(a) As used in this section, “remote learning” means instruction by means of one or more Internet-based software platforms as part of a remote learning model.

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(b) The Department of Education shall establish the Connecticut Remote Learning Commission to analyze and provide recommendations concerning the provision of remote learning to public school students enrolled in grades kindergarten to twelve, inclusive. The commission shall create a report that includes an analysis and recommendations concerning:

(1) The impact of remote learning on (A) the educational attainment of students in elementary, middle and high school, (B) students’ physical and emotional development, access to special services including mental health, and access to food security and nutrition, and (C) the quality of instructional delivery. Such analysis shall be conducted and collect data that is disaggregated based on subgroups of students, such as race, ethnicity, age, gender, eligibility for free or reduced priced lunches, students whose primary language is not English and students with disabilities;

(2) The feasibility of creating a state-wide remote learning school that will serve students in grades kindergarten to twelve, inclusive, that is (A) maintained by and under the direction and control of the State Board of Education, (B) provides in each school year not less than one hundred eighty days of actual school sessions and nine hundred hours of actual school work for grades kindergarten to twelve, inclusive, provided not more than seven hours of actual school work in any school day shall count toward the total required for the school year, (C) offers coursework and a curriculum that is rigorous, aligned with curriculum guidelines approved by the State Board of Education, and in accordance with the state-wide subject matter content standards, adopted by the state board pursuant to section 10-4, (D) grants a diploma, in accordance with the provisions of section 10-5, to any student enrolled in such state-wide remote learning school who has satisfactorily completed the high school graduation requirements described in section 10-221a, and (E) is created with consideration given to best practices in remote learning, technological capabilities of students throughout the state and equity;

(3) The costs associated with establishing one or more public state-wide or regional remote learning schools, including an examination of how other states have utilized such state-wide remote learning schools;

(4) The fiscal impact that various remote learning models could have on local and regional school districts; and

(5) Options to ensure that students who are receiving or participating in remote learning have adequate parental or adult supervision, educational support, technical assistance, continuity of attendance and engagement.

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

(1) Two appointed by the speaker of the House of Representatives, one of whom is a representative of the Connecticut Association of Boards of Education and one of whom is a representative of the Connecticut Education Association;

(2) Two appointed by the president pro tempore of the Senate, one of whom is a representative of the RESC Alliance and one of whom is a representative of the Neag School of Education at The University of Connecticut;

(3) Two appointed by the majority leader of the House of Representatives, one of whom is a representative of the Connecticut Association of Public School Superintendents and one of whom is a representative of the American Federation of Teachers-Connecticut;

(4) Two appointed by the majority leader of the Senate, one of whom is a representative of the Connecticut Commissioner for Educational Technology and one of whom is a representative of the Connecticut Council of Administrators of Special Education;

(5) Two appointed by the minority leader of the House of Representatives, one of whom is a representative of the Connecticut Association of Schools and one of whom is a representative of the Connecticut Association of Latino Administrators and Superintendents;

(6) Two appointed by the minority leader of the Senate, one of whom is a representative of the Social and Emotional and School Climate Advisory Collaborative, established pursuant to section 10-222q, and one of whom is a representative of the State Education Resource Center, established pursuant to section 10-357a;

(7) One appointed by the Commissioner of Education;

(8) The president of Charter Oak State College, or the president’s designee;

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

(10) The Commissioner of Early Childhood, or the commissioner’s designee; and

(11) The executive director of the Office of Higher Education, or the executive director’s designee.

(d) All initial appointments to the commission shall be made not later than sixty days after the effective date of this section. Any vacancy shall be filled by the appointing authority.

(e) The Commissioner of Education, or the commissioner’s designee, shall serve as the chairperson of the commission.

(f) Not later than July 1, 2022, the commission shall submit a report on its findings and recommendations to the Governor, the State Board of Education and the joint standing committees of the General Assembly having cognizance of matters relating to education and children, in accordance with the provisions of section 11-4a.