Workforce Information Network shall submit such plan to the joint
standing committee of the General Assembly having cognizance of
matters relating to education, in accordance with the provisions of
section 11-4a of the general statutes.
Sec. 22. (Effective from passage) Not later than January 1, 2025, and
annually thereafter, the executive board of the Connecticut Preschool
Through Twenty and Workforce Information Network, established
pursuant to section 10a-57g of the general statutes, shall submit an
annual report on disconnected youth. In developing such report, the
executive board shall use the data model established through the data
sharing agreement 0043 regarding Research on Disengaged and
Disconnected Youth in Connecticut. The executive board shall submit
such report to the joint standing committees of the General Assembly
having cognizance of matters relating to education, children, the
judiciary, labor, human services, public health and appropriations, in
accordance with the provisions of section 11-4a of the general statutes.
As used in this section, "disconnected youth" has the same meaning as
provided in section 21 of this act.
Sec. 23. (NEW) (Effective July 1, 2024) (a) As used in this section: Substitute House Bill No. 5437
Public Act No. 24-45 34 of 43
(1) "Education records" has the same meaning as provided in 34 CFR
99.3, as amended from time to time; and
(2) "Youth service bureau" means a youth service bureau established
pursuant to section 10-19m of the general statutes, as amended by this
act.
(b) A local or regional board of education shall, upon request of the
youth service bureau that provides services for such board, enter into a
memorandum of understanding with such youth service bureau
regarding the circumstances under which educational records of
students may be shared between the board and the youth service bureau
in the provision of services for which such youth service bureau is
providing for such board.
(c) Any memorandum of understanding entered into under this
section shall require that the local or regional board of education shall
provide, and such youth service bureau shall receive and maintain, any
educational records of students in a manner that is in accordance with
the Family Educational Rights and Privacy Act of 1974, 20 USC 1232g,
as amended from time to time, and 34 CFR 99.1 et seq., as amended from
time to time.
Sec. 24. Subsection (a) of section 10-19m of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2024):
(a) For the purposes of this section, "youth" means a person from birth
to eighteen years of age. Any one or more municipalities or any one or
more private youth-serving organizations, designated to act as agents
of one or more municipalities or local or regional boards of education,
may establish a multipurpose youth service bureau for the purposes of
evaluation, planning, coordination and implementation of services,
including prevention and intervention programs for delinquent, Substitute House Bill No. 5437
Public Act No. 24-45 35 of 43
predelinquent, pregnant, parenting and troubled youths referred to
such bureau by [schools] local or regional boards of education, police,
juvenile courts, adult courts, local youth-serving agencies, parents and
self-referrals. A youth service bureau shall be the coordinating unit of
community-based services to provide comprehensive delivery of
prevention, intervention, treatment and follow-up services.
Sec. 25. Section 10-74j of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2024):
(a) As used in this section, "alternative education" means a school or
program maintained and operated by a local or regional board of
education that is offered to students in a nontraditional educational
setting and addresses the social, emotional, behavioral and academic
needs of such students.
(b) A local or regional board of education may provide alternative
education to students, in accordance with guidelines established by the
State Board of Education pursuant to section 10-74k. A local or regional
board of education may use space in an existing school or establish a
new school for the purposes of providing alternative education to
students. Alternative education shall be provided in accordance with
the provisions of sections 10-15 and 10-16 and shall be subject to all
federal and state laws governing public schools.
(c) Each local and regional board of education shall make available
on its Internet web site information relating to alternative education
offered under this section, including, but not limited to, the purpose,
location, contact information, staff directory and enrollment criteria for
such alternative education.
(d) For the school year commencing July 1, 2024, and each school year
thereafter, any local or regional board of education that includes a credit
recovery program as part of its alternative education provided under Substitute House Bill No. 5437
Public Act No. 24-45 36 of 43
this section shall permit any student enrolled in a traditional school
program offered by such board and who is at risk of not graduating to
enroll in such credit recovery program while still enrolled in the
traditional school program.
Sec. 26. Section 4-124ll of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2024):
(a) On or before July 1, 2023, the Chief Workforce Officer, in
consultation with the Commissioner of Education, the executive
director of the Technical Education and Career System and the Labor
Commissioner, shall develop a model student work release policy. Not
later than July 1, 2023, the Chief Workforce Officer shall report, in
accordance with the provisions of section 11-4a, regarding such model
student work release policy to the joint standing committees of the
General Assembly having cognizance of matters relating to education,
commerce and labor.
(b) The Chief Workforce Officer, in consultation with the
Commissioner of Education, may update the model student work
release policy developed pursuant to subsection (a) of this section as
needed. The Chief Workforce Officer shall notify each local and regional
board of education of such updated model student work release policy.
(c) For the school year commencing July 1, 2024, and each school year
thereafter, each local and regional board of education shall adopt the
model student work release policy developed pursuant to subsection (a)
of this section or the most recent updated model student work release
policy developed pursuant to subsection (b) of this section.
Sec. 27. (Effective July 1, 2024) (a) The executive director of the
Connecticut Association of Boards of Education, or the executive
director's designee, may convene a working group to conduct a review
of and make recommendations regarding the high school graduation Substitute House Bill No. 5437
Public Act No. 24-45 37 of 43
requirements, described in section 10-221a of the general statutes, as
amended by this act, for the purpose of identifying those requirements
that have the effect of limiting or restricting the provision of instruction
or services to students.
(b) The working group shall consist of the following members:
(1) A representative from each of the following organizations,
designated by each such organization:
(A) The Connecticut Association of Boards of Education;
(B) The Connecticut Association of Public School Superintendents;
(C) The Connecticut PTA;
(D) The American Federation of Teachers-Connecticut;
(E) The Connecticut Education Association;
(F) The Connecticut Association of Schools;
(G) The Connecticut Federation of School Administrators;
(H) The Connecticut School Counselor Association;
(I) The Connecticut Association for Health, Physical Education,
Recreation and Dance; and
(J) The education and workforce affiliate of the Connecticut Business
and Industry Association;
(2) The chairpersons and ranking members of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, or the chairpersons' and ranking members'
designees; Substitute House Bill No. 5437
Public Act No. 24-45 38 of 43
(3) The Commissioner of Education, or the commissioner's designee;
and
(4) Any additional member deemed appropriate by the chairperson
of the working group.
(c) All initial appointments to the working group 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 executive director of the Connecticut Association of Boards
of Education, or the executive director's designee, shall serve as the
chairperson of the working group. The chairperson shall schedule the
first meeting of the working group, which shall be held not later than
sixty days after the effective date of this section.
(e) The working group may provide an opportunity for public
comment or seek input from students, parents, educators, boards of
education and other education stakeholders while conducting the
review and developing its recommendations under this section.
(f) Not later than January 1, 2026, the working group shall submit a
report on its review of such graduation requirements and its
recommendations for revisions to such graduation requirements 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 working group shall terminate
on the date that it submits such report or July 1, 2026, whichever is later.
Sec. 28. (Effective July 1, 2024) (a) The president of the Connecticut
Education Association, or the president's designee, and the president of
the American Federation of Teachers-Connecticut, or the president's
designee, may jointly convene a working group to conduct a review of
(1) high school grading policies in use by local and regional boards of
education, (2) the accountability index, as defined in section 10-223e of Substitute House Bill No. 5437
Public Act No. 24-45 39 of 43
the general statutes, and (3) the information and data selected by the
Department of Education in the calculation of accountability index
scores for school districts.
(b) The working group shall consist of the following members:
(1) A representative from each of the following organizations,
designated by each such organization:
(A) The Connecticut Association of Boards of Education;
(B) The Connecticut Association of Public School Superintendents;
(C) The Connecticut PTA;
(D) The American Federation of Teachers-Connecticut;
(E) The Connecticut Education Association;
(F) The Connecticut Association of Schools;
(G) The Connecticut Federation of School Administrators;
(H) The Connecticut School Counselor Association;
(I) The Connecticut Association for Health, Physical Education,
Recreation and Dance; and
(J) The education and workforce affiliate of the Connecticut Business
and Industry Association;
(2) The chairpersons and ranking members of the joint standing
committee of the General Assembly having cognizance of matters
relating to education, or the chairpersons' and ranking members'
designees;
(3) The Commissioner of Education, or the commissioner's designee; Substitute House Bill No. 5437
Public Act No. 24-45 40 of 43
and
(4) Any additional member deemed appropriate by the
cochairpersons of the working group.
(c) All initial appointments to the working group 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 president of the Connecticut Education Association, or the
president's designee, and the president of the American Federation of
Teachers-Connecticut, or the president's designee, shall serve as the
cochairpersons of the working group. The cochairpersons shall jointly
schedule the first meeting of the working group, which shall be held not
later than sixty days after the effective date of this section.
(e) The working group may provide an opportunity for public
comment or seek input from students, parents, educators, boards of
education and other education stakeholders while conducting the
review and developing its recommendations under this section.
(f) Not later than January 1, 2026, the working group shall submit a
report on its review of high school grading policies, the accountability
index and the calculation of the accountability index 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 working group shall terminate
on the date that it submits such report or July 1, 2026, whichever is later.
Sec. 29. (Effective from passage) (a) There is established a task force to
develop recommendations for the creation and administration of a state-
wide program for the delivery of bereavement and grief counseling
services to children and families at no cost to participants. The task force
shall make recommendations for (1) the appropriate agency or agencies
to administer such program, (2) the scope of services offered by such Substitute House Bill No. 5437
Public Act No. 24-45 41 of 43
program, including, but not limited to, the provision of culturally
informed services and services to marginalized communities, (3) the
role that existing bereavement and grief counseling services programs
and school-based health centers should have in the delivery of services
under such program, (4) the delivery of services by such program in
areas of the state where such services do not currently exist or are not
sufficient, and the resources that will be needed to deliver services to
such areas, (5) long-term funding sources for such program, and (6) any
additional considerations identified by the task force.
(b) The task force shall consist of the following members:
(1) One appointed by the speaker of the House of Representatives,
who shall be a representative of a bereavement and grief counseling
services program that serves children and families;
(2) One appointed by the president pro tempore of the Senate, who
shall be a representative of a state-wide association of school-based
health centers;
(3) One appointed by the majority leader of the House of
Representatives, who shall be a representative of a state-wide
association of school counselors;
(4) One appointed by the majority leader of the Senate, who shall be
a representative of the state chapter of a national nonprofit organization
that works to improve the lives of children and families;
(5) One appointed by the minority leader of the House of
Representatives, who shall be a representative of a child study center
affiliated with a medical school in the state;
(6) One appointed by the minority leader of the Senate, who shall be
a psychologist licensed pursuant to chapter 383 of the general statutes,
who has expertise in treating bereaved children; Substitute House Bill No. 5437
Public Act No. 24-45 42 of 43
(7) One appointed jointly by the House chairperson and the House
ranking member of the joint standing committee of the General
Assembly having cognizance of matters relating to education, who has
experience with grief and bereavement;
(8) One appointed jointly by the Senate chairperson and the Senate
ranking member of the joint standing committee of the General
Assembly having cognizance of matters relating to education, who is a
representative of the Connecticut Association of School Psychologists;
(9) The Commissioner of Public Health, or the commissioner's
designee;
(10) The Commissioner of Children and Families, or the
commissioner's designee;
(11) The Commissioner of Mental Health and Addiction Services, or
the commissioner's designee;
(12) The Commissioner of Education, or the commissioner's designee;
and
(13) The executive director of the Commission on Women, Children,
Seniors, Equity and Opportunity, or the executive director's designee.
(c) Any member of the task force appointed under subdivision (1),
(2), (3), (4), (5), (6), (7) or (8) of subsection (b) of this section may be a
member of the General Assembly.
(d) All initial appointments to the task force shall be made not later
than thirty days after the effective date of this section. Any vacancy shall
be filled by the appointing authority.
(e) The speaker of the House of Representatives and the president pro
tempore of the Senate shall select the chairpersons of the task force from
among the members of the task force. Such chairpersons shall schedule Substitute House Bill No. 5437
Public Act No. 24-45 43 of 43
the first meeting of the task force, which shall be held not later than sixty
days after the effective date of this section.
(f) The administrative staff of the Commission on Women, Children,
Seniors, Equity and Opportunity shall serve as administrative staff of
the task force.
(g) Not later than July 1, 2025, the task force shall submit a report on
its findings and recommendations to the joint standing committees of
the General Assembly having cognizance of matters relating to public
health and children, in accordance with the provisions of section 11-4a
of the general statutes. The task force shall terminate on the date that it
submits such report or July 1, 2025, whichever is later.
Sec. 30. Section 1 of public act 23-160 is repealed. (Effective July 1, 2024)