SB 1 — AN ACT CONCERNING TRANSPARENCY IN EDUCATION.

Applications pursuant to this subsection shall include objectives and performance targets and [a] an improvement plan that are developed, in part, on the strategic use of student academic performance data.

Such improvement 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, toensurereadingmasteryinkindergartentogradethree,inclusive,with a focus on standards and instruction, proper use of data, intervention strategies, 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 Public Act No.

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1 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 allactivitiesandinitiativesassociatedwithsuchstandards,(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 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 school district and the continuous implementation of improvement 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 Public Act No.

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1 of such students, and (14) any additional categories or goals as determined by the commissioner.

Such improvement 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 identifiedinthissubsection.The commissioner may (A)require changes in any improvement 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 improvement 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.

Each such local and regional board of education shall annually submit such improvement plan to the department.

(e) The State Board of Education may develop guidelines and criteria for the administration of such funds under this section.

(f)The commissioner may withholdsuchfundsifthelocalorregional board of education fails to comply with the provisions of this section.

The commissioner may renew such funding if the local or regional board of education provides evidence that the school district of such board is achieving the objectives and performance targets approved by the commissioner stated in the improvement plan submitted under this section.

(NEW) (Effective July 1, 2023) OnThe andDepartment afterof JulyEducation 1,shall 2023,publish anyon personits whoInternet hasweb beensite electedthe toimprovement aplan localsubmitted orpursuant regionalto boardsubsection (d) of educationsection for10-262u of the firstgeneral timestatutes, shallas complete,amended atby athis timeact, andfor ineach alocal manneror prescribedregional byboard the Department of Education,education the training program for newlya electedtown membersdesignated ofas localan andalliance regionaldistrict boardspursuant ofto education,said as described in section 410-262u. of this act.

Each such member shall complete such training program not later than one year after assuming office.

Subsection(Effective (i)July of1, section2023) 10-145a(a) ofFor the generalfiscal statutesyears isending repealedJune and30, thePublic followingAct isNo. substituted in lieu thereof (Effective July 1, 2023):

(i)23-167 On6 and after July 1, [2016] 2023, any program of teacher95 preparationSubstitute leadingSenate toBill professionalNo. certification shall require, as part of the curriculum, clinical experience, field experience or student teaching experience in a classroom during four semesters of such program of teacher preparation.

[Such1 clinical2024, experience,to fieldJune experience30, or2026, studentinclusive, teachingthe experienceDepartment of Education shall occur:administer a wholesome schoolmealspilot programthatawardsagrant to an alliance district, as defined in section 10-262u of the general statutes, as amended by this act, for the purpose of embedding a professional chef in such alliance district to assist school meal programs in building the capacity of food service staff, improving school meal quality, increasing diner satisfaction, streamlining operations and establishing a financially viable school meal program.

(1)The Indepartment ashall schoolpartner districtwith thatan hasorganization beenthat categorizedspecializes by the Department of Education as District Reference Group A, B, C, D or E, and (2) in a school district that has been categorized by the departmentplacement as District Reference Group F, G, H or I.] Such clinical experience, field experience or student teaching experience may include a cooperating teacher serving as a mentor to student teachers, providedsuchcooperating teacherhasreceivedaperformance evaluation designation of exemplarychefs or proficient, pursuant to section 10-151b, for the priorpurposes schooldescribed year.in this subsection.

(b) Not later than October 1, 2023, a local or regional board of education for a town designated as an alliance district may apply to the department, in a form and manner prescribed by the department, for a grant under this section.

(c) The department shall review each application submitted under subsection (b) of this section and award five grants under this section.

Each grant recipient shall receive an annual grant of one hundred fifty thousand dollars in each year of the pilot program.

Such grant shall be expended for the purposes described in subsection (a) of this section.

(d) Not later than January 1, 2027, the department shall submit a report on the wholesome school meals pilot program to the joint standing committees of the General Assembly having cognizance of mattersrelatingtoeducationandappropriations,inaccordancewiththe provisions of section 11-4a of the general statutes.

Subsections(Effective (a)from topassage) (c),The inclusive,Department of sectionEducation 10-262ushall ofconduct a study regarding the generaluse statutesof arevirtual repealedreality andas thepart followingof isclassroom substitutedinstruction in lieugrades thereofnine (Effectiveto Julytwelve, 1,inclusive. 2023):

LCOSuch {\\PRDFS1\SCOUSERS\FORZANOF\WS\2023SB-000014study shall include, but neednot belimitedto, areviewofbest practicesfor theuse ofvirtual reality as part of 9classroom R03-SB.docxinstruction, }appropriate Substitutesafety Billmeasures for such use and how a local or regional board of education may Public Act No.

123-167 (a)7 Asof used95 inSubstitute thisSenate sectionBill andNo. section 10-262i:

(1)1 "Allianceresponsibly district"invest meansin aand schoolpurchase districtvirtual forreality aequipment town that (A) is among the towns with the [thirty-three] lowest accountability index scores [, as calculated] and soprograms. designated by the [Department] Commissioner of Education, or (B) was previously designated as an alliance district by the Commissioner of Education [for the fiscal years ending June 30, 2013, to June 30, 2022, inclusive] on or before July 1, 2023.

(2)Not "Accountabilitylater index"than hasJanuary 1, 2025, the samedepartment meaningshall assubmit provideda report of its findings and any recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 10-223e.11-4a of the general statutes.

(3) "Mastery test data of record" has the same meaning as provided in section 10-262f.

(4) "Educational reform district" means an alliance district that is among the ten lowest accountability index scores when all towns are ranked highest to lowest in accountability index scores.

(b) (1) For the fiscal year ending June 30, 2013, the Commissioner of Education shall designate thirty school districts as alliance districts.

[Any school district designated as an alliance district shall be so designated for a period of five years.

On or before June 30, 2016, the Department of Education shall determine if there are any additional alliance districts.] (2) For the fiscal year ending June 30, 2018, the commissioner shall designate thirty-three school districts as alliance districts.

[Any school district designated as an alliance district shall be so designated for a period of five years.] (3) For the fiscal year ending June 30, 2023, the commissioner shall designate thirty-six school districts as alliance districts.

[Any school district designated as an alliance district shall be so designated for a period of five years.] LCO {\\PRDFS1\SCOUSERS\FORZANOF\WS\2023SB-00001-5 of 9 R03-SB.docx } Substitute Bill No.

1 (4) On and after July 1, 2023, the commissioner may designate additional school districts as alliance districts.

(c) (1) For the fiscal year ending June 30, 2023, and each fiscal year thereafter, the Comptroller shall withhold from any town that [(A)] was designated as an alliance district (A) pursuant to subdivision (2) of subsection (b) of this section any increase in funds received over the amount the town received for the fiscal year ending June 30, 2012, pursuant to subsection (a) of section 10-262i, [and (B) was designated as an alliance district] (B) for the first time pursuant to subdivision (3) of subsection (b) of this section, any increase in funds received over the amount the town received for the fiscal year ending June 30, 2022, pursuant to subsection (a) of section 10-262i, or (C) pursuant to subdivision (4) of subsection (b) of this section any increase in funds received over the amount the town received for the fiscal year prior to such designation as an alliance district pursuant to subsection (a) of section 10-262i.

The Comptroller shall transfer such funds to the Commissioner of Education.

(2) Upon receipt of an application pursuant to subsection (d) of this section or section 10-156gg, the Commissioner of Education may pay such funds to the town designated as an alliance district and such town shall pay all such funds to the local or regional board of education for such town on the condition that such funds shall be expended in accordance with (A) the plan described in subsection (d) of this section, (B) the minority candidate certification, retention or residency year program pursuant to section 10-156gg, (C) the family resource center program, pursuant to section 10-4o, to establish a family resource center in each elementary school under the jurisdiction of such board, (D) the provisions of subsection (c) of section 10-262i, and [(D)] (E) any guidelines developed by the State Board of Education for such funds.

Such funds shall be used to improve student achievement and recruit and retain minority teachers in such alliance district and to offset any other local education costs approved by the commissioner.

(NEW) (Effective July 1, 2023) (a) For the fiscal year ending June 30, 2024, and each fiscal year thereafter, the Department of Education shall establish an educator apprenticeship initiative that enables students enrolled in an educator preparation program, residency program or alternate route to certification program to gain classroom teaching experience while working toward becoming full-time, certified teachers upon successful completion of such programs under the educator apprenticeship initiative.

The department shall seek certificationfromtheLabor Department for the educator apprenticeship initiative for purposes of leveraging federal grants and funding.

(b) The Commissioner of Education shall develop (1) participation guidelines for those educator preparation programs, residency programs and alternate route to certification programs included under the educator apprenticeship initiative, (2) administration guidelines for the implementation of the educator apprenticeship initiative that are consistent with federal laws and regulations, and (3) compensation levels for students enrolled in such educator preparation programs, residency programs and alternate route to certification programs included under the educator apprenticeship initiative.

(c) The Commissioner of Education may permit a person enrolled in a residency program to participate in the educator apprenticeship initiative upon the request of the superintendent in whose school district such person is employed or assigned as part of such residency program.

Upon successful completion of such residency program and with the recommendation of such superintendent, the State Board of Public Act No.

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1 Education shall issue an initial educator certificate to such person and such person shall not be required to complete the examination requirements set forth in section 10-145f of the general statutes.

Sec.

9.

Subsection (a) of section 10-220 of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

(a) Each local or regional board of education shall maintain good public elementary and secondary schools, implement the educational interests of the state, as defined in section 10-4a, and provide such other educational activities as in its judgment will best serve the interests of the school district;

provided any board of education may secure such opportunities in another school district in accordance with provisions of the general statutes and shall give all the children of the school district, including children receiving alternative education, as defined in section 10-74j, as nearly equal advantages as may be practicable;

shall provide an appropriate learning environment for all its students which includes (1) adequate instructional books, supplies, materials, equipment, staffing, facilities and technology, (2) equitable allocation of resources among its schools, (3) proper maintenance of facilities, and (4) a safe school setting;

shall, in accordance with the provisions of subsection (f) of this section, maintain records of allegations, investigations and reports that a child has been abused or neglected by a school employee, as defined in section 53a-65, employed by the local or regional board of education;

shall have charge of the schools of its respective school district;

shall make a continuing study of the need for school facilities andofa long-termschoolbuilding programandfromtime to time make recommendations based on such study to the town;

shall adopt and implement an indoor air quality program that provides for ongoing maintenance and facility reviews necessary for the maintenance and improvement of the indoor air quality of its facilities;

shall adopt and implement a green cleaning program, pursuant to section 10-231g, that Public Act No.

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1 provides for the procurement and use of environmentally preferable cleaning products in school buildings and facilities;

on and after July 1, 2021, and every five years thereafter, shall report to the Commissioner ofAdministrativeServicesontheconditionofitsfacilitiesandtheaction taken to implement its long-term school building program, indoor air quality program and green cleaning program, which report the Commissioner of Administrative Services shall use to prepare a report every five years that said commissioner shall submit in accordance with section 11-4a to the joint standing committee of the General Assembly having cognizance of matters relating to education;

shall advise the Commissioner of Administrative Services of the relationship between any individual school building project pursuant to chapter 173 and such long-term school building program;

shall have the care, maintenance and operation of buildings, lands, apparatus and other property used for school purposes and at all times shall insure all such buildings and all capital equipment contained therein against loss in an amount not less than eighty per cent of replacement cost;

shall determine the number, age and qualifications of the pupils to be admitted into each school;

shall develop and implement a written [plan for minority educator recruitment] increasing educator diversity plan for purposes ofsubdivision (3)of section10-4a;shall employ anddismisstheteachers of the schools of such district subject to the provisions of sections 10-151 and 10-158a;

shall designate the schools which shall be attended by the various children within the school district;

shall make such provisions as will enable each child of school age residing in the district to attend some public day school for the period required by law and provide for thetransportationofchildrenwherevertransportationisreasonableand desirable, and for such purpose may make contracts covering periods of not more than (A) five years, or (B) ten years if such contract includes transportation provided by at least one zero-emission school bus, as defined in 42 USC 16091(a)(8), as amended from time to time;

may provide alternative education, in accordance with the provisions of section 10-74j, or place in another suitable educational program a pupil Public Act No.

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1 enrolling in school who is nineteen years of age or older and cannot acquire a sufficient number of credits for graduation by age twenty-one;

may arrange with the board of education of an adjacent town for the instructionthereinofsuch childrenascanattendschoolinsuch adjacent town more conveniently;

shall cause each child five years of age and over and under eighteen years of age who is not a high school graduate and is living in the school district to attend school in accordance with the provisions of section 10-184, and shall perform all acts required of it by the town or necessary to carry into effect the powers and duties imposed by law.

Sec.10.(NEW)(EffectiveJuly1,2023)(a)NotlaterthanMarch15,2024, each local and regional board of education shall submit the increasing educator diversity plan described in subsection (a) of section 10-220 of the general statutes, as amended by this act, to the Commissioner of Education for review and approval.

(b) The Commissioner of Education shall review each increasing educator diversity plan submitted pursuant to subsection (a) of this section.

The commissioner may approve such plan or may return such plan to the local or regional board of education that submitted such plan with instructions to revise such plan.

Not later than May 15, 2024, any such board shall revise such plan in accordance with such instructions and submit such revised plan to the commissioner for approval.

(c) For the school year commencing July 1, 2024, and each school year thereafter, each local and regional board of education shall implement the increasing educator diversity plan approved by the commissioner pursuant to subsection (b) of this section.

Each such board shall make such plan available on the Internet web site of such board.

(d) The Department of Education shall make each increasing educator diversity plan available on the Internet web site of the department.

Public Act No.

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1 Sec.

11.

Section 10-156ii of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

(a) There is established [a minority teacher candidate scholarship program] an aspiring educators diversity scholarship program administered by the Department of Education.

The program shall provide an annual scholarship to [minority] diverse students who (1) graduated from a public high school in a priority school district, as described in section 10-266p, and (2) are enrolled in a teacher preparation program at any four-year institution of higher education.

[Maximum grants shall not exceed twenty thousand dollars per year] A diverse student may receive an annual scholarship in an amount up to ten thousand dollars for each year such diverse student is enrolled and in good standing in a teacher preparation program.

As used in this section, ["minority"] "diverse" has the same meaning as provided in section 10-156bb, as amended by this act.

(b) Not later than January 1, 2023, the department shall, in consultationwiththechairpersonsofthejointstandingcommitteeofthe General Assembly having cognizance of matters relating to education, develop a policy concerning the administration of the scholarship.

Such policy shall include, but need not be limited to, provisions regarding (1) any additional eligibility criteria, (2) payment and distribution of the scholarships to diverse students through the teacher preparation programs in which they are enrolled, and (3) the notification of students in high school in priority school districts of the scholarship program, including the opportunity to apply for a scholarship under the program while enrolled in high school and prior to graduation if such student will be enrolled in a teacher preparation program during the following fall semester at a four-year institution of higher education.

(c) For the fiscal years ending June 30, 2024, and each fiscal year thereafter, the department shall award scholarships in accordance with the provisions of this section and the guidelines developed pursuant to Public Act No.

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1 subsection (b) of this section.

(d) The Commissioner of Education shall develop scholarship repayment criteria for recipients who are not employed as a certified teacher by a local or regional board of education in the state following graduation from a teacher preparation program.

Any amounts repaid to the department shall be deposited in the General Fund.

[(d)] (e) The department may accept gifts, grants and donations, from any source, public or private, for the [minority teacher candidate] aspiring educators diversity scholarship program.

(f) Not later than January 1, 2024, and annually thereafter, the department shall develop a report that includes annual data on the race and ethnicity of the diverse students who receive a scholarship under the program and the teacher preparation program in which they are enrolled.

The department shall submit such report 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.

Sec.

12.

Section 10-156bb of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

There is established [a Minority Teacher Recruitment Policy Oversight Council] an Increasing Educator Diversity Policy Oversight Council within the Department of Education.

The council shall consist of (1) the Commissioner of Education, or the commissioner's designee, (2) two representatives from the Task Force to Diversify the Educator Workforce, established pursuant to section 10-156aa, (3) one representative from each of the exclusive bargaining units for certified employees, chosen pursuant to section 10-153b, (4) the president of the Connecticut State Colleges and Universities, or the president's designee, and (5) a representative from an alternate route to certification program, appointed by the Commissioner of Education.

The council shall hold Public Act No.

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1 quarterly meetings and advise, at least quarterly, the Commissioner of Education, or the commissioner's designee, on ways to (A) encourage [minority] diverse students in middle and secondary school [students] to attend institutions of higher education and enter teacher preparation programs, (B) recruit [minority] diverse students attending institutions of higher education to enroll in teacher preparation programs and pursue teaching careers, (C) recruit and retain [minority teachers] diverse educators in Connecticut schools, (D) recruit [minority teachers] diverse educators from other states to teach in Connecticut schools, and (E) recruit [minority] diverse professionals in other fields to enter teaching.

The council shall report, annually, in accordance with the provisions of section 11-4a, on the recommendations given to the commissioner, or the commissioner's designee, pursuant to the provisions of this section, to the joint standing committee of the General Assembly having cognizance of matters relating to education.

For purposesofthissection,["minority"]"diverse"meansindividualswhose race is defined as other than white, or whose ethnicity is defined as Hispanic or Latino by the federal Office of Management and Budget for use by the Bureau of Census of the United States Department of Commerce.

Sec.

13.

Section 10-156ee of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

Not later than January 1, 2019, the Department of Education, in consultation with the [Minority Teacher Recruitment Policy Oversight Council] Increasing Educator Diversity Policy Oversight Council, established pursuant to section 10-156bb, as amended by this act, shall (1) identify relevant research and successful practices to enhance [minority teacher] recruitment of diverse educators throughout the state, (2) identify and establish public, private and philanthropic partnerships to increase [minority teacher] recruitment of diverse educators, (3) utilize, monitor and evaluate innovative methods to Public Act No.

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1 attract [minority] diverse educator candidates to the teaching profession, particularly in subject areas in which a teacher shortage exists, as determined by the Commissioner of Education pursuant to section10-8b, (4)modernize theprocessfor educatorstoobtaineducator certification under this chapter by eliminating obstacles to certification to increase competitiveness with other states, (5) identify and utilize high-quality, affordable and bias-free educator assessments, (6) adopt cut scores for educator assessments, that do not exceed the multistate cut scores, to increase competitiveness with surrounding states, (7) support new and existing educator preparation programs that commit to enrolling greater numbers of [minority teacher] diverse educator candidates in a manner that supports interstate reciprocity, (8) monitor, advise andsupport, andinterveneinwhen necessary,localand regional boards of education's efforts to prioritize [minority teacher] recruitment of diverse educators and develop innovative strategies to attract and retain[minority teachers]diverse educators withintheir districts,(9) (A) on and after July 1, 2019, include a question regarding the demographic data of applicants for positions requiring educator certification in the department's annual hiring survey distributed to local and regional boards of education, and (B) not later than July 1, 2020, and annually thereafter, submit a report, in accordance with the provisions of section 11-4a, on the applicant demographic data collected pursuant to subparagraph (A) of this subdivision to the Task Force to Diversify the Educator Workforce, established pursuant to section 10-156aa, and to the joint standing committee of the General Assembly having cognizance of matters relating to education, and (10) not later than July 1, 2022, develop and make available, in consultation with the State Education Resource Center, a video training module for school district personnel involved in or responsible for hiring educators relating to implicit bias and anti-bias in the hiring process.

For purposes of this section, ["minority"] "diverse" has the same meaning as provided in section 10-156bb, as amended by this act.

Public Act No.

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1 Sec.

14.

Section 10-156ff of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

For the school year commencing July 1, 2020, and each school year thereafter, the [Minority Teacher RecruitmentPolicy Oversight Council] Increasing Educator Diversity Policy Oversight Council, established pursuant to section 10-156bb, as amended by this act, in consultation with the Task Force to Diversify the Educator Workforce, established pursuant to section 10-156aa, shall develop and implement strategies and utilize existing resources to ensure that at least two hundred fifty new [minority] diverse teachers and administrators, of which at least thirty per cent are men, are hired and employed by local and regional boards of education each year in the state.

As used in this section, ["minority"] "diverse" has the same meaning as provided in section 10- 156bb, as amended by this act.

Sec.

15.

(NEW) (Effective July 1, 2023) (a) For the school year commencing July 1, 2023, and each school year thereafter, the State BoardofEducationmay issue anadjunct professor permit to any person who is a nontenured and part-time instructor employed by a public or independent institution of higher education in the state.

Such permit shall authorize such person to be employed by a local or regional board of education and hold a part-time position of not more than twenty-five classroom instructional hours per week to teach in grades nine to twelve, inclusive, of a public school and provide instruction as part of college and career readiness programming offered by such board, including, but not limited to, an early college experience, advanced placement classes, career and technical education, the International Baccalaureate program, a dual enrollment program, a dual credit program and apprenticeships.

(b) During a period of such employment, a person holding an adjunct professor permit shall be under the supervision of the superintendent of schoolsorofaprincipal,administratororsupervisordesignatedbysuch Public Act No.

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1 superintendent who shall regularly observe, guide and evaluate the performance of assigned duties by such holder of an adjunct professor permit.

(c) Each such adjunct professor permit shall be valid for three years and may be renewed by the Commissioner of Education for good cause upon the request of the superintendent of schools for the district employing such person.

(d) Any local or regional board of education employing a person who holds an adjunct professor permit issued under this section shall provide a program to assist each such person.

Such program shall include academic and classroom support service components.

(e) Any person holding an adjunct professor permit pursuant to this section shall become a member of the exclusive bargaining unit for certified employees chosen pursuant to section 10-153b of the general statutesandshallbe subject to thesame collective bargaining agreement as the members of such exclusive bargaining unit, unless otherwise agreed to by the employing local or regional board of education and such exclusive bargaining unit.

(f) No person holding an adjunct professor permit shall fill a position that will result in the displacement of any person holding a teaching certificate under section 10-145b of the general statutes who is already employed at such school.

(g) Any person holding an adjunct professor permit pursuant to this section shall not be deemed to be eligible for membership in the teachers' retirement system solely by reason of such permit, provided any such person who holds a regular teacher's certificate issued by the State Board ofEducation shall not beexcluded from membership insaid system.

Sec.16.Subsections(a)and(b)ofsection10-25bofthegeneralstatutes Public Act No.

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1 arerepealedandthefollowingissubstitutedinlieuthereof(EffectiveJuly 1, 2023):

(a) Not later than January 1, 2024, the Department of Education, in collaboration with the State Education Resource Center, shall develop a model curriculum for grades kindergarten to grade eight, inclusive, that may be used in whole or in part by any local [and] or regional [boards] board of education.

(b) The content of the model curriculum shall (1) be rigorous, age- appropriate, aligned with curriculum guidelines approved by the State BoardofEducationandinaccordancewiththestate-widesubjectmatter content standards, adopted by the state board pursuant to section 10-4, (2) be in accordance with the program of instruction and subject matter requirements prescribed in section 10-16b, and (3) include and integrate throughout such model curriculum at least the following:

(A) The subjectmatterprescribedinsection10-16b,(B)NativeAmericanstudies, (C) Asian American and Pacific Islander studies, (D) lesbian, gay, bisexual, transgender, queer and other sexual orientations and gender identities studies, (E) climate change, (F) personal financial management and financial literacy, (G) the military service and experience of American veterans, (H) civics and citizenship, including instruction in digital citizenship and media literacy that provides students with the knowledge and skills necessary to safely, ethically, responsibly and effectively use digital technologies to create and consume digital content, communicate with others and participate in social and civic activities, (I) the principles of social-emotional learning, [and] (J) racism, (K) cursive writing, and (L) world languages beginning in kindergarten.

Sec.

17.

Subsection (g) of section 10-221a of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

Public Act No.

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1 (g) 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 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 uponthesuccessful completionofa worldlanguage course (A) in grade six, seven or eight, (B) through on-line coursework, or (C) offered privately through a nonprofit provider, provided such student achievesa passing grade onanexaminationprescribed,withinavailable 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 Public Act No.

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1 regionally accredited.

One three-credit semester course, or its equivalent, at suchaninstitutionshallequalone-halfcredit for purposes of this section;

[or] (6) toward meeting the high 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 workloadrequired by the on-line course is equivalent to that of asimilar 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.

Sec.

18.

(Effective July 1, 2023) For the fiscal year ending June 30, 2024, the Secretary of the Office of Policy and Management, in consultation with the Commissioner of Education, shall reclassify not less than four authorized positions at the Department of Education that remain unfilled for the purpose of administering the aspiring educators diversity scholarship program, established pursuant to section 10-156ii of the general statutes, as amended by this act, and implementing programs related to recruitment and retention of diverse educators, provided one such reclassified position shall require experience in Public Act No.

23-167 20 of 95 Substitute Senate Bill No.

1 communications and be in the Talent Office and responsible for marketing the aspiring educators diversity scholarship program and such recruitment and retention programs.

The department shall use funds appropriated to the department's personal services account for thepurpose offilling thefour staff positionsreclassifiedpursuant to this section.

Sec.

19.

Subsection (k) of section 10-266aa of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

(k) On or before March first of each year, the Commissioner of Education shall determine if the enrollment in the program pursuant to subsection (c) of this section for the fiscal year is below the number of students for which funds were appropriated.

If the commissioner determines that the enrollment is below such number, the additional funds shall [not lapse but shall] be used by the commissioner in accordance with this subsection.

(1) Any amount up to five hundred thousand dollars of such [nonlapsing] additional funds shall be used for supplemental grants to receiving districts on a pro rata basis for each out-of-district student in the program pursuant to subsection (c) of this section who attends the same school in the receiving district as at least nine other such out-of- district students, not to exceed one thousand dollars per student.

(2) Any amount up to and including five hundred thousand dollars of such [nonlapsing] additional funds available after payment is made pursuant to subdivision (1) of this subsection shall be paid to the State Education Resource Center, established pursuant to section 10-357a, to provideprofessionaldevelopment to certifiedemployees,in accordance with the provisions of section 10-148a, and training for other school personnel in receiving districts.

Public Act No.

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1 (3) Any [such nonlapsing] amount up to and including two million dollars of such additional funds remaining after payment is made pursuant to subdivisions (1) and (2) of this subsection shall be used for the provision of wrap-around services to students participating in the program, including, but not limited to, academic tutoring, family support and experiential learning opportunities.

Sec.

20.

Section 10-14hh of the general statutes is repealed and the following is substituted in lieu thereof (Effective from passage):

(a) [For] (1) Except as otherwise provided in subdivision (2) of this subsection,fortheschoolyear commencing July 1,2023,andeachschool year thereafter, each local and regional board of education shall fully implement a comprehensive reading curriculum model or program for grades[prekindergarten]kindergartentogradethree,inclusive,thathas been reviewed and [recommended] approved pursuant to section 10- 14ii, as amended by this act.

(2) (A) For the school years commencing July 1, 2023, and July 1, 2024, a local or regional board of education that hasnot been granted awaiver pursuant to subsection (c) of this section and is not fully implementing a comprehensive reading curriculum model or program for grades kindergartentogradethree,inclusive,inaccordancewiththeprovisions of subdivision (1) of subsection (a) of this section, shall begin partial implementation of such comprehensive reading curriculum model or program, and for the school year commencing July 1, 2025, and each school year thereafter, such board shall fully implement such comprehensive reading curriculum model or program in accordance with the provisions of subsection (a) of this section.

(B)For theschoolyear commencing July 1,2024, andeachschoolyear thereafter, a local or regional board of education that has been granted a waiver pursuant to subsection (c) of this section shall implement a comprehensive reading curriculum model or program other than a Public Act No.

23-167 22 of 95 Substitute Senate Bill No.

1 model or program reviewed and approved pursuant to section 10-14ii, as amended by this act, in accordance with the provisions of such waiver.

(b) On or before July 1, [2023] 2025, and biennially thereafter, each local and regional board of education shall notify the Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, as amended by this act, of which comprehensive reading curriculum model or program that the board is implementing pursuant to subsection (a) of this section.

[(c) If a local or regional board of education demonstrates to the Commissioner of Education that such board has insufficient resources or funding to implement any of the reading curriculum model or programs reviewed and recommended pursuant to section 10-14ii, the commissioner shall grant such board an extension of time, if the commissioner determines that such board demonstrates continued efforts to commence implementation of a reviewed and recommended reading curriculum model or program in accordance with this section.] [(d)] (c) The Commissioner of Education, in consultation with the director of the Center for Literacy Research and Reading Success, shall, upon request of a local or regional board of education, grant a waiver from the provisions of subsection (a) of this section to such board to implement a comprehensive reading curriculum model or program other than a model or program reviewed and recommended pursuant to section 10-14ii, as amended by this act, if the commissioner determines that such other comprehensive reading curriculum [or] model or program is (1) evidenced-based and scientifically-based, and (2) focused on competency in the following areas of reading:

Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.

A request for a waiver under this subsection shall include (A) data collected from the reading assessments described in section 10-14t that Public Act No.

23-167 23 of 95 Substitute Senate Bill No.

1 has been disaggregated by race, ethnicity, gender, eligibility for free or reduced priced lunches, students whose primary language is not English and students with disabilities, and (B) a strategy to address remaining reading achievement gaps, as defined in section 10-14u, as amended by this act.

Sec.

21.

Section 10-14ii of the general statutes is repealed and the following is substituted in lieu thereof (Effective from passage):

Not later than July 1, 2022, the director of the Center for Literacy Research and Reading Success, in consultation with the Reading Leadership Implementation Council established pursuant to section 10- 14gg, as amended by this act, shall review and approve at least five comprehensive reading curriculum models or programs to be implemented by local and regional boards of education according to the unique needs of each school district in accordance with the provisions of section 10-14hh, as amended by this act.

Such comprehensive reading curriculum models or programs shall be (1) evidenced-based and scientifically-based, and (2) focused on competency in the following areas of reading:

Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.

Sec.

22.

Subsection (a) of section 10-14gg of the general statutes is repealed and the following is substituted in lieu thereof (Effective from passage):

(a) The Department of Education shall establish a Center for Literacy Research and Reading Success within the department.

The center shall be responsible for (1) the implementation of the coordinated state-wide reading plan for students in kindergarten to grade three, inclusive, established pursuant to section 10-14v;

(2) researching and developing, in collaboration with the Office of Early Childhood, a birth to grade twelve reading success strategy to be included in the alignment of Public Act No.

23-167 24 of 95 Substitute Senate Bill No.

1 reading instruction with the two-generational initiative, established pursuant to section 17b-112l;

(3) (A) providing direct support to schools and boards of education to improve reading outcomes for students in kindergarten to grade three, inclusive, and other reading initiatives, and (B) supporting teachers, schools and boards of education engaged in improving through coaching, leadership training, professional development, parental engagement and technical assistance that is consistent with the intensive reading instruction program, as described in section 10-14u, as amended by this act, and aligned with evidence- based practices;

(4) providing independent, random reviews of how a local or regional board of education is implementing (A) a comprehensive reading curriculum model or program for grades [prekindergarten] kindergarten to grade three, inclusive, pursuant to section 10-14hh, as amended by this act, and (B) an approved reading assessment, pursuant to section 10-14t;

(5) receiving and publicly reporting, not later than September 1, [2023] 2025, and biennially thereafter, the comprehensive reading curriculum model or program being implemented by each local and regional board of education pursuant to section 10-14hh, as amended by this act;

(6) developing and maintaining an Internet web site for the purpose of disseminating tools and information associated with the intensive reading instruction program for student reading;

(7) serving as a collaborative center for institutions of higher education and making available to the faculty of teacher preparation programs (A) the science of teaching reading, (B) the intensive reading instruction program, and (C) samples of available comprehensive reading curriculum models or programs reviewed and [recommended] approved pursuant to section 10-14ii, as amended by this act;

and (8) reviewing and publicly reporting on progress made by teacher preparation programs to include comprehensive reading curriculum models or programs reviewed and [recommended] approved pursuant to section 10-14ii, as amended by this act.

Sec.

23.

Subsection (a) of section 10-14u of the general statutes is Public Act No.

23-167 25 of 95 Substitute Senate Bill No.

1 repealed and the following is substituted in lieu thereof (Effective from passage):

(a) As used in this section:

[and section 10-3c:] (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 learners and students whose primary language is English.

(2) "Opportunity gaps" means the ways in which race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations or other factors intersect with the unequal or inequitable distribution of resources and opportunities to contribute to or perpetuate lower educational expectations, achievement or attainment.

(3) "Scientifically-based reading research and instruction" means (A) a comprehensive program or a collection of instructional practices that is based on reliable, valid evidence showing that when such programs or practices are used, students can be expected to achieve satisfactory reading progress, and (B) the integration of instructional strategies for continuously assessing, evaluating and communicating the student's reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text and apply higher level thinking skills.

Such comprehensive program or collection of practices includes, but is not limited to, instruction in the following areas of reading:

Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.

Sec.

24.

(Effective from passage) The Center for Literacy Research and Reading Success, in consultation with the Reading Leadership Implementation Council, established pursuant to section 10-14gg of the Public Act No.

23-167 26 of 95 Substitute Senate Bill No.

1 general statutes, as amended by this act, shall review issues related to the implementation of a comprehensive reading curriculum model or program pursuant to section 10-14hh of the general statutes, as amended by this act.

Such review shall include (1) the provision of technical assistance to those local and regional boards of education that have been denied a waiver from the provisions of subsection (a) of said section 10-14hh of the general statutes, (2) an examination of the impact of the science of reading master class that uses all of the components of reading, such as phonemic awareness, phonics, fluency, vocabulary and comprehension, and (3) upon completion of the Department of Education's independent impact evaluation, a determination of how to scale for use to develop educators who are ready and able to support individual student learning and the science of reading.

Sec.

25.

(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, 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 time that may be devoted to administering the state-wide mastery examination and such local standardized assessments.

Such audit shall be conducted in a manner that complies with the requirements set forth in 20 USC 6361 to 20 USC 6363, inclusive, as amended from time to time, so that the commissioner may submit an application for a grant to conduct such audit and other related activities under the Every Student Succeeds Act, P.

L.

114-95.

Public Act No.

23-167 27 of 95 Substitute Senate Bill No.

1 (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.

26.

LCO(1) {\\PRDFS1\SCOUSERS\FORZANOF\WS\2023SB-00006"Local offarm" 9means R03-SB.docxa }farm, Substitutefarmers' Billcooperative, No.food hub or wholesale distributor located in Connecticut.

1(2) (1)"Regional "Alliancefarm" district"means hasa thefarm, samefarmers' meaningcooperative, asprovidedfood inhub section10-or 262uwholesale ofdistributor thelocated generalin statutes,New asYork, amendedMassachusetts, byRhode thisIsland, act;Vermont, New Hampshire or Maine.

(3) "Locally sourced food" means produce and other farm products that have a traceable point of origin within Connecticut that are grown or produced at, or sold by, a local farm and includes, but is not limited to, value-added dairy, fish, pork, beef, poultry, eggs, fruits, vegetables and minimally processed foods.

(4) "Regionally sourced food" means produce and other farm products that have a traceable point of origin within New York, Massachusetts, Rhode Island, Vermont, New Hampshire or Maine that are grown or produced at, or sold by, a regional farm and includes, but isnotlimitedto,value-addeddairy,fish,pork,beef,poultry,eggs,fruits, vegetables and minimally processed foods.

(5) "Eligible board of education" means a local or regional board of education that is participating in the National School Lunch Program.

(6) "Eligible meal program" means a meal program provided by an eligible board of education to its students or a meal provided as part of such board's participation in the National School Lunch Program, Public Act No.

23-167 28 of 95 Substitute Senate Bill No.

1 School Breakfast Program, Seamless Summer Option, After School Snack Program, Summer Food Service Program or the At-Risk Afterschool Meals component of the Child and Adult Care Food Program administered by the United States Department of Agriculture.

(b) For the fiscal year ending June 30, 2024, and each fiscal year thereafter, the Department of Agriculture, in consultation with the Department of Education, shall administer the local food for schools incentive program.

Such program shall provide reimbursement payments to eligible boards of education for the purchase of locally sourced food and regionally sourced food that may be used as part of such board's participation in an eligible meal program.

An eligible board of education shall be entitled to receive reimbursement payments in accordance with the guidelines developed pursuant to subsection (e) of this section and in an amount equal to (1) one-half of such board's expenditures for locally sourced foods, and (2) one-third of such board's expenditures for regionally sourced foods.

(c) (1) The department shall receive requests from eligible boards of education for reimbursement payments under the program in a manner similar to how the department receives applications under section 10- 215b of the general statutes.

(2) Each eligible board of education shall (A) maintain a record of such board's expenditures for all locally sourced food and regionally sourced food, as well as documentation confirming the place of origin of such food, as prescribed by the department, and (B) submit, upon request of the department, such records and documentation to the department for review.

(d) Any locally sourced food or regionally sourced food for which an eligible board of education seeks reimbursement payments under this section, shall comply with the nutrition standards established by the department pursuant to section 10-215e of the general statutes.

Public Act No.

23-167 29 of 95 Substitute Senate Bill No.

1 (e) The department shall develop guidelines for the implementation of the program.

Such guidelines shall (1) establish a maximum reimbursement amount based on total student enrollment for each eligible board of education, (2) assist eligible boards of education in participating in the program, and (3) promote geographic, social, economic and racial equity, which may include a preference for socially disadvantaged farmers, as defined in 7 USC 2279(a), as amended from time to time, or small farm businesses.

(f) The department shall develop a survey to be distributed annually to any eligible board of education that receives reimbursement payments under this section.

Such survey shall be designed to collect information to assist the department in implementing and improving the program.

(g) In addition to the reimbursement payments otherwise provided pursuant to this section, the department may, within available appropriations, provide supplemental grants to eligible boards of education.

Such supplemental grant funds may be expended for the purpose of purchasing kitchen equipment, engaging with school nutrition or farm-to-school consultants or training relating to the processing, preparation and serving of locally sourced food and regionally sourced food.

In awarding supplemental grants under this subsection, the department shall give priority to an eligible board of education for a town designated as an alliance district pursuant to section 10-262u of the general statutes, as amended by this act.

(h) The department may accept gifts, grants and donations, including in-kind donations, for the administration of the local food for schools incentive program and to implement the provisions of this section.

(i) Any unexpended funds appropriated for purposes of this section shall not lapse at the end of the fiscal year but shall be available for expenditure during the next fiscal year.

Public Act No.

23-167 30 of 95 Substitute Senate Bill No.

1 (j) Notwithstanding the provisions of this section, for the fiscal year ending June 30, 2024, and each fiscal year thereafter, the amount of reimbursement payments payable to eligible boards of education shall bereduced proportionately ifthetotalofsuch reimbursement payments in such year exceeds the amount appropriated for such reimbursement payments for such year.

(k) Not later than January 1, 2025, and annually thereafter, the department shall submit a report on the local food for schools incentive program 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.

Such report shall include, but need not be limited to, an accounting of the funds appropriated and received by the department for the program, descriptions of the reimbursement payments made under the program and an evaluation of the program.

Sec.

27.

Section 10-215l of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

(a) The Department of Agriculture, in consultation with the advisory committee described in subsection (c) of this section, shall administer the CT Grown for CT Kids Grant Program.

Such program shall assist local and regional boards of education to develop farm-to-school programs that will increase the availability of local foods in child nutrition programs, allow educators to use hands-on educational techniques to teach students about nutrition and farm-to-school connections, sustain relationships with local farmers and producers, enrich the educational experience of students, improve the health of children in the state and enhance the state's economy.

(b) A local or regional board of education, regional educational service center, cooperative arrangement pursuant to section 10-158a, child care centers, group child care homes and family child care homes, Public Act No.

23-167 31 of 95 Substitute Senate Bill No.

1 as such terms are described in section 19a-77, or any organization or entity administering or assisting in the development of a farm-to-school program, may apply, in a form and manner prescribed by the department, for a grant under this section.

Such grant shall be used to develop or implement a farm-to-school program, which may include (1) the purchase of equipment, resources or materials, including, but not limited to, local food products, gardening supplies, field trips to farms, gleaning on farms and stipends to visiting farmers, (2) the provision of professional development and skills training for educators, school nutrition professionals, parents, caregivers, child care providers and employeesandvolunteersoforganizationsadministering or assisting in the development and implementation of farm-to-school programs, and (3) piloting new purchasing systems and programs.

(c) The department shall convene an advisory committee to assist in the administration of the CT Grown for CT Kids Grant Program.

The advisory committee shall consist of the Commissioner of Education, or the commissioner's designee, and individuals representing stakeholder groups that reflect the demographic and geographic diversity of the state, selected by the Commissioner of Agriculture.

The advisory committee shall (1) assist the department in reviewing applications and awarding grants under this section, and (2) provide technical assistance to grant recipients in the development and implementation of farm-to- school programs.

(d) In awarding grants under this section, the department shall (1) give priority to applicants (A) located in alliance districts, as defined in section 10-262u, as amended by this act, or who are providers of school readiness programs, as defined in section 10-16p, and (B) who demonstrate broad commitment from school administrators, school nutrition professionals, educators and community stakeholders, and (2) not award a grant that is in an amount greater than ten per cent of the total amount available for the fiscal year.

Public Act No.

23-167 32 of 95 Substitute Senate Bill No.

1 (e) The department may accept gifts, grants and donations, including in-kind donations, for the administration of the CT Grown for CT Kids Grant Program and to implement the provisions of this section.

(f) Not later than January 1, 2023, and annually thereafter, the department shall submit a report on the CT Grown for CT Kids Grant Program 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.

Such report shall include, but need not be limited to, an accounting of the funds appropriated and received by the department for the program, descriptions of each grant awarded under the program and how such grant was expended by the recipient, andanevaluationoftheprogramandthesuccessoflocalfarm-to-school programs that have received grant awards under this section.

(g) For the fiscal year ending June 30, 2024, and each fiscal year thereafter, if the funds appropriated for the purposes of this section are not expended, the department shall use such unexpended funds to administer the local food for schools incentive program in accordance with the provisions of section 26 of this act.

Sec.

28.

(NEW) (Effective July 1, 2023) (a) Any local or regional board of education may partner with one or more local employers that are in the aviation or aerospace industry to develop and provide an apprenticeship training program for students in the school district governed by such board.

Such apprenticeship training program shall include, but need not be limited to,(1) on-site training in which students may learn immediate job skills and earn course credit, and (2) the provision of information to students concerning the programs of study offered at the CT Aero Tech School for Aviation Maintenance Technicians and assistance with the application for admission to said school.

(b) Not later than sixty days after the first student cohort completes Public Act No.

23-167 33 of 95 Substitute Senate Bill No.

1 anapprenticeshiptraining programprovidedpursuant to subsection(a) of this section, and annually thereafter, the local or regional board of education that provides such program 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.

Such report shall include, but need not be limited to, the number of students who (1) participated in and completed such program, and (2) enrolled in the CT Aero Tech School for Aviation Maintenance Technicians after completing such program.

Sec.

29.

(NEW) (Effective July 1, 2023) (a) Not later than January 1, 2024, the Commissioner of Education shall (1) in consultation with the School Paraeducator Advisory Council, established pursuant to section 10-155k of the general statutes, develop a model program for paraeducator training for students in grades nine to twelve, inclusive, in which such students may be qualified to work as paraeducators upon graduation from high school, and (2) distribute such model program to each local and regional board of education.

(b) A local or regional board of education may adopt the model programforparaeducatortrainingdevelopedpursuanttosubsection(a) of this section for students in grades nine to twelve, inclusive.

Not later than one year after adopting such program, and annually thereafter, such board of education 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.

Such report shall include, but not be limited to, the number of students who (1) participated and completed such program by grade, and (2) found employment as a paraeducator after graduation from high school.

Sec.

30.

Section 10-220d of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

Public Act No.

23-167 34 of 95 Substitute Senate Bill No.

1 Each local and regional board of education shall provide full access to technical education and career schools, regional agricultural science and technology education centers, interdistrict magnet schools, charter schools and interdistrict student attendance programs for the recruitment of students attending the schools under the board's jurisdiction, provided such recruitment is not for the purpose of interscholastic athletic competition.

Each local and regional board of education shall provide information relating to technical education and career schools, regional agricultural science and technology education centers, interdistrict magnet schools, charter schools, alternative high schools and interdistrict student attendance programs on the board's Internet web site.

Each local and regional board of education shall annually distribute to students in middle school and require school counselors to provide [information] to students and parents of students in middle and high schools within such board's jurisdiction [of] information concerning the availability of (1) vocational, technical, technological and postsecondary education and training at technical education and career schools, and (2) agricultural science and technology education at regional agricultural science and technology educationcenters, andpublishsuchinformationontheInternet website of such board.

Sec.

31.

(NEW) (Effective July 1, 2023) (a) Not later than January 1, 2024, the Department of Education shall, within available appropriations, establish a preapprenticeship grant program.

The department shall award grants to any local or regional board of education that incorporates a preapprenticeship program in the curriculum for grades nine to twelve, inclusive, provided such preapprenticeshipprogram(1)isregisteredwith theLabor Department, and (2) meets any criteria established by the Department of Education.

The Department of Education shall award a grant to such board of education in an amount not less than one thousand dollars for each student that completes the preapprenticeship program.

Public Act No.

23-167 35 of 95 Substitute Senate Bill No.

1 (b) Not later than January 1, 2025, and annually thereafter, the Department of Education 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.

Such report shall include, but need not be limited to, (1) the amount of grants awarded during the prior year, and (2) the types of preapprenticeship programs completed by students during the prior year.

Sec.

32.

(Effective July 1, 2023) Not later than January 1, 2024, the Department of Education, in partnership with local and regional boards of education, public institutions of higher education and independent institutions of higher education, as defined in section 10a-173 of the general statutes, shall, within the limits of available funding, expand opportunities for dual credit and dual enrollment for students in grades nine to twelve, inclusive, in the state in various subject areas, including, but not limited to, courses that are required to pursue health care occupations.

The work to expand such opportunities shall include, but need not be limited to, (1) the creation of resources, such as an online inventory of dual credit and dual enrollment programs and model agreements to promote information sharing between boards of education and institutions of higher education, (2) support for curriculum development and professional development for teachers and faculty to create new career pathways for in-demand industries, such as health care, and (3) tuition assistance for students who enroll in dual credit and dual enrollment programs.

Not later than January 1, 2024, the Department of Education 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 on the department's efforts to expand opportunities for dual credit and dual enrollment pursuant to this section.

Public Act No.

23-167 36 of 95 Substitute Senate Bill No.

1 Sec.

33.

(Effective from passage) The executive director of the Technical Education and Career System shall convene a working group to determine the feasibility, cost and plan for development of an aerospace advanced manufacturing high school.

The members of the working group shall include, but need not be limited to, representatives of the Governor's Workforce Council and the Department of Economic and Community Development and business and community organizations related to the aerospace industry.

The executive director shall appoint the members of the working group and shall serve as the chairperson.

Not later than January 1, 2025, the executive director shall submit, 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 a report detailing the conclusions and recommendations of the working group.

Sec.

34.

Section 10-212 of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

(a) Each local or regional board of education shall appoint one or more school nurses or nurse practitioners.

Such school nurses and nurse practitioners appointed by such boards shall be qualified pursuant to regulations adopted in accordance with the provisions of chapter 54 by the State Board of Education in consultation with the Department of Public Health, except any school nurse or nurse practitioner appointed by or under contract with a local or regional board of education shall not be required to have at least the equivalent of one year full time working experience as a registered nurse during the five years immediately prior to appointment or employment as a school nurse or nurse practitioner.

Such school nurses may also act as visiting nurses in the town, may visit the homes of pupils in the public schools and shall assist in executing the orders of the school medical advisor, if there is any in such town, and perform such other duties as are required by such board.

Public Act No.

23-167 37 of 95 Substitute Senate Bill No.

1 (b) Notwithstanding any provision of the general statutes or any regulation of Connecticut state agencies, nothing in this section shall be construed to prohibit the administering of medications by parents or guardians to their own children on school grounds.

(c) School nurses and nurse practitioners appointed by or under contract with any local or regional board of education and any nurse provided to a nonpublic school under the provisions of section 10-217a shall submit to a criminal history records check in accordance with the provisions of section 29-17a.

(d) On and after July 1, 2024, each school nurse or nurse practitioner appointed by or under contract with a local or regional board of education shall complete at least fifteen hours of professional development programs or activities approved and provided by such local or regional board of education, in accordance with the provisions of section 35 of this act, in each two-year period, provided such professional development programs or activities include training and instruction in the implementation of individualized education programs and plans pursuant to Section 504 of the Rehabilitation Act of 1973, as amended from time to time.

Sec.

35.

(NEW) (Effective July 1, 2023) For the school year commencing July 1, 2024, and each school year thereafter, each local and regional board of education shall annually approve and provide professional development programs or activities for all school nurses and nurse practitioners appointed by or under contract with such board.

Each board shall provide such professional development programs or activities related to training and instruction in the implementation of individualized education programs and plans pursuant to Section 504 of the Rehabilitation Act of 1973, as amended from time to time, to any new school nurse or nurse practitioner not later than thirty days after such school nurse or nurse practitioner has been appointed by or entered into a contract with such board.

Public Act No.

23-167 38 of 95 Substitute Senate Bill No.

1 Sec.

36.

(Effective from passage) (a) There is established the Building Educational Responsibility with Greater Improvement Networks Commission.

The commission shall study (1) issues relating to education funding entitled to local and regional boards of education, charter schools and operators of interdistrict magnet school programs under the provisions of section 10-262h of the general statutes, and section 10-66ee of the general statutes, (2) accountability measures for (A) alliance districts, (B) charter schools, and (C) interdistrict magnet schoolprograms,(3)theadequacyoffinancialreportingby(A)localand regional boards of education, including financial reporting associated with participation in the state-wide interdistrict public school attendance program, established pursuant to section 10-266aa of the general statutes, (B) the governing councils of state and local charter schools and charter management organizations, and (C) operators of interdistrict magnet school programs, and (4) the financial impact of interdistrictmagnetschoolprograms,charterschoolsandthestate-wide interdistrict public school attendance program on local and regional boardsofeducation,including,but not limitedto,equalizationaidgrant amounts, transportation costs, special education services and other general educational costs for children who reside in the school district but do not attend a school under the jurisdiction of the board of education for such school district.

(b) (1) The portion of such study regarding issues relating to education funding entitled to local and regional boards of education, charter schools and interdistrict magnet schools shall include, but need not be limited to, an analysis of and recommendations relating to (A) the compensation, benefits, retention and recruitment of teachers, paraprofessionals and social workers, (B) restrictions on the use of any additional funds received pursuant to section 10-262h of the general statutes, (C) reporting requirements for school districts receiving additionalfundsprovidedundertheprovisionsofsection10-262hofthe general statutes, (D) optimal class sizes, and (E) the inclusion of special Public Act No.

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1 education as a need factor in the equalization aid grant formula under section 10-262h of the general statutes.

(2) The portion of such study regarding alliance districts shall include, but need not be limited to, (A) an analysis of the process by which alliance district plans are developed by boards of education and are reviewed and approved by the Commissioner of Education, and recommendations for narrowing the focus of or replacing such plans, (B) a consideration of the removal of the withholding of a portion of an alliance district's equalization aid grant under section 10-262u of the general statutes, as amended by this act, (C) the feasibility of creating independent financial audits of the expenditures under the entire budget of boards of education for alliance districts, (D) the feasibility of requiring boards of education for alliance districts to hold hearings on interventions and make annual evaluations of any new programming established in the school district, (E) a consideration of establishing guidelines for the hiring of nonclassroom personnel, and (F) a consideration of interventions that the Department of Education may take in regard to the operations of an alliance district.

(3) The portion of such study regarding charter schools shall include, but need not be limited to, (A) the feasibility of allowing for a full grade expansion of existing charters, including grade expansion, (B) an examination of the impact of moratoriums on the granting of new charters, as well as the approval of new interdistrict magnet school programs, (C) a consideration of the duration of the length of a charter's validity, and (D) an examination of the charter renewal process, including the standards used by the State Board of Education during its determination of whether to renew a charter and the creation of an accountability scale.

(4) The portion of such study regarding interdistrict magnet schools shall include, but need not be limited to, oversight policies for interdistrict magnet school programs operated by regional education Public Act No.

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1 service centers relating to tuition increases, enrollment and funding caps.

(c) The commission shall consist of the following members:

(1) The speaker of the House of Representatives, or the speaker's designee;

(2) Two appointed by the speaker of the House of Representatives, oneofwhomisa representative oftheConnecticut AssociationofPublic School Superintendents and one of whom is a representative of the RESC Alliance;

(3) The president pro tempore of the Senate, or the president pro tempore's designee;

(4) Two appointed by the president pro tempore of the Senate, one of whom is a representative of Special Education Equity for Kids and one of whom is a representative of the Center for Children's Advocacy;

(5) Three appointed by the majority leader of the House of Representatives, one of whom is a representative of the Connecticut School Counselor Association, one of whom is a representative of the Connecticut Education Association and one of whom is a representative of the Connecticut Voices for Children;

(6)Threeappointedby themajorityleaderoftheSenate,oneofwhom is a representative of the American Federation of Teachers-Connecticut, one of whom is a representative of ConnCAN and one of whom is a representative of the School and State Finance Project;

(7) 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 Connecticut Association of School Business Public Act No.

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1 Officials, and one of whom is a member of a local or regional board of education for an alliance district, in consultation with the Connecticut Association of Boards of Education;

(8) Three appointed by the minority leader of the Senate, one of whomisa representative oftheConnecticut CharterSchoolAssociation, one of whom is the executive director of an agricultural science and technology education center and one of whom is a representative of the Connecticut Council of Administrators of Special Education;

(9) The Commissioner of Education, or the commissioner's designee;

and (10) The Secretary of the Office of Policy and Management, or the secretary's designee.

(d) All initial appointments to the commission shall be made not later thanthirty daysafter theeffective date ofthis section.Any vacancy shall be filled by the appointing authority.

(e)The speaker oftheHouse ofRepresentativesandthepresident pro tempore of the Senate, or their designees, shall serve as the chairpersons of the commission and shall schedule the first meeting of the commission, which shall be held not later than sixty days after the effective date of this section.

(f) The administrative staff of the joint standing committee of the General Assembly having cognizance of matters relating to education shall serve as administrative staff of the commission.

(g) (1) Not later than February 1, 2024, the commission shall submit a report on the portion of the study described in subdivision (1) of subsection (b) of this section, in accordance with the provisions of section 11-4a of the general statutes, on its findings and recommendations to the joint standing committees of the General Public Act No.

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1 Assembly having cognizance of matters relating to education and appropriations.

(2) Not later than January 15, 2025, the commission shall submit a report on the portion of the study described in subdivisions (2) and (3) of subsection (b) of this section, in accordance with the provisions of section 11-4a of the general statutes, on its findings and recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education.

(3) The commission shall terminate on the date that it submits the last of such reports or July 1, 2025, whichever is later.

Sec.

37.

(NEW) (Effective July 1, 2023) Not later than May twentieth of each school year, each local and regional board of education, operator of an interdistrict magnet school program and governing council of a state or local charter school shall annually submit to the Department of Education the number of students enrolled as of April first of such school year for such board, operator or governing council.

In the case of a local or regional board of education that (1) is a sending district or receiving district, as those terms are defined in section 10-266aa of the general statutes, as amended by this act, under the state-wide interdistrict public school attendance program, (2) is an operator of an interdistrict magnet school program, or (3) operates an agricultural science and technology educator center, such board shall annually submit to the department the number of students participating in such program as of April first of such school year, separately for in-district and out-of-district students.

Sec.

38.

Section 10-262u of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2024):

(a) As used in this section and section 10-262i:

(1) ["Alliance district"] "Educational reform district" means a school Public Act No.

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1 district for a town that [(A)] is among the towns with the [thirty-three] twenty lowest accountability index scores, as calculated by the Department of Education.

[, or (B) was previously designated as an alliance district by the Commissioner of Education for the fiscal years ending June 30, 2013, to June 30, 2022, inclusive.] (2) "Legacy alliance district" means a school district for a town that was designated as an alliance district by theCommissioner of Education for the fiscal years ending June 30, 2013, to June 30, 2024, inclusive.

[(2)] (3) "Accountability index" has the same meaning as provided in section 10-223e.

[(3)] (4) "Mastery test data of record" has the same meaning as provided in section 10-262f, as amended by this act.

[(4) "Educational reform district" means an alliance district that is among the ten lowest accountability index scores when all towns are ranked highest to lowest in accountability index scores.] (b) (1) For the fiscal year ending June 30, 2013, the Commissioner of Education shall designate thirty school districts as alliance reform districts.

Any school district designated as an alliance district shall be so designated for a period of five years.

On or before June 30, 2016, the Department of Education shall determine if there are any additional alliance districts.

(2) For the fiscal year ending June 30, 2018, the commissioner shall designate thirty-three school districts as alliance districts.

Any school district designated as an alliance district shall be so designated for a period of five years.

(3) For the fiscal year ending June 30, 2023, the commissioner shall designate thirty-six school districts as alliance districts.

Any school district designated as an alliance district shall be so designated for a Public Act No.

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1 period of [five] two years.

(4) For the fiscal year ending June 30, 2025, the commissioner shall designate twenty school districts as educational reform districts.

Any school district designated as an educational reform district shall be so designated for a period of two years.

(c) (1) For the fiscal year ending June 30, [2023, and each fiscal year thereafter, the Comptroller shall withhold from any town that (A) was designated as an alliance district pursuant to subdivision (2) of subsection (b) of this section any increase in funds received over the amount the town received for the fiscal year ending June 30, 2012, pursuant to subsection (a) of section 10-262i, and (B) was designated as an alliance district for the first time pursuant to subdivision (3) of subsection (b) of this section, any increase in funds received over the amount the town received for the fiscal year ending June 30, 2022, pursuant to subsection (a) of section 10-262i.] 2025, and each fiscal year thereafter, the Comptroller shall withhold from any town that was designated as an educational reform district pursuant to subdivision (4) of subsection (b) of this section any increase in funds received over the amount the town received for the fiscal year ending June 30, 2012, pursuant to subsection (a) of section 10-262i.

The Comptroller shall transfer such funds to the Commissioner of Education.

(2) Upon receipt of an application pursuant to subsection (d) of this section or section 10-156gg, as amended by this act, the Commissioner ofEducationmay pay such fundsto thetown designatedasan [alliance] educational reform district and such town shall pay all such funds to the local or regional board of education for such town on the condition that such funds shall be expended in accordance with (A) the improvement plan described in subsection (d) of this section, (B) the minority candidate certification, retention or residency year program pursuant to section 10-156gg, as amended by this act, (C) the family resource center program, pursuant to section 10-4o, to establish a family resource center Public Act No.

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1 in each elementary school under the jurisdiction of such board, (D) the provisions of subsection (c) of section 10-262i, and [(D)] (E) any guidelines developed by the State Board of Education for such funds.

Such funds shall be used to improve student achievement and recruit and retain minority teachers in such [alliance] educational reform district and to offset any other local education costs approved by the commissioner.

(d) The local or regional board of education for a town designated as an [alliance] educational reform 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] an improvement plan that are developed, in part, on the strategic use of student academic performance data.

Such improvement 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, current informationfor teachers, parentalengagement,andteacher 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 Public Act No.

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1 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 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 school district and the continuous implementation of improvement plans developed under this subsection, (13) implementing the policy adopted pursuant to section 10-223mto improve completionrates oftheFree Applicationfor 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 improvement plan shall demonstrate collaboration with key Public Act No.

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1 stakeholders, as identified by the commissioner, with the goal of achieving efficiencies andthealignment ofintent andpractice of current programs with conditional programs identified in this subsection.

The commissioner may (A) require changes in any improvement 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 improvement 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.

Each such local and regional board of education shall annually submit such improvement plan to the department.

(e) The State Board of Education may develop guidelines and criteria for the administration of such funds under this section.

(f)The commissioner may withholdsuchfundsifthelocalorregional board of education fails to comply with the provisions of this section.

The commissioner may renew such funding if the local or regional board of education provides evidence that the school district of such board is achieving the objectives and performance targets approved by the commissioner stated in the improvement plan submitted under this section.

(g) Any local or regional board of education receiving funding under this section shall submit an annual expenditure report to the commissioner on such form and in such manner as requested by the commissioner.

The commissioner shall determine if (1) the local or regional board of education shall repay any funds not expended in accordance with the approved application, or (2) such funding should be reduced in a subsequent fiscal year up to an amount equal to the amount that the commissioner determines is out of compliance with the provisions of this subsection.

Public Act No.

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1 (h) Any balance remaining for each local or regional board of education at the end of any fiscal year shall be carried forward for such local or regional board of education for the next fiscal year.

(i) The local or regional board of education of a school district for a town that is among the fifty towns with the lowest accountability index scores, as calculated by the Department of Education, but has not been designated as an educational reform district by the Commissioner of Education, may request technical assistance or other specialized interventions from the department for the provision of academic support services to students.

Sec.

39.

Subdivision (2) of section 10-262f of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2024):

(2) "Base aid ratio" means for the fiscal year ending June 30, 2018, and each fiscal year thereafter, the sum of (A) one minus the town's wealth adjustment factor, and (B) the town's base aid ratio adjustment factor, if any, except that a town's base aid ratio shall not be less than (i) ten per cent for a town designated as an educational reform district or a legacy alliance district, as those terms are defined in section 10-262u, as amended by this act, or a priority school district, as described in section 10-266p, and (ii) one per cent for a town that is not designated as an alliance district or a priority school district.

Sec.

40.

Subdivision (3) of subsection (d) of section 12-18b of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2024):

(3) Each [municipality] (A) town designated as an educational reform district or a legacy alliance district pursuant to section 10-262u, as amended by this act, or (B) municipality in which more than fifty per cent of the property is state-owned real property shall be classified as a Public Act No.

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1 tier one municipality.

Sec.

41.

Subdivision (2) of subsection (c) of section 10-156gg of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2023):

(2) For the fiscal year ending June 30, [2023, and each fiscal year thereafter] 2024, the Commissioner of Education shall withhold from an alliance district, fromthefundstransferredbytheComptrollerpursuant to subsection (c) of section 10-262u, as amended by this act, ten per cent of any increase in such funds that such alliance district [receives] received forthefiscalyear ending June30,2021, overtheamountofsuch funds that it received for the fiscal year ending June 30, 2020.

The department shall use such funds to make a payment to such alliance district and such alliance district shall expend such payment for any of the costs described in subsection (e) of this section.

Sec.

42.

Section 370 of public act 22-118 is repealed and the following is substituted in lieu thereof (Effective from passage):

(a) There is established a working group to study and make recommendations related to indoor air quality within school buildings.

Such recommendations shall include, but need not be limited to:

(1) The optimal humidity and temperature ranges to ensure healthy air and promote student learning;

(2) Threshold school air quality emergency conditions warranting temporary school closures based on the presence of insufficient heat, an excessive combination of indoor temperature and humidity levels, or some other thresholds;

(3) Criteria for rating the priority of heating, ventilation and air conditioning repair and remediation needs, including the public health condition and needs of the students attending a school;

Public Act No.

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1 (4) Optimal heating, ventilation and air conditioning system performance benchmarks for minimizing the spread of infectious disease;

(5) Protocols to be used by school districts to receive, investigate and address complaints or evidence of mold, pest infestation, hazardous odors or chemicals and poor indoor air-quality;