CT HB06384

Requires local or regional school boards identified by the Department of Education as disproportionately misidentifying minority students or English language learners as needing special education to submit annual reports detailing their corrective plans.

Mandates that corrective plans focus on improving reading assessments and interventions for kindergarten through grade three students to address misidentifications related to reading deficiencies.

Directs the Department of Education to study successful plans and strategies used by school boards to reduce misidentification, with particular focus on the correlation between teacher training in reading science and reduced special education misidentification.

Defines "minority students" as those whose race is defined as other than white or whose ethnicity is defined as Hispanic or Latino by the federal Office of Management and Budget.

Defines "English language learners" as students reported as such by their local or regional board of education to the Department of Education.