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Assembly Actions -
Lowercase Senate Actions - UPPERCASE |
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|---|---|
| Apr 22, 2025 |
print number 7687b |
| Apr 22, 2025 |
amend and recommit to education |
| Apr 21, 2025 |
print number 7687a |
| Apr 21, 2025 |
amend (t) and recommit to education |
| Apr 04, 2025 |
referred to education |
Assembly Bill A7687B
2025-2026 Legislative Session
Updates provisions relating to dignity for all students
download bill text pdfSponsored By
WOERNER
Current Bill Status - In Assembly 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
Actions
Bill Amendments
co-Sponsors
John T. McDonald III
MaryJane Shimsky
Karl Brabenec
2025-A7687 - Details
2025-A7687 - Bill Text download pdf
S T A T E O F N E W Y O R K
________________________________________________________________________
7687
2025-2026 Regular Sessions
I N A S S E M B L Y
April 4, 2025
___________
Introduced by M. of A. WOERNER -- read once and referred to the Commit-
tee on Education
AN ACT to amend the education law, in relation to updating provisions
relating to dignity for all students; and making an appropriation
therefor
THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
BLY, DO ENACT AS FOLLOWS:
Section 1. Section 10 of the education law, as added by chapter 482 of
the laws of 2010, is amended to read as follows:
§ 10. Legislative intent. The legislature finds that students' ability
to learn and to meet high academic standards, and a school's ability to
educate its students, are compromised by incidents of discrimination or
harassment including bullying, taunting or intimidation. It is hereby
declared to be the policy of the state to afford all students in public
schools an environment free of discrimination and harassment, WHETHER IN
THE SCHOOL BUILDING OR ON THE INTERNET. The purpose of this article is
to foster civility in public schools and to prevent and prohibit conduct
which is inconsistent with a school's educational mission.
§ 2. Subdivisions 1, 2, 7 and 8 of section 11 of the education law,
subdivisions 1 and 2 as added by chapter 482 of the laws of 2010, subdi-
vision 7 as amended and subdivision 8 as added by chapter 102 of the
laws of 2012, are amended and a new subdivision 11 is added to read as
follows:
1. "School property" shall mean in or within any building, structure,
athletic playing field, playground, parking lot, or land contained with-
in the real property boundary line of a public elementary or secondary
school; or in or on a school bus, as defined in section one hundred
forty-two of the vehicle and traffic law; OR IN OR WITHIN A SCHOOL
ADMINISTRATIVE BUILDING.
2. "School function" shall mean a school-sponsored extra-curricular
event or activity, OR A SCHOOL BOARD OR TRUSTEE MEETING.
EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD07978-03-5
A. 7687 2
7. "Harassment" [and "bullying"] shall mean the creation of a hostile
environment by conduct or by threats, intimidation or abuse, including
cyberbullying, that (a) has or would have the effect of unreasonably and
substantially interfering with a student's educational performance,
opportunities or benefits, or mental, emotional or physical well-being;
or (b) reasonably causes or would reasonably be expected to cause a
student to fear for [his or her] THEIR physical safety; or (c) reason-
ably causes or would reasonably be expected to cause physical injury or
emotional harm to a student; or (d) occurs off school property and
creates or would foreseeably create a risk of substantial disruption
within the school environment, where it is foreseeable that the conduct,
threats, intimidation or abuse might reach school property. Acts of
harassment [and bullying] shall include, but not be limited to, those
acts based on a person's actual or perceived race, color, weight,
national origin, ethnic group, religion, religious practice, disability,
sexual orientation, gender or sex. For the purposes of this definition
the term "threats, intimidation or abuse" shall include verbal and non-
verbal actions.
8. "Cyberbullying" shall mean harassment or bullying as defined in
[subdivision seven of] this section, [including paragraphs (a), (b), (c)
and (d) of such subdivision,] where such harassment or bullying occurs
through any form of electronic communication, INCLUDING BUT NOT LIMITED
TO CELL PHONES, EMAIL, SOCIAL MEDIA OR TEXT MESSAGING.
11. "BULLYING" SHALL MEAN A PATTERN OF REPEATED AND DELIBERATE AGGRES-
SIVE ACTS INTENDED TO HARM OR HUMILIATE ANOTHER PERSON WHO IS SMALLER,
WEAKER, YOUNGER OR IN ANY WAY MORE VULNERABLE THAN THE BULLY, AND MAY
INVOLVE VERBAL ATTACKS, TEASING, PHYSICAL ATTACKS, THREATS OF HARM,
SHARING PERSONAL OR PRIVATE INFORMATION ABOUT SOMEONE WITHOUT THEIR
CONSENT CAUSING EMBARRASSMENT, DELIBERATE EXCLUSION FROM ACTIVITIES, OR
OTHER FORMS OF INTIMIDATION. THE DELIBERATE TARGETING OF A VULNERABLE
PERSON DISTINGUISHES "BULLYING" FROM "CONFLICT" OR OTHER KINDS OF
AGGRESSION.
§ 3. Subdivision 1 of section 12 of the education law, as amended by
chapter 102 of the laws of 2012, is amended to read as follows:
1. No student shall be subjected to harassment or bullying by employ-
ees, SCHOOL BOARD MEMBERS, SCHOOL TRUSTEES, or students on school prop-
erty or at a school function; nor shall any student be subjected to
discrimination based on a person's actual or perceived race, color,
weight, national origin, ethnic group, religion, religious practice,
disability, sexual orientation, gender, or sex by school employees,
SCHOOL BOARD MEMBERS, SCHOOL TRUSTEES, or students on school property or
at a school function. Nothing in this subdivision shall be construed to
prohibit a denial of admission into, or exclusion from, a course of
instruction based on a person's gender that would be permissible under
section thirty-two hundred one-a or paragraph (a) of subdivision two of
section twenty-eight hundred fifty-four of this chapter and title IX of
the Education Amendments of 1972 (20 U.S.C. section 1681, et. seq.), or
to prohibit, as discrimination based on disability, actions that would
be permissible under section 504 of the Rehabilitation Act of 1973.
§ 4. Paragraphs e, k and l of subdivision 1 of section 13 of the
education law, as added by chapter 102 of the laws of 2012, are amended
and two new paragraphs m and n are added to read as follows:
e. require the school, when an investigation reveals any such verified
harassment, bullying or discrimination, to take prompt actions reason-
ably calculated to end the harassment, bullying or discrimination, elim-
inate any hostile environment, create a more positive school culture and
A. 7687 3
climate, prevent recurrence of the behavior, and ensure the safety of
the student or students against whom such harassment, bullying or
discrimination was directed. Such actions shall be consistent with the
guidelines created pursuant to subdivision four of this section AND
SHALL TAKE INTO CONSIDERATION WHETHER NOTIFICATION OF PERSONS IN
PARENTAL RELATION TO THE STUDENT WHO IS THE SUBJECT OF SUCH HARASSMENT,
BULLYING OR DISCRIMINATION IS IN THE BEST INTEREST OF THE STUDENT;
k. require each school, at least once during each school year, to
provide all school employees, students and parents with a written or
electronic copy of the school district's policies created pursuant to
this section, or a plain-language summary thereof, including notifica-
tion of the process by which students, parents and school employees may
report harassment, bullying and discrimination AND TO POST A WRITTEN
NOTIFICATION INFORMING STUDENTS ABOUT SUCH POLICY AND THE NAME OF THE
SCHOOL EMPLOYEE DESIGNATED TO RECEIVE REPORTS OF HARASSMENT, BULLYING OR
DISCRIMINATION IN THE SCHOOL LOBBY AND IN EVERY RESTROOM USED BY
STUDENTS AS WELL AS OTHER PARTS OF THE SCHOOL WHERE STUDENTS ARE LIKELY
TO SEE SUCH POSTED NOTIFICATION. This subdivision shall not be
construed to require additional distribution of such policies and guide-
lines if they are otherwise distributed to school employees, students
and parents;
l. maintain current versions of the school district's policies created
pursuant to this section on the school district's internet website, if
one exists;
M. INCLUDE SAFE, RESPONSIBLE USE OF THE INTERNET AND ELECTRONIC COMMU-
NICATIONS IN THE SCHOOL DISTRICT'S POLICIES;
N. DEVELOP SUCH POLICIES, PROCEDURES AND GUIDELINES TO PREVENT
STUDENTS FROM BEING BULLIED, HARASSED OR DISCRIMINATED AGAINST BY SCHOOL
BOARD MEMBERS AND SCHOOL TRUSTEES; AND
§ 5. Subdivision 5 of section 14 of the education law, as amended by
chapter 90 of the laws of 2013, is amended to read as follows:
5. [The commissioner shall prescribe] PRESCRIBE regulations that
school professionals applying on or after December thirty-first, two
thousand thirteen for a certificate or license, including but not limit-
ed to a certificate or license valid for service as a classroom teacher,
school counselor, school psychologist, school social worker, school
administrator or supervisor or superintendent of schools shall, in addi-
tion to all other certification or licensing requirements, have
completed training on the social patterns of harassment, bullying and
discrimination, as defined in section eleven of this article, including
but not limited to those acts based on a person's actual or perceived
race, color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender or sex, the identifica-
tion and mitigation of harassment, bullying and discrimination, and
strategies for effectively addressing problems of exclusion, bias and
aggression in educational settings.
§ 6. Section 15 of the education law, as amended by chapter 102 of the
laws of 2012, is amended to read as follows:
§ 15. Reporting by commissioner AND USE OF REPORTS. 1. The commis-
sioner shall create a procedure under which material incidents of
harassment, bullying and discrimination on school grounds or at a school
function are reported to the department at least on an annual basis.
Such procedure shall provide that such reports shall, wherever possible,
also delineate the specific nature of such incidents of harassment,
bullying and discrimination, [provided that the commissioner may comply
with the requirements of this section through use of the existing
A. 7687 4
uniform violent incident reporting system] INCLUDING, BUT NOT LIMITED
TO, WHETHER SUCH INCIDENTS WERE STUDENT-ON-STUDENT, STUDENT-ON-EMPLOYEE,
OR EMPLOYEE-ON-STUDENT, THE NUMBER OF COMPLAINTS DISMISSED AND THE BASIS
FOR DISMISSAL, THE NUMBER OF STUDENTS, IF ANY, WHO WITHDREW FROM THE
SCHOOL FOLLOWING THE FILING OF A COMPLAINT AND PRIOR TO THE NEXT
SUCCEEDING SCHOOL YEAR, THE NUMBER OF COMPLAINTS RESULTING IN ANY ACTION
TAKEN, AND THE ACTION TAKEN, INCLUDING STUDENT OR EMPLOYEE TRAINING OR
EDUCATION, STUDENT OR EMPLOYEE DISCIPLINE, OR EMPLOYEE REMOVAL, LEAVE OF
ABSENCE OR RETIREMENT. In addition, the department may conduct research
or undertake studies to determine compliance throughout the state with
the provisions of this article.
2. THE COMMISSIONER SHALL USE SUCH REPORTS AND DATA TO IDENTIFY
SCHOOLS AND DISTRICTS THAT ARE FAILING TO MEET THE STANDARDS AND OBJEC-
TIVES OF THIS ARTICLE. THE COMMISSIONER SHALL PROMULGATE POLICIES AND
PROCEDURES FOR IMPROVING CONDITIONS AT THESE SCHOOLS TO ENSURE PROPER
TRAINING, SUPPORT, AND COMPLIANCE WITH ALL REQUIREMENTS.
3. THE COMMISSIONER SHALL DELIVER THE REPORT REFERENCED IN SUBDIVISION
ONE OF THIS SECTION TO THE LEGISLATURE EVERY TWO YEARS.
§ 7. Section 16 of the education law, as amended by chapter 102 of the
laws of 2012, is amended to read as follows:
§ 16. Protection of people who report harassment, bullying or discrim-
ination. Any person having reasonable cause to suspect that a student
has been subjected to harassment, bullying or discrimination, by an
employee, SCHOOL BOARD MEMBER, SCHOOL TRUSTEE or student, on school
grounds or at a school function, who, acting reasonably and in good
faith, reports such information to school officials, to the commissioner
or to law enforcement authorities, acts in compliance with paragraph e
or i of subdivision one of section thirteen of this article, or other-
wise initiates, testifies, participates or assists in any formal or
informal proceedings under this article, shall have immunity from any
civil liability that may arise from the making of such report or from
initiating, testifying, participating or assisting in such formal or
informal proceedings, and no school district or employee shall take,
request or cause a retaliatory action against any such person who,
acting reasonably and in good faith, either makes such a report or
initiates, testifies, participates or assists in such formal or informal
proceedings.
§ 8. The education law is amended by adding a new article 2-A to read
as follows:
ARTICLE 2-A
STUDENT SUICIDE PREVENTION
SECTION 20. LEGISLATIVE INTENT.
21. DEFINITIONS.
22. POLICIES, PROCEDURES, AND GUIDELINES.
23. APPLICATION.
24. SEVERABILITY AND CONSTRUCTION.
§ 20. LEGISLATIVE INTENT. THE LEGISLATURE FINDS AND DECLARES THE
FOLLOWING:
1. ACCORDING TO DATA FROM THE FEDERAL CENTERS FOR DISEASE CONTROL AND
PREVENTION AS REPORTED IN THE YEAR TWO THOUSAND SIXTEEN, SUICIDE IS THE
SECOND LEADING CAUSE OF DEATH FOR YOUTH AND YOUNG ADULTS TEN TO TWENTY-
FOUR YEARS OF AGE, INCLUSIVE, IN BOTH THE UNITED STATES AND IN NEW YORK
STATE.
2. AS CHILDREN AND TEENS SPEND A SIGNIFICANT AMOUNT OF THEIR YOUNG
LIVES IN SCHOOL, THE PERSONNEL WHO INTERACT WITH THEM ON A DAILY BASIS
A. 7687 5
ARE ESSENTIAL GATEKEEPERS FOR RECOGNIZING WARNING SIGNS OF SUICIDE AND
MAKING THE APPROPRIATE REFERRALS FOR HELP.
3. IN A NATIONAL SURVEY CONDUCTED BY THE JASON FOUNDATION, A TEACHER
WAS IDENTIFIED AS THE NUMBER ONE PERSON TO WHOM A STUDENT WOULD TURN TO
HELP A FRIEND WHO MIGHT BE SUICIDAL. IT IS IMPERATIVE THAT WHEN A YOUNG
PERSON COMES TO A TEACHER FOR HELP, SUCH TEACHER HAS THE KNOWLEDGE,
TOOLS, AND RESOURCES TO RESPOND CORRECTLY.
4. IN THE YEAR TWO THOUSAND EIGHTEEN, THE FEDERAL CENTERS FOR DISEASE
CONTROL AND PREVENTION FOUND IN ITS YOUTH RISK BEHAVIOR SURVEY THAT
LESBIAN, GAY, AND BISEXUAL YOUTH ARE ALMOST FOUR TIMES MORE LIKELY TO
SERIOUSLY CONSIDER ATTEMPTING SUICIDE, HAVE MADE A SUICIDE PLAN, OR HAVE
ATTEMPTED SUICIDE, THAN THEIR HETEROSEXUAL PEERS.
5. THERE ARE NATIONAL HOTLINES AVAILABLE TO HELP ADULTS AND YOUTH,
INCLUDING LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUEER, OR QUESTIONING
(LGBTQ) YOUTH, WHO ARE EXPERIENCING SUICIDAL IDEATION OR WHO ARE WORRIED
ABOUT A FAMILY MEMBER OR PEER WHO MAY BE AT RISK, INCLUDING THE NATIONAL
SUICIDE PREVENTION LIFELINE, THE CRISIS TEXT LINE, THE TREVOR PROJECT
LIFELINE, AND TREVORCHAT.
6. ACCORDING TO THE FAMILY ACCEPTANCE PROJECT, RESEARCH HAS FOUND
THAT, FOR AN LGBTQ YOUTH, HAVING AT LEAST ONE SUPPORTIVE ADULT CAN
REDUCE THE YOUTH'S RISK OF SUICIDE.
7. NEW YORK STATE SCHOOLS FACE THE SERIOUS ISSUES OF STUDENTS AT HIGH
RISK OF SUICIDE AND DEATH BY SUICIDE IN THE SCHOOL COMMUNITIES. SCHOOL
PERSONNEL MUST BE SUPPORTED BY CLEAR POLICIES AND PROCEDURES, WHICH
SERVE AS AN EASILY-ACCESSIBLE ROADMAP, ELIMINATE CONFUSION OVER EDUCATOR
ROLES AND THE REFERRAL PROCESS, AND EQUIP EDUCATORS WITH THE TOOLS TO
RESPOND SAFELY WHEN A SUICIDE DOES OCCUR IN THE SCHOOL COMMUNITY.
§ 21. DEFINITIONS. FOR THE PURPOSES OF THIS ARTICLE, THE FOLLOWING
TERMS SHALL HAVE THE FOLLOWING MEANINGS:
1. "CRISIS SITUATION" MEANS A SITUATION WHERE A TEACHER OR OTHER LOCAL
EDUCATIONAL AGENCY EMPLOYEE BELIEVES A STUDENT OR OTHER INDIVIDUAL IS IN
IMMINENT DANGER OF A SUICIDE ATTEMPT.
2. "LGBTQ" MEANS INDIVIDUALS WHO IDENTIFY, WITH REGARDS TO GENDER, AS
BEING LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUEER, OR QUESTIONING.
3. "LOCAL EDUCATIONAL AGENCY" MEANS A SCHOOL DISTRICT, BOARD OF COOP-
ERATIVE EDUCATIONAL SERVICES, SCHOOL, OR THE EDUCATION DEPARTMENT.
4. "SUICIDE INTERVENTION" MEANS SPECIFIC ACTIONS SCHOOLS CAN TAKE IN
RESPONSE TO SUICIDAL BEHAVIOR BY A STUDENT, INCLUDING, BUT NOT LIMITED
TO:
A. STUDENT SUPERVISION;
B. NOTIFICATION OF PARENTS OR GUARDIANS;
C. CRISIS SITUATION RESPONSE PROTOCOLS;
D. WHEN AND HOW TO REQUEST AN IMMEDIATE MENTAL HEALTH ASSESSMENT OR
EMERGENCY SERVICES; AND
E. SCHOOL RE-ENTRY PROCEDURES FOLLOWING A STUDENT MENTAL HEALTH
CRISIS.
5. "SUICIDE POSTVENTION" MEANS PLANNED SUPPORT AND INTERVENTIONS
SCHOOLS CAN IMPLEMENT AFTER A SUICIDE ATTEMPT OR SUICIDE DEATH OF A
MEMBER OF THE SCHOOL COMMUNITY THAT ARE DESIGNED TO:
A. REDUCE THE RISK OF THE SPREAD OF SUICIDAL THOUGHTS OR INTENTIONS;
B. PROVIDE SUPPORT FOR AFFECTED STUDENTS AND SCHOOL-BASED PERSONNEL;
C. ADDRESS THE SOCIAL STIGMA ASSOCIATED WITH SUICIDE; AND
D. DISSEMINATE FACTUAL INFORMATION ABOUT SUICIDE AND ITS PREVENTION.
6. "SUICIDE PREVENTION" MEANS SPECIFIC ACTIONS SCHOOLS CAN TAKE TO
RECOGNIZE AND REDUCE SUICIDAL BEHAVIOR, INCLUDING, BUT NOT LIMITED TO:
A. 7687 6
A. IDENTIFYING RISKS AND PROTECTIVE FACTORS FOR SUICIDE AND SUICIDE
WARNING SIGNS;
B. ESTABLISHING A PROCESS BY WHICH STUDENTS ARE REFERRED TO A MENTAL
AND BEHAVIORAL HEALTH PROVIDER FOR HELP;
C. MAKING AVAILABLE SCHOOL-BASED AND COMMUNITY-BASED MENTAL HEALTH
SUPPORTS;
D. PROVIDING THE LOCATION OF AVAILABLE ONLINE AND COMMUNITY SUICIDE
PREVENTION RESOURCES, INCLUDING LOCAL CRISIS CENTERS AND HOTLINES;
E. ADOPTING POLICIES AND PROTOCOLS REGARDING SUICIDE PREVENTION,
INTERVENTION, AND POSTVENTION, SCHOOL SAFETY, AND RESPONSE TO CRISIS
SITUATIONS;
F. TRAINING FOR SCHOOL PERSONNEL WHO INTERACT DIRECTLY WITH STUDENTS
IN RECOGNIZING SUICIDE RISKS AND WARNING SIGNS AND HOW TO REFER STUDENTS
FOR FURTHER ASSESSMENT AND EVALUATION; AND
G. INSTRUCTION TO STUDENTS IN PROBLEM-SOLVING AND COPING SKILLS TO
PROMOTE STUDENTS' MENTAL, EMOTIONAL, AND SOCIAL HEALTH AND WELL-BEING,
AND INSTRUCTION IN RECOGNIZING AND APPROPRIATELY RESPONDING TO SIGNS OF
SUICIDAL INTENT IN OTHERS.
7. "MECHANICAL RESTRAINTS" MEANS ANY DEVICE THAT RESTRICTS AN INDIVID-
UAL'S FREEDOM OF MOVEMENT AND THAT THE INDIVIDUAL CANNOT EASILY REMOVE,
INCLUDING BUT NOT LIMITED TO HANDCUFFS AND NYLON OR VELCRO RESTRAINTS.
§ 22. POLICIES, PROCEDURES, AND GUIDELINES. 1. THE GOVERNING BOARD OR
BODY OF EVERY LOCAL EDUCATIONAL AGENCY THAT SERVES STUDENTS IN GRADES
SEVEN TO TWELVE, INCLUSIVE, SHALL, BEFORE THE FIRST DAY OF AUGUST, TWO
THOUSAND TWENTY-FIVE, ADOPT POLICIES, PROCEDURES, AND GUIDELINES ON
STUDENT SUICIDE PREVENTION, INTERVENTION, AND POSTVENTION FOR STUDENTS
IN SUCH GRADES. SUCH POLICIES, PROCEDURES, AND GUIDELINES SHALL BE
DEVELOPED IN CONSULTATION WITH SCHOOL AND COMMUNITY STAKEHOLDERS,
SCHOOL-EMPLOYED MENTAL HEALTH PROFESSIONALS, AND SUICIDE PREVENTION
EXPERTS, AND SHALL INCLUDE, BUT NOT BE LIMITED TO:
A. METHODS TO INCREASE AWARENESS OF THE RELATIONSHIP BETWEEN SUICIDE
AND SUICIDE RISK FACTORS, INCLUDING, BUT NOT LIMITED TO:
I. MENTAL HEALTH AND SUBSTANCE USE CONDITIONS;
II. CHILDHOOD ABUSE, NEGLECT, OR TRAUMA;
III. PROLONGED STRESS, INCLUDING INDIVIDUAL EXPERIENCES SUCH AS BULLY-
ING, HARASSMENT, FAMILY OR RELATIONSHIP STRESS, OR OTHER STRESSFUL LIFE
EVENTS, AS WELL AS COLLECTIVE STRESSORS SUCH AS SYSTEMIC BIAS AND
DISCRIMINATION;
IV. EXPOSURE TO ANOTHER PERSON'S SUICIDE, OR SENSATIONALIZED OR GRAPH-
IC ACCOUNTS OF SUICIDE; AND
V. PREVIOUS SUICIDE ATTEMPTS OR HISTORY OF SUICIDE WITHIN A STUDENT'S
FAMILY;
B. IDENTIFICATION OF TRAINING OPPORTUNITIES ON RECOGNIZING SUICIDE
RISKS, AND REFERRAL PROCEDURES AVAILABLE TO SCHOOL EMPLOYEES;
C. AVAILABILITY OF EXPERTISE FROM SCHOOL EMPLOYEES WHO HAVE BEEN
TRAINED IN RECOGNIZING SUICIDE RISKS, AND REFERRAL PROCEDURES;
D. HOW SCHOOL EMPLOYEES SHOULD RESPOND TO SUSPICION, CONCERNS, OR
WARNING SIGNS OF SUICIDE IN STUDENTS;
E. HOW SCHOOL EMPLOYEES SHOULD RESPOND TO A CRISIS SITUATION WHERE A
STUDENT IS IN IMMINENT DANGER TO THEMSELF;
F. POLICIES AND PROTOCOLS FOR COMMUNICATION WITH PARENTS, INCLUDING
THOSE THAT SPECIFY WHAT TO DO IF PARENTAL NOTIFICATION IS NOT IN THE
BEST INTEREST OF THE STUDENT;
G. COUNSELING SERVICES AVAILABLE WITHIN THE SCHOOL FOR STUDENTS AND
THEIR FAMILIES THAT ARE RELATED TO SUICIDE PREVENTION;
A. 7687 7
H. AVAILABILITY OF INFORMATION CONCERNING CRISIS SITUATION INTER-
VENTION, SUICIDE PREVENTION, AND MENTAL HEALTH SERVICES IN THE COMMUNITY
FOR STUDENTS AND THEIR FAMILIES AND SCHOOL EMPLOYEES;
I. IDENTIFICATION AND DEVELOPMENT OF PARTNERSHIPS WITH COMMUNITY
ORGANIZATIONS AND AGENCIES FOR REFERRAL OF STUDENTS TO HEALTH, MENTAL
HEALTH, SUBSTANCE USE, AND SOCIAL SUPPORT SERVICES, INCLUDING DEVELOP-
MENT OF AT LEAST ONE MEMORANDUM OF UNDERSTANDING BETWEEN THE LOCAL
EDUCATION AGENCY AND SUCH AN ORGANIZATION OR AGENCY IN THE COMMUNITY OR
REGION, OTHER THAN A LAW ENFORCEMENT AGENCY;
J. DEVELOPMENT OF A CULTURALLY COMPETENT PLAN TO ASSIST SURVIVORS OF
ATTEMPTED SUICIDE AND TO ASSIST STUDENTS AND SCHOOL EMPLOYEES IN COPING
WITH AN ATTEMPTED SUICIDE OR A SUICIDE DEATH WITHIN THE SCHOOL COMMUNI-
TY; AND
K. DEVELOPMENT OF ANY OTHER RELATED PROGRAM OR ACTIVITY FOR STUDENTS
OR SCHOOL EMPLOYEES.
2. THE POLICIES, PROCEDURES, AND GUIDELINES ADOPTED PURSUANT TO SUBDI-
VISION ONE OF THIS SECTION SHALL SPECIFICALLY ADDRESS THE NEEDS OF HIGH-
RISK GROUPS, INCLUDING, BUT NOT LIMITED TO, THE FOLLOWING:
A. YOUTH WHO HAVE LOST A FRIEND OR FAMILY MEMBER TO SUICIDE;
B. YOUTH WITH DISABILITIES OR WITH CHRONIC HEALTH CONDITIONS, INCLUD-
ING MENTAL HEALTH AND SUBSTANCE USE CONDITIONS;
C. YOUTH EXPERIENCING HOMELESSNESS OR IN OUT-OF-HOME SETTINGS, SUCH AS
FOSTER CARE; AND
D. LGBTQ YOUTH.
3. THE POLICIES, PROCEDURES, AND GUIDELINES ADOPTED PURSUANT TO SUBDI-
VISION ONE OF THIS SECTION SHALL BE WRITTEN TO ENSURE THAT A SCHOOL
EMPLOYEE ACTS ONLY WITHIN THE AUTHORIZATION AND SCOPE OF SUCH EMPLOYEE'S
CREDENTIAL OR LICENSE. NOTHING IN THIS SECTION SHALL BE CONSTRUED AS
AUTHORIZING OR ENCOURAGING A SCHOOL EMPLOYEE TO DIAGNOSE OR TREAT MENTAL
HEALTH CONDITIONS UNLESS SUCH EMPLOYEE IS SPECIFICALLY LICENSED AND
EMPLOYED TO DO SO.
4. THE POLICIES, PROCEDURES AND GUIDELINES ADOPTED PURSUANT TO THIS
SECTION SHALL ENSURE THAT SCHOOL OFFICIALS ARE SOLELY RESPONSIBLE FOR
RESPONDING TO STUDENT BEHAVIOR. SUCH POLICIES, PROCEDURES AND GUIDELINES
SHALL MAKE CLEAR THAT LAW ENFORCEMENT INVOLVEMENT IN ADDRESSING STUDENT
BEHAVIOR SHOULD BE THE LAST RESORT AND SHALL MAKE CLEAR THAT UNLESS
OTHERWISE AUTHORIZED BY STATE LAW:
A. LAW ENFORCEMENT OFFICERS AND SCHOOL RESOURCE OFFICERS SHALL NOT USE
MECHANICAL RESTRAINTS ON A STUDENT UNLESS SUCH RESTRAINTS ARE NECESSARY
TO PREVENT IMMINENT AND SERIOUS PHYSICAL INJURY TO SUCH STUDENT OR
ANOTHER PERSON, AND THE USE OF SUCH RESTRAINTS IS LIMITED IN DURATION TO
THE TIME PERIOD IN WHICH SUCH STUDENT PRESENTS A RISK OF CAUSING SERIOUS
PHYSICAL INJURY TO THEMSELVES OR OTHERS; AND
B. ANY DETERMINATION THAT A STUDENT REQUIRES HOSPITAL TRANSPORT FOR A
MENTAL HEALTH EVALUATION SHALL WHENEVER PRACTICABLE BE MADE BY A CLIN-
ICALLY TRAINED MENTAL HEALTH PROFESSIONAL. SUCH STUDENT SHALL BE ACCOM-
PANIED DURING SUCH TRANSPORT BY A DESIGNATED SCHOOL EMPLOYEE, AND SUCH
PERSON SHALL STAY WITH THE STUDENT UNTIL THEIR PARENT OR PARENT'S DESIG-
NEE ARRIVES. THE SCHOOL SHALL BE RESPONSIBLE FOR CONTACTING THE PARENT
WHEN SUCH HOSPITAL TRANSPORT IS NEEDED.
5. NOTWITHSTANDING ANY OTHER PROVISION OF LAW TO THE CONTRARY, NO
CAUSE OF ACTION MAY BE BROUGHT FOR ANY LOSS OR DAMAGE CAUSED BY ANY ACT
OR OMISSION RESULTING FROM THE IMPLEMENTATION OF THE PROVISIONS OF THIS
ARTICLE, OR RESULTING FROM ANY TRAINING, OR LACK OF TRAINING, REQUIRED
BY THIS ARTICLE. NOTHING IN THIS ARTICLE SHALL BE CONSTRUED TO IMPOSE
ANY SPECIFIC DUTY OF CARE.
A. 7687 8
6. TO ASSIST LOCAL EDUCATIONAL AGENCIES IN DEVELOPING POLICIES FOR
STUDENT SUICIDE PREVENTION, THE DEPARTMENT SHALL DEVELOP AND MAINTAIN
MODEL POLICIES, PROCEDURES, AND GUIDELINES IN ACCORDANCE WITH THIS
SECTION TO SERVE AS A GUIDE FOR LOCAL EDUCATIONAL AGENCIES. SUCH MODEL
POLICIES, PROCEDURES, AND GUIDELINES SHALL BE POSTED WITHIN THIRTY DAYS
OF THEIR COMPLETION ON THE DEPARTMENT'S INTERNET WEBSITE, ALONG WITH
RELEVANT RESOURCES AND INFORMATION TO SUPPORT SCHOOLS IN DEVELOPING AND
IMPLEMENTING THE POLICIES, PROCEDURES, AND GUIDELINES REQUIRED UNDER
SUBDIVISION ONE OF THIS SECTION.
7. THE GOVERNING BOARD OR BODY OF A LOCAL EDUCATIONAL AGENCY THAT
SERVES STUDENTS IN GRADES SEVEN TO TWELVE, INCLUSIVE, SHALL REVIEW, AT
MINIMUM EVERY FIFTH YEAR FOLLOWING THE EFFECTIVE DATE OF THIS ARTICLE,
ITS POLICIES, PROCEDURES, AND GUIDELINES ON STUDENT SUICIDE PREVENTION
AND, IF NECESSARY, UPDATE SUCH POLICIES, PROCEDURES, AND GUIDELINES.
§ 23. APPLICATION. THE PROVISIONS OF THIS ARTICLE SHALL APPLY TO ALL
PRIVATE AND PUBLIC EDUCATIONAL INSTITUTIONS IN NEW YORK STATE.
§ 24. SEVERABILITY AND CONSTRUCTION. THE PROVISIONS OF THIS ARTICLE
SHALL BE SEVERABLE, AND IF ANY COURT OF COMPETENT JURISDICTION DECLARES
ANY PHRASE, CLAUSE, SENTENCE OR PROVISION OF THIS ARTICLE TO BE INVALID,
OR ITS APPLICABILITY TO ANY GOVERNMENT AGENCY, PERSON OR CIRCUMSTANCE IS
DECLARED INVALID, THE REMAINDER OF THIS ARTICLE AND ITS RELEVANT APPLI-
CABILITY SHALL NOT BE AFFECTED. THE PROVISIONS OF THIS ARTICLE SHALL BE
LIBERALLY CONSTRUED TO GIVE EFFECT TO THE PURPOSES THEREOF.
§ 9. Section 801-a of the education law, as amended by section 102 of
the laws of 2012, is amended to read as follows:
§ 801-a. Instruction in civility, citizenship [and], character educa-
tion, DIGITAL CITIZENSHIP, AND MEDIA LITERACY.
1. FOR THE PURPOSES OF THIS SECTION, THE FOLLOWING TERMS SHALL HAVE
THE FOLLOWING MEANINGS:
A. "TOLERANCE", "RESPECT FOR OTHERS", AND "DIGNITY" SHALL INCLUDE
AWARENESS AND SENSITIVITY TO HARASSMENT, BULLYING, DISCRIMINATION, AND
CIVILITY IN THE RELATIONS OF PEOPLE OF DIFFERENT RACES, WEIGHTS,
NATIONAL ORIGINS, ETHNIC GROUPS, RELIGIONS, RELIGIOUS PRACTICES, MENTAL
OR PHYSICAL ABILITIES, SEXUAL ORIENTATIONS, GENDERS, AND SEXES.
B. "DIGITAL CITIZENSHIP" SHALL MEAN A DIVERSE SET OF SKILLS RELATED TO
CURRENT TECHNOLOGY AND SOCIAL MEDIA, INCLUDING THE NORMS OF APPROPRIATE,
RESPONSIBLE, AND HEALTHY BEHAVIOR AND FOCUSES ON EMPOWERING LEARNERS TO
USE ONLINE RESOURCES, APPLICATIONS, AND SPACES TO IMPROVE COMMUNITIES
AND CURATE A POSITIVE AND EFFECTIVE DIGITAL FOOTPRINT.
C. "MEDIA LITERACY" SHALL MEAN THE ABILITY TO USE MEDIA AND TO ACCESS,
ANALYZE, EVALUATE, CREATE, AND ACT USING ALL FORMS OF COMMUNICATION AND
ENCOMPASSES THE FOUNDATIONAL SKILLS THAT LEAD TO DIGITAL CITIZENSHIP.
2. The regents shall ensure that the course of instruction in grades
kindergarten through twelve includes a component on civility, citizen-
ship, and character education. Such component shall instruct students on
the principles of honesty, tolerance, personal responsibility, AND
respect for others, with an emphasis on discouraging acts of harassment,
bullying, discrimination, observance of laws and rules, courtesy, digni-
ty, and other traits which will enhance the quality of their experiences
in, and contributions to, the community. Such component shall include
instruction of safe, responsible use of the internet and electronic
communications. The regents shall determine how to incorporate such
component in existing curricula and the commissioner shall promulgate
any regulations needed to carry out such determination of the regents.
[For the purposes of this section, "tolerance," "respect for others" and
"dignity" shall include awareness and sensitivity to harassment, bully-
A. 7687 9
ing, discrimination and civility in the relations of people of different
races, weights, national origins, ethnic groups, religions, religious
practices, mental or physical abilities, sexual orientations, genders,
and sexes.]
3. THE REGENTS, IN CONJUNCTION WITH THE COMMISSIONER, SHALL ENSURE
THAT THE COURSE OF INSTRUCTION IN GRADES KINDERGARTEN THROUGH TWELVE
INCLUDES A COMPONENT ON MEDIA LITERACY. SUCH COMPONENT SHALL INCLUDE
INSTRUCTION OF INTERNET SAFETY, CIVILITY, AND DIGITAL CITIZENSHIP WITH A
FOCUS ON THE PRINCIPLES OF SAFE, RESPONSIBLE USE OF THE INTERNET AND
ELECTRONIC COMMUNICATIONS. THE BOARDS OF EDUCATION AND TRUSTEES OF THE
CITIES AND SCHOOL DISTRICTS OF THE STATE SHALL REQUIRE INSTRUCTION TO BE
GIVEN IN MEDIA LITERACY BY THE TEACHERS EMPLOYED IN THE SCHOOLS THEREIN.
IF AVAILABLE, INSTRUCTION IN MEDIA LITERACY SHALL BE PROVIDED BY LIBRARY
MEDIA SPECIALISTS EMPLOYED BY THE SCHOOLS THEREIN.
4. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL INCORPO-
RATE EXISTING STATE MEDIA LITERACY STANDARDS INTO THE COMPONENT
DESCRIBED IN SUBDIVISION TWO OF THIS SECTION AND CREATE A CLEAR AND
COHERENT SET OF MEDIA LITERACY EDUCATION STANDARDS, WHICH SHALL INCLUDE,
BUT NOT BE LIMITED TO, THE FOLLOWING SKILLS, EXPERIENCES, AND COMPETEN-
CIES:
A. READING EXPERIENCES BALANCED BETWEEN LITERATURE AND INFORMATIONAL
TEXTS, WHICH INCLUDE BOTH PRINT AND DIGITAL SOURCES;
B. INTEGRATION AND EVALUATION OF CONTENT AND INFORMATION PRESENTED IN
DIVERSE MEDIA AND FORMATS, INCLUDING VISUAL, QUANTITATIVE, AND ORAL;
C. USE OF TECHNOLOGY AND DIGITAL TOOLS, INCLUDING THE INTERNET, FOR
WRITING AND DRAWING TO INCREASE LEARNING AND COMMUNICATION AND TO INTER-
ACT AND COLLABORATE WITH OTHERS;
D. WRITING OF INFORMATIVE AND EXPLANATORY TEXTS TO EXAMINE AND CONVEY
COMPLEX IDEAS AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE EFFEC-
TIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT, INCLUDING MULTI-
MEDIA;
E. STRATEGIC USE OF DIGITAL MEDIA AND VISUAL DISPLAYS TO EXPRESS
INFORMATION AND ENHANCE UNDERSTANDING OF PRESENTATIONS;
F. THE ABILITY TO ASSESS HOW POINT OF VIEW OR PURPOSE SHAPES THE
CONTENT AND STYLE OF A TEXT, DRAWING ON A WIDE RANGE OF GLOBAL AND
DIVERSE TEXTS;
G. GATHERING OF RELEVANT INFORMATION FROM MULTIPLE SOURCES AND ASSESS-
ING THE CREDIBILITY AND ACCURACY OF SUCH SOURCES, FOR THE PURPOSE OF
INTEGRATING SUCH INFORMATION IN WRITING WITHOUT PLAGIARIZING;
H. EFFECTIVELY COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION
BASED ON SUCH CONCLUSIONS;
I. THE ABILITY TO CREATE, PRODUCE, RESPOND, INTERPRET, AND CONNECT
WITH ARTISTIC WORK AND TECHNIQUES;
J. MANAGING INFORMATION WITH A FOCUS ON THE ABILITY TO ACCESS AND USE
INFORMATION OBTAINED FROM OTHER PEOPLE, COMMUNITY RESOURCES, AND COMPUT-
ER NETWORKS AND USING TECHNOLOGY TO ACQUIRE, ORGANIZE, AND COMMUNICATE
INFORMATION BY ENTERING, MODIFYING, RETRIEVING, AND STORING DATA;
K. DEMONSTRATION OF DIGITAL CITIZENSHIP BY MAINTAINING ETHICAL DECI-
SION MAKING AND BEHAVIOR AND AVOID THE SPREAD OF MISINFORMATION IN THE
EXCHANGE AND USE OF INFORMATION;
L. USE OF DIGITAL TOOLS TO COMMUNICATE AND WORK WITH OTHERS TO BUILD
KNOWLEDGE, CONVEY IDEAS, LEARN WITH OTHERS, CREATE AND REVISE COLLABORA-
TIVE PRODUCTS, SUPPORT INDIVIDUAL LEARNING, AND CONTRIBUTE TO THE LEARN-
ING OF OTHERS;
M. USE OF DIGITAL TOOLS TO CREATE AND REVISE SIMPLE, COMPLEX, AND
MULTIMEDIA DIGITAL ARTIFACTS;
A. 7687 10
N. IDENTIFICATION OF WAYS OTHER PEOPLE PUT THEIR OWN INFORMATION INTO
ONLINE SPACES;
O. THE ABILITY TO EXPLAIN HOW ACTIONS IN ONLINE SPACES CAN HAVE CONSE-
QUENCES IN OTHER SPACES AND THE CONNECTION BETWEEN THE PERSISTENCE OF
DATA ON THE INTERNET, PERSONAL ONLINE IDENTITY, AND PERSONAL PRIVACY;
P. ACTIVELY MANAGING DIGITAL PRESENCE AND DIGITAL FOOTPRINT TO REFLECT
AN UNDERSTANDING OF THE PERMANENCE AND POTENTIAL CONSEQUENCES OF ACTIONS
IN ONLINE SPACES;
Q. DESIGNING AND IMPLEMENTING STRATEGIES THAT SUPPORT SAFETY AND SECU-
RITY OF DIGITAL INFORMATION, PERSONAL IDENTITY, PROPERTY, AND PHYSICAL
AND MENTAL HEALTH WHEN OPERATING IN THE DIGITAL WORLD;
R. IDENTIFYING TYPES OF CYBERBULLYING AND DEVELOPING STRATEGIES TO
COMBAT CYBERBULLYING AND HARASSMENT; AND
S. ANY ADDITIONAL MEDIA LITERACY STANDARDS OUTLINED IN STATE DEPART-
MENT PUBLICATIONS OR IN THE CODES, RULES AND REGULATIONS OF THE STATE OF
NEW YORK, AS DEEMED NECESSARY.
5. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL UPDATE THE
NEW YORK STATE PROFESSIONAL TEACHING STANDARDS TO INCORPORATE MEDIA
LITERACY AND EDUCATE LIBRARY MEDIA SPECIALISTS AND TEACHERS ON THE RELE-
VANT STANDARDS OF MEDIA LITERACY SO THAT LIBRARY MEDIA SPECIALISTS AND
TEACHERS CAN EFFECTIVELY INCORPORATE SUCH STANDARDS INTO THEIR CURRIC-
ULUMS.
6. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL ANNUALLY
REVIEW THE MEDIA LITERACY STANDARDS SET FORTH IN THIS SECTION TO ENSURE
SUCH STANDARDS CAPTURE THE FULL RANGE OF SKILLS, EXPERIENCES, AND COMPE-
TENCIES THAT RESEARCH INDICATES IS NECESSARY FOR MEDIA LITERACY, AND
SHALL UPDATE SUCH STANDARDS AS NECESSARY.
7. THE MEDIA LITERACY STANDARDS SET FORTH IN THIS SECTION SHALL SERVE
AS AN OVERVIEW OF THE STATE'S INTERDISCIPLINARY APPROACH TO MEDIA LITER-
ACY EDUCATION AND SHALL EMPHASIZE THE IMPORTANCE OF MEDIA LITERACY FOR
CIVIC READINESS.
§ 10. Subdivision 1 of section 2801 of the education law, as amended
by chapter 402 of the laws of 2005, is amended to read as follows:
1. A. For purposes of this section, [school property] THE FOLLOWING
TERMS SHALL HAVE THE FOLLOWING MEANINGS:
(I) "SCHOOL PROPERTY" means:
(A) in or within any building, structure, athletic playing field,
playground, parking lot, or land contained within the real property
boundary line of a public elementary or secondary school OR WITHIN A
SCHOOL ADMINISTRATION BUILDING; or
(B) in or on a school bus, as defined in section one hundred forty-two
of the vehicle and traffic law[; and a school function shall mean].
(II) "SCHOOL FUNCTION" MEANS a school-sponsored or school-authorized
[extra-curricular] EXTRA CURRICULAR event or activity OR A SCHOOL BOARD
OR TRUSTEE MEETING, regardless of where such event or activity takes
place, including any event or activity that may take place in another
state.
B. THIS SECTION SHALL ALSO APPLY TO CYBERBULLYING, WHETHER ON OR OFF
SCHOOL PROPERTY OR AT OR AWAY FROM A SCHOOL FUNCTION.
§ 11. 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 and a new subdivision 4 is added 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
A. 7687 11
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] THEIR continuing teacher and
leader effectiveness requirements.
b. DURING EACH FIVE-YEAR REGISTRATION PERIOD BEGINNING ON OR AFTER A
DATE WHICH SHALL BE DETERMINED BY THE COMMISSIONER, ANY TEACHER WHO IS
AN APPLICANT FOR REGISTRATION SHALL SUCCESSFULLY COMPLETE A MINIMUM OF
FIVE HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCA-
TION AND ANY LIBRARY MEDIA SPECIALIST SHALL COMPLETE A MINIMUM OF
FIFTEEN HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY
EDUCATION, AS DEFINED BY THE COMMISSIONER. SUCH PROFESSIONAL DEVELOP-
MENT RELATED TO MEDIA LITERACY EDUCATION SHALL BE COUNTED TOWARD THE ONE
HUNDRED HOURS OF CONTINUING TEACHER AND LEADER EDUCATION REQUIRED BY
PARAGRAPH A OF THIS SUBDIVISION. THE COMMISSIONER SHALL REQUIRE THAT:
(I) PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCATION
INCORPORATES THE PRINCIPLES AND PRACTICES OF THE DEPARTMENT'S CULTURALLY
RESPONSIVE-SUSTAINING FRAMEWORK;
(II) PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCATION IS
PROVIDED BY OR IN COORDINATION WITH A LIBRARY MEDIA SPECIALIST OR AN
EMPLOYEE FROM A SCHOOL DISTRICT'S LIBRARY SYSTEM IN EVERY SCHOOL
DISTRICT;
(III) LIBRARY MEDIA SPECIALISTS IN EVERY SCHOOL DISTRICT RECEIVE
SPECIFIC TRAINING IN HOW TO PROVIDE PROFESSIONAL DEVELOPMENT RELATED TO
MEDIA LITERACY EDUCATION TO TEACHERS OF ALL GRADE LEVELS AND SUBJECT
AREAS CONTAINED IN THEIR SCHOOLS, WHICH SHALL INCLUDE INSTRUCTION ON HOW
TO EFFECTIVELY INTEGRATE MEDIA LITERACY EDUCATION INTO SUCH TEACHERS'
CURRICULA; AND
(IV) THE DEPARTMENT CREATES AND PROVIDES MODEL CURRICULA AND TEACHING
AND PROFESSIONAL DEVELOPMENT RESOURCES WHICH INCORPORATE MEDIA LITERACY
EDUCATION ON ITS WEBSITE.
C. DURING EACH FIVE-YEAR REGISTRATION PERIOD BEGINNING ON OR AFTER A
DATE WHICH SHALL BE DETERMINED BY THE COMMISSIONER, ANY TEACHER WHO IS
AN APPLICANT FOR REGISTRATION SHALL SUCCESSFULLY COMPLETE A MINIMUM OF
FIVE HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A
OF THIS CHAPTER. SUCH PROFESSIONAL DEVELOPMENT SHALL BE COUNTED TOWARD
THE ONE HUNDRED HOURS OF CONTINUING TEACHER AND LEADER EDUCATION
REQUIRED BY PARAGRAPH A OF THIS SUBDIVISION. THE COMMISSIONER SHALL
REQUIRE THAT:
(I) PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A OF THIS
CHAPTER INCORPORATES THE PRINCIPLES AND PRACTICES OF THE DEPARTMENT'S
CULTURALLY RESPONSIVE-SUSTAINING FRAMEWORK;
(II) PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A OF
THIS CHAPTER IS PROVIDED BY OR IN COORDINATION WITH A TEACHER OR GUID-
ANCE COUNSELOR IN EVERY SCHOOL DISTRICT; AND
(III) THE DEPARTMENT CREATES AND PROVIDES MODEL CURRICULA AND TEACHING
AND PROFESSIONAL DEVELOPMENT RESOURCES WHICH INCORPORATE THE PRINCIPLES
AND PRACTICES ARTICULATED IN ARTICLES TWO AND TWO-A OF THIS CHAPTER ON
ITS WEBSITE.
D. 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.
A. 7687 12
[c.] E. 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.
4. FOR THE PURPOSES OF THIS SECTION, "LIBRARY MEDIA SPECIALIST" SHALL
MEAN AN INDIVIDUAL EMPLOYED BY A SCHOOL DISTRICT AS A LIBRARY MEDIA
SPECIALIST PURSUANT TO SECTION 91.2 OF TITLE EIGHT OF THE CODES, RULES
AND REGULATIONS OF THE STATE OF NEW YORK.
§ 12. The sum of fifteen million dollars ($15,000,000), or so much
thereof as may be necessary, is hereby appropriated to the department of
education out of moneys in the state treasury in the general fund to the
credit of the state purposes account, not otherwise appropriated, and
made immediately available, for the purposes of carrying out the
provisions of this act. Five million dollars ($5,000,000) of such funds
shall be used for purposes including, but not limited to, the develop-
ment and distribution of teacher trainings, model lessons, and continu-
ing education classes. Five million dollars ($5,000,000) of such funds
shall be used for purposes including, but not limited to, the develop-
ment and implementation of media literacy standards, teacher trainings,
and continuing professional development. Five million dollars
($5,000,000) of such funds shall be used for purposes including, but not
limited to, the development and distribution of policies, standards, and
trainings related to suicide prevention. Such moneys shall be payable on
the audit and warrant of the state comptroller on vouchers certified or
approved by the commissioner of the department of education in the
manner prescribed by law.
§ 13. This act shall take effect immediately.
co-Sponsors
John T. McDonald III
MaryJane Shimsky
Karl Brabenec
2025-A7687A - Details
2025-A7687A - Bill Text download pdf
S T A T E O F N E W Y O R K
________________________________________________________________________
7687--A
2025-2026 Regular Sessions
I N A S S E M B L Y
April 4, 2025
___________
Introduced by M. of A. WOERNER, McDONALD, SHIMSKY, BRABENEC -- read once
and referred to the Committee on Education -- committee discharged,
bill amended, ordered reprinted as amended and recommitted to said
committee
AN ACT to amend the education law, in relation to updating provisions
relating to dignity for all students
THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
BLY, DO ENACT AS FOLLOWS:
Section 1. Section 10 of the education law, as added by chapter 482 of
the laws of 2010, is amended to read as follows:
§ 10. Legislative intent. The legislature finds that students' ability
to learn and to meet high academic standards, and a school's ability to
educate its students, are compromised by incidents of discrimination or
harassment including bullying, taunting or intimidation. It is hereby
declared to be the policy of the state to afford all students in public
schools an environment free of discrimination and harassment, WHETHER IN
THE SCHOOL BUILDING OR ON THE INTERNET. The purpose of this article is
to foster civility in public schools and to prevent and prohibit conduct
which is inconsistent with a school's educational mission.
§ 2. Subdivisions 1, 2, 7 and 8 of section 11 of the education law,
subdivisions 1 and 2 as added by chapter 482 of the laws of 2010, subdi-
vision 7 as amended and subdivision 8 as added by chapter 102 of the
laws of 2012, are amended and a new subdivision 11 is added to read as
follows:
1. "School property" shall mean in or within any building, structure,
athletic playing field, playground, parking lot, or land contained with-
in the real property boundary line of a public elementary or secondary
school; or in or on a school bus, as defined in section one hundred
forty-two of the vehicle and traffic law; OR IN OR WITHIN A SCHOOL
ADMINISTRATIVE BUILDING.
EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD07978-06-5
A. 7687--A 2
2. "School function" shall mean a school-sponsored extra-curricular
event or activity, OR A SCHOOL BOARD OR TRUSTEE MEETING.
7. "Harassment" [and "bullying"] shall mean the creation of a hostile
environment by conduct or by threats, intimidation or abuse, including
cyberbullying, that (a) has or would have the effect of unreasonably and
substantially interfering with a student's educational performance,
opportunities or benefits, or mental, emotional or physical well-being;
or (b) reasonably causes or would reasonably be expected to cause a
student to fear for [his or her] THEIR physical safety; or (c) reason-
ably causes or would reasonably be expected to cause physical injury or
emotional harm to a student; or (d) occurs off school property and
creates or would foreseeably create a risk of substantial disruption
within the school environment, where it is foreseeable that the conduct,
threats, intimidation or abuse might reach school property. Acts of
harassment [and bullying] shall include, but not be limited to, those
acts based on a person's actual or perceived race, color, weight,
national origin, ethnic group, religion, religious practice, disability,
sexual orientation, gender or sex. For the purposes of this definition
the term "threats, intimidation or abuse" shall include verbal and non-
verbal actions.
8. "Cyberbullying" shall mean harassment or bullying as defined in
[subdivision seven of] this section, [including paragraphs (a), (b), (c)
and (d) of such subdivision,] where such harassment or bullying occurs
through any form of electronic communication, INCLUDING BUT NOT LIMITED
TO CELL PHONES, EMAIL, SOCIAL MEDIA OR TEXT MESSAGING.
11. "BULLYING" SHALL MEAN A PATTERN OF REPEATED AND DELIBERATE AGGRES-
SIVE ACTS INTENDED TO HARM OR HUMILIATE ANOTHER PERSON WHO IS SMALLER,
WEAKER, YOUNGER OR IN ANY WAY MORE VULNERABLE THAN THE BULLY, AND MAY
INVOLVE VERBAL ATTACKS, TEASING, PHYSICAL ATTACKS, THREATS OF HARM,
SHARING PERSONAL OR PRIVATE INFORMATION ABOUT SOMEONE WITHOUT THEIR
CONSENT CAUSING EMBARRASSMENT, DELIBERATE EXCLUSION FROM ACTIVITIES, OR
OTHER FORMS OF INTIMIDATION. THE DELIBERATE TARGETING OF A VULNERABLE
PERSON DISTINGUISHES "BULLYING" FROM "CONFLICT" OR OTHER KINDS OF
AGGRESSION.
§ 3. Subdivision 1 of section 12 of the education law, as amended by
chapter 102 of the laws of 2012, is amended to read as follows:
1. No student shall be subjected to harassment or bullying by employ-
ees, SCHOOL BOARD MEMBERS, SCHOOL TRUSTEES, or students on school prop-
erty or at a school function; nor shall any student be subjected to
discrimination based on a person's actual or perceived race, color,
weight, national origin, ethnic group, religion, religious practice,
disability, sexual orientation, gender, or sex by school employees,
SCHOOL BOARD MEMBERS, SCHOOL TRUSTEES, or students on school property or
at a school function. Nothing in this subdivision shall be construed to
prohibit a denial of admission into, or exclusion from, a course of
instruction based on a person's gender that would be permissible under
section thirty-two hundred one-a or paragraph (a) of subdivision two of
section twenty-eight hundred fifty-four of this chapter and title IX of
the Education Amendments of 1972 (20 U.S.C. section 1681, et. seq.), or
to prohibit, as discrimination based on disability, actions that would
be permissible under section 504 of the Rehabilitation Act of 1973.
§ 4. Paragraphs e, k and l of subdivision 1 of section 13 of the
education law, as added by chapter 102 of the laws of 2012, are amended
and two new paragraphs m and n are added to read as follows:
e. require the school, when an investigation reveals any such verified
harassment, bullying or discrimination, to take prompt actions reason-
A. 7687--A 3
ably calculated to end the harassment, bullying or discrimination, elim-
inate any hostile environment, create a more positive school culture and
climate, prevent recurrence of the behavior, and ensure the safety of
the student or students against whom such harassment, bullying or
discrimination was directed. Such actions shall be consistent with the
guidelines created pursuant to subdivision four of this section AND
SHALL TAKE INTO CONSIDERATION WHETHER NOTIFICATION OF PERSONS IN
PARENTAL RELATION TO THE STUDENT WHO IS THE SUBJECT OF SUCH HARASSMENT,
BULLYING OR DISCRIMINATION IS IN THE BEST INTEREST OF THE STUDENT;
k. require each school, at least once during each school year, to
provide all school employees, students and parents with a written or
electronic copy of the school district's policies created pursuant to
this section, or a plain-language summary thereof, including notifica-
tion of the process by which students, parents and school employees may
report harassment, bullying and discrimination AND TO POST A WRITTEN
NOTIFICATION INFORMING STUDENTS ABOUT SUCH POLICY AND THE NAME OF THE
SCHOOL EMPLOYEE DESIGNATED TO RECEIVE REPORTS OF HARASSMENT, BULLYING OR
DISCRIMINATION IN THE SCHOOL LOBBY AND IN EVERY RESTROOM USED BY
STUDENTS AS WELL AS OTHER PARTS OF THE SCHOOL WHERE STUDENTS ARE LIKELY
TO SEE SUCH POSTED NOTIFICATION. This subdivision shall not be
construed to require additional distribution of such policies and guide-
lines if they are otherwise distributed to school employees, students
and parents;
l. maintain current versions of the school district's policies created
pursuant to this section on the school district's internet website, if
one exists;
M. INCLUDE SAFE, RESPONSIBLE USE OF THE INTERNET AND ELECTRONIC COMMU-
NICATIONS IN THE SCHOOL DISTRICT'S POLICIES;
N. DEVELOP SUCH POLICIES, PROCEDURES AND GUIDELINES TO PREVENT
STUDENTS FROM BEING BULLIED, HARASSED OR DISCRIMINATED AGAINST BY SCHOOL
BOARD MEMBERS AND SCHOOL TRUSTEES; AND
§ 5. Subdivision 5 of section 14 of the education law, as amended by
chapter 90 of the laws of 2013, is amended to read as follows:
5. [The commissioner shall prescribe] PRESCRIBE regulations that
school professionals applying on or after December thirty-first, two
thousand thirteen for a certificate or license, including but not limit-
ed to a certificate or license valid for service as a classroom teacher,
school counselor, school psychologist, school social worker, school
administrator or supervisor or superintendent of schools shall, in addi-
tion to all other certification or licensing requirements, have
completed training on the social patterns of harassment, bullying and
discrimination, as defined in section eleven of this article, including
but not limited to those acts based on a person's actual or perceived
race, color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender or sex, the identifica-
tion and mitigation of harassment, bullying and discrimination, and
strategies for effectively addressing problems of exclusion, bias and
aggression in educational settings.
§ 6. Section 15 of the education law, as amended by chapter 102 of the
laws of 2012, is amended to read as follows:
§ 15. Reporting by commissioner AND USE OF REPORTS. 1. The commis-
sioner shall create a procedure under which material incidents of
harassment, bullying and discrimination on school grounds or at a school
function are reported to the department at least on an annual basis.
Such procedure shall provide that such reports shall, wherever possible,
also delineate the specific nature of such incidents of harassment,
A. 7687--A 4
bullying and discrimination, [provided that the commissioner may comply
with the requirements of this section through use of the existing
uniform violent incident reporting system] INCLUDING, BUT NOT LIMITED
TO, WHETHER SUCH INCIDENTS WERE STUDENT-ON-STUDENT, STUDENT-ON-EMPLOYEE,
OR EMPLOYEE-ON-STUDENT, THE NUMBER OF COMPLAINTS DISMISSED AND THE BASIS
FOR DISMISSAL, THE NUMBER OF STUDENTS, IF ANY, WHO WITHDREW FROM THE
SCHOOL FOLLOWING THE FILING OF A COMPLAINT AND PRIOR TO THE NEXT
SUCCEEDING SCHOOL YEAR, THE NUMBER OF COMPLAINTS RESULTING IN ANY ACTION
TAKEN, AND THE ACTION TAKEN, INCLUDING STUDENT OR EMPLOYEE TRAINING OR
EDUCATION, STUDENT OR EMPLOYEE DISCIPLINE, OR EMPLOYEE REMOVAL, LEAVE OF
ABSENCE OR RETIREMENT. In addition, the department may conduct research
or undertake studies to determine compliance throughout the state with
the provisions of this article.
2. THE COMMISSIONER SHALL USE SUCH REPORTS AND DATA TO IDENTIFY
SCHOOLS AND DISTRICTS THAT ARE FAILING TO MEET THE STANDARDS AND OBJEC-
TIVES OF THIS ARTICLE. THE COMMISSIONER SHALL PROMULGATE POLICIES AND
PROCEDURES FOR IMPROVING CONDITIONS AT THESE SCHOOLS TO ENSURE PROPER
TRAINING, SUPPORT, AND COMPLIANCE WITH ALL REQUIREMENTS.
3. THE COMMISSIONER SHALL DELIVER THE REPORT REFERENCED IN SUBDIVISION
ONE OF THIS SECTION TO THE LEGISLATURE EVERY TWO YEARS.
§ 7. Section 16 of the education law, as amended by chapter 102 of the
laws of 2012, is amended to read as follows:
§ 16. Protection of people who report harassment, bullying or discrim-
ination. Any person having reasonable cause to suspect that a student
has been subjected to harassment, bullying or discrimination, by an
employee, SCHOOL BOARD MEMBER, SCHOOL TRUSTEE or student, on school
grounds or at a school function, who, acting reasonably and in good
faith, reports such information to school officials, to the commissioner
or to law enforcement authorities, acts in compliance with paragraph e
or i of subdivision one of section thirteen of this article, or other-
wise initiates, testifies, participates or assists in any formal or
informal proceedings under this article, shall have immunity from any
civil liability that may arise from the making of such report or from
initiating, testifying, participating or assisting in such formal or
informal proceedings, and no school district or employee shall take,
request or cause a retaliatory action against any such person who,
acting reasonably and in good faith, either makes such a report or
initiates, testifies, participates or assists in such formal or informal
proceedings.
§ 8. The education law is amended by adding a new article 2-A to read
as follows:
ARTICLE 2-A
STUDENT SUICIDE PREVENTION
SECTION 20. LEGISLATIVE INTENT.
21. DEFINITIONS.
22. POLICIES, PROCEDURES, AND GUIDELINES.
23. APPLICATION.
24. SEVERABILITY AND CONSTRUCTION.
§ 20. LEGISLATIVE INTENT. THE LEGISLATURE FINDS AND DECLARES THE
FOLLOWING:
1. ACCORDING TO DATA FROM THE FEDERAL CENTERS FOR DISEASE CONTROL AND
PREVENTION AS REPORTED IN THE YEAR TWO THOUSAND SIXTEEN, SUICIDE IS THE
SECOND LEADING CAUSE OF DEATH FOR YOUTH AND YOUNG ADULTS TEN TO TWENTY-
FOUR YEARS OF AGE, INCLUSIVE, IN BOTH THE UNITED STATES AND IN NEW YORK
STATE.
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2. AS CHILDREN AND TEENS SPEND A SIGNIFICANT AMOUNT OF THEIR YOUNG
LIVES IN SCHOOL, THE PERSONNEL WHO INTERACT WITH THEM ON A DAILY BASIS
ARE ESSENTIAL GATEKEEPERS FOR RECOGNIZING WARNING SIGNS OF SUICIDE AND
MAKING THE APPROPRIATE REFERRALS FOR HELP.
3. IN A NATIONAL SURVEY CONDUCTED BY THE JASON FOUNDATION, A TEACHER
WAS IDENTIFIED AS THE NUMBER ONE PERSON TO WHOM A STUDENT WOULD TURN TO
HELP A FRIEND WHO MIGHT BE SUICIDAL. IT IS IMPERATIVE THAT WHEN A YOUNG
PERSON COMES TO A TEACHER FOR HELP, SUCH TEACHER HAS THE KNOWLEDGE,
TOOLS, AND RESOURCES TO RESPOND CORRECTLY.
4. IN THE YEAR TWO THOUSAND EIGHTEEN, THE FEDERAL CENTERS FOR DISEASE
CONTROL AND PREVENTION FOUND IN ITS YOUTH RISK BEHAVIOR SURVEY THAT
LESBIAN, GAY, AND BISEXUAL YOUTH ARE ALMOST FOUR TIMES MORE LIKELY TO
SERIOUSLY CONSIDER ATTEMPTING SUICIDE, HAVE MADE A SUICIDE PLAN, OR HAVE
ATTEMPTED SUICIDE, THAN THEIR HETEROSEXUAL PEERS.
5. THERE ARE NATIONAL HOTLINES AVAILABLE TO HELP ADULTS AND YOUTH,
INCLUDING LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUEER, OR QUESTIONING
(LGBTQ) YOUTH, WHO ARE EXPERIENCING SUICIDAL IDEATION OR WHO ARE WORRIED
ABOUT A FAMILY MEMBER OR PEER WHO MAY BE AT RISK, INCLUDING THE NATIONAL
SUICIDE PREVENTION LIFELINE, THE CRISIS TEXT LINE, THE TREVOR PROJECT
LIFELINE, AND TREVORCHAT.
6. ACCORDING TO THE FAMILY ACCEPTANCE PROJECT, RESEARCH HAS FOUND
THAT, FOR AN LGBTQ YOUTH, HAVING AT LEAST ONE SUPPORTIVE ADULT CAN
REDUCE THE YOUTH'S RISK OF SUICIDE.
7. NEW YORK STATE SCHOOLS FACE THE SERIOUS ISSUES OF STUDENTS AT HIGH
RISK OF SUICIDE AND DEATH BY SUICIDE IN THE SCHOOL COMMUNITIES. SCHOOL
PERSONNEL MUST BE SUPPORTED BY CLEAR POLICIES AND PROCEDURES, WHICH
SERVE AS AN EASILY-ACCESSIBLE ROADMAP, ELIMINATE CONFUSION OVER EDUCATOR
ROLES AND THE REFERRAL PROCESS, AND EQUIP EDUCATORS WITH THE TOOLS TO
RESPOND SAFELY WHEN A SUICIDE DOES OCCUR IN THE SCHOOL COMMUNITY.
§ 21. DEFINITIONS. FOR THE PURPOSES OF THIS ARTICLE, THE FOLLOWING
TERMS SHALL HAVE THE FOLLOWING MEANINGS:
1. "CRISIS SITUATION" MEANS A SITUATION WHERE A TEACHER OR OTHER LOCAL
EDUCATIONAL AGENCY EMPLOYEE BELIEVES A STUDENT OR OTHER INDIVIDUAL IS IN
IMMINENT DANGER OF A SUICIDE ATTEMPT.
2. "LGBTQ" MEANS INDIVIDUALS WHO IDENTIFY, WITH REGARDS TO GENDER, AS
BEING LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUEER, OR QUESTIONING.
3. "LOCAL EDUCATIONAL AGENCY" MEANS A SCHOOL DISTRICT, BOARD OF COOP-
ERATIVE EDUCATIONAL SERVICES, SCHOOL, OR THE EDUCATION DEPARTMENT.
4. "SUICIDE INTERVENTION" MEANS SPECIFIC ACTIONS SCHOOLS CAN TAKE IN
RESPONSE TO SUICIDAL BEHAVIOR BY A STUDENT, INCLUDING, BUT NOT LIMITED
TO:
A. STUDENT SUPERVISION;
B. NOTIFICATION OF PARENTS OR GUARDIANS;
C. CRISIS SITUATION RESPONSE PROTOCOLS;
D. WHEN AND HOW TO REQUEST AN IMMEDIATE MENTAL HEALTH ASSESSMENT OR
EMERGENCY SERVICES; AND
E. SCHOOL RE-ENTRY PROCEDURES FOLLOWING A STUDENT MENTAL HEALTH
CRISIS.
5. "SUICIDE POSTVENTION" MEANS PLANNED SUPPORT AND INTERVENTIONS
SCHOOLS CAN IMPLEMENT AFTER A SUICIDE ATTEMPT OR SUICIDE DEATH OF A
MEMBER OF THE SCHOOL COMMUNITY THAT ARE DESIGNED TO:
A. REDUCE THE RISK OF THE SPREAD OF SUICIDAL THOUGHTS OR INTENTIONS;
B. PROVIDE SUPPORT FOR AFFECTED STUDENTS AND SCHOOL-BASED PERSONNEL;
C. ADDRESS THE SOCIAL STIGMA ASSOCIATED WITH SUICIDE; AND
D. DISSEMINATE FACTUAL INFORMATION ABOUT SUICIDE AND ITS PREVENTION.
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6. "SUICIDE PREVENTION" MEANS SPECIFIC ACTIONS SCHOOLS CAN TAKE TO
RECOGNIZE AND REDUCE SUICIDAL BEHAVIOR, INCLUDING, BUT NOT LIMITED TO:
A. IDENTIFYING RISKS AND PROTECTIVE FACTORS FOR SUICIDE AND SUICIDE
WARNING SIGNS;
B. ESTABLISHING A PROCESS BY WHICH STUDENTS ARE REFERRED TO A MENTAL
AND BEHAVIORAL HEALTH PROVIDER FOR HELP;
C. MAKING AVAILABLE SCHOOL-BASED AND COMMUNITY-BASED MENTAL HEALTH
SUPPORTS;
D. PROVIDING THE LOCATION OF AVAILABLE ONLINE AND COMMUNITY SUICIDE
PREVENTION RESOURCES, INCLUDING LOCAL CRISIS CENTERS AND HOTLINES;
E. ADOPTING POLICIES AND PROTOCOLS REGARDING SUICIDE PREVENTION,
INTERVENTION, AND POSTVENTION, SCHOOL SAFETY, AND RESPONSE TO CRISIS
SITUATIONS;
F. TRAINING FOR SCHOOL PERSONNEL WHO INTERACT DIRECTLY WITH STUDENTS
IN RECOGNIZING SUICIDE RISKS AND WARNING SIGNS AND HOW TO REFER STUDENTS
FOR FURTHER ASSESSMENT AND EVALUATION; AND
G. INSTRUCTION TO STUDENTS IN PROBLEM-SOLVING AND COPING SKILLS TO
PROMOTE STUDENTS' MENTAL, EMOTIONAL, AND SOCIAL HEALTH AND WELL-BEING,
AND INSTRUCTION IN RECOGNIZING AND APPROPRIATELY RESPONDING TO SIGNS OF
SUICIDAL INTENT IN OTHERS.
7. "MECHANICAL RESTRAINTS" MEANS ANY DEVICE THAT RESTRICTS AN INDIVID-
UAL'S FREEDOM OF MOVEMENT AND THAT THE INDIVIDUAL CANNOT EASILY REMOVE,
INCLUDING BUT NOT LIMITED TO HANDCUFFS AND NYLON OR VELCRO RESTRAINTS.
§ 22. POLICIES, PROCEDURES, AND GUIDELINES. 1. THE GOVERNING BOARD OR
BODY OF EVERY LOCAL EDUCATIONAL AGENCY THAT SERVES STUDENTS IN GRADES
SEVEN TO TWELVE, INCLUSIVE, SHALL, BEFORE THE FIRST DAY OF AUGUST, TWO
THOUSAND TWENTY-FIVE, ADOPT POLICIES, PROCEDURES, AND GUIDELINES ON
STUDENT SUICIDE PREVENTION, INTERVENTION, AND POSTVENTION FOR STUDENTS
IN SUCH GRADES. SUCH POLICIES, PROCEDURES, AND GUIDELINES SHALL BE
DEVELOPED IN CONSULTATION WITH SCHOOL AND COMMUNITY STAKEHOLDERS,
SCHOOL-EMPLOYED MENTAL HEALTH PROFESSIONALS, AND SUICIDE PREVENTION
EXPERTS, AND SHALL INCLUDE, BUT NOT BE LIMITED TO:
A. METHODS TO INCREASE AWARENESS OF THE RELATIONSHIP BETWEEN SUICIDE
AND SUICIDE RISK FACTORS, INCLUDING, BUT NOT LIMITED TO:
I. MENTAL HEALTH AND SUBSTANCE USE CONDITIONS;
II. CHILDHOOD ABUSE, NEGLECT, OR TRAUMA;
III. PROLONGED STRESS, INCLUDING INDIVIDUAL EXPERIENCES SUCH AS BULLY-
ING, HARASSMENT, FAMILY OR RELATIONSHIP STRESS, OR OTHER STRESSFUL LIFE
EVENTS, AS WELL AS COLLECTIVE STRESSORS SUCH AS SYSTEMIC BIAS AND
DISCRIMINATION;
IV. EXPOSURE TO ANOTHER PERSON'S SUICIDE, OR SENSATIONALIZED OR GRAPH-
IC ACCOUNTS OF SUICIDE; AND
V. PREVIOUS SUICIDE ATTEMPTS OR HISTORY OF SUICIDE WITHIN A STUDENT'S
FAMILY;
B. IDENTIFICATION OF TRAINING OPPORTUNITIES ON RECOGNIZING SUICIDE
RISKS, AND REFERRAL PROCEDURES AVAILABLE TO SCHOOL EMPLOYEES;
C. AVAILABILITY OF EXPERTISE FROM SCHOOL EMPLOYEES WHO HAVE BEEN
TRAINED IN RECOGNIZING SUICIDE RISKS, AND REFERRAL PROCEDURES;
D. HOW SCHOOL EMPLOYEES SHOULD RESPOND TO SUSPICION, CONCERNS, OR
WARNING SIGNS OF SUICIDE IN STUDENTS;
E. HOW SCHOOL EMPLOYEES SHOULD RESPOND TO A CRISIS SITUATION WHERE A
STUDENT IS IN IMMINENT DANGER TO THEMSELF;
F. POLICIES AND PROTOCOLS FOR COMMUNICATION WITH PARENTS, INCLUDING
THOSE THAT SPECIFY WHAT TO DO IF PARENTAL NOTIFICATION IS NOT IN THE
BEST INTEREST OF THE STUDENT;
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G. COUNSELING SERVICES AVAILABLE WITHIN THE SCHOOL FOR STUDENTS AND
THEIR FAMILIES THAT ARE RELATED TO SUICIDE PREVENTION;
H. AVAILABILITY OF INFORMATION CONCERNING CRISIS SITUATION INTER-
VENTION, SUICIDE PREVENTION, AND MENTAL HEALTH SERVICES IN THE COMMUNITY
FOR STUDENTS AND THEIR FAMILIES AND SCHOOL EMPLOYEES;
I. IDENTIFICATION AND DEVELOPMENT OF PARTNERSHIPS WITH COMMUNITY
ORGANIZATIONS AND AGENCIES FOR REFERRAL OF STUDENTS TO HEALTH, MENTAL
HEALTH, SUBSTANCE USE, AND SOCIAL SUPPORT SERVICES, INCLUDING DEVELOP-
MENT OF AT LEAST ONE MEMORANDUM OF UNDERSTANDING BETWEEN THE LOCAL
EDUCATION AGENCY AND SUCH AN ORGANIZATION OR AGENCY IN THE COMMUNITY OR
REGION, OTHER THAN A LAW ENFORCEMENT AGENCY;
J. DEVELOPMENT OF A CULTURALLY COMPETENT PLAN TO ASSIST SURVIVORS OF
ATTEMPTED SUICIDE AND TO ASSIST STUDENTS AND SCHOOL EMPLOYEES IN COPING
WITH AN ATTEMPTED SUICIDE OR A SUICIDE DEATH WITHIN THE SCHOOL COMMUNI-
TY; AND
K. DEVELOPMENT OF ANY OTHER RELATED PROGRAM OR ACTIVITY FOR STUDENTS
OR SCHOOL EMPLOYEES.
2. THE POLICIES, PROCEDURES, AND GUIDELINES ADOPTED PURSUANT TO SUBDI-
VISION ONE OF THIS SECTION SHALL SPECIFICALLY ADDRESS THE NEEDS OF HIGH-
RISK GROUPS, INCLUDING, BUT NOT LIMITED TO, THE FOLLOWING:
A. YOUTH WHO HAVE LOST A FRIEND OR FAMILY MEMBER TO SUICIDE;
B. YOUTH WITH DISABILITIES OR WITH CHRONIC HEALTH CONDITIONS, INCLUD-
ING MENTAL HEALTH AND SUBSTANCE USE CONDITIONS;
C. YOUTH EXPERIENCING HOMELESSNESS OR IN OUT-OF-HOME SETTINGS, SUCH AS
FOSTER CARE; AND
D. LGBTQ YOUTH.
3. THE POLICIES, PROCEDURES, AND GUIDELINES ADOPTED PURSUANT TO SUBDI-
VISION ONE OF THIS SECTION SHALL BE WRITTEN TO ENSURE THAT A SCHOOL
EMPLOYEE ACTS ONLY WITHIN THE AUTHORIZATION AND SCOPE OF SUCH EMPLOYEE'S
CREDENTIAL OR LICENSE. NOTHING IN THIS SECTION SHALL BE CONSTRUED AS
AUTHORIZING OR ENCOURAGING A SCHOOL EMPLOYEE TO DIAGNOSE OR TREAT MENTAL
HEALTH CONDITIONS UNLESS SUCH EMPLOYEE IS SPECIFICALLY LICENSED AND
EMPLOYED TO DO SO.
4. THE POLICIES, PROCEDURES AND GUIDELINES ADOPTED PURSUANT TO THIS
SECTION SHALL ENSURE THAT SCHOOL OFFICIALS ARE SOLELY RESPONSIBLE FOR
RESPONDING TO STUDENT BEHAVIOR. SUCH POLICIES, PROCEDURES AND GUIDELINES
SHALL MAKE CLEAR THAT LAW ENFORCEMENT INVOLVEMENT IN ADDRESSING STUDENT
BEHAVIOR SHOULD BE THE LAST RESORT AND SHALL MAKE CLEAR THAT UNLESS
OTHERWISE AUTHORIZED BY STATE LAW:
A. LAW ENFORCEMENT OFFICERS AND SCHOOL RESOURCE OFFICERS SHALL NOT USE
MECHANICAL RESTRAINTS ON A STUDENT UNLESS SUCH RESTRAINTS ARE NECESSARY
TO PREVENT IMMINENT AND SERIOUS PHYSICAL INJURY TO SUCH STUDENT OR
ANOTHER PERSON, AND THE USE OF SUCH RESTRAINTS IS LIMITED IN DURATION TO
THE TIME PERIOD IN WHICH SUCH STUDENT PRESENTS A RISK OF CAUSING SERIOUS
PHYSICAL INJURY TO THEMSELVES OR OTHERS; AND
B. ANY DETERMINATION THAT A STUDENT REQUIRES HOSPITAL TRANSPORT FOR A
MENTAL HEALTH EVALUATION SHALL WHENEVER PRACTICABLE BE MADE BY A CLIN-
ICALLY TRAINED MENTAL HEALTH PROFESSIONAL. SUCH STUDENT SHALL BE ACCOM-
PANIED DURING SUCH TRANSPORT BY A DESIGNATED SCHOOL EMPLOYEE, AND SUCH
PERSON SHALL STAY WITH THE STUDENT UNTIL THEIR PARENT OR PARENT'S DESIG-
NEE ARRIVES. THE SCHOOL SHALL BE RESPONSIBLE FOR CONTACTING THE PARENT
WHEN SUCH HOSPITAL TRANSPORT IS NEEDED.
5. NOTWITHSTANDING ANY OTHER PROVISION OF LAW TO THE CONTRARY, NO
CAUSE OF ACTION MAY BE BROUGHT FOR ANY LOSS OR DAMAGE CAUSED BY ANY ACT
OR OMISSION RESULTING FROM THE IMPLEMENTATION OF THE PROVISIONS OF THIS
ARTICLE, OR RESULTING FROM ANY TRAINING, OR LACK OF TRAINING, REQUIRED
A. 7687--A 8
BY THIS ARTICLE. NOTHING IN THIS ARTICLE SHALL BE CONSTRUED TO IMPOSE
ANY SPECIFIC DUTY OF CARE.
6. TO ASSIST LOCAL EDUCATIONAL AGENCIES IN DEVELOPING POLICIES FOR
STUDENT SUICIDE PREVENTION, THE DEPARTMENT SHALL DEVELOP AND MAINTAIN
MODEL POLICIES, PROCEDURES, AND GUIDELINES IN ACCORDANCE WITH THIS
SECTION TO SERVE AS A GUIDE FOR LOCAL EDUCATIONAL AGENCIES. SUCH MODEL
POLICIES, PROCEDURES, AND GUIDELINES SHALL BE POSTED WITHIN THIRTY DAYS
OF THEIR COMPLETION ON THE DEPARTMENT'S INTERNET WEBSITE, ALONG WITH
RELEVANT RESOURCES AND INFORMATION TO SUPPORT SCHOOLS IN DEVELOPING AND
IMPLEMENTING THE POLICIES, PROCEDURES, AND GUIDELINES REQUIRED UNDER
SUBDIVISION ONE OF THIS SECTION.
7. THE GOVERNING BOARD OR BODY OF A LOCAL EDUCATIONAL AGENCY THAT
SERVES STUDENTS IN GRADES SEVEN TO TWELVE, INCLUSIVE, SHALL REVIEW, AT
MINIMUM EVERY FIFTH YEAR FOLLOWING THE EFFECTIVE DATE OF THIS ARTICLE,
ITS POLICIES, PROCEDURES, AND GUIDELINES ON STUDENT SUICIDE PREVENTION
AND, IF NECESSARY, UPDATE SUCH POLICIES, PROCEDURES, AND GUIDELINES.
§ 23. APPLICATION. THE PROVISIONS OF THIS ARTICLE SHALL APPLY TO ALL
PRIVATE AND PUBLIC EDUCATIONAL INSTITUTIONS IN NEW YORK STATE.
§ 24. SEVERABILITY AND CONSTRUCTION. THE PROVISIONS OF THIS ARTICLE
SHALL BE SEVERABLE, AND IF ANY COURT OF COMPETENT JURISDICTION DECLARES
ANY PHRASE, CLAUSE, SENTENCE OR PROVISION OF THIS ARTICLE TO BE INVALID,
OR ITS APPLICABILITY TO ANY GOVERNMENT AGENCY, PERSON OR CIRCUMSTANCE IS
DECLARED INVALID, THE REMAINDER OF THIS ARTICLE AND ITS RELEVANT APPLI-
CABILITY SHALL NOT BE AFFECTED. THE PROVISIONS OF THIS ARTICLE SHALL BE
LIBERALLY CONSTRUED TO GIVE EFFECT TO THE PURPOSES THEREOF.
§ 9. Section 801-a of the education law, as amended by section 102 of
the laws of 2012, is amended to read as follows:
§ 801-a. Instruction in civility, citizenship [and], character educa-
tion, DIGITAL CITIZENSHIP, AND MEDIA LITERACY.
1. FOR THE PURPOSES OF THIS SECTION, THE FOLLOWING TERMS SHALL HAVE
THE FOLLOWING MEANINGS:
A. "TOLERANCE", "RESPECT FOR OTHERS", AND "DIGNITY" SHALL INCLUDE
AWARENESS AND SENSITIVITY TO HARASSMENT, BULLYING, DISCRIMINATION, AND
CIVILITY IN THE RELATIONS OF PEOPLE OF DIFFERENT RACES, WEIGHTS,
NATIONAL ORIGINS, ETHNIC GROUPS, RELIGIONS, RELIGIOUS PRACTICES, MENTAL
OR PHYSICAL ABILITIES, SEXUAL ORIENTATIONS, GENDERS, AND SEXES.
B. "DIGITAL CITIZENSHIP" SHALL MEAN A DIVERSE SET OF SKILLS RELATED TO
CURRENT TECHNOLOGY AND SOCIAL MEDIA, INCLUDING THE NORMS OF APPROPRIATE,
RESPONSIBLE, AND HEALTHY BEHAVIOR AND FOCUSES ON EMPOWERING LEARNERS TO
USE ONLINE RESOURCES, APPLICATIONS, AND SPACES TO IMPROVE COMMUNITIES
AND CURATE A POSITIVE AND EFFECTIVE DIGITAL FOOTPRINT.
C. "MEDIA LITERACY" SHALL MEAN THE ABILITY TO USE MEDIA AND TO ACCESS,
ANALYZE, EVALUATE, CREATE, AND ACT USING ALL FORMS OF COMMUNICATION AND
ENCOMPASSES THE FOUNDATIONAL SKILLS THAT LEAD TO DIGITAL CITIZENSHIP.
2. The regents shall ensure that the course of instruction in grades
kindergarten through twelve includes a component on civility, citizen-
ship, and character education. Such component shall instruct students on
the principles of honesty, tolerance, personal responsibility, AND
respect for others, with an emphasis on discouraging acts of harassment,
bullying, discrimination, observance of laws and rules, courtesy, digni-
ty, and other traits which will enhance the quality of their experiences
in, and contributions to, the community. Such component shall include
instruction of safe, responsible use of the internet and electronic
communications. The regents shall determine how to incorporate such
component in existing curricula and the commissioner shall promulgate
any regulations needed to carry out such determination of the regents.
A. 7687--A 9
[For the purposes of this section, "tolerance," "respect for others" and
"dignity" shall include awareness and sensitivity to harassment, bully-
ing, discrimination and civility in the relations of people of different
races, weights, national origins, ethnic groups, religions, religious
practices, mental or physical abilities, sexual orientations, genders,
and sexes.]
3. THE REGENTS, IN CONJUNCTION WITH THE COMMISSIONER, SHALL ENSURE
THAT THE COURSE OF INSTRUCTION IN GRADES KINDERGARTEN THROUGH TWELVE
INCLUDES A COMPONENT ON MEDIA LITERACY. SUCH COMPONENT SHALL INCLUDE
INSTRUCTION OF INTERNET SAFETY, CIVILITY, AND DIGITAL CITIZENSHIP WITH A
FOCUS ON THE PRINCIPLES OF SAFE, RESPONSIBLE USE OF THE INTERNET AND
ELECTRONIC COMMUNICATIONS. THE BOARDS OF EDUCATION AND TRUSTEES OF THE
CITIES AND SCHOOL DISTRICTS OF THE STATE SHALL REQUIRE INSTRUCTION TO BE
GIVEN IN MEDIA LITERACY BY THE TEACHERS EMPLOYED IN THE SCHOOLS THEREIN.
IF AVAILABLE, INSTRUCTION IN MEDIA LITERACY SHALL BE PROVIDED BY LIBRARY
MEDIA SPECIALISTS EMPLOYED BY THE SCHOOLS THEREIN.
4. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL INCORPO-
RATE EXISTING STATE MEDIA LITERACY STANDARDS INTO THE COMPONENT
DESCRIBED IN SUBDIVISION TWO OF THIS SECTION AND CREATE A CLEAR AND
COHERENT SET OF MEDIA LITERACY EDUCATION STANDARDS, WHICH SHALL INCLUDE,
BUT NOT BE LIMITED TO, THE FOLLOWING SKILLS, EXPERIENCES, AND COMPETEN-
CIES:
A. READING EXPERIENCES BALANCED BETWEEN LITERATURE AND INFORMATIONAL
TEXTS, WHICH INCLUDE BOTH PRINT AND DIGITAL SOURCES;
B. INTEGRATION AND EVALUATION OF CONTENT AND INFORMATION PRESENTED IN
DIVERSE MEDIA AND FORMATS, INCLUDING VISUAL, QUANTITATIVE, AND ORAL;
C. USE OF TECHNOLOGY AND DIGITAL TOOLS, INCLUDING THE INTERNET, FOR
WRITING AND DRAWING TO INCREASE LEARNING AND COMMUNICATION AND TO INTER-
ACT AND COLLABORATE WITH OTHERS;
D. WRITING OF INFORMATIVE AND EXPLANATORY TEXTS TO EXAMINE AND CONVEY
COMPLEX IDEAS AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE EFFEC-
TIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT, INCLUDING MULTI-
MEDIA;
E. STRATEGIC USE OF DIGITAL MEDIA AND VISUAL DISPLAYS TO EXPRESS
INFORMATION AND ENHANCE UNDERSTANDING OF PRESENTATIONS;
F. THE ABILITY TO ASSESS HOW POINT OF VIEW OR PURPOSE SHAPES THE
CONTENT AND STYLE OF A TEXT, DRAWING ON A WIDE RANGE OF GLOBAL AND
DIVERSE TEXTS;
G. GATHERING OF RELEVANT INFORMATION FROM MULTIPLE SOURCES AND ASSESS-
ING THE CREDIBILITY AND ACCURACY OF SUCH SOURCES, FOR THE PURPOSE OF
INTEGRATING SUCH INFORMATION IN WRITING WITHOUT PLAGIARIZING;
H. EFFECTIVELY COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION
BASED ON SUCH CONCLUSIONS;
I. THE ABILITY TO CREATE, PRODUCE, RESPOND, INTERPRET, AND CONNECT
WITH ARTISTIC WORK AND TECHNIQUES;
J. MANAGING INFORMATION WITH A FOCUS ON THE ABILITY TO ACCESS AND USE
INFORMATION OBTAINED FROM OTHER PEOPLE, COMMUNITY RESOURCES, AND COMPUT-
ER NETWORKS AND USING TECHNOLOGY TO ACQUIRE, ORGANIZE, AND COMMUNICATE
INFORMATION BY ENTERING, MODIFYING, RETRIEVING, AND STORING DATA;
K. DEMONSTRATION OF DIGITAL CITIZENSHIP BY MAINTAINING ETHICAL DECI-
SION MAKING AND BEHAVIOR AND AVOID THE SPREAD OF MISINFORMATION IN THE
EXCHANGE AND USE OF INFORMATION;
L. USE OF DIGITAL TOOLS TO COMMUNICATE AND WORK WITH OTHERS TO BUILD
KNOWLEDGE, CONVEY IDEAS, LEARN WITH OTHERS, CREATE AND REVISE COLLABORA-
TIVE PRODUCTS, SUPPORT INDIVIDUAL LEARNING, AND CONTRIBUTE TO THE LEARN-
ING OF OTHERS;
A. 7687--A 10
M. USE OF DIGITAL TOOLS TO CREATE AND REVISE SIMPLE, COMPLEX, AND
MULTIMEDIA DIGITAL ARTIFACTS;
N. IDENTIFICATION OF WAYS OTHER PEOPLE PUT THEIR OWN INFORMATION INTO
ONLINE SPACES;
O. THE ABILITY TO EXPLAIN HOW ACTIONS IN ONLINE SPACES CAN HAVE CONSE-
QUENCES IN OTHER SPACES AND THE CONNECTION BETWEEN THE PERSISTENCE OF
DATA ON THE INTERNET, PERSONAL ONLINE IDENTITY, AND PERSONAL PRIVACY;
P. ACTIVELY MANAGING DIGITAL PRESENCE AND DIGITAL FOOTPRINT TO REFLECT
AN UNDERSTANDING OF THE PERMANENCE AND POTENTIAL CONSEQUENCES OF ACTIONS
IN ONLINE SPACES;
Q. DESIGNING AND IMPLEMENTING STRATEGIES THAT SUPPORT SAFETY AND SECU-
RITY OF DIGITAL INFORMATION, PERSONAL IDENTITY, PROPERTY, AND PHYSICAL
AND MENTAL HEALTH WHEN OPERATING IN THE DIGITAL WORLD;
R. IDENTIFYING TYPES OF CYBERBULLYING AND DEVELOPING STRATEGIES TO
COMBAT CYBERBULLYING AND HARASSMENT; AND
S. ANY ADDITIONAL MEDIA LITERACY STANDARDS OUTLINED IN STATE DEPART-
MENT PUBLICATIONS OR IN THE CODES, RULES AND REGULATIONS OF THE STATE OF
NEW YORK, AS DEEMED NECESSARY.
5. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL UPDATE THE
NEW YORK STATE PROFESSIONAL TEACHING STANDARDS TO INCORPORATE MEDIA
LITERACY AND EDUCATE LIBRARY MEDIA SPECIALISTS AND TEACHERS ON THE RELE-
VANT STANDARDS OF MEDIA LITERACY SO THAT LIBRARY MEDIA SPECIALISTS AND
TEACHERS CAN EFFECTIVELY INCORPORATE SUCH STANDARDS INTO THEIR CURRIC-
ULUMS.
6. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL ANNUALLY
REVIEW THE MEDIA LITERACY STANDARDS SET FORTH IN THIS SECTION TO ENSURE
SUCH STANDARDS CAPTURE THE FULL RANGE OF SKILLS, EXPERIENCES, AND COMPE-
TENCIES THAT RESEARCH INDICATES IS NECESSARY FOR MEDIA LITERACY, AND
SHALL UPDATE SUCH STANDARDS AS NECESSARY.
7. THE MEDIA LITERACY STANDARDS SET FORTH IN THIS SECTION SHALL SERVE
AS AN OVERVIEW OF THE STATE'S INTERDISCIPLINARY APPROACH TO MEDIA LITER-
ACY EDUCATION AND SHALL EMPHASIZE THE IMPORTANCE OF MEDIA LITERACY FOR
CIVIC READINESS.
§ 10. Subdivision 1 of section 2801 of the education law, as amended
by chapter 402 of the laws of 2005, is amended to read as follows:
1. A. For purposes of this section, [school property] THE FOLLOWING
TERMS SHALL HAVE THE FOLLOWING MEANINGS:
(I) "SCHOOL PROPERTY" means:
(A) in or within any building, structure, athletic playing field,
playground, parking lot, or land contained within the real property
boundary line of a public elementary or secondary school OR WITHIN A
SCHOOL ADMINISTRATION BUILDING; or
(B) in or on a school bus, as defined in section one hundred forty-two
of the vehicle and traffic law[; and a school function shall mean].
(II) "SCHOOL FUNCTION" MEANS a school-sponsored or school-authorized
[extra-curricular] EXTRA CURRICULAR event or activity OR A SCHOOL BOARD
OR TRUSTEE MEETING, regardless of where such event or activity takes
place, including any event or activity that may take place in another
state.
B. THIS SECTION SHALL ALSO APPLY TO CYBERBULLYING, WHETHER ON OR OFF
SCHOOL PROPERTY OR AT OR AWAY FROM A SCHOOL FUNCTION.
§ 11. 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 and a new subdivision 4 is added 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
A. 7687--A 11
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] THEIR continuing teacher and
leader effectiveness requirements.
b. DURING EACH FIVE-YEAR REGISTRATION PERIOD BEGINNING ON OR AFTER A
DATE WHICH SHALL BE DETERMINED BY THE COMMISSIONER, ANY TEACHER WHO IS
AN APPLICANT FOR REGISTRATION SHALL SUCCESSFULLY COMPLETE A MINIMUM OF
FIVE HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCA-
TION AND ANY LIBRARY MEDIA SPECIALIST SHALL COMPLETE A MINIMUM OF
FIFTEEN HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY
EDUCATION, AS DEFINED BY THE COMMISSIONER. SUCH PROFESSIONAL DEVELOP-
MENT RELATED TO MEDIA LITERACY EDUCATION SHALL BE COUNTED TOWARD THE ONE
HUNDRED HOURS OF CONTINUING TEACHER AND LEADER EDUCATION REQUIRED BY
PARAGRAPH A OF THIS SUBDIVISION. THE COMMISSIONER SHALL REQUIRE THAT:
(I) PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCATION
INCORPORATES THE PRINCIPLES AND PRACTICES OF THE DEPARTMENT'S CULTURALLY
RESPONSIVE-SUSTAINING FRAMEWORK;
(II) PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCATION IS
PROVIDED BY OR IN COORDINATION WITH A LIBRARY MEDIA SPECIALIST OR AN
EMPLOYEE FROM A SCHOOL DISTRICT'S LIBRARY SYSTEM IN EVERY SCHOOL
DISTRICT;
(III) LIBRARY MEDIA SPECIALISTS IN EVERY SCHOOL DISTRICT RECEIVE
SPECIFIC TRAINING IN HOW TO PROVIDE PROFESSIONAL DEVELOPMENT RELATED TO
MEDIA LITERACY EDUCATION TO TEACHERS OF ALL GRADE LEVELS AND SUBJECT
AREAS CONTAINED IN THEIR SCHOOLS, WHICH SHALL INCLUDE INSTRUCTION ON HOW
TO EFFECTIVELY INTEGRATE MEDIA LITERACY EDUCATION INTO SUCH TEACHERS'
CURRICULA; AND
(IV) UTILIZING FUNDS APPROPRIATED THEREFOR, THE DEPARTMENT CREATES AND
PROVIDES MODEL CURRICULA AND TEACHING AND PROFESSIONAL DEVELOPMENT
RESOURCES WHICH INCORPORATE MEDIA LITERACY EDUCATION ON ITS WEBSITE.
C. DURING EACH FIVE-YEAR REGISTRATION PERIOD BEGINNING ON OR AFTER A
DATE WHICH SHALL BE DETERMINED BY THE COMMISSIONER, ANY TEACHER WHO IS
AN APPLICANT FOR REGISTRATION SHALL SUCCESSFULLY COMPLETE A MINIMUM OF
FIVE HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A
OF THIS CHAPTER. SUCH PROFESSIONAL DEVELOPMENT SHALL BE COUNTED TOWARD
THE ONE HUNDRED HOURS OF CONTINUING TEACHER AND LEADER EDUCATION
REQUIRED BY PARAGRAPH A OF THIS SUBDIVISION. THE COMMISSIONER SHALL
REQUIRE THAT:
(I) PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A OF THIS
CHAPTER INCORPORATES THE PRINCIPLES AND PRACTICES OF THE DEPARTMENT'S
CULTURALLY RESPONSIVE-SUSTAINING FRAMEWORK;
(II) PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A OF
THIS CHAPTER IS PROVIDED BY OR IN COORDINATION WITH A TEACHER OR GUID-
ANCE COUNSELOR IN EVERY SCHOOL DISTRICT; AND
(III) UTILIZING FUNDS APPROPRIATED THEREFOR, THE DEPARTMENT CREATES
AND PROVIDES MODEL CURRICULA AND TEACHING AND PROFESSIONAL DEVELOPMENT
RESOURCES WHICH INCORPORATE THE PRINCIPLES AND PRACTICES ARTICULATED IN
ARTICLES TWO AND TWO-A OF THIS CHAPTER ON ITS WEBSITE.
D. Nothing in this section shall limit the ability of local school
districts to agree pursuant to collective bargaining to additional hours
A. 7687--A 12
of professional development or continuing teacher or leader education
above the minimum requirements set forth in this section.
[c.] E. 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.
4. FOR THE PURPOSES OF THIS SECTION, "LIBRARY MEDIA SPECIALIST" SHALL
MEAN AN INDIVIDUAL EMPLOYED BY A SCHOOL DISTRICT AS A LIBRARY MEDIA
SPECIALIST PURSUANT TO SECTION 91.2 OF TITLE EIGHT OF THE CODES, RULES
AND REGULATIONS OF THE STATE OF NEW YORK.
§ 12. This act shall take effect immediately.
co-Sponsors
John T. McDonald III
MaryJane Shimsky
Karl Brabenec
2025-A7687B (ACTIVE) - Details
2025-A7687B (ACTIVE) - Bill Text download pdf
S T A T E O F N E W Y O R K
________________________________________________________________________
7687--B
2025-2026 Regular Sessions
I N A S S E M B L Y
April 4, 2025
___________
Introduced by M. of A. WOERNER, McDONALD, SHIMSKY, BRABENEC -- read once
and referred to the Committee on Education -- committee discharged,
bill amended, ordered reprinted as amended and recommitted to said
committee -- again reported from said committee with amendments,
ordered reprinted as amended and recommitted to said committee
AN ACT to amend the education law, in relation to updating provisions
relating to dignity for all students
THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
BLY, DO ENACT AS FOLLOWS:
Section 1. Section 10 of the education law, as added by chapter 482 of
the laws of 2010, is amended to read as follows:
§ 10. Legislative intent. The legislature finds that students' ability
to learn and to meet high academic standards, and a school's ability to
educate its students, are compromised by incidents of discrimination or
harassment including bullying, taunting or intimidation. It is hereby
declared to be the policy of the state to afford all students in public
schools an environment free of discrimination and harassment, WHETHER IN
THE SCHOOL BUILDING OR ON THE INTERNET. The purpose of this article is
to foster civility in public schools and to prevent and prohibit conduct
which is inconsistent with a school's educational mission.
§ 2. Subdivisions 1, 2, 7 and 8 of section 11 of the education law,
subdivisions 1 and 2 as added by chapter 482 of the laws of 2010, subdi-
vision 7 as amended and subdivision 8 as added by chapter 102 of the
laws of 2012, are amended and a new subdivision 11 is added to read as
follows:
1. "School property" shall mean in or within any building, structure,
athletic playing field, playground, parking lot, or land contained with-
in the real property boundary line of a public elementary or secondary
school; or in or on a school bus, as defined in section one hundred
forty-two of the vehicle and traffic law; OR IN OR WITHIN A SCHOOL
ADMINISTRATIVE BUILDING.
EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD07978-07-5
A. 7687--B 2
2. "School function" shall mean a school-sponsored extra-curricular
event or activity, OR A SCHOOL BOARD OR TRUSTEE MEETING.
7. "Harassment" [and "bullying"] shall mean the creation of a hostile
environment by conduct or by threats, intimidation or abuse, including
cyberbullying, that (a) has or would have the effect of unreasonably and
substantially interfering with a student's educational performance,
opportunities or benefits, or mental, emotional or physical well-being;
or (b) reasonably causes or would reasonably be expected to cause a
student to fear for [his or her] THEIR physical safety; or (c) reason-
ably causes or would reasonably be expected to cause physical injury or
emotional harm to a student; or (d) occurs off school property and
creates or would foreseeably create a risk of substantial disruption
within the school environment, where it is foreseeable that the conduct,
threats, intimidation or abuse might reach school property. Acts of
harassment [and bullying] shall include, but not be limited to, those
acts based on a person's actual or perceived race, color, weight,
national origin, ethnic group, religion, religious practice, disability,
sexual orientation, gender or sex. For the purposes of this definition
the term "threats, intimidation or abuse" shall include verbal and non-
verbal actions.
8. "Cyberbullying" shall mean harassment or bullying as defined in
[subdivision seven of] this section, [including paragraphs (a), (b), (c)
and (d) of such subdivision,] where such harassment or bullying occurs
through any form of electronic communication, INCLUDING BUT NOT LIMITED
TO CELL PHONES, EMAIL, SOCIAL MEDIA OR TEXT MESSAGING.
11. "BULLYING" SHALL MEAN A PATTERN OF REPEATED AND DELIBERATE AGGRES-
SIVE ACTS INTENDED TO HARM OR HUMILIATE ANOTHER PERSON WHO IS SMALLER,
WEAKER, YOUNGER OR IN ANY WAY MORE VULNERABLE THAN THE BULLY, AND MAY
INVOLVE VERBAL ATTACKS, TEASING, PHYSICAL ATTACKS, THREATS OF HARM,
SHARING PERSONAL OR PRIVATE INFORMATION ABOUT SOMEONE WITHOUT THEIR
CONSENT CAUSING EMBARRASSMENT, DELIBERATE EXCLUSION FROM ACTIVITIES, OR
OTHER FORMS OF INTIMIDATION. THE DELIBERATE TARGETING OF A VULNERABLE
PERSON DISTINGUISHES "BULLYING" FROM "CONFLICT" OR OTHER KINDS OF
AGGRESSION.
§ 3. Subdivision 1 of section 12 of the education law, as amended by
chapter 102 of the laws of 2012, is amended to read as follows:
1. No student shall be subjected to harassment or bullying by employ-
ees, SCHOOL BOARD MEMBERS, SCHOOL TRUSTEES, or students on school prop-
erty or at a school function; nor shall any student be subjected to
discrimination based on a person's actual or perceived race, color,
weight, national origin, ethnic group, religion, religious practice,
disability, sexual orientation, gender, or sex by school employees,
SCHOOL BOARD MEMBERS, SCHOOL TRUSTEES, or students on school property or
at a school function. Nothing in this subdivision shall be construed to
prohibit a denial of admission into, or exclusion from, a course of
instruction based on a person's gender that would be permissible under
section thirty-two hundred one-a or paragraph (a) of subdivision two of
section twenty-eight hundred fifty-four of this chapter and title IX of
the Education Amendments of 1972 (20 U.S.C. section 1681, et. seq.), or
to prohibit, as discrimination based on disability, actions that would
be permissible under section 504 of the Rehabilitation Act of 1973.
§ 4. Paragraphs e and k of subdivision 1 of section 13 of the educa-
tion law, as added by chapter 102 of the laws of 2012, are amended and
two new paragraphs m and n are added to read as follows:
e. require the school, when an investigation reveals any such verified
harassment, bullying or discrimination, to take prompt actions reason-
A. 7687--B 3
ably calculated to end the harassment, bullying or discrimination, elim-
inate any hostile environment, create a more positive school culture and
climate, prevent recurrence of the behavior, and ensure the safety of
the student or students against whom such harassment, bullying or
discrimination was directed. Such actions shall be consistent with the
guidelines created pursuant to subdivision four of this section AND
SHALL TAKE INTO CONSIDERATION WHETHER NOTIFICATION OF PERSONS IN
PARENTAL RELATION TO THE STUDENT WHO IS THE SUBJECT OF SUCH HARASSMENT,
BULLYING OR DISCRIMINATION IS IN THE BEST INTEREST OF THE STUDENT;
k. require each school, at least once during each school year, to
provide all school employees, students and parents with a written or
electronic copy of the school district's policies created pursuant to
this section, or a plain-language summary thereof, including notifica-
tion of the process by which students, parents and school employees may
report harassment, bullying and discrimination AND TO POST A WRITTEN
NOTIFICATION INFORMING STUDENTS ABOUT SUCH POLICY AND THE NAME OF THE
SCHOOL EMPLOYEE DESIGNATED TO RECEIVE REPORTS OF HARASSMENT, BULLYING OR
DISCRIMINATION IN THE SCHOOL LOBBY AND IN EVERY RESTROOM USED BY
STUDENTS AS WELL AS OTHER PARTS OF THE SCHOOL WHERE STUDENTS ARE LIKELY
TO SEE SUCH POSTED NOTIFICATION. This subdivision shall not be
construed to require additional distribution of such policies and guide-
lines if they are otherwise distributed to school employees, students
and parents;
M. INCLUDE SAFE, RESPONSIBLE USE OF THE INTERNET AND ELECTRONIC COMMU-
NICATIONS IN THE SCHOOL DISTRICT'S POLICIES;
N. DEVELOP SUCH POLICIES, PROCEDURES AND GUIDELINES TO PREVENT
STUDENTS FROM BEING BULLIED, HARASSED OR DISCRIMINATED AGAINST BY SCHOOL
BOARD MEMBERS AND SCHOOL TRUSTEES; AND
§ 5. Subdivision 5 of section 14 of the education law, as amended by
chapter 90 of the laws of 2013, is amended to read as follows:
5. [The commissioner shall prescribe] PRESCRIBE regulations that
school professionals applying on or after December thirty-first, two
thousand thirteen for a certificate or license, including but not limit-
ed to a certificate or license valid for service as a classroom teacher,
school counselor, school psychologist, school social worker, school
administrator or supervisor or superintendent of schools shall, in addi-
tion to all other certification or licensing requirements, have
completed training on the social patterns of harassment, bullying and
discrimination, as defined in section eleven of this article, including
but not limited to those acts based on a person's actual or perceived
race, color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender or sex, the identifica-
tion and mitigation of harassment, bullying and discrimination, and
strategies for effectively addressing problems of exclusion, bias and
aggression in educational settings.
§ 6. Section 15 of the education law, as amended by chapter 102 of the
laws of 2012, is amended to read as follows:
§ 15. Reporting by commissioner AND USE OF REPORTS. 1. The commis-
sioner shall create a procedure under which material incidents of
harassment, bullying and discrimination on school grounds or at a school
function are reported to the department at least on an annual basis.
Such procedure shall provide that such reports shall, wherever possible,
also delineate the specific nature of such incidents of harassment,
bullying and discrimination, [provided that the commissioner may comply
with the requirements of this section through use of the existing
uniform violent incident reporting system] INCLUDING, BUT NOT LIMITED
A. 7687--B 4
TO, WHETHER SUCH INCIDENTS WERE STUDENT-ON-STUDENT, STUDENT-ON-EMPLOYEE,
OR EMPLOYEE-ON-STUDENT, THE NUMBER OF COMPLAINTS DISMISSED AND THE BASIS
FOR DISMISSAL, THE NUMBER OF STUDENTS, IF ANY, WHO WITHDREW FROM THE
SCHOOL FOLLOWING THE FILING OF A COMPLAINT AND PRIOR TO THE NEXT
SUCCEEDING SCHOOL YEAR, THE NUMBER OF COMPLAINTS RESULTING IN ANY ACTION
TAKEN, AND THE ACTION TAKEN, INCLUDING STUDENT OR EMPLOYEE TRAINING OR
EDUCATION, STUDENT OR EMPLOYEE DISCIPLINE, OR EMPLOYEE REMOVAL, LEAVE OF
ABSENCE OR RETIREMENT. In addition, the department may conduct research
or undertake studies to determine compliance throughout the state with
the provisions of this article.
2. THE COMMISSIONER SHALL USE SUCH REPORTS AND DATA TO IDENTIFY
SCHOOLS AND DISTRICTS THAT ARE FAILING TO MEET THE STANDARDS AND OBJEC-
TIVES OF THIS ARTICLE. THE COMMISSIONER SHALL PROMULGATE POLICIES AND
PROCEDURES FOR IMPROVING CONDITIONS AT THESE SCHOOLS TO ENSURE PROPER
TRAINING, SUPPORT, AND COMPLIANCE WITH ALL REQUIREMENTS.
3. THE COMMISSIONER SHALL DELIVER THE REPORT REFERENCED IN SUBDIVISION
ONE OF THIS SECTION TO THE LEGISLATURE, TEMPORARY PRESIDENT OF THE
SENATE, SPEAKER OF THE ASSEMBLY, CHAIR OF THE SENATE EDUCATION COMMITTEE
AND CHAIR OF THE ASSEMBLY EDUCATION COMMITTEE EVERY TWO YEARS ON OR
BEFORE THE FIRST DAY OF NOVEMBER.
§ 7. Section 16 of the education law, as amended by chapter 102 of the
laws of 2012, is amended to read as follows:
§ 16. Protection of people who report harassment, bullying or discrim-
ination. Any person having reasonable cause to suspect that a student
has been subjected to harassment, bullying or discrimination, by an
employee, SCHOOL BOARD MEMBER, SCHOOL TRUSTEE or student, on school
grounds or at a school function, who, acting reasonably and in good
faith, reports such information to school officials, to the commissioner
or to law enforcement authorities, acts in compliance with paragraph e
or i of subdivision one of section thirteen of this article, or other-
wise initiates, testifies, participates or assists in any formal or
informal proceedings under this article, shall have immunity from any
civil liability that may arise from the making of such report or from
initiating, testifying, participating or assisting in such formal or
informal proceedings, and no school district or employee shall take,
request or cause a retaliatory action against any such person who,
acting reasonably and in good faith, either makes such a report or
initiates, testifies, participates or assists in such formal or informal
proceedings.
§ 8. The education law is amended by adding a new article 2-A to read
as follows:
ARTICLE 2-A
STUDENT SUICIDE PREVENTION
SECTION 20. LEGISLATIVE INTENT.
21. DEFINITIONS.
22. POLICIES, PROCEDURES, AND GUIDELINES.
23. APPLICATION.
24. SEVERABILITY AND CONSTRUCTION.
§ 20. LEGISLATIVE INTENT. THE LEGISLATURE FINDS AND DECLARES THE
FOLLOWING:
1. ACCORDING TO DATA FROM THE FEDERAL CENTERS FOR DISEASE CONTROL AND
PREVENTION AS REPORTED IN THE YEAR TWO THOUSAND SIXTEEN, SUICIDE IS THE
SECOND LEADING CAUSE OF DEATH FOR YOUTH AND YOUNG ADULTS TEN TO TWENTY-
FOUR YEARS OF AGE, INCLUSIVE, IN BOTH THE UNITED STATES AND IN NEW YORK
STATE.
A. 7687--B 5
2. AS CHILDREN AND TEENS SPEND A SIGNIFICANT AMOUNT OF THEIR YOUNG
LIVES IN SCHOOL, THE PERSONNEL WHO INTERACT WITH THEM ON A DAILY BASIS
ARE ESSENTIAL GATEKEEPERS FOR RECOGNIZING WARNING SIGNS OF SUICIDE AND
MAKING THE APPROPRIATE REFERRALS FOR HELP.
3. IN A NATIONAL SURVEY CONDUCTED BY THE JASON FOUNDATION, A TEACHER
WAS IDENTIFIED AS THE NUMBER ONE PERSON TO WHOM A STUDENT WOULD TURN TO
HELP A FRIEND WHO MIGHT BE SUICIDAL. IT IS IMPERATIVE THAT WHEN A YOUNG
PERSON COMES TO A TEACHER FOR HELP, SUCH TEACHER HAS THE KNOWLEDGE,
TOOLS, AND RESOURCES TO RESPOND CORRECTLY.
4. IN THE YEAR TWO THOUSAND EIGHTEEN, THE FEDERAL CENTERS FOR DISEASE
CONTROL AND PREVENTION FOUND IN ITS YOUTH RISK BEHAVIOR SURVEY THAT
LESBIAN, GAY, AND BISEXUAL YOUTH ARE ALMOST FOUR TIMES MORE LIKELY TO
SERIOUSLY CONSIDER ATTEMPTING SUICIDE, HAVE MADE A SUICIDE PLAN, OR HAVE
ATTEMPTED SUICIDE, THAN THEIR HETEROSEXUAL PEERS.
5. THERE ARE NATIONAL HOTLINES AVAILABLE TO HELP ADULTS AND YOUTH,
INCLUDING LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUEER, OR QUESTIONING
(LGBTQ) YOUTH, WHO ARE EXPERIENCING SUICIDAL IDEATION OR WHO ARE WORRIED
ABOUT A FAMILY MEMBER OR PEER WHO MAY BE AT RISK, INCLUDING THE NATIONAL
SUICIDE PREVENTION LIFELINE, THE CRISIS TEXT LINE, THE TREVOR PROJECT
LIFELINE, AND TREVORCHAT.
6. ACCORDING TO THE FAMILY ACCEPTANCE PROJECT, RESEARCH HAS FOUND
THAT, FOR AN LGBTQ YOUTH, HAVING AT LEAST ONE SUPPORTIVE ADULT CAN
REDUCE THE YOUTH'S RISK OF SUICIDE.
7. NEW YORK STATE SCHOOLS FACE THE SERIOUS ISSUES OF STUDENTS AT HIGH
RISK OF SUICIDE AND DEATH BY SUICIDE IN THE SCHOOL COMMUNITIES. SCHOOL
PERSONNEL MUST BE SUPPORTED BY CLEAR POLICIES AND PROCEDURES, WHICH
SERVE AS AN EASILY-ACCESSIBLE ROADMAP, ELIMINATE CONFUSION OVER EDUCATOR
ROLES AND THE REFERRAL PROCESS, AND EQUIP EDUCATORS WITH THE TOOLS TO
RESPOND SAFELY WHEN A SUICIDE DOES OCCUR IN THE SCHOOL COMMUNITY.
§ 21. DEFINITIONS. FOR THE PURPOSES OF THIS ARTICLE, THE FOLLOWING
TERMS SHALL HAVE THE FOLLOWING MEANINGS:
1. "CRISIS SITUATION" MEANS A SITUATION WHERE A TEACHER OR OTHER LOCAL
EDUCATIONAL AGENCY EMPLOYEE BELIEVES A STUDENT OR OTHER INDIVIDUAL IS IN
IMMINENT DANGER OF A SUICIDE ATTEMPT.
2. "LGBTQ" MEANS INDIVIDUALS WHO IDENTIFY, WITH REGARDS TO GENDER, AS
BEING LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUEER, OR QUESTIONING.
3. "LOCAL EDUCATIONAL AGENCY" MEANS A SCHOOL DISTRICT, BOARD OF COOP-
ERATIVE EDUCATIONAL SERVICES, SCHOOL, OR THE EDUCATION DEPARTMENT.
4. "SUICIDE INTERVENTION" MEANS SPECIFIC ACTIONS SCHOOLS CAN TAKE IN
RESPONSE TO SUICIDAL BEHAVIOR BY A STUDENT, INCLUDING, BUT NOT LIMITED
TO:
A. STUDENT SUPERVISION;
B. NOTIFICATION OF PARENTS OR GUARDIANS;
C. CRISIS SITUATION RESPONSE PROTOCOLS;
D. WHEN AND HOW TO REQUEST AN IMMEDIATE MENTAL HEALTH ASSESSMENT OR
EMERGENCY SERVICES; AND
E. SCHOOL RE-ENTRY PROCEDURES FOLLOWING A STUDENT MENTAL HEALTH
CRISIS.
5. "SUICIDE POSTVENTION" MEANS PLANNED SUPPORT AND INTERVENTIONS
SCHOOLS CAN IMPLEMENT AFTER A SUICIDE ATTEMPT OR SUICIDE DEATH OF A
MEMBER OF THE SCHOOL COMMUNITY THAT ARE DESIGNED TO:
A. REDUCE THE RISK OF THE SPREAD OF SUICIDAL THOUGHTS OR INTENTIONS;
B. PROVIDE SUPPORT FOR AFFECTED STUDENTS AND SCHOOL-BASED PERSONNEL;
C. ADDRESS THE SOCIAL STIGMA ASSOCIATED WITH SUICIDE; AND
D. DISSEMINATE FACTUAL INFORMATION ABOUT SUICIDE AND ITS PREVENTION.
A. 7687--B 6
6. "SUICIDE PREVENTION" MEANS SPECIFIC ACTIONS SCHOOLS CAN TAKE TO
RECOGNIZE AND REDUCE SUICIDAL BEHAVIOR, INCLUDING, BUT NOT LIMITED TO:
A. IDENTIFYING RISKS AND PROTECTIVE FACTORS FOR SUICIDE AND SUICIDE
WARNING SIGNS;
B. ESTABLISHING A PROCESS BY WHICH STUDENTS ARE REFERRED TO A MENTAL
AND BEHAVIORAL HEALTH PROVIDER FOR HELP;
C. MAKING AVAILABLE SCHOOL-BASED AND COMMUNITY-BASED MENTAL HEALTH
SUPPORTS;
D. PROVIDING THE LOCATION OF AVAILABLE ONLINE AND COMMUNITY SUICIDE
PREVENTION RESOURCES, INCLUDING LOCAL CRISIS CENTERS AND HOTLINES;
E. ADOPTING POLICIES AND PROTOCOLS REGARDING SUICIDE PREVENTION,
INTERVENTION, AND POSTVENTION, SCHOOL SAFETY, AND RESPONSE TO CRISIS
SITUATIONS;
F. TRAINING FOR SCHOOL PERSONNEL WHO INTERACT DIRECTLY WITH STUDENTS
IN RECOGNIZING SUICIDE RISKS AND WARNING SIGNS AND HOW TO REFER STUDENTS
FOR FURTHER ASSESSMENT AND EVALUATION; AND
G. INSTRUCTION TO STUDENTS IN PROBLEM-SOLVING AND COPING SKILLS TO
PROMOTE STUDENTS' MENTAL, EMOTIONAL, AND SOCIAL HEALTH AND WELL-BEING,
AND INSTRUCTION IN RECOGNIZING AND APPROPRIATELY RESPONDING TO SIGNS OF
SUICIDAL INTENT IN OTHERS.
7. "MECHANICAL RESTRAINTS" MEANS ANY DEVICE THAT RESTRICTS AN INDIVID-
UAL'S FREEDOM OF MOVEMENT AND THAT THE INDIVIDUAL CANNOT EASILY REMOVE,
INCLUDING BUT NOT LIMITED TO HANDCUFFS AND NYLON OR VELCRO RESTRAINTS.
§ 22. POLICIES, PROCEDURES, AND GUIDELINES. 1. THE GOVERNING BOARD OR
BODY OF EVERY LOCAL EDUCATIONAL AGENCY THAT SERVES STUDENTS IN GRADES
SEVEN TO TWELVE, INCLUSIVE, SHALL, BEFORE THE FIRST DAY OF AUGUST, TWO
THOUSAND TWENTY-FIVE, ADOPT POLICIES, PROCEDURES, AND GUIDELINES ON
STUDENT SUICIDE PREVENTION, INTERVENTION, AND POSTVENTION FOR STUDENTS
IN SUCH GRADES. SUCH POLICIES, PROCEDURES, AND GUIDELINES SHALL BE
DEVELOPED IN CONSULTATION WITH SCHOOL AND COMMUNITY STAKEHOLDERS,
SCHOOL-EMPLOYED MENTAL HEALTH PROFESSIONALS, AND SUICIDE PREVENTION
EXPERTS, AND SHALL INCLUDE, BUT NOT BE LIMITED TO:
A. METHODS TO INCREASE AWARENESS OF THE RELATIONSHIP BETWEEN SUICIDE
AND SUICIDE RISK FACTORS, INCLUDING, BUT NOT LIMITED TO:
I. MENTAL HEALTH AND SUBSTANCE USE CONDITIONS;
II. CHILDHOOD ABUSE, NEGLECT, OR TRAUMA;
III. PROLONGED STRESS, INCLUDING INDIVIDUAL EXPERIENCES SUCH AS BULLY-
ING, HARASSMENT, FAMILY OR RELATIONSHIP STRESS, OR OTHER STRESSFUL LIFE
EVENTS, AS WELL AS COLLECTIVE STRESSORS SUCH AS SYSTEMIC BIAS AND
DISCRIMINATION;
IV. EXPOSURE TO ANOTHER PERSON'S SUICIDE, OR SENSATIONALIZED OR GRAPH-
IC ACCOUNTS OF SUICIDE; AND
V. PREVIOUS SUICIDE ATTEMPTS OR HISTORY OF SUICIDE WITHIN A STUDENT'S
FAMILY;
B. IDENTIFICATION OF TRAINING OPPORTUNITIES ON RECOGNIZING SUICIDE
RISKS, AND REFERRAL PROCEDURES AVAILABLE TO SCHOOL EMPLOYEES;
C. AVAILABILITY OF EXPERTISE FROM SCHOOL EMPLOYEES WHO HAVE BEEN
TRAINED IN RECOGNIZING SUICIDE RISKS, AND REFERRAL PROCEDURES;
D. HOW SCHOOL EMPLOYEES SHOULD RESPOND TO SUSPICION, CONCERNS, OR
WARNING SIGNS OF SUICIDE IN STUDENTS;
E. HOW SCHOOL EMPLOYEES SHOULD RESPOND TO A CRISIS SITUATION WHERE A
STUDENT IS IN IMMINENT DANGER TO THEMSELF;
F. POLICIES AND PROTOCOLS FOR COMMUNICATION WITH PARENTS, INCLUDING
THOSE THAT SPECIFY WHAT TO DO IF PARENTAL NOTIFICATION IS NOT IN THE
BEST INTEREST OF THE STUDENT;
A. 7687--B 7
G. COUNSELING SERVICES AVAILABLE WITHIN THE SCHOOL FOR STUDENTS AND
THEIR FAMILIES THAT ARE RELATED TO SUICIDE PREVENTION;
H. AVAILABILITY OF INFORMATION CONCERNING CRISIS SITUATION INTER-
VENTION, SUICIDE PREVENTION, AND MENTAL HEALTH SERVICES IN THE COMMUNITY
FOR STUDENTS AND THEIR FAMILIES AND SCHOOL EMPLOYEES;
I. IDENTIFICATION AND DEVELOPMENT OF PARTNERSHIPS WITH COMMUNITY
ORGANIZATIONS AND AGENCIES FOR REFERRAL OF STUDENTS TO HEALTH, MENTAL
HEALTH, SUBSTANCE USE, AND SOCIAL SUPPORT SERVICES, INCLUDING DEVELOP-
MENT OF AT LEAST ONE MEMORANDUM OF UNDERSTANDING BETWEEN THE LOCAL
EDUCATION AGENCY AND SUCH AN ORGANIZATION OR AGENCY IN THE COMMUNITY OR
REGION, OTHER THAN A LAW ENFORCEMENT AGENCY;
J. DEVELOPMENT OF A CULTURALLY COMPETENT PLAN TO ASSIST SURVIVORS OF
ATTEMPTED SUICIDE AND TO ASSIST STUDENTS AND SCHOOL EMPLOYEES IN COPING
WITH AN ATTEMPTED SUICIDE OR A SUICIDE DEATH WITHIN THE SCHOOL COMMUNI-
TY; AND
K. DEVELOPMENT OF ANY OTHER RELATED PROGRAM OR ACTIVITY FOR STUDENTS
OR SCHOOL EMPLOYEES.
2. THE POLICIES, PROCEDURES, AND GUIDELINES ADOPTED PURSUANT TO SUBDI-
VISION ONE OF THIS SECTION SHALL SPECIFICALLY ADDRESS THE NEEDS OF HIGH-
RISK GROUPS, INCLUDING, BUT NOT LIMITED TO, THE FOLLOWING:
A. YOUTH WHO HAVE LOST A FRIEND OR FAMILY MEMBER TO SUICIDE;
B. YOUTH WITH DISABILITIES OR WITH CHRONIC HEALTH CONDITIONS, INCLUD-
ING MENTAL HEALTH AND SUBSTANCE USE CONDITIONS;
C. YOUTH EXPERIENCING HOMELESSNESS OR IN OUT-OF-HOME SETTINGS, SUCH AS
FOSTER CARE; AND
D. LGBTQ YOUTH.
3. THE POLICIES, PROCEDURES, AND GUIDELINES ADOPTED PURSUANT TO SUBDI-
VISION ONE OF THIS SECTION SHALL BE WRITTEN TO ENSURE THAT A SCHOOL
EMPLOYEE ACTS ONLY WITHIN THE AUTHORIZATION AND SCOPE OF SUCH EMPLOYEE'S
CREDENTIAL OR LICENSE. NOTHING IN THIS SECTION SHALL BE CONSTRUED AS
AUTHORIZING OR ENCOURAGING A SCHOOL EMPLOYEE TO DIAGNOSE OR TREAT MENTAL
HEALTH CONDITIONS UNLESS SUCH EMPLOYEE IS SPECIFICALLY LICENSED AND
EMPLOYED TO DO SO.
4. THE POLICIES, PROCEDURES AND GUIDELINES ADOPTED PURSUANT TO THIS
SECTION SHALL ENSURE THAT SCHOOL OFFICIALS ARE SOLELY RESPONSIBLE FOR
RESPONDING TO STUDENT BEHAVIOR. SUCH POLICIES, PROCEDURES AND GUIDELINES
SHALL MAKE CLEAR THAT LAW ENFORCEMENT INVOLVEMENT IN ADDRESSING STUDENT
BEHAVIOR SHOULD BE THE LAST RESORT AND SHALL MAKE CLEAR THAT UNLESS
OTHERWISE AUTHORIZED BY STATE LAW:
A. LAW ENFORCEMENT OFFICERS AND SCHOOL RESOURCE OFFICERS SHALL NOT USE
MECHANICAL RESTRAINTS ON A STUDENT UNLESS SUCH RESTRAINTS ARE NECESSARY
TO PREVENT IMMINENT AND SERIOUS PHYSICAL INJURY TO SUCH STUDENT OR
ANOTHER PERSON, AND THE USE OF SUCH RESTRAINTS IS LIMITED IN DURATION TO
THE TIME PERIOD IN WHICH SUCH STUDENT PRESENTS A RISK OF CAUSING SERIOUS
PHYSICAL INJURY TO THEMSELVES OR OTHERS; AND
B. ANY DETERMINATION THAT A STUDENT REQUIRES HOSPITAL TRANSPORT FOR A
MENTAL HEALTH EVALUATION SHALL WHENEVER PRACTICABLE BE MADE BY A CLIN-
ICALLY TRAINED MENTAL HEALTH PROFESSIONAL. SUCH STUDENT SHALL BE ACCOM-
PANIED DURING SUCH TRANSPORT BY A DESIGNATED SCHOOL EMPLOYEE, AND SUCH
PERSON SHALL STAY WITH THE STUDENT UNTIL THEIR PARENT OR PARENT'S DESIG-
NEE ARRIVES. THE SCHOOL SHALL BE RESPONSIBLE FOR CONTACTING THE PARENT
WHEN SUCH HOSPITAL TRANSPORT IS NEEDED.
5. NOTWITHSTANDING ANY OTHER PROVISION OF LAW TO THE CONTRARY, NO
CAUSE OF ACTION MAY BE BROUGHT FOR ANY LOSS OR DAMAGE CAUSED BY ANY ACT
OR OMISSION RESULTING FROM THE IMPLEMENTATION OF THE PROVISIONS OF THIS
ARTICLE, OR RESULTING FROM ANY TRAINING, OR LACK OF TRAINING, REQUIRED
A. 7687--B 8
BY THIS ARTICLE. NOTHING IN THIS ARTICLE SHALL BE CONSTRUED TO IMPOSE
ANY SPECIFIC DUTY OF CARE.
6. TO ASSIST LOCAL EDUCATIONAL AGENCIES IN DEVELOPING POLICIES FOR
STUDENT SUICIDE PREVENTION, THE DEPARTMENT SHALL DEVELOP AND MAINTAIN
MODEL POLICIES, PROCEDURES, AND GUIDELINES IN ACCORDANCE WITH THIS
SECTION TO SERVE AS A GUIDE FOR LOCAL EDUCATIONAL AGENCIES. SUCH MODEL
POLICIES, PROCEDURES, AND GUIDELINES SHALL BE POSTED WITHIN THIRTY DAYS
OF THEIR COMPLETION ON THE DEPARTMENT'S INTERNET WEBSITE, ALONG WITH
RELEVANT RESOURCES AND INFORMATION TO SUPPORT SCHOOLS IN DEVELOPING AND
IMPLEMENTING THE POLICIES, PROCEDURES, AND GUIDELINES REQUIRED UNDER
SUBDIVISION ONE OF THIS SECTION.
7. THE GOVERNING BOARD OR BODY OF A LOCAL EDUCATIONAL AGENCY THAT
SERVES STUDENTS IN GRADES SEVEN TO TWELVE, INCLUSIVE, SHALL REVIEW, AT
MINIMUM EVERY FIFTH YEAR FOLLOWING THE EFFECTIVE DATE OF THIS ARTICLE,
ITS POLICIES, PROCEDURES, AND GUIDELINES ON STUDENT SUICIDE PREVENTION
AND, IF NECESSARY, UPDATE SUCH POLICIES, PROCEDURES, AND GUIDELINES.
§ 23. APPLICATION. THE PROVISIONS OF THIS ARTICLE SHALL APPLY TO ALL
PRIVATE AND PUBLIC EDUCATIONAL INSTITUTIONS IN NEW YORK STATE.
§ 24. SEVERABILITY AND CONSTRUCTION. THE PROVISIONS OF THIS ARTICLE
SHALL BE SEVERABLE, AND IF ANY COURT OF COMPETENT JURISDICTION DECLARES
ANY PHRASE, CLAUSE, SENTENCE OR PROVISION OF THIS ARTICLE TO BE INVALID,
OR ITS APPLICABILITY TO ANY GOVERNMENT AGENCY, PERSON OR CIRCUMSTANCE IS
DECLARED INVALID, THE REMAINDER OF THIS ARTICLE AND ITS RELEVANT APPLI-
CABILITY SHALL NOT BE AFFECTED. THE PROVISIONS OF THIS ARTICLE SHALL BE
LIBERALLY CONSTRUED TO GIVE EFFECT TO THE PURPOSES THEREOF.
§ 9. Section 801-a of the education law, as amended by section 102 of
the laws of 2012, is amended to read as follows:
§ 801-a. Instruction in civility, citizenship [and], character educa-
tion, DIGITAL CITIZENSHIP, AND MEDIA LITERACY.
1. FOR THE PURPOSES OF THIS SECTION, THE FOLLOWING TERMS SHALL HAVE
THE FOLLOWING MEANINGS:
A. "TOLERANCE", "RESPECT FOR OTHERS", AND "DIGNITY" SHALL INCLUDE
AWARENESS AND SENSITIVITY TO HARASSMENT, BULLYING, DISCRIMINATION, AND
CIVILITY IN THE RELATIONS OF PEOPLE OF DIFFERENT RACES, WEIGHTS,
NATIONAL ORIGINS, ETHNIC GROUPS, RELIGIONS, RELIGIOUS PRACTICES, MENTAL
OR PHYSICAL ABILITIES, SEXUAL ORIENTATIONS, GENDERS, AND SEXES.
B. "DIGITAL CITIZENSHIP" SHALL MEAN A DIVERSE SET OF SKILLS RELATED TO
CURRENT TECHNOLOGY AND SOCIAL MEDIA, INCLUDING THE NORMS OF APPROPRIATE,
RESPONSIBLE, AND HEALTHY BEHAVIOR AND FOCUSES ON EMPOWERING LEARNERS TO
USE ONLINE RESOURCES, APPLICATIONS, AND SPACES TO IMPROVE COMMUNITIES
AND CURATE A POSITIVE AND EFFECTIVE DIGITAL FOOTPRINT.
C. "MEDIA LITERACY" SHALL MEAN THE ABILITY TO USE MEDIA AND TO ACCESS,
ANALYZE, EVALUATE, CREATE, AND ACT USING ALL FORMS OF COMMUNICATION AND
ENCOMPASSES THE FOUNDATIONAL SKILLS THAT LEAD TO DIGITAL CITIZENSHIP.
2. The regents shall ensure that the course of instruction in grades
kindergarten through twelve includes a component on civility, citizen-
ship, and character education. Such component shall instruct students on
the principles of honesty, tolerance, personal responsibility, AND
respect for others, with an emphasis on discouraging acts of harassment,
bullying, discrimination, observance of laws and rules, courtesy, digni-
ty, and other traits which will enhance the quality of their experiences
in, and contributions to, the community. Such component shall include
instruction of safe, responsible use of the internet and electronic
communications. The regents shall determine how to incorporate such
component in existing curricula and the commissioner shall promulgate
any regulations needed to carry out such determination of the regents.
A. 7687--B 9
[For the purposes of this section, "tolerance," "respect for others" and
"dignity" shall include awareness and sensitivity to harassment, bully-
ing, discrimination and civility in the relations of people of different
races, weights, national origins, ethnic groups, religions, religious
practices, mental or physical abilities, sexual orientations, genders,
and sexes.]
3. THE REGENTS, IN CONJUNCTION WITH THE COMMISSIONER, SHALL ENSURE
THAT THE COURSE OF INSTRUCTION IN GRADES KINDERGARTEN THROUGH TWELVE
INCLUDES A COMPONENT ON MEDIA LITERACY. SUCH COMPONENT SHALL INCLUDE
INSTRUCTION OF INTERNET SAFETY, CIVILITY, AND DIGITAL CITIZENSHIP WITH A
FOCUS ON THE PRINCIPLES OF SAFE, RESPONSIBLE USE OF THE INTERNET AND
ELECTRONIC COMMUNICATIONS. THE BOARDS OF EDUCATION AND TRUSTEES OF THE
CITIES AND SCHOOL DISTRICTS OF THE STATE SHALL REQUIRE INSTRUCTION TO BE
GIVEN IN MEDIA LITERACY BY THE TEACHERS EMPLOYED IN THE SCHOOLS THEREIN.
IF AVAILABLE, INSTRUCTION IN MEDIA LITERACY SHALL BE PROVIDED BY LIBRARY
MEDIA SPECIALISTS EMPLOYED BY THE SCHOOLS THEREIN.
4. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL INCORPO-
RATE EXISTING STATE MEDIA LITERACY STANDARDS INTO THE COMPONENT
DESCRIBED IN SUBDIVISION TWO OF THIS SECTION AND CREATE A CLEAR AND
COHERENT SET OF MEDIA LITERACY EDUCATION STANDARDS, WHICH SHALL INCLUDE,
BUT NOT BE LIMITED TO, THE FOLLOWING SKILLS, EXPERIENCES, AND COMPETEN-
CIES:
A. READING EXPERIENCES BALANCED BETWEEN LITERATURE AND INFORMATIONAL
TEXTS, WHICH INCLUDE BOTH PRINT AND DIGITAL SOURCES;
B. INTEGRATION AND EVALUATION OF CONTENT AND INFORMATION PRESENTED IN
DIVERSE MEDIA AND FORMATS, INCLUDING VISUAL, QUANTITATIVE, AND ORAL;
C. USE OF TECHNOLOGY AND DIGITAL TOOLS, INCLUDING THE INTERNET, FOR
WRITING AND DRAWING TO INCREASE LEARNING AND COMMUNICATION AND TO INTER-
ACT AND COLLABORATE WITH OTHERS;
D. WRITING OF INFORMATIVE AND EXPLANATORY TEXTS TO EXAMINE AND CONVEY
COMPLEX IDEAS AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE EFFEC-
TIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT, INCLUDING MULTI-
MEDIA;
E. STRATEGIC USE OF DIGITAL MEDIA AND VISUAL DISPLAYS TO EXPRESS
INFORMATION AND ENHANCE UNDERSTANDING OF PRESENTATIONS;
F. THE ABILITY TO ASSESS HOW POINT OF VIEW OR PURPOSE SHAPES THE
CONTENT AND STYLE OF A TEXT, DRAWING ON A WIDE RANGE OF GLOBAL AND
DIVERSE TEXTS;
G. GATHERING OF RELEVANT INFORMATION FROM MULTIPLE SOURCES AND ASSESS-
ING THE CREDIBILITY AND ACCURACY OF SUCH SOURCES, FOR THE PURPOSE OF
INTEGRATING SUCH INFORMATION IN WRITING WITHOUT PLAGIARIZING;
H. EFFECTIVELY COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION
BASED ON SUCH CONCLUSIONS;
I. THE ABILITY TO CREATE, PRODUCE, RESPOND, INTERPRET, AND CONNECT
WITH ARTISTIC WORK AND TECHNIQUES;
J. MANAGING INFORMATION WITH A FOCUS ON THE ABILITY TO ACCESS AND USE
INFORMATION OBTAINED FROM OTHER PEOPLE, COMMUNITY RESOURCES, AND COMPUT-
ER NETWORKS AND USING TECHNOLOGY TO ACQUIRE, ORGANIZE, AND COMMUNICATE
INFORMATION BY ENTERING, MODIFYING, RETRIEVING, AND STORING DATA;
K. DEMONSTRATION OF DIGITAL CITIZENSHIP BY MAINTAINING ETHICAL DECI-
SION MAKING AND BEHAVIOR AND AVOID THE SPREAD OF MISINFORMATION IN THE
EXCHANGE AND USE OF INFORMATION;
L. USE OF DIGITAL TOOLS TO COMMUNICATE AND WORK WITH OTHERS TO BUILD
KNOWLEDGE, CONVEY IDEAS, LEARN WITH OTHERS, CREATE AND REVISE COLLABORA-
TIVE PRODUCTS, SUPPORT INDIVIDUAL LEARNING, AND CONTRIBUTE TO THE LEARN-
ING OF OTHERS;
A. 7687--B 10
M. USE OF DIGITAL TOOLS TO CREATE AND REVISE SIMPLE, COMPLEX, AND
MULTIMEDIA DIGITAL ARTIFACTS;
N. IDENTIFICATION OF WAYS OTHER PEOPLE PUT THEIR OWN INFORMATION INTO
ONLINE SPACES;
O. THE ABILITY TO EXPLAIN HOW ACTIONS IN ONLINE SPACES CAN HAVE CONSE-
QUENCES IN OTHER SPACES AND THE CONNECTION BETWEEN THE PERSISTENCE OF
DATA ON THE INTERNET, PERSONAL ONLINE IDENTITY, AND PERSONAL PRIVACY;
P. ACTIVELY MANAGING DIGITAL PRESENCE AND DIGITAL FOOTPRINT TO REFLECT
AN UNDERSTANDING OF THE PERMANENCE AND POTENTIAL CONSEQUENCES OF ACTIONS
IN ONLINE SPACES;
Q. DESIGNING AND IMPLEMENTING STRATEGIES THAT SUPPORT SAFETY AND SECU-
RITY OF DIGITAL INFORMATION, PERSONAL IDENTITY, PROPERTY, AND PHYSICAL
AND MENTAL HEALTH WHEN OPERATING IN THE DIGITAL WORLD;
R. IDENTIFYING TYPES OF CYBERBULLYING AND DEVELOPING STRATEGIES TO
COMBAT CYBERBULLYING AND HARASSMENT; AND
S. ANY ADDITIONAL MEDIA LITERACY STANDARDS OUTLINED IN STATE DEPART-
MENT PUBLICATIONS OR IN THE CODES, RULES AND REGULATIONS OF THE STATE OF
NEW YORK, AS DEEMED NECESSARY.
5. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL UPDATE THE
NEW YORK STATE PROFESSIONAL TEACHING STANDARDS TO INCORPORATE MEDIA
LITERACY AND EDUCATE LIBRARY MEDIA SPECIALISTS AND TEACHERS ON THE RELE-
VANT STANDARDS OF MEDIA LITERACY SO THAT LIBRARY MEDIA SPECIALISTS AND
TEACHERS CAN EFFECTIVELY INCORPORATE SUCH STANDARDS INTO THEIR CURRIC-
ULUMS.
6. THE COMMISSIONER, IN CONJUNCTION WITH THE REGENTS, SHALL ANNUALLY
REVIEW THE MEDIA LITERACY STANDARDS SET FORTH IN THIS SECTION TO ENSURE
SUCH STANDARDS CAPTURE THE FULL RANGE OF SKILLS, EXPERIENCES, AND COMPE-
TENCIES THAT RESEARCH INDICATES IS NECESSARY FOR MEDIA LITERACY, AND
SHALL UPDATE SUCH STANDARDS AS NECESSARY.
7. THE MEDIA LITERACY STANDARDS SET FORTH IN THIS SECTION SHALL SERVE
AS AN OVERVIEW OF THE STATE'S INTERDISCIPLINARY APPROACH TO MEDIA LITER-
ACY EDUCATION AND SHALL EMPHASIZE THE IMPORTANCE OF MEDIA LITERACY FOR
CIVIC READINESS.
§ 10. Subdivision 1 of section 2801 of the education law, as amended
by chapter 402 of the laws of 2005, is amended to read as follows:
1. A. For purposes of this section, [school property] THE FOLLOWING
TERMS SHALL HAVE THE FOLLOWING MEANINGS:
(I) "SCHOOL PROPERTY" means:
(A) in or within any building, structure, athletic playing field,
playground, parking lot, or land contained within the real property
boundary line of a public elementary or secondary school OR WITHIN A
SCHOOL ADMINISTRATION BUILDING; or
(B) in or on a school bus, as defined in section one hundred forty-two
of the vehicle and traffic law[; and a school function shall mean].
(II) "SCHOOL FUNCTION" MEANS a school-sponsored or school-authorized
[extra-curricular] EXTRA CURRICULAR event or activity OR A SCHOOL BOARD
OR TRUSTEE MEETING, regardless of where such event or activity takes
place, including any event or activity that may take place in another
state.
B. THIS SECTION SHALL ALSO APPLY TO CYBERBULLYING, WHETHER ON OR OFF
SCHOOL PROPERTY OR AT OR AWAY FROM A SCHOOL FUNCTION.
§ 11. 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 and a new subdivision 4 is added 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
A. 7687--B 11
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] THEIR continuing teacher and
leader effectiveness requirements.
b. DURING EACH FIVE-YEAR REGISTRATION PERIOD BEGINNING ON OR AFTER A
DATE WHICH SHALL BE DETERMINED BY THE COMMISSIONER, ANY TEACHER WHO IS
AN APPLICANT FOR REGISTRATION SHALL SUCCESSFULLY COMPLETE A MINIMUM OF
FIVE HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCA-
TION AND ANY LIBRARY MEDIA SPECIALIST SHALL COMPLETE A MINIMUM OF
FIFTEEN HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY
EDUCATION, AS DEFINED BY THE COMMISSIONER. SUCH PROFESSIONAL DEVELOP-
MENT RELATED TO MEDIA LITERACY EDUCATION SHALL BE COUNTED TOWARD THE ONE
HUNDRED HOURS OF CONTINUING TEACHER AND LEADER EDUCATION REQUIRED BY
PARAGRAPH A OF THIS SUBDIVISION. THE COMMISSIONER SHALL REQUIRE THAT:
(I) PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCATION
INCORPORATES THE PRINCIPLES AND PRACTICES OF THE DEPARTMENT'S CULTURALLY
RESPONSIVE-SUSTAINING FRAMEWORK;
(II) PROFESSIONAL DEVELOPMENT RELATED TO MEDIA LITERACY EDUCATION IS
PROVIDED BY OR IN COORDINATION WITH A LIBRARY MEDIA SPECIALIST OR AN
EMPLOYEE FROM A SCHOOL DISTRICT'S LIBRARY SYSTEM IN EVERY SCHOOL
DISTRICT;
(III) LIBRARY MEDIA SPECIALISTS IN EVERY SCHOOL DISTRICT RECEIVE
SPECIFIC TRAINING IN HOW TO PROVIDE PROFESSIONAL DEVELOPMENT RELATED TO
MEDIA LITERACY EDUCATION TO TEACHERS OF ALL GRADE LEVELS AND SUBJECT
AREAS CONTAINED IN THEIR SCHOOLS, WHICH SHALL INCLUDE INSTRUCTION ON HOW
TO EFFECTIVELY INTEGRATE MEDIA LITERACY EDUCATION INTO SUCH TEACHERS'
CURRICULA; AND
(IV) UTILIZING FUNDS APPROPRIATED THEREFOR, THE DEPARTMENT CREATES AND
PROVIDES MODEL CURRICULA AND TEACHING AND PROFESSIONAL DEVELOPMENT
RESOURCES WHICH INCORPORATE MEDIA LITERACY EDUCATION ON ITS WEBSITE.
C. DURING EACH FIVE-YEAR REGISTRATION PERIOD BEGINNING ON OR AFTER A
DATE WHICH SHALL BE DETERMINED BY THE COMMISSIONER, ANY TEACHER WHO IS
AN APPLICANT FOR REGISTRATION SHALL SUCCESSFULLY COMPLETE A MINIMUM OF
FIVE HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A
OF THIS CHAPTER. SUCH PROFESSIONAL DEVELOPMENT SHALL BE COUNTED TOWARD
THE ONE HUNDRED HOURS OF CONTINUING TEACHER AND LEADER EDUCATION
REQUIRED BY PARAGRAPH A OF THIS SUBDIVISION. THE COMMISSIONER SHALL
REQUIRE THAT:
(I) PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A OF THIS
CHAPTER INCORPORATES THE PRINCIPLES AND PRACTICES OF THE DEPARTMENT'S
CULTURALLY RESPONSIVE-SUSTAINING FRAMEWORK;
(II) PROFESSIONAL DEVELOPMENT RELATED TO ARTICLES TWO AND TWO-A OF
THIS CHAPTER IS PROVIDED BY OR IN COORDINATION WITH A TEACHER OR GUID-
ANCE COUNSELOR IN EVERY SCHOOL DISTRICT; AND
(III) UTILIZING FUNDS APPROPRIATED THEREFOR, THE DEPARTMENT CREATES
AND PROVIDES MODEL CURRICULA AND TEACHING AND PROFESSIONAL DEVELOPMENT
RESOURCES WHICH INCORPORATE THE PRINCIPLES AND PRACTICES ARTICULATED IN
ARTICLES TWO AND TWO-A OF THIS CHAPTER ON ITS WEBSITE.
D. Nothing in this section shall limit the ability of local school
districts to agree pursuant to collective bargaining to additional hours
A. 7687--B 12
of professional development or continuing teacher or leader education
above the minimum requirements set forth in this section.
[c.] E. 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.
4. FOR THE PURPOSES OF THIS SECTION, "LIBRARY MEDIA SPECIALIST" SHALL
MEAN AN INDIVIDUAL EMPLOYED BY A SCHOOL DISTRICT AS A LIBRARY MEDIA
SPECIALIST PURSUANT TO SECTION 91.2 OF TITLE EIGHT OF THE CODES, RULES
AND REGULATIONS OF THE STATE OF NEW YORK.
§ 12. This act shall take effect immediately.
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