Substitute House Bill No. 5657
Substitute House Bill No. 5657
PUBLIC ACT NO. 98-243
AN ACT CONCERNING EARLY READING SUCCESS.
Be it enacted by the Senate and House of
Representatives in General Assembly convened:
Section 1. (NEW) On or before September 1,
1999, each local and regional board of education
shall develop and implement a three-year plan to
improve the reading skills of students in grades
kindergarten to three, inclusive. The plan shall
be designed to allow all students to attain
reading competency. The plan shall include: (1)
The specific instructional methods, strategies and
activities that will be used to teach reading; (2)
a process for assessing and assisting students who
are at risk of failing to learn to read by the end
of first grade; (3) periodic evaluations of the
reading level of students; (4) additional time for
remedial instruction for students who fail to make
progress in their reading development or are
reading below grade level; (5) in-service training
programs on the teaching of reading for elementary
school teachers; (6) a process for involving
parents in addressing the reading problems of
their children, including a requirement to provide
information to parents on strategies that can be
used at home to improve the child's language
development prereading or reading skills and
referrals to family literacy programs, as
appropriate, that incorporate adult basic
education and provide for the promotion of
literacy through access to public library
services; (7) ongoing data collection and
monitoring of program effectiveness; and (8) the
establishment of school and public library
partnerships to improve prereading and reading
skills.
Sec. 2. Section 23 of public act 97-290 is
repealed and the following is substituted in lieu
thereof:
(a) THE DEPARTMENT OF EDUCATION SHALL PROVIDE
TECHNICAL ASSISTANCE TO LOCAL AND REGIONAL BOARDS
OF EDUCATION ON THE DEVELOPMENT OF THE PLANS
REQUIRED PURSUANT TO SECTION 1 OF THIS ACT. THE
DEPARTMENT SHALL ADVISE LOCAL AND REGIONAL BOARDS
OF EDUCATION ON: (1) METHODS AND STRATEGIES FOR
ASSESSING STUDENTS WHO ARE AT RISK OF FAILING TO
LEARN TO READ BY THE END OF FIRST GRADE; AND (2)
THE DEVELOPMENT OF IN-SERVICE TRAINING PROGRAMS ON
THE TEACHING OF THE READING AND ASSESSMENT OF
READING COMPETENCY FOR TEACHERS IN GRADES
KINDERGARTEN TO THREE, INCLUSIVE.
[(a)] (b) The State Board of Education shall
establish a standard of reading competency for use
by local and regional boards of education to
measure reading competency for students in grades
one to three, inclusive. The standard may be a
requirement for a certain score on a standardized
test.
[(b) The Commissioner of Education shall
report, in accordance with section 11-4a of the
general statutes, on such standard to the joint
standing committee of the General Assembly having
cognizance of matters relating to education, by
February 1, 1998.]
Sec. 3. (NEW) As used in sections 3 to 6,
inclusive, and sections 8 and 9 of this act:
(1) "Priority school district" means a school
district described in section 10-266p of the
general statutes, as amended; and
(2) "Priority school" means a school in which
forty per cent or more of the lunches served are
served to students who are eligible for free or
reduced price lunches pursuant to federal law and
regulations, excluding such a school located in a
priority school district.
Sec. 4. (NEW) (a) The Commissioner of
Education shall establish, within available
appropriations, an early reading success grant
program to assist local and regional boards of
education for priority school districts and school
districts in which priority elementary schools are
located in: (1) Establishing full-day kindergarten
programs; (2) reducing class size in grades
kindergarten to three, inclusive, to not more than
eighteen students; and (3) establishing intensive
early intervention reading programs, including
after-school and summer programs, for students
identified as being at risk of failing to learn to
read by the end of first grade and students in
grades one to three, inclusive, who are reading
below grade level. Eligibility for grants pursuant
to this section shall be determined for a
five-year period based on a school district's
designation as a priority school district or as a
school district in which a priority elementary
school is located for the initial year of
application. In order to receive a grant, an
eligible board of education shall submit a plan
for the expenditure of grant funds, in accordance
with this section, to the Department of Education,
at such time and in such manner as the
commissioner prescribes. An eligible school
district may receive a grant for one or more
purposes pursuant to subdivisions (1) to (3),
inclusive, of this subsection, provided at least
fifty per cent of any grant funds received by such
school district are used for programs pursuant to
subdivision (3) of this subsection. If the
commissioner determines the school district is
addressing the issue of early reading intervention
sufficiently, the commissioner may allow the
school district to set aside a smaller percentage
of the funds received pursuant to this section for
such programs.
(b) (1) In the case of proposals for full-day
kindergarten programs, the plan shall include: (A)
Information on the number of full-day kindergarten
classes that will be offered initially and the
number of children to be enrolled in such classes;
(B) how the board anticipates expanding the number
of full-day kindergarten programs in future school
years; (C) the number of additional teachers
needed and any additional equipment needed for
purposes of such programs; (D) a description of
any proposed school building project that is
related to the need for additional space for
full-day kindergarten programs, including an
analysis of the different options available to
meet such need, such as relocatable classrooms,
the division of existing classrooms, an addition
to a building or new construction; (E) information
on the curriculum for the full-day kindergarten
program pursuant to subdivision (2) of this
subsection; (F) information on coordination
between the full-day kindergarten program and
school readiness programs for the purpose of
providing before and after school child care for
children attending the full-day kindergarten
program; and (G) any additional information the
commissioner deems relevant.
(2) A full-day kindergarten program that
receives funding pursuant to this subsection
shall: (A) Include language development and
appropriate reading readiness experiences; (B)
provide for the assessment of a student's
progress; (C) include a professional development
component in the teaching of reading and reading
readiness and assessment of reading competency for
kindergarten teachers; and (D) provide for
parental involvement.
(c) (1) In the case of proposals for the
reduction of class size in grades kindergarten to
three, inclusive, to not more than eighteen
students the plan shall include: (A) A time frame
for achieving such reduction in class size; (B)
information on the class size in such grades at
each school at the time of application for the
grant and the number of classes to be reduced in
size with grant funds; (C) the number of
additional teachers needed and any additional
equipment needed; (D) a description of any
proposed school building project related to the
need for additional space for smaller classes,
including an analysis of the different options
available to meet such need such as relocatable
classrooms, the division of existing classrooms,
an addition to a building or new construction; (E)
an estimate of the costs associated with
implementation of the plan; and (F) any additional
information the commissioner deems relevant.
(2) If a school district accepts funds
pursuant to this subsection, such school district
shall limit the class size of classes in which
core curriculum is taught in grades kindergarten
to three, inclusive, in accordance with its plan
to eighteen or less students, provided students
who enroll after October first in any school year
are not included for purposes of such count.
(d) In the case of proposals for intensive
early intervention reading programs including
after-school and summer programs, the plan shall:
(1) Provide for a period of time each day of
individualized or small group instruction for each
student; (2) provide for monitoring of students
and follow-up in subsequent grades, documentation
of continuous classroom observation of student's
reading behaviors and establishment of performance
indicators aligned with the state-wide mastery
examinations under chapter 163c of the general
statutes and other methodologies for assessing
reading competencies established by the department
pursuant to section 23 of public act 97-290, as
amended by this act; (3) include a professional
development component for teachers in grades
kindergarten to three, inclusive, that emphasizes
the teaching of reading and reading readiness and
assessment of reading competency; (4) provide for
parental involvement and ensure that parents have
access to information on strategies that may be
used at home to improve prereading or reading
skills; (5) provide for data collection and
program evaluation; and (6) any additional
information the commissioner deems relevant.
(e) (1) The pilot programs established
pursuant to section 22 of this act shall be funded
from the amount appropriated for purposes of this
section. The department shall use ninety per cent
of the remaining funds appropriated for purposes
of this section for grants to priority school
districts. Priority school districts shall receive
grants based on their proportional share of the
sum of the products obtained by multiplying the
number of enrolled kindergarten students in each
priority school district for the year prior to the
year the grant is to be paid, by the ratio of the
average percentage of free and reduced price meals
for all severe need schools in such district to
the minimum percentage requirement for severe need
school eligibility. (2) The department shall use
nine per cent of such remaining funds for
competitive grants to school districts in which a
priority elementary school is located. In awarding
grants to school districts in which priority
elementary schools are located, the department
shall consider the town wealth, as defined in
subdivision (26) of section 10-262f of the general
statutes, as amended, of the town in which the
school district is located, or in the case of
regional school districts, the towns which
comprise the regional school district. Grants
received by school districts in which priority
elementary schools are located shall not exceed
one hundred thousand dollars and shall be used for
the appropriate purpose at the priority elementary
school. (3) The department may retain up to one
per cent of such remaining funds for coordination,
program evaluation and administration.
(f) No funds received pursuant to this section
shall be used to supplant federal, state or local
funding to the local or regional boards of
education for programs for grades kindergarten to
three, inclusive.
(g) Expenditure reports shall be filed with
the department as requested by the commissioner.
School districts shall refund (1) any unexpended
amounts at the close of the program for which the
grant is awarded, and (2) any amounts not expended
in accordance with the approved grant application.
Sec. 5. (NEW) (a) Each local and regional
board of education for a priority school district
shall offer a summer reading program, as described
in subsection (d) of section 4 of this act, to
children enrolled in kindergarten in the schools
under its jurisdiction who are determined by their
teacher to need additional reading and reading
readiness instruction.
(b) For each school year commencing on or
after July 1, 1999, each local and regional board
of education for a priority school district shall
require the schools under its jurisdiction to
evaluate the reading level of students enrolled in
grades one to three, inclusive, in the middle of
the school year and at the end of the school year.
If a student is determined to be reading below
grade level based on: (1) The middle of the year
evaluation, the school shall notify the parents or
guardian of the student of such result; and (2)
the end of the year evaluation, the school shall
develop a personal reading plan for such student.
The personal reading plan shall include measures
to improve the student's reading level, such as
tutoring, a transitional class, or a summer
reading program as described in subsection (d) of
section 4 of this act. Promotion of such student
from grade to grade shall be based on documented
progress in achieving the goals of the personal
reading plan or demonstrated reading proficiency
commensurate with grade level. If a decision is
made to promote a student who is reading below
grade level from third to fourth grade, the school
principal shall provide written justification for
such promotion to the superintendent of schools.
Information on the number of such promotions shall
be included in the strategic school profile report
pursuant to subsection (c) of section 10-220 of
the general statutes, as amended. A personal
reading plan shall be maintained for a student who
is reading below grade level until he is reading
at grade level.
Sec. 6. Section 10-285a of the general
statutes, as amended by section 22 of public act
97-259 and section 19 of public act 97-290, is
amended by adding subsection (h) as follows:
(NEW) (h) Subject to the provisions of section
7 of this act, if an elementary school building
project for a school in a priority school district
or for a priority school is necessary in order to
offer a full-day kindergarten program or to reduce
class size pursuant to section 4 of this act, the
percentage determined pursuant to this section
shall be increased by five percentage points for
the portion of the building used primarily for
such full-day kindergarten program or such reduced
size classes.
Sec. 7. (NEW) In order to be eligible for the
percentage increase pursuant to subsection (h) of
section 10-285a of the general statutes, as
amended by section 6 of this act: (1) The project
shall be (A) included in a plan developed pursuant
to section 4 of this act, and (B) for a particular
full-day kindergarten class or reduced-sized class
funded pursuant to section 4 of this act; (2) the
local or regional board of education shall present
evidence to the Department of Education that the
project is the best option for solving the need
for additional space and is cost-efficient; and
(3) the project shall meet the requirements
established in chapter 173 of the general
statutes.
Sec. 8. (NEW) (a) The Commissioner of
Education shall establish, within available bond
authorizations, a grant program to assist priority
school districts in paying for general
improvements to school buildings. For purposes of
this section "General improvements to school
buildings" means work that (1) is generally not
eligible for reimbursement pursuant to chapter 173
of the general statutes, and (2) is to (A) replace
windows, doors, boilers and other heating and
ventilation system components, internal
communications systems, lockers, and ceilings
including the installation of new drop ceilings,
(B) upgrade restrooms including the replacement of
fixtures, (C) upgrade and replace lighting, or (D)
install security equipment including fencing,
provided "general improvements to school
buildings" may include work not specified in this
subdivision if the school district provides
justification for such work acceptable to the
Commissioner of Education, but shall not include
routine maintenance such as painting, cleaning,
equipment repair or other minor repairs or work
done at the administrative facilities of a board
of education.
(b) Eligibility for grants pursuant to this
section shall be determined for a five-year period
based on a school district's designation in the
initial year of application as a priority school
district. Grant awards shall be made annually
contingent upon the filing of an application and a
satisfactory annual evaluation. School districts
shall apply for grants pursuant to this section at
such time and in such manner as the commissioner
prescribes.
(c) No funds received by a school district
pursuant to this section shall be used to supplant
federal, state or local funding received by such
town for improvements to school buildings.
(d) Expenditure reports shall be filed with
the Department of Education as requested by the
commissioner. School districts shall refund (1)
any unexpended amounts at the close of the project
for which the grants are awarded and (2) any
amounts not expended in accordance with the
approved grant application.
(e) General improvements for which grants are
awarded in any year shall be completed by the end
of the succeeding fiscal year.
Sec. 9. (NEW) (a) The Commissioner of
Education shall establish, within available
appropriations, a grant program for priority
school districts to purchase library books to
promote better reading skills. For purposes of
this section "library books" means books that are
in school libraries and media centers for student
use and are either for reference purposes or to be
circulated.
(b) Eligibility for grants pursuant to this
section shall be determined for a five-year period
based on a school district's designation in the
initial year of application as a priority school
district.
(c) School districts shall apply for grants
pursuant to this section at such times and in such
manner as the commissioner prescribes.
(d) The Department of Education may retain up
to one per cent of the amount of funds
appropriated for purposes of this section for
coordination, program evaluation and
administration.
(e) No funds received by a school district
pursuant to this section shall be used to supplant
federal, state or local funding received by such
town for the purchase of library books.
Sec. 10. Subsection (b) of section 4 of public
act 97-259 is repealed and the following is
substituted in lieu thereof:
(b) The local school readiness council shall:
(1) Make recommendations to the chief elected
official and the superintendent of schools on
issues relating to school readiness, including any
applications for grants pursuant to sections 2 and
7 of [this act] PUBLIC ACT 97-259 and section
17b-749a of the general statutes, as amended by
section 5 of [this act] PUBLIC ACT 97-259; (2)
foster partnerships among providers of school
readiness programs; (3) assist in the
identification of the need for school readiness
programs and the number of children not being
served by such a program; (4) identify existing
and prospective resources and services available
to children and families; (5) facilitate the
coordination of the delivery of services to
children and families, including (A) referral
procedures, AND (B) BEFORE AND AFTER-SCHOOL CHILD
CARE FOR CHILDREN ATTENDING KINDERGARTEN PROGRAMS;
(6) exchange information with other councils, the
community and organizations serving the needs of
children and families; (7) make recommendations to
school officials concerning transition from school
readiness programs to kindergarten; and (8)
encourage public participation.
Sec. 11. Subsection (a) of section 3 of public
act 97-259 is repealed and the following is
substituted in lieu thereof:
(a) Each school readiness program shall
include: (1) A plan for collaboration with other
community programs and services, INCLUDING PUBLIC
LIBRARIES, and for coordination of resources in
order to facilitate full-day and year-round child
care and education programs for children of
working parents and parents in education or
training programs; (2) parent involvement,
parenting education and outreach; (3) referrals
for health services, including referrals for
appropriate immunizations and screenings; (4)
nutrition services; (5) referrals to family
literacy programs that incorporate adult basic
education and provide for the promotion of
literacy through access to public library
services; (6) admission policies that promote
enrolment of children from different racial,
ethnic and economic backgrounds and from other
communities; (7) a plan of transition for
participating children from the school readiness
program to kindergarten AND PROVIDE FOR THE
TRANSFER OF RECORDS FROM THE PROGRAM TO THE
KINDERGARTEN PROGRAM; (8) a plan for professional
development for staff; (9) a sliding fee scale for
families participating in the program pursuant to
section 8 of [this act] PUBLIC ACT 97-259; and
(10) an annual evaluation of the effectiveness of
the program.
Sec. 12. Section 10-15 of the general statutes
is repealed and the following is substituted in
lieu thereof:
Public schools including kindergartens shall
be maintained in each town for at least one
hundred eighty days of actual school sessions
during each year. When public school sessions are
cancelled for reasons of inclement weather or
otherwise, the rescheduled sessions shall not be
held on Saturday or Sunday. The State Board of
Education (1) may authorize the shortening of any
school year for a school district, a school or a
portion of a school on account of an unavoidable
emergency, and (2) may authorize implementation of
scheduling of school sessions to permit full year
use of facilities which may not offer each child
one hundred eighty days of school sessions within
a given school year, but which assures an
opportunity for each child to average a minimum of
one hundred eighty days of school sessions per
year during thirteen years of educational
opportunity in the elementary and secondary
schools. Notwithstanding the provisions of this
section and section 10-16, AS AMENDED BY THIS ACT,
the State Board of Education may, upon application
by a local or regional board of education, approve
for any single school year, in whole or in part, a
plan to implement alternative scheduling of school
sessions which assures at least four hundred fifty
hours of actual school work for nursery schools
and HALF-DAY kindergartens and at least nine
hundred hours of actual school work for FULL-DAY
KINDERGARTEN AND grades one to twelve, inclusive.
Sec. 13. Section 10-16 of the general statutes
is repealed and the following is substituted in
lieu thereof:
Each school district shall provide in each
school year no less than one hundred and eighty
days of actual school sessions for grades
kindergarten to twelve, inclusive, nine hundred
hours of actual school work for FULL-DAY
KINDERGARTEN AND grades one to twelve, inclusive,
and four hundred and fifty hours of HALF-DAY
kindergarten, provided school districts shall not
count more than seven hours of actual school work
in any school day towards the total required for
the school year. If weather conditions result in
an early dismissal or a delayed opening of school,
a school district which maintains separate morning
and afternoon HALF-DAY kindergarten sessions may
provide either a morning or afternoon HALF-DAY
kindergarten session on such day.
Sec. 14. Subsection (a) of section 10-145d of
the general statutes is repealed and the following
is substituted in lieu thereof:
(a) The State Board of Education shall,
pursuant to chapter 54, adopt such regulations as
may be necessary to carry out the provisions of
sections 10-144o, 10-145a to 10-145d, inclusive,
AS AMENDED BY THIS ACT, 10-145f and 10-146b. Such
regulations shall provide for (1) the
establishment of an appeal panel to review any
decision to deny the issuance of a certificate
authorized under said section 10-145b; (2) the
establishment of requirements for subject area
endorsements; (3) the extension of the time to
complete requirements for certificates under said
section 10-145b; (4) the establishment of
requirements for administrator and supervisor
certificates; (5) the composition of, and the
procedures to be utilized by, the assessment teams
in implementing the beginning educator program;
(6) procedures and criteria for issuing
certificates to persons whose certificates have
lapsed or persons with non-public-school or
out-of-state teaching experience; (7) the criteria
for defining a major course of study; [and] (8) a
requirement that on and after July 1, 1993, in
order to be eligible to obtain an initial educator
certificate with an elementary endorsement, each
person [shall] be required to complete a survey
course in United States history comprised of not
fewer than three semester hours; AND (9) A
REQUIREMENT THAT ON AND AFTER JULY 1, 2003, IN
ORDER TO BE ELIGIBLE TO OBTAIN AN INITIAL EDUCATOR
CERTIFICATE WITH AN EARLY CHILDHOOD NURSERY
THROUGH GRADE THREE OR AN ELEMENTARY ENDORSEMENT,
EACH PERSON BE REQUIRED TO COMPLETE A
COMPREHENSIVE READING INSTRUCTION COURSE COMPRISED
OF NOT LESS THAN SIX SEMESTER HOURS. Such
regulations may provide for exceptions to
accommodate specific certification endorsement
areas.
Sec. 15. Subsection (l) of section 10-145b of
the general statutes is repealed and the following
is substituted in lieu thereof:
(l) (1) For certified employees of local and
regional boards of education, except as provided
in this subdivision, each professional educator
certificate shall be valid for five years and
continued every five years thereafter upon the
successful completion of professional development
activities which shall consist of not less than
ninety hours of continuing education, as
determined by the local or regional board of
education in accordance with this section, during
each successive five-year period. (A) SUCH
CONTINUING EDUCATION COMPLETED BY CERTIFIED
EMPLOYEES WITH AN EARLY CHILDHOOD NURSERY THROUGH
GRADE THREE OR AN ELEMENTARY ENDORSEMENT WHO HOLD
A POSITION REQUIRING SUCH AN ENDORSEMENT SHALL
INCLUDE AT LEAST FIFTEEN HOURS OF TRAINING IN THE
TEACHING OF READING AND READING READINESS AND
ASSESSMENT OF READING PERFORMANCE, INCLUDING
METHODS OF TEACHING LANGUAGE SKILLS NECESSARY FOR
READING, READING COMPREHENSION SKILLS, PHONICS AND
THE STRUCTURE OF THE ENGLISH LANGUAGE DURING EACH
FIVE-YEAR PERIOD. (B) Such continuing education
completed by [(A)] (i) the superintendent of
schools, and [(B)] (ii) employees employed in
positions requiring an intermediate administrator
or supervisory certificate, or the equivalent
thereof, and whose administrative or supervisory
duties equal at least fifty per cent of the
assigned time of such employee, shall include at
least fifteen hours of training in the evaluation
of teachers pursuant to section 10-151b during
each five-year period. During each five-year
period in which a professional educator
certificate is valid, a holder of such certificate
who has not completed the ninety hours of
continuing education required pursuant to this
subdivision, and who has not been employed while
holding such certificate by a local or regional
board of education for all or part of the
five-year period, shall, upon application, be
reissued such certificate for five years minus any
period of time such holder was employed while
holding such certificate by a local or regional
board of education, provided there shall be only
one such reissuance during each five-year period
in which such certificate is valid. A certified
employee of a local or regional board of education
who is a member of the General Assembly and who
has not completed the ninety hours of continuing
education required pursuant to this subdivision
for continuation of his certificate, upon
application, shall be reissued a professional
educator certificate for a period of time equal to
six months for each year he served in the General
Assembly during the previous five years.
Continuing education hours completed during the
previous five years shall be applied toward such
ninety-hour requirement which shall be completed
during the reissuance period in order for such
employee to be eligible to have his certificate
continued. The cost of the professional
development activities required under this
subsection for certified employees of local or
regional boards of education shall be shared by
the state and local or regional boards of
education, except for those activities identified
by the State Board of Education as the
responsibility of the certificate holder. Each
local and regional board of education shall make
available, annually, at no cost to its certified
employees not fewer than eighteen hours of
professional development activities for continuing
education credit. Such activities may be made
available by a board of education directly,
through a regional educational service center or
cooperative arrangement with another board of
education or through arrangements with any
continuing education provider approved by the
State Board of Education. Local and regional
boards of education shall grant continuing
education credit for professional development
activities which the certified employees of the
board of education are required to attend,
professional development activities offered in
accordance with the plan developed pursuant to
subsection (b) of section 10-220a, or professional
development activities which the board may approve
for any individual certified employee. Each board
of education shall determine the specific
professional development activities to be made
available with the advice and assistance of the
teachers employed by such board, including
representatives of the exclusive bargaining unit
for such teachers pursuant to section 10-153b. The
time and location for the provision of such
activities shall be in accordance with either an
agreement between the board of education and the
exclusive bargaining unit pursuant to said section
10-153b or, in the absence of such agreement or to
the extent such agreement does not provide for the
time and location of all such activities, in
accordance with a determination by the board of
education.
(2) Each local and regional board of education
shall attest to the state Department of Education,
in such form and at such time as the commissioner
shall prescribe, that professional development
activities for which continuing education credit
is granted by the board: (A) Are planned in
response to identified needs, (B) are provided by
qualified instructional personnel, as appropriate,
(C) have the requirements for participation in the
activity shared with participants before the
commencement of the activity, (D) are evaluated in
terms of its effectiveness and its contribution to
the attainment of school or district-wide goals,
and (E) are documented in accordance with
procedures established by the State Board of
Education. At the end of each five-year period
each professional educator shall attest to the
state Department of Education, in such form and at
such time as the commissioner shall prescribe,
that the professional educator has successfully
completed ninety hours of continuing education.
(3) In the event that the state Department of
Education notifies the local or regional board of
education that the provisions of subdivision (2)
of this subsection have not been met and that
specific corrective action is necessary, the local
or regional board of education shall take such
corrective action immediately. The department
shall not invalidate continuing education credit
awarded prior to such notice.
Sec. 16. Section 10-184 of the general
statutes is repealed and the following is
substituted in lieu thereof:
All parents and those who have the care of
children shall bring them up in some lawful and
honest employment and instruct them or cause them
to be instructed in reading, writing, spelling,
English grammar, geography, arithmetic and United
States history and in citizenship, including a
study of the town, state and federal governments.
[Each] SUBJECT TO THE PROVISIONS OF THIS SECTION
AND SECTION 10-15c, AS AMENDED, EACH parent or
other person having control of a child [seven
years of age and over and under sixteen years of]
age FIVE TO SIXTEEN, INCLUSIVE, shall cause such
child to attend a public [day] school regularly
during the hours and terms the public school in
the district [wherein] IN WHICH such child resides
is in session, [or while the school is in session
in which provision for the instruction of such
child is made according to law,] unless the parent
or person having control of such child is able to
show that the child is elsewhere receiving
equivalent instruction in the studies taught in
the public schools. THE PARENT OR PERSON HAVING
CONTROL OF A CHILD FIVE YEARS OF AGE SHALL HAVE
THE OPTION OF NOT SENDING THE CHILD TO SCHOOL
UNTIL THE CHILD IS SIX YEARS OF AGE AND THE PARENT
OR PERSON HAVING CONTROL OF A CHILD SIX YEARS OF
AGE SHALL HAVE THE OPTION OF NOT SENDING THE CHILD
TO SCHOOL UNTIL THE CHILD IS SEVEN YEARS OF AGE.
THE PARENT OR PERSON SHALL EXERCISE SUCH OPTION BY
PERSONALLY APPEARING AT THE SCHOOL DISTRICT OFFICE
AND SIGNING AN OPTION FORM. THE SCHOOL DISTRICT
SHALL PROVIDE THE PARENT OR PERSON WITH
INFORMATION ON THE EDUCATIONAL OPPORTUNITIES
AVAILABLE IN THE SCHOOL SYSTEM.
Sec. 17. Subsection (a) of section 10-198a of
the general statutes is repealed and the following
is substituted in lieu thereof:
(a) For purposes of this section, "truant"
means a child age [seven] FIVE to sixteen,
inclusive, who is enrolled in a public or private
school and has four unexcused absences from school
in any one month or ten unexcused absences from
school in any school year.
Sec. 18. Section 10-200 of the general
statutes is repealed and the following is
substituted in lieu thereof:
Each city and town may adopt ordinances
concerning habitual truants from school and
children between the ages of [seven] FIVE and
sixteen years wandering about its streets or
public places, having no lawful occupation and not
attending school; and may make such ordinances
respecting such children as shall conduce to their
welfare and to public order, imposing penalties,
not exceeding twenty dollars, for any one breach
thereof. The police in any town, city or borough
and bailiffs, constables, sheriffs and deputy
sheriffs in their respective precincts shall
arrest all such children found anywhere beyond the
proper control of their parents or guardians,
during the usual school hours of the school terms,
and may stop any child under sixteen years of age
during such hours and ascertain whether such child
is a truant from school, and, if such child is,
shall send such child to school. For purposes of
this section, "habitual truant" means a child age
[seven] FIVE to sixteen, inclusive, enrolled in a
public or private school who has twenty unexcused
absences within a school year.
Sec. 19. Subsection (a) of section 10-220 of
the general statutes, as amended by section 21 of
public act 97-290, is repealed and the following
is substituted in lieu thereof:
(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, AS AMENDED, 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 as nearly equal advantages as may be
practicable; shall provide an appropriate learning
environment for its students which includes (1)
adequate instructional books, supplies, materials,
equipment, staffing, facilities and technology,
(2) equitable allocation of resources among its
schools, and (3) a safe school setting; shall have
charge of the schools of its respective school
district; shall make a continuing study of the
need for school facilities and of a long-term
school building program and from time to time make
recommendations based on such study to the town;
shall report annually to the Commissioner of
Education on the condition of its facilities and
the action taken to implement its long-term school
building program, which report the commissioner
shall use to prepare an annual report that he
shall submit in accordance with section 11-4a to
the joint standing committee of the General
Assembly having cognizance of education; shall
advise the Commissioner of Education 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
employ and dismiss the teachers of the schools of
such district subject to the provisions of
sections 10-151, AS AMENDED, and 10-158a, AS
AMENDED; 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 the
transportation of children wherever transportation
is reasonable and desirable, and for such purpose
may make contracts covering periods of not more
than five years; may place in an alternative
school program or other suitable educational
program a pupil 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 instruction
therein of such children as can attend school in
such adjacent town more conveniently; shall cause
each child [seven years of age and over and under
sixteen] AGE FIVE TO SIXTEEN, INCLUSIVE, living in
the school district to attend school in accordance
with the provisions of section 10-184, AS AMENDED
BY SECTION 16 OF THIS ACT, 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. 20. Subsection (a) of section 10-220a of
the general statutes, as amended by section 2 of
public act 97-45 and section 2 of public act
97-61, is repealed and the following is
substituted in lieu thereof:
(a) Each local or regional board of education
shall provide an in-service training program for
its teachers, administrators and pupil personnel
who hold the initial educator, provisional
educator or professional educator certificate.
Such program shall be submitted to the
Commissioner of Education and shall provide such
teachers, administrators and pupil personnel with
information on (1) the nature and the relationship
of drugs, as defined in subdivision (17) of
section 21a-240, and alcohol to health and
personality development, and procedures for
discouraging their abuse, (2) health and mental
health risk reduction education which includes,
but need not be limited to, the prevention of
risk-taking behavior by children and the
relationship of such behavior to substance abuse,
pregnancy, sexually transmitted diseases,
including HIV-infection and AIDS, as defined in
section 19a-581, violence, child abuse and youth
suicide, (3) the growth and development of
exceptional children, including handicapped and
gifted and talented children and children who may
require special education, and methods for
identifying, planning for and working effectively
with special needs children in a regular
classroom, (4) school violence prevention and
conflict resolution, (5) cardiopulmonary
resuscitation and other emergency life saving
procedures, [and] (6) computer and other
information technology as applied to student
learning and classroom instruction, communications
and data management, AND (7) THE TEACHING OF THE
LANGUAGE ARTS, READING AND READING READINESS FOR
TEACHERS IN GRADES KINDERGARTEN TO THREE,
INCLUSIVE. The State Board of Education, within
available appropriations and utilizing available
materials, shall assist and encourage local and
regional boards of education to include: (A)
Holocaust education and awareness; (B) the
historical events surrounding the Great Famine in
Ireland; (C) African-American history; (D) Puerto
Rican history; (E) Native American history; (F)
personal financial management; and (G) topics
approved by the state board upon the request of
local or regional boards of education as part of
in-service training programs pursuant to this
subsection.
Sec. 21. Subsection (a) of section 10-283 of
the general statutes, as amended by section 76 of
public act 97-265, is repealed and the following
is substituted in lieu thereof:
(a) (1) Each town or regional school district
shall be eligible to apply for and accept grants
for a school building project as provided in this
chapter. Any town desiring a grant for a public
school building project may, by vote of its
legislative body, authorize the board of education
of such town to apply to the Commissioner of
Education and to accept or reject such grant for
the town. Any regional school board may vote to
authorize the supervising agent of the regional
school district to apply to the Commissioner of
Education for and to accept or reject such grant
for the district. Applications for such grants
under this chapter shall be made by the
superintendent of schools of such town or regional
school district on the form provided and in the
manner prescribed by the Commissioner of
Education. Grant applications for school building
projects shall be reviewed by the Commissioner of
Education on the basis of categories for building
projects and standards for school construction
established by the State Board of Education in
accordance with this section, provided grant
applications submitted for purposes of subsection
(a) of section 10-65, AS AMENDED, or section
10-76e shall be reviewed annually by the
commissioner on the basis of the educational needs
of the applicant.
(2) Each school building project shall be
assigned to a category on the basis of whether
such project is primarily required to: [(1)] (A)
Create new facilities or alter existing facilities
to provide for mandatory instructional programs
pursuant to this chapter, for physical education
facilities in compliance with Title IX of the
Elementary and Secondary Education Act of 1972
where such programs or such compliance cannot be
provided within existing facilities or for the
correction of code violations which cannot be
reasonably addressed within existing program
space; [(2)] (B) create new facilities or alter
existing facilities to enhance mandatory
instructional programs pursuant to this chapter or
provide comparable facilities among schools to all
students at the same grade level or levels within
the school district unless such project is
otherwise explicitly included in another category
pursuant to this section; and [(3)] (C) create new
facilities or alter existing facilities to provide
supportive services, provided in no event shall
such supportive services include swimming pools,
auditoriums, outdoor athletic facilities, tennis
courts, elementary school playgrounds, site
improvement or garages or storage, parking or
general recreation areas. All applications
submitted prior to the first day of July in any
year shall be reviewed promptly by the
commissioner and the amount of the grant for which
such project is eligible shall be estimated. The
commissioner shall annually prepare a listing of
all such eligible school building projects listed
by category together with the amount of the
estimated grants therefor and shall submit the
same to the Governor and the General Assembly on
or before the fifteenth day of December, except as
provided in section 10-283a, with a request for
authorization to enter into grant commitments.
Each such listing submitted after December 1995
shall include a separate schedule of authorized
projects which have changed in scope or cost to a
degree determined by the commissioner. The
percentage determined pursuant to section 10-285a
at the time a school building project on such
schedule was originally authorized shall be used
for purposes of the grant for such project. The
General Assembly shall annually authorize the
commissioner to enter into grant commitments on
behalf of the state in accordance with the
commissioner's categorized listing for such
projects as the General Assembly shall determine.
The commissioner may not enter into any such grant
commitments except pursuant to such legislative
authorization. Any regional school district which
assumes the responsibility for completion of a
public school building project shall be eligible
for a grant pursuant to subdivision (5) or (6), as
the case may be, of subsection (a) of section
10-286, AS AMENDED, when such project is completed
and accepted by such regional school district.
[For the purpose of any final grant calculation
completed during the fiscal year ending June 30,
1984, and for each fiscal year thereafter, in
computing the amount of a state grant for a school
building project involving the construction of a
new school facility or the purchase or lease of a
facility for which a grant application is
submitted within five years after any abandonment,
sale, lease, demolition or redirection of use of
any school facility constructed or renovated with
state assistance, the Commissioner of Education
shall deduct from the net eligible cost of such
school building project any grant amounts paid or
due on the abandoned, sold, leased, demolished or
redirected facility from the date such facility
was abandoned, sold, leased, demolished or
redirected. No such deduction shall be made for
any grant which was paid or is being paid pursuant
to subsection (b) of this section, subsection (a)
of section 10-65 or section 10-76e.]
(3) (A) ALL FINAL CALCULATIONS COMPLETED BY
THE DEPARTMENT FOR SCHOOL BUILDING PROJECTS
AUTHORIZED ON OR AFTER JULY 1, 1996, SHALL INCLUDE
A COMPUTATION OF THE STATE GRANT FOR THE SCHOOL
BUILDING PROJECT AMORTIZED ON A STRAIGHT LINE
BASIS OVER A TWENTY-YEAR PERIOD FOR SCHOOL
BUILDING PROJECTS WITH COSTS EQUAL TO OR GREATER
THAN TWO MILLION DOLLARS AND OVER A TEN-YEAR
PERIOD FOR SCHOOL BUILDING PROJECTS WITH COSTS
LESS THAN TWO MILLION DOLLARS. ANY TOWN OR
REGIONAL SCHOOL DISTRICT WHICH ABANDONS, SELLS,
LEASES, DEMOLISHES OR OTHERWISE REDIRECTS THE USE
OF SUCH A SCHOOL BUILDING PROJECT TO A NONPUBLIC
SCHOOL USE DURING SUCH AMORTIZATION PERIOD SHALL
REFUND TO THE STATE THE UNAMORTIZED BALANCE OF THE
STATE GRANT REMAINING AS OF THE DATE THE
ABANDONMENT, SALE, LEASE, DEMOLITION OR
REDIRECTION OCCURS. THE AMORTIZATION PERIOD FOR A
PROJECT SHALL BEGIN ON THE DATE THE PROJECT WAS
ACCEPTED AS COMPLETE BY THE LOCAL OR REGIONAL
BOARD OF EDUCATION. A TOWN OR REGIONAL SCHOOL
DISTRICT REQUIRED TO MAKE A REFUND TO THE STATE
PURSUANT TO THIS SUBDIVISION MAY REQUEST
FORGIVENESS OF SUCH REFUND IF THE BUILDING IS
REDIRECTED FOR PUBLIC USE. THE DEPARTMENT SHALL
INCLUDE AS AN ADDENDUM TO THE ANNUAL SCHOOL
CONSTRUCTION PRIORITY LIST ALL THOSE TOWNS
REQUESTING FORGIVENESS. GENERAL ASSEMBLY APPROVAL
OF THE PRIORITY LIST CONTAINING SUCH REQUEST SHALL
CONSTITUTE APPROVAL OF SUCH REQUEST. THIS
SUBDIVISION SHALL NOT APPLY TO PROJECTS PURSUANT
TO SUBSECTION (b) OF THIS SECTION OR PROJECTS
SUBJECT TO THE PROVISIONS OF SECTION 10-285c.
(B) ANY MONEYS REFUNDED TO THE STATE PURSUANT
TO SUBPARAGRAPH (A) OF THIS SUBDIVISION SHALL BE
DEPOSITED IN THE STATE'S TAX-EXEMPT PROCEEDS FUND
AND USED WITHIN SIXTY DAYS OF REPAYMENT TO PAY
DEBT SERVICE ON, INCLUDING REDEMPTION, DEFEASANCE
OR PURCHASE OF, OUTSTANDING BONDS OF THE STATE THE
INTEREST ON WHICH IS NOT INCLUDED IN GROSS INCOME
PURSUANT TO SECTION 103 OF THE INTERNAL REVENUE
CODE OF 1986, OR ANY SUBSEQUENT CORRESPONDING
INTERNAL REVENUE CODE OF THE UNITED STATES, AS
FROM TIME TO TIME AMENDED.
Sec. 22. The Commissioner of Education shall
establish two pilot early childhood learning
programs. The pilot programs shall be established
in priority school districts pursuant to section
10-266p of the general statutes, as amended, or
transitional school districts. One program shall
be in a municipality with a population of fifty to
one hundred thousand, inclusive, and one program
shall be in a municipality with a population over
one hundred thousand. Each pilot program may
include a laboratory school and a model day care
program that serves sixty children ages three to
five. The Department of Education shall issue a
request for proposals for the pilot programs. The
commissioner shall provide grants in the amount of
one hundred thousand dollars each for purposes of
such pilot programs. The grants shall be provided
from the amount appropriated for purposes of
section 4 of this act.
Sec. 23. (NEW) (a) The Commissioner of
Education shall conduct, within available
appropriations, a longitudinal study that examines
the educational progress of children both during
and following participation in early reading
success grant programs pursuant to section 4 of
this act.
(b) The Commissioner of Education shall
report, in accordance with 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 longitudinal
study by January 1, 2001.
Sec. 24. The Commissioner of Higher Education
shall study teacher education programs within the
institutions of higher education that provide
coursework in reading instruction. The
commissioner shall evaluate how such programs are
addressing the diagnosis of reading difficulties
and whether they are teaching effective
instructional and assessment methods for reading
competency. The commissioner shall determine
whether such programs include methods of teaching
language skills necessary for reading, reading
comprehension skills, phonics and the structure of
the English language. On or before July 1, 1999,
the commissioner shall 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 results of such
study, including any recommendations for revisions
to such programs.
Sec. 25. This act shall take effect July 1,
1998.
Approved May 28, 1998