S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   2528
 
                        2019-2020 Regular Sessions
 
                           I N  A S S E M B L Y
 
                             January 23, 2019
                                ___________
 
 Introduced  by  M.  of  A. RODRIGUEZ, ORTIZ, DE LA ROSA, ARROYO, JAFFEE,
   DICKENS, CRESPO, L. ROSENTHAL, BARRON, PICHARDO, COOK, LENTOL,  BLAKE,
   SIMON,  RIVERA,  WALKER  --  Multi-Sponsored by -- M. of A. HYNDMAN --
   read once and referred to the Committee on Education
 
 AN ACT to amend the education law, in relation to culturally  responsive
   teaching

   THE  PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section 1. Legislative finding. The  legislature  finds  and  declares
 that:
   1. Culture is essential to learning;
   2. Culture plays a role not only in communicating and receiving infor-
 mation,  but also in shaping the thinking process of groups and individ-
 uals;
   3. A pedagogy that acknowledges, responds to, and celebrates fundamen-
 tal cultures offers full, equitable access to education for pupils  from
 all cultures;
   4.  Culturally  responsive teaching is a major civilizing influence on
 the development of a humane, responsible and informed citizenry, able to
 adjust to and grow in a rapidly changing  world.  Culturally  responsive
 teaching  can substantiate a claim to the prevention of human and social
 costs to the state. Culturally responsive teaching develops  the  social
 consciousness  of  students  to better handle the world of prejudice and
 racism.  Culturally responsive teaching provides students with the back-
 ground in social studies and  humanities  so  that  they  will  function
 successfully and tolerantly in a participatory democracy and a multicul-
 tural  nation  and  world.   Culturally responsive teaching incorporates
 multicultural information, books, and other educational resources; and
   5. It is recognized that students in public elementary  and  secondary
 schools  can  only  reach  the  levels of performance expected under the
 provisions of this part with parental  participation  in  the  education
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
              

                                                            LBD06922-01-9

 A. 2528                             2
 
 process. It is therefore, the policy of this state to provide culturally
 responsive  services  for  young children and their families. Culturally
 responsive services for young children and their families should reflect
 the importance of integration and diversity to the maximum extent possi-
 ble  in  regard  to characteristics such as race, economics, sex, creed,
 capability and cultural differences.  Services  should  be  designed  to
 support  and  strengthen  the  family and be planned in consideration of
 existing family values, with the primary concern being  the  welfare  of
 the child.
   § 2. The education law is amended by adding a new section 3039 to read
 as follows:
   §  3039. PROFESSIONAL DEVELOPMENT IN CULTURALLY RESPONSIVE INSTRUCTION
 WHICH FOCUSES ON UNDERSTANDING AND RESPONDING TO THE DIVERSE EXPERIENCES
 OF STUDENTS AND PARENTS, DEVELOPING CULTURALLY RESPONSIVE LESSON  PLANS,
 AND  UNDOING  IMPLICIT  BIAS. 1. THE DEPARTMENT SHALL ESTABLISH AT LEAST
 FOUR PROFESSIONAL DEVELOPMENT PROGRAMS IN CULTURALLY RESPONSIVE INSTRUC-
 TION ANNUALLY, AND PROVIDE ACCESS TO THOSE SESSIONS ON ITS WEBSITE.
   2. EACH SUPERINTENDENT OF A SCHOOL DISTRICT SHALL DEVELOP, AND PRESENT
 TO THE LOCAL BOARD OF EDUCATION FOR  ADOPTION,  AN  ACCOUNTABILITY  PLAN
 ENSURING  THAT  THE  DISTRICT  IS  COMPLYING  WITH CULTURALLY RESPONSIVE
 INSTRUCTION REQUIREMENTS ESTABLISHED BY THE DEPARTMENT. THE ACCOUNTABIL-
 ITY PLAN SHALL INCLUDE THE  AMOUNT  OF  CULTURALLY  RESPONSIVE  TEACHING
 PROFESSIONAL DEVELOPMENT INSTRUCTION OFFERED BY THE DISTRICT, THE NUMBER
 OF  TEACHER  PARTICIPANTS, AND A TEACHER EVALUATION SURVEY THAT MEASURES
 THE EFFECTIVENESS OF THE PROFESSIONAL DEVELOPMENT  INSTRUCTION  OFFERED.
 EACH SCHOOL BOARD SHALL PRESENT AN ANNUAL REPORT TO THE DEPARTMENT STAT-
 ING  THE  EFFECTIVENESS  OF  SUCH  PROGRAM  IN  PROFESSIONAL DEVELOPMENT
 INSTRUCTION BY PRESENTING AN ANALYSIS OF THE TEACHER PARTICIPANT SURVEYS
 WHICH MEASURES THEIR CONFIDENCE  IN  BEING  CULTURALLY  RESPONSIVE,  AND
 STUDENT  SURVEYS  WHICH  MEASURES  THE  CULTURAL RESPONSIVENESS OF THEIR
 TEACHERS.
   3. EACH SCHOOL DISTRICT'S ACCOUNTABILITY PLAN SHALL BE EFFECTIVE FOR A
 PERIOD OF THREE YEARS, AND SHALL BE UPDATED ON OR BEFORE JULY  FIRST  OF
 EACH YEAR.
   § 3. This act shall take effect immediately.