NY State Senate Bill 2023-S9092

Senate Bill S9092

2023-2024 Legislative Session

Relates to mandatory continuing education for teachers relating to immigrant focused trauma-informed practices

download bill text pdf

Current Bill Status - In Senate Committee Education Committee

Introduced
- In Committee Assembly
- In Committee Senate
- On Floor Calendar Assembly
- On Floor Calendar Senate
- Passed Assembly
- Passed Senate
Delivered to Governor
Signed By Governor

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	Assembly Actions - Lowercase Senate Actions - UPPERCASE
Apr 22, 2024	referred to education

2023-S9092 (ACTIVE) - Details

Current Committee:: Senate Education
Law Section:: Education Law
Laws Affected:: Amd §3006-a, Ed L

2023-S9092 (ACTIVE) - Summary

Requires continuing teacher and leader education to include courses, programs and activities related to immigrant focused trauma-informed practices to support students who are dealing with adverse childhood or adolescent experiences as a result of immigration status.

2023-S9092 (ACTIVE) - Sponsor Memo

                                 
BILL NUMBER: S9092

SPONSOR: JACKSON
 
TITLE OF BILL:

An act to amend the education law, in relation to mandatory continuing
education for teachers relating to immigrant focused trauma-informed
practices

 
PURPOSE:

To require mandatory continuing education for teachers relating to immi-
grant focused trauma-informed practices

 
SUMMARY OF PROVISIONS:

Section 1. Subdivision 2 of section 3006-a of the education law, as
added by section 2 of subpart C of part EE of chapter 56 of the laws of
2015, is amended to require mandatory continuing education for teachers
relating to immigrant focused trauma-informed practices

Section 2. Enacting Clause

 
JUSTIFICATION:

Our immigrant students face unfathomable challenges in the context of
global migration political warfare, and xenophobia. As educators, we
work tirelessly to support immigrant families across New York State, who
make up nearly a quarter of our state's population (American Immigration
Council, 2020). We strive to provide culturally and linguistically rele-
vant and sustaining approaches as our students learn in a new land. We
provide for the physical needs of immigrant families by connecting them
with food pantries, social workers, housing experts, and clothing
drives. we support the legal and economic challenges they face and
provide them with resources to aid them in their transition.  However,
it is just as important to address the social-emotional needs of these
students and their families when they arrive in our schools. They may
have endured unimaginable trauma, so it is our responsibility to meet
them where they are and nurture their social-emotional learning pathways
as they heal and integrate into their new communities. Many of our immi-
grant and refugee students have likely experienced first- or second-hand
trauma by virtue of the fact that they moved to a new place and may have
been separated from their families. According to the National Child
Traumatic Stress Network (NYTSN), "A traumatic event is a frightening,
dangerous, or violent event hat poses a threat to a child's life or
bodily integrity. Witnessing a traumatic event that threatens (the) life
or physical security of a loved one can also be traumatic. This is
particularly important for young children as their sense of safety
depends on the perceived safety of their attachment figures" (NCTSN,
2023). New York State teachers need strategies that will help them iden-
tify trauma responses and work to reduce their impacts on students in
their classrooms.

According to NCTSN, "by age sixteen, two-thirds of children in the
United States have experienced a potentially traumatic event such a
physical or sexual abuse, natural disaster or terrorism, sudden or
violent loss of a loved one, refugee and war experiences, serious acci-
dent or life-threatening illness, or military family-related stress.

Many children, with support, are able to heal and overcome such traumat-
ic experiences" (NCTS, 2017).

Currently in New York City, the ration of students to social workers in
schools is 450:1. That's 450 students, many of who have been affected by
trauma, for every one social worker in our schools. (Busone-Rodriguez,
2024).

 
FISCAL IMPLICATIONS:

N/A

 
EFFECTIVE DATE:
Immediately

2023-S9092 (ACTIVE) - Bill Text download pdf

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   9092
 
                             I N  S E N A T E
 
                              April 22, 2024
                                ___________
 
 Introduced  by  Sen. JACKSON -- read twice and ordered printed, and when
   printed to be committed to the Committee on Education
 
 AN ACT to amend the education law, in relation to  mandatory  continuing
   education  for  teachers relating to immigrant focused trauma-informed
   practices
 
   THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND  ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section  1.  Subdivision  2 of section 3006-a of the education law, as
 added by section 2 of subpart C of part EE of chapter 56 of the laws  of
 2015, is amended to read as follows:
   2.  a. During each five-year registration period beginning on or after
 July first, two thousand sixteen, an applicant  for  registration  shall
 successfully  complete  a  minimum  of  one  hundred hours of continuing
 teacher and leader  education,  as  defined  by  the  commissioner.  The
 department  shall  issue  rigorous  standards for courses, programs, and
 activities, that shall qualify as continuing teacher and  leader  educa-
 tion  pursuant  to  this  section.  For purposes of this section, a peer
 review teacher, or a principal acting as an independent  trained  evalu-
 ator,  conducting  a classroom observation as part of the teacher evalu-
 ation system pursuant to section three thousand twelve-d of this article
 may credit such time towards his or her continuing  teacher  and  leader
 effectiveness requirements.
   b.  (I) SUCH CONTINUING TEACHER AND LEADER EDUCATION REQUIRED PURSUANT
 TO THIS SECTION SHALL INCLUDE, BUT NOT BE LIMITED TO, A MINIMUM  OF  TEN
 HOURS  OF  CONTINUING EDUCATION COURSES, PROGRAMS AND ACTIVITIES RELATED
 TO IMMIGRANT FOCUSED TRAUMA-INFORMED PRACTICES TO SUPPORT  STUDENTS  WHO
 ARE DEALING WITH ADVERSE CHILDHOOD OR ADOLESCENT EXPERIENCES AS A RESULT
 OF  IMMIGRATION  STATUS.  FOR  PURPOSES  OF  THIS  PARAGRAPH, "IMMIGRANT
 FOCUSED TRAUMA-INFORMED PRACTICES" MEANS A FOCUS ON THE IMPACT OF TRAUMA
 RELATED TO IMMIGRATION STATUS AND THE EFFECT SUCH TRAUMA HAS ON PHYSICAL
 HEALTH, MENTAL HEALTH, EARLY CHILDHOOD  OR  ADOLESCENT  DEVELOPMENT  AND
 CHILDHOOD OR ADOLESCENT TRAUMATIC STRESS. THE NUMBER OF HOURS OF CONTIN-
 UING  EDUCATION  REQUIRED  RELATED  TO IMMIGRANT FOCUSED TRAUMA-INFORMED
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD14096-02-4

 S. 9092                             2
 
 PRACTICES DURING EACH FIVE-YEAR REGISTRATION PERIOD SHALL BE  DETERMINED
 BY THE DEPARTMENT.
   (II)  THE  DEPARTMENT  SHALL ENSURE, IN CONSULTATION WITH PROVIDERS OF
 CONTINUING TEACHER AND LEADER  EDUCATION,  THAT  COURSES,  PROGRAMS  AND
 ACTIVITIES  RELATED  TO  IMMIGRANT FOCUSED TRAUMA-INFORMED PRACTICES ARE
 MADE SUFFICIENTLY AVAILABLE FOR AN APPLICANT FOR REGISTRATION TO  COMPLY
 WITH THE REQUIREMENTS OF THIS PARAGRAPH.
   C.  Nothing  in  this  section shall limit the ability of local school
 districts to agree pursuant to collective bargaining to additional hours
 of professional development or continuing teacher  or  leader  education
 above the minimum requirements set forth in this section.
   [c.]  D.  A  certified individual who has not satisfied the continuing
 teacher and leader education requirements shall not be  issued  a  five-
 year  registration  certificate by the department and shall not practice
 unless and until a registration or conditional registration  certificate
 is issued as provided in subdivision three of this section. For purposes
 of  this  subdivision, "continuing teacher and leader education require-
 ments" shall mean activities designed to improve the teacher or leader's
 pedagogical and/or leadership  skills,  targeted  at  improving  student
 performance,  including but not limited to formal continuing teacher and
 leader education activities. Such activities shall promote  the  profes-
 sionalization  of  teaching and be closely aligned to district goals for
 student performance which meet the standards prescribed  by  regulations
 of the commissioner. To fulfill the continuing teacher and leader educa-
 tion  requirement,  programs must be taken from sponsors approved by the
 department, which shall include but not be limited to school  districts,
 pursuant to the regulations of the commissioner.
   § 2. This act shall take effect immediately.

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