S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   3679
 
                        2021-2022 Regular Sessions
 
                           I N  A S S E M B L Y
 
                             January 28, 2021
                                ___________
 
 Introduced  by  M.  of  A. RODRIGUEZ, DE LA ROSA, DICKENS, L. ROSENTHAL,
   BARRON, PICHARDO, COOK, SIMON, J. 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.
              

                                                            LBD03041-01-1

 A. 3679                             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.