Connecticut Seal

General Assembly

 

Raised Bill No. 5308

February Session, 2016

 

LCO No. 413

 

*00413_______ED_*

Referred to Committee on EDUCATION

 

Introduced by:

 

(ED)

 

AN ACT CONCERNING A GENERAL EDUCATION MULTITIERED SYSTEM OF INSTRUCTION AND SUPPORTS.

Be it enacted by the Senate and House of Representatives in General Assembly convened:

Section 1. (Effective from passage) (a) Not later than July 1, 2017, the Department of Education shall review and revise the 2008 version of the department's framework for response to intervention entitled "Using Scientific Research-Based Interventions: Improving Education for All Students". The revisions shall include the following:

(1) Recommendations for the elements of high-quality core curriculum and instruction aligned to the common core state standards, irrespective of commercial programs or pedagogical approaches at the elementary school, middle school and high school levels;

(2) Recommendations for the elements of a positive school culture including (A) research-based structures, strategies and methods that support all students in meeting high expectations school-wide, (B) research-based restorative discipline practices that reduce suspension and promote inclusion, (C) relationship-building strategies among and between students, faculty, families and the community, and (D) research-based student, family and community governance structures that build positive school communities;

(3) Recommendations for universal screening in literacy, reading, writing and mathematics;

(4) Recommendations for scientific research-based progress monitoring for students receiving supplemental or intensive levels of instruction or behavioral supports and interventions;

(5) Recommendations for the use of a multitiered system and the targeted interventions and supports used at each tier of such multitiered system, including recommendations for schools with significant numbers of students requiring interventions or supports;

(6) Recommendations for the effective use of assessment and observational data to adjust interventions and supports;

(7) Examples of decision-making and logic models to adjust the frequency, intensity and duration of interventions or supports at each tier and in between tiers, including exit from additional intervention and follow-up screening and monitoring;

(8) Examples of school processes that support interventions, including schedules and staffing models, staff redeployment strategies, research-based tools and professional development resources;

(9) Recommendations for procedures that ensure fidelity of implementation;

(10) Recommendations for intervention team structures, roles and responsibilities;

(11) Requirements for student and family communication regarding meetings, interventions, supports, targets and outcomes; and

(12) Recommendations for referrals to a planning and placement team meeting to discuss further or specialized evaluation at any time before, during and after multitiered intervention and supports.

(b) Not later than July 1, 2018, the department shall provide professional development training to educators regarding the revisions made to the department's framework for response to intervention entitled "Using Scientific Research-Based Interventions: Improving Education for All Students" pursuant to subsection (a) of this section.

Sec. 2. (NEW) (Effective from passage) For the school year commencing July 1, 2019, and each school year thereafter, each local and regional board of education shall ensure that each school under its jurisdiction develops and implements a general education multitiered system of instruction and supports for students requiring supplemental or intensive assistance. The board of education shall assign the superintendent of schools or the school principal the responsibility of developing and implementing the educational support system at each school. The educational support system shall include, at a minimum an educational support team, a literacy and numeracy leadership team and a multitiered system of services, including instructional and behavioral interventions and accommodations. The educational support system shall (1) be integrated, to the extent appropriate, with the general education curriculum, (2) be designed to increase the ability of the general education system to meet the needs of all students, (3) be designed to provide students the support needed regardless of eligibility for other categorical programs, (4) provide clear procedures and methods aligned to each aspect of the revised framework for response to intervention entitled "Using Scientific Research-Based Interventions: Improving Education for All Students", described in section 1 of this act, (5) ensure collaboration with families, community supports and the system of health and human services, and (6) ensure that gifted and talented students are able to take advantage of the multitiered systems of supports related to enrichment and advanced learning opportunities. The board of education shall annually report to the Commissioner of Education, in a form and manner as prescribed by the commissioner, on the general education multitiered system of instruction and supports used in each school.

Sec. 3. (Effective from passage) The Commissioner of Education shall establish guidelines for teachers and administrators in following federal laws relating to provision of services for children with disabilities and the implementation of sections 1 and 2 of this act.

This act shall take effect as follows and shall amend the following sections:

Section 1

from passage

New section

Sec. 2

from passage

New section

Sec. 3

from passage

New section

Statement of Purpose:

To require the Department of Education to update the 2008 version of the department's framework for response to intervention entitled "Using Scientific Research-Based Interventions: Improving Education for All Students" and to establish a general education multitiered system of instruction and supports at each school for students requiring supplemental or intensive assistance.

[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline, except that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not underlined.]