Assembly Bill A7687B

                             
                     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;
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   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.

                             
                     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.
 A. 7687--A                          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--A                          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--A                          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--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.

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                  7687--C
 
                        2025-2026 Regular Sessions
 
                           I N  A S S E M B L Y
 
                               April 4, 2025
                                ___________
 
 Introduced  by  M.  of  A. WOERNER, HEVESI, McDONALD, SHIMSKY, LUNSFORD,
   BARRETT, LEVENBERG, KAY, O'PHARROW, SIMONE,  KELLES,  KASSAY  --  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  amend-
   ments,  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 three new subdivisions 11, 12 and  13  are
 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
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD07978-11-5
              

 A. 7687--C                          2
 
 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 BOARD OR TRUSTEE MEETING OR a
 school-sponsored  [extra-curricular] OR SCHOOL-AUTHORIZED EXTRA-CURRICU-
 LAR event or activity REGARDLESS OF WHERE SUCH EVENT OR  ACTIVITY  TAKES
 PLACE,  INCLUDING  ANY  EVENT OR ACTIVITY THAT MAY TAKE PLACE IN ANOTHER
 STATE INCLUDING BUT NOT LIMITED TO FIELD TRIPS AND  ATHLETIC  PRACTICES,
 SCRIMMAGES AND EVENTS.
   7.  "Harassment" [and "bullying"] shall mean the creation of a hostile
 environment by conduct or by threats, intimidation or  abuse,  including
 BY  BULLYING,  cyberbullying  OR COERCIVE CONTROL, that (a) has or would
 have the effect of unreasonably [and substantially] interfering with [a]
 THE 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] SUCH student to fear for  [his
 or her] THEIR physical safety; or (c) reasonably causes or would reason-
 ably  be expected to cause physical injury or emotional harm to [a] SUCH
 student; or (d) occurs off school property and creates or would foresee-
 ably create a risk of [substantial] UNREASONABLE 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  AND  COERCIVE CONTROL 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  OR  COERCIVE
 CONTROL  as  defined  in [subdivision seven of] this section, [including
 paragraphs (a), (b), (c)  and  (d)  of  such  subdivision,]  where  such
 harassment  [or],  bullying, OR COERCIVE CONTROL 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 DELIBERATE AGGRESSIVE ACTS BY A
 PERSON  OR  GROUP INTENDED TO HARM, DOMINATE OR HUMILIATE ANOTHER PERSON
 WHO IS IN ANY WAY PERCEIVED TO BE MORE VULNERABLE  THAN  THE  AGGRESSOR.
 BULLYING  MAY  INVOLVE  VERBAL  ATTACKS,  TEASING,  PHYSICAL ATTACKS, OR
 THREATS OF HARM TO SUCH OTHER PERSON OR  ANOTHER  PERSON,  INTENTIONALLY
 SHARING  PERSONAL OR PRIVATE INFORMATION OR IMAGES ABOUT SOMEONE WITHOUT
 THEIR CONSENT CAUSING EMBARRASSMENT OR REPUTATIONAL HARM TO THEM, INTEN-
 TIONALLY ALTERING THE PERSONAL INFORMATION OR THE SOCIAL  MEDIA  ACCOUNT
 OF A PERSON WITHOUT THEIR CONSENT, INTENTIONALLY USING ARTIFICIAL INTEL-
 LIGENCE    TO  MIMIC OR ALTER A PERSON'S LIKENESS OR VOICE WITHOUT THEIR
 CONSENT,  DELIBERATELY EXCLUDING   A PERSON FROM  ACTIVITIES,  OR  OTHER
 FORMS  OF  INTIMIDATION.  THE  DELIBERATE TARGETING OF A MORE VULNERABLE
 PERSON BY ONE PERSON OR A GROUP OF PERSONS DISTINGUISHES "BULLYING" FROM
 "CONFLICT" OR OTHER KINDS OF AGGRESSION NOT ADDRESSED BY  THIS  ARTICLE.
 "BULLYING"  INVOLVES ONE PERSON OR A GROUP WITH AN INTENT TO HARM, DOMI-
 NATE OR HUMILIATE ANOTHER PERSON WHO IS PERCEIVED BY THE BULLY AS HAVING
 LESS POWER, INCLUDING BUT NOT  LIMITED  TO  LESS  PHYSICAL  STRENGTH  OR
 SOCIAL  POWER,  AND  IN A "CONFLICT" THERE IS A DISAGREEMENT BETWEEN TWO
 ACTIVE PARTIES.
   12. "COERCIVE CONTROL" SHALL MEAN A PATTERN  OF  BEHAVIOR  USED  BY  A
 PERSON  WITH  LEVERAGE  OVER  ANOTHER  PERSON  TO  INFLUENCE  SUCH OTHER
 PERSON'S  CONDUCT  BY  DOMINATING,  ISOLATING  OR  INSTILLING  FEAR   OR
 A. 7687--C                          3

 CONFUSION IN THEM AND WHICH RESULTS IN DISTRESS OR ERODES THEIR SENSE OF
 AUTONOMY  OR SAFETY. COERCIVE CONTROL MAY MANIFEST BETWEEN STUDENT PART-
 NERS IN AN AFFECTIONATE  RELATIONSHIP  OR  BETWEEN  A  SCHOOL  EMPLOYEE,
 SCHOOL  COACH  OR BOARD MEMBER OR TRUSTEE AND A STUDENT, AND MAY INVOLVE
 SURVEILLANCE OVER THE OTHER PERSON,  ISOLATING  THE  OTHER  PERSON  FROM
 FRIENDS  OR  FAMILY,  GASLIGHTING  THE OTHER PERSON, PUNISHING THE OTHER
 PERSON FOR  ASSERTING  AUTONOMY,  OR  ASSERTING  RULES  OVER  THE  OTHER
 PERSON'S FRIENDSHIPS, CLOTHING, MOVEMENTS, COMMUNICATIONS, BODILY AUTON-
 OMY OR EMOTIONAL EXPRESSION THROUGH FEAR, GUILT OR MANIPULATION.
   13.  "GASLIGHTING"  SHALL  MEAN  THE ACT OF MANIPULATING A PERSON INTO
 DOUBTING THEIR OWN PERCEPTIONS, MEMORY, OR UNDERSTANDING OF REALITY.
   § 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 OR COER-
 CIVE CONTROL by employees, SCHOOL COACHES, SCHOOL BOARD MEMBERS OR TRUS-
 TEES,  or  students  on  school  property  [or], at a school function OR
 THROUGH ANY FORM OF ELECTRONIC COMMUNICATION; 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 COACHES, SCHOOL BOARD MEMBERS OR TRUSTEES, or students
 on school property [or], at a school function OR  THROUGH  ANY  FORM  OF
 ELECTRONIC COMMUNICATION. 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.  Subdivisions  1, 2, 4 and 5 of section 13 of the education law,
 subdivisions 1 and 2 as amended and subdivisions 4 and  5  as  added  by
 chapter  102 of the laws of 2012, are amended and a new subdivision 6 is
 added to read as follows:
   1. Policies and procedures intended to  create  a  school  environment
 that  is  free from harassment, bullying, COERCIVE CONTROL and discrimi-
 nation, that include but are not limited to provisions which:
   a. identify the principal, superintendent or the principal's or super-
 intendent's designee as  the  school  employee  charged  with  receiving
 reports of harassment, bullying, COERCIVE CONTROL and discrimination;
   b.  enable  students  and parents to make an oral or written report of
 harassment, bullying, COERCIVE CONTROL or  discrimination  to  teachers,
 administrators and other school personnel that the school district deems
 appropriate,  AS  IDENTIFIED  IN THE DISTRICT'S POLICIES, PROCEDURES AND
 GUIDELINES;
   c. require school employees, SCHOOL COACHES OR SCHOOL BOARD MEMBERS OR
 TRUSTEES who witness harassment, bullying, COERCIVE CONTROL or discrimi-
 nation, or receive an oral or written report  of  harassment,  bullying,
 COERCIVE  CONTROL or discrimination, to promptly orally notify the prin-
 cipal, superintendent or the principal's or  superintendent's  designee,
 OR  IN  THE  CASE OF AN EMPLOYEE, SCHOOL COACH OR SCHOOL BOARD MEMBER OR
 TRUSTEE WHO RECEIVES A WRITTEN REPORT, TO PROMPTLY DELIVER SUCH  REPORT,
 not  later  than one school day after such school employee, SCHOOL COACH
 OR SCHOOL BOARD MEMBER OR TRUSTEE witnesses  or  receives  a  report  of
 harassment, bullying, COERCIVE CONTROL or discrimination[, and to file a
 written  report  with  the principal, superintendent or the principal or
 A. 7687--C                          4

 superintendent's designee not later than two school  days  after  making
 such oral report];
   d.  require the principal, superintendent or the principal's or super-
 intendent's designee to (I) PREPARE A WRITTEN REPORT NOT LATER THAN  ONE
 SCHOOL DAY AFTER RECEIVING AN ORAL REPORT OF HARASSMENT, BULLYING, COER-
 CIVE  CONTROL  OR DISCRIMINATION FROM A SCHOOL EMPLOYEE, SCHOOL COACH OR
 SCHOOL BOARD MEMBER OR TRUSTEE; (II)  lead  or  supervise  the  thorough
 investigation  of  all reports of harassment, bullying, COERCIVE CONTROL
 and discrimination, INCLUDING TO PROMPTLY BUT NOT LATER THAN ONE  SCHOOL
 DAY  AFTER  RECEIVING A REPORT OF HARASSMENT, BULLYING, COERCIVE CONTROL
 OR DISCRIMINATION, CONTACT THE INDIVIDUAL WHO MADE  SUCH  REPORT,  WHERE
 POSSIBLE,  TO  DISCUSS ALLEGATIONS, ANY WITNESSES OR OTHER CORROBORATION
 INCLUDING BUT NOT LIMITED TO SCREENSHOTS OF  ELECTRONIC  COMMUNICATIONS,
 AND  DESIRED  RESOLUTIONS, AND TO PREPARE A WRITTEN REPORT OF SUCH MEET-
 ING; and [to] (III) ensure that such investigation is completed promptly
 after THE COMPLETION OR receipt of any written reports made  under  this
 section;
   e. require the school, when an investigation reveals any such verified
 harassment, bullying, COERCIVE CONTROL or discrimination, to take prompt
 actions  reasonably calculated to end the harassment, bullying, COERCIVE
 CONTROL or discrimination, eliminate 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,  COERCIVE  CONTROL  or  discrimination  was
 directed. Such actions shall be consistent with the  guidelines  created
 pursuant to subdivision four of this section AND SHALL TAKE INTO CONSID-
 ERATION  WHETHER  NOTIFICATION  OF  PERSONS  IN PARENTAL RELATION TO THE
 STUDENT WHO IS  THE  SUBJECT  OF  SUCH  HARASSMENT,  BULLYING,  COERCIVE
 CONTROL OR DISCRIMINATION IS IN THE BEST INTEREST OF THE STUDENT;
   f.  prohibit  retaliation  against  any individual who, in good faith,
 reports, or assists in the investigation of, harassment, bullying, COER-
 CIVE CONTROL or discrimination;
   F-1. PROVIDE FOR THE RECEIPT OF CREDIBLE ANONYMOUS TIPS  AND  INFORMA-
 TION REGARDING HARASSMENT, BULLYING, COERCIVE CONTROL OR DISCRIMINATION;
   g. include a school strategy to prevent harassment, bullying, COERCIVE
 CONTROL  and discrimination, INCLUDING BUT NOT LIMITED TO, PARENT EDUCA-
 TION SESSIONS AND SEMIANNUAL AGE-APPROPRIATE SCHOOL ASSEMBLIES REGARDING
 TOPICS SUCH AS CONFLICT RESOLUTION AND DE-ESCALATION TECHNIQUES;
   h. require the principal to make a regular report on data  and  trends
 related  to harassment, bullying, COERCIVE CONTROL and discrimination to
 the superintendent;
   i. require the principal, superintendent or the principal's or  super-
 intendent's  designee,  to  notify  promptly  the  appropriate local law
 enforcement agency when such principal, superintendent  or  the  princi-
 pal's or superintendent's designee, believes that any harassment, bully-
 ing, COERCIVE CONTROL or discrimination constitutes criminal conduct;
   j.  include  appropriate  references  to  the provisions of the school
 district's code of conduct, INCLUDING THE CODE  OF  CONDUCT  FOR  SCHOOL
 COACHES,  adopted  pursuant  to section twenty-eight hundred one of this
 chapter that are relevant to harassment, bullying, COERCIVE CONTROL  and
 discrimination;
   k.  require  each  school,  at  least once during each school year, to
 provide all school employees, SCHOOL COACHES, students [and], parents OR
 GUARDIANS AND SCHOOL BOARD MEMBERS OR TRUSTEES with a written  or  elec-
 tronic  copy  of the school district's policies created pursuant to this
 section, or a plain-language summary thereof, including notification  of
 A. 7687--C                          5
 
 the  process  by  which  students,  parents  [and]  OR GUARDIANS, school
 employees, SCHOOL COACHES OR SCHOOL BOARD MEMBERS OR TRUSTEES may report
 harassment, bullying, OR COERCIVE CONTROL  and  discrimination,  PROVIDE
 COPIES  OF  SUCH  PLAIN-LANGUAGE  SUMMARY  TO  ALL STUDENTS AT A GENERAL
 ASSEMBLY HELD AT THE BEGINNING OF THE  SCHOOL  YEAR,  AND  CONSPICUOUSLY
 POST  A  WRITTEN  NOTIFICATION INFORMING STUDENTS ABOUT SUCH POLICY, THE
 NAME OF THE SCHOOL EMPLOYEE DESIGNATED TO RECEIVE REPORTS OF HARASSMENT,
 BULLYING, COERCIVE CONTROL OR DISCRIMINATION AND THE WEB ADDRESS FOR THE
 NEW YORK STATE CENTER FOR SCHOOL SAFETY 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  poli-
 cies  and guidelines if they are otherwise distributed to school employ-
 ees, 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; AND
   M.  INCLUDE  A  SCHOOL STRATEGY TO FOSTER SAFE, RESPONSIBLE USE OF THE
 INTERNET AND ELECTRONIC COMMUNICATIONS; AND
   2. Guidelines to be used in school training programs to discourage the
 development of harassment,  bullying,  COERCIVE  CONTROL  AND  discrimi-
 nation,  and  to  make school employees, SCHOOL COACHES AND SCHOOL BOARD
 MEMBERS OR TRUSTEES aware of the effects of harassment, bullying,  COER-
 CIVE  CONTROL, cyberbullying and discrimination on students and that are
 designed:
   a. to raise the awareness and sensitivity of school employees,  SCHOOL
 COACHES  AND  SCHOOL  BOARD MEMBERS OR TRUSTEES to potential harassment,
 bullying, COERCIVE CONTROL and discrimination, and
   b. to enable employees, SCHOOL COACHES AND  SCHOOL  BOARD  MEMBERS  OR
 TRUSTEES  to  prevent  and  respond  to  harassment,  bullying, COERCIVE
 CONTROL and discrimination; and
   4. Guidelines relating to the development of  measured,  balanced  and
 age-appropriate responses to instances of harassment, bullying, COERCIVE
 CONTROL  or  discrimination  by  students,  with remedies and procedures
 following a progressive model that make appropriate use of intervention,
 discipline and education, vary in method according to the nature of  the
 behavior, the developmental age of the student and the student's history
 of  problem  behaviors,  and  are consistent with the district's code of
 conduct; and
   5. Training required by this section shall address the social patterns
 of harassment, bullying, COERCIVE CONTROL 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 identification and mitigation  of
 harassment,  bullying, COERCIVE CONTROL and discrimination INCLUDING BUT
 NOT LIMITED TO TRAINING IN RESTORATIVE JUSTICE AND MEDIATION TECHNIQUES,
 and strategies for effectively addressing problems  of  exclusion,  bias
 and aggression in educational settings[.]; AND
   6.  THE  GOVERNING  BOARD  OR BODY OF A LOCAL EDUCATIONAL AGENCY SHALL
 REVIEW, AT MINIMUM EVERY FIFTH YEAR FOLLOWING THE EFFECTIVE DATE OF THIS
 SUBDIVISION, ITS POLICIES, PROCEDURES,  AND  GUIDELINES  ON  HARASSMENT,
 BULLYING,  COERCIVE CONTROL AND DISCRIMINATION AND, IF NECESSARY, UPDATE
 SUCH POLICIES, PROCEDURES, AND GUIDELINES.
   § 5. Subdivisions 1 and 5 of section 14 of the education law, subdivi-
 sion 1 as amended by chapter 102 of the laws of 2012, and subdivision  5
 A. 7687--C                          6
 
 as  amended  by  chapter  90 of the laws of 2013, are amended to read as
 follows:
   1.  Provide direction, which may include development of model policies
 and, to the  extent  possible,  direct  services,  to  school  districts
 related   to  preventing  harassment,  bullying,  COERCIVE  CONTROL  and
 discrimination and to fostering an environment in every school where all
 children can learn free of manifestations of bias;
   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
 COACH,  school  administrator or supervisor or superintendent of schools
 shall, in addition 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
 identification  and mitigation of harassment, bullying, COERCIVE CONTROL
 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]  RELEVANT  inci-
 dents of harassment, bullying and discrimination on school grounds [or],
 at  a  school  function, OR THROUGH ANY FORM OF ELECTRONIC COMMUNICATION
 are reported to the department at least on an annual basis. Such  proce-
 dure  shall  provide  that such reports shall[, wherever possible,] also
 delineate the specific nature of such incidents of harassment,  bullying
 OR  COERCIVE CONTROL 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 AN INCIDENT CONSTITUTED HARASSMENT, BULLYING,  COER-
 CIVE  CONTROL, CYBERBULLYING, DISCRIMINATION OR ANY COMBINATION THEREOF;
 WHETHER AN INCIDENT INVOLVED A STUDENT, SCHOOL EMPLOYEE, SCHOOL COACH OR
 SCHOOL BOARD MEMBER OR TRUSTEE  AGGRESSOR  AND  WHETHER  SUCH  AGGRESSOR
 ACTED  INDIVIDUALLY  OR  IN A GROUP; THE SCHOOL'S RESPONSE TO SUCH INCI-
 DENT; WHETHER A TARGETED  STUDENT  WITHDREW  FROM  SCHOOL  OR  RELOCATED
 SCHOOLS WITHIN THE CURRENT OR IMMEDIATELY SUBSEQUENT SCHOOL YEAR FOLLOW-
 ING  A  REPORT OF AN INCIDENT; AND THE TOTAL NUMBER OF REPORTS DISMISSED
 AND THE RESOLUTION FOR EACH. NOTWITHSTANDING ANY PROVISION IN THIS ARTI-
 CLE TO THE CONTRARY, EFFECTIVE RESOLUTION OF AN INCIDENT DOES NOT NEGATE
 THE DISTRICT'S OBLIGATION TO REPORT IT TO THE DEPARTMENT.  In  addition,
 the  department  [may conduct research or] SHALL REQUEST THE COMPTROLLER
 TO 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 MAY BENEFIT FROM ASSISTANCE TO MEET THE STAN-
 DARDS AND OBJECTIVES 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 TEMPORARY PRESIDENT OF THE SENATE, SPEAKER OF
 THE ASSEMBLY, MINORITY LEADER OF THE  SENATE,  MINORITY  LEADER  OF  THE
 A. 7687--C                          7
 
 ASSEMBLY, CHAIR AND RANKING MEMBER OF THE SENATE EDUCATION COMMITTEE AND
 CHAIR  AND  RANKING MEMBER 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, COERCIVE
 CONTROL or discrimination. Any person having reasonable cause to suspect
 that a student has been  subjected  to  harassment,  bullying,  COERCIVE
 CONTROL  or  discrimination,  by an employee, SCHOOL COACH, SCHOOL BOARD
 MEMBER OR TRUSTEE or student, on school grounds [or], at a school  func-
 tion  OR  THROUGH  ANY  FORM  OF  ELECTRONIC  COMMUNICATION, who, acting
 reasonably and in good faith, reports such information to  school  offi-
 cials,  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  otherwise  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,  SCHOOL  COACH, OR SCHOOL BOARD MEMBER OR TRUSTEE  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-B to  read
 as follows:
                                 ARTICLE 2-B
                        STUDENT SUICIDE PREVENTION
 
 SECTION 24. LEGISLATIVE INTENT.
         25. DEFINITIONS.
         26. POLICIES, PROCEDURES, AND GUIDELINES.
         27. REPORTING.
         28. APPLICATION.
         29. SEVERABILITY AND CONSTRUCTION.
   §  24.  LEGISLATIVE  INTENT.  THE  LEGISLATURE  FINDS AND DECLARES THE
 FOLLOWING:
   1. ACCORDING TO DATA FROM THE NATIONAL CENTER FOR  HEALTH  STATISTICS,
 SUICIDE REMAINS A CRITICAL ISSUE. IN TWO THOUSAND TWENTY-ONE SUICIDE WAS
 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
 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. IN THE TWO THOUSAND
 A. 7687--C                          8
 
 TWENTY-FOUR TREVOR  PROJECT  NATIONAL  SURVEY,  THIRTY-NINE  PERCENT  OF
 LESBIAN,  GAY, BISEXUAL, TRANSGENDER, QUEER OR QUESTIONING (LGBTQ) YOUTH
 SERIOUSLY CONSIDERED ATTEMPTING SUICIDE IN THE  PAST  YEAR,  AND  TWELVE
 PERCENT ATTEMPTED SUICIDE.
   5.  THERE  ARE  NATIONAL  HOTLINES AVAILABLE TO HELP ADULTS AND YOUTH,
 INCLUDING 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.
   § 25. 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. 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;
 A. 7687--C                          9
 
   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.
   § 26. 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-SEVEN,  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,  COERCIVE  CONTROL,  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;
   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;
 A. 7687--C                         10
 
   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. STUDENTS WHO HAVE LOST A FRIEND OR FAMILY MEMBER TO SUICIDE;
   B. STUDENTS WITH  DISABILITIES  OR  WITH  CHRONIC  HEALTH  CONDITIONS,
 INCLUDING MENTAL HEALTH AND SUBSTANCE USE CONDITIONS;
   C. STUDENTS EXPERIENCING HOMELESSNESS OR IN OUT-OF-HOME SETTINGS, SUCH
 AS FOSTER CARE;
   D. LGBTQ STUDENTS; AND
   E. STUDENTS WHO HAVE BEEN THE TARGET OF HARASSMENT, BULLYING, COERCIVE
 CONTROL OR DISCRIMINATION.
   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.
   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
 A. 7687--C                         11
 
 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.
   §  27. REPORTING. 1. THE COMMISSIONER, IN CONJUNCTION WITH THE COMMIS-
 SIONER OF HEALTH, SHALL CREATE A  PROCEDURE  UNDER  WHICH  INCIDENTS  OF
 SUICIDE  OR ATTEMPTED SUICIDE BY STUDENTS ARE REPORTED TO THE DEPARTMENT
 AT LEAST ON AN ANNUAL BASIS. SUCH  PROCEDURE  SHALL  PROVIDE  THAT  SUCH
 REPORTS  SHALL  ALSO DELINEATE WHETHER SUCH STUDENT WAS THE SUBJECT OF A
 REPORT OF HARASSMENT, BULLYING, COERCIVE CONTROL OR DISCRIMINATION;  AND
 WHETHER THEY HAD TRANSFERRED INTO THE SCHOOL WITHIN THE PRECEDING TWELVE
 MONTHS.  IN  ADDITION,  THE  DEPARTMENT SHALL REQUEST THE COMPTROLLER TO
 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 MAY BENEFIT FROM ASSISTANCE TO MEET THE STAN-
 DARDS AND OBJECTIVES 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 TEMPORARY PRESIDENT OF THE SENATE, SPEAKER OF
 THE ASSEMBLY, MINORITY LEADER OF THE  SENATE,  MINORITY  LEADER  OF  THE
 ASSEMBLY, CHAIR AND RANKING MEMBER OF THE SENATE EDUCATION COMMITTEE AND
 CHAIR  AND  RANKING MEMBER OF THE ASSEMBLY EDUCATION COMMITTEE EVERY TWO
 YEARS ON OR BEFORE THE FIRST DAY OF NOVEMBER.
   § 28. APPLICATION. THE PROVISIONS OF THIS ARTICLE SHALL APPLY  TO  ALL
 PRIVATE AND PUBLIC EDUCATIONAL INSTITUTIONS IN NEW YORK STATE.
   §  29.  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.  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, COERCIVE  CONTROL,  discrimination,  observance  of  laws  and
 rules, courtesy, dignity, and other traits which will enhance the quali-
 ty  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.
   2.  For  the  purposes  of  this  section,  ["tolerance," "respect for
 others" and "dignity" shall include awareness and sensitivity to harass-
 A. 7687--C                         12

 ment, 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.] THE FOLLOWING TERMS SHALL HAVE THE FOLLOWING MEAN-
 INGS:
   A. "TOLERANCE", "RESPECT FOR  OTHERS",  AND  "DIGNITY"  SHALL  INCLUDE
 AWARENESS  AND  SENSITIVITY  TO  HARASSMENT, BULLYING, COERCIVE CONTROL,
 DISCRIMINATION, AND  CIVILITY  IN  THE  RELATIONS  OF  DIFFERENT  RACES,
 WEIGHTS,  NATIONAL  ORIGINS,  ETHNIC  GROUPS, RELIGIONS, RELIGIOUS PRAC-
 TICES, 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.
   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  ONE  OF  THIS SECTION AND CREATE A CLEAR AND
 COHERENT SET OF MEDIA LITERACY EDUCATION  STANDARDS  WHICH  CAPTURE  THE
 FULL  RANGE OF SKILLS, EXPERIENCES, AND COMPETENCIES THAT RESEARCH INDI-
 CATES IS NECESSARY FOR MEDIA LITERACY.
   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 EDUCATION STANDARDS SET FORTH IN THIS  SECTION
 AND SHALL UPDATE SUCH STANDARDS AS NECESSARY.
   7.  THE  MEDIA  LITERACY EDUCATION STANDARDS SET FORTH IN THIS SECTION
 SHALL SERVE AS AN OVERVIEW OF THE STATE'S INTERDISCIPLINARY APPROACH  TO
 MEDIA  LITERACY  EDUCATION  AND  SHALL EMPHASIZE THE IMPORTANCE OF MEDIA
 LITERACY FOR CIVIC READINESS.
   § 10. Subdivision 1 and the opening paragraph and paragraphs m  and  n
 of  subdivision 2 of section 2801 of the education law, subdivision 1 as
 amended by chapter 402 of the laws of 2005,  the  opening  paragraph  of
 subdivision 2 as amended by chapter 380 of the laws of 2001, paragraph m
 of subdivision 2 as amended and paragraph n of subdivision 2 as added by
 chapter  482  of  the laws of 2010, are amended and a new paragraph o of
 subdivision 2 is added to read as follows:
 A. 7687--C                         13
 
   1. A. For purposes of this section, [school  property]  THE  FOLLOWING
 TERMS SHALL HAVE THE FOLLOWING MEANINGS:
   (I)  "SCHOOL  PROPERTY"  means  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; [and a school  function  shall
 mean] OR WITHIN A SCHOOL ADMINISTRATIVE BUILDING.
   (II)  "SCHOOL  FUNCTION"  MEANS A SCHOOL BOARD OR TRUSTEE MEETING OR a
 school-sponsored or school-authorized [extra-curricular]  EXTRA  CURRIC-
 ULAR  event or activity regardless of where such event or activity takes
 place, including any event or activity that may take  place  in  another
 state  INCLUDING  BUT NOT LIMITED TO FIELD TRIPS AND ATHLETIC PRACTICES,
 SCRIMMAGES AND EVENTS.
   B. THIS SECTION SHALL ALSO APPLY TO CYBERBULLYING, WHETHER ON  OR  OFF
 SCHOOL PROPERTY OR AT OR AWAY FROM A SCHOOL FUNCTION.
   The  board  of education or the trustees, as defined in section two of
 this chapter,  of  every  school  district  within  the  state,  however
 created,  and every board of cooperative educational services and county
 vocational extension board, shall adopt and  amend,  as  appropriate,  a
 code of conduct for the maintenance of order on school property, includ-
 ing  a  school  function,  which  shall  govern the conduct of students,
 teachers, COACHES, BOARD MEMBERS OR TRUSTEES, and other school personnel
 as well as visitors and shall provide for the enforcement thereof.  Such
 policy  may  be  adopted  by  the school board or trustees only after at
 least one public hearing that provides for the participation  of  school
 personnel, parents, students and any other interested parties. Such code
 of conduct shall include, at a minimum:
   m.  a  minimum suspension period for acts that would qualify the pupil
 to be defined as a violent pupil pursuant to paragraph a of  subdivision
 two-a  of  section thirty-two hundred fourteen of this chapter, provided
 that the suspending authority may reduce such period on a case  by  case
 basis to be consistent with any other state and federal law; [and]
   n.  provisions to comply with [article] ARTICLES two AND TWO-B of this
 chapter[.]; AND
   O. AN ADDITIONAL CODE OF CONDUCT FOR COACHES. TO ASSIST  LOCAL  EDUCA-
 TIONAL AGENCIES IN DEVELOPING A CODE OF CONDUCT FOR COACHES, THE DEPART-
 MENT  SHALL  DEVELOP  AND  MAINTAIN A MODEL CODE IN ACCORDANCE WITH THIS
 SECTION TO SERVE AS A GUIDE FOR LOCAL EDUCATIONAL AGENCIES.  SUCH  MODEL
 CODE  SHALL  BE  POSTED  ON  THE DEPARTMENT'S INTERNET WEBSITE AND, AT A
 MINIMUM, SHALL INCLUDE  PROVISIONS  REGARDING  THE  PROGRAM  MISSION,  A
 COACH'S  HEALTH,  SAFETY  AND  WELLNESS  OBLIGATIONS  TO THE STUDENTS, A
 COACH'S OBLIGATIONS TO PARENTS AND  SPECTATORS,  A  CENTRAL  SUMMARY  OF
 MANDATED CREDENTIALS, TRAINING AND LICENSES OR CERTIFICATIONS APPLICABLE
 TO  COACHES, A COMMUNICATIONS POLICY AS BETWEEN COACHES AND STUDENTS AND
 PARENTS, AND AN ETHICS POLICY.
   § 11. Paragraph a of 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 paragraph a-1 is  added  to  read  as
 follows:
   a. (I) 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, PROVIDED
 THAT SUCH ONE HUNDRED HOURS SHALL INCLUDE, AT A MINIMUM, FIVE  HOURS  OF
 PROFESSIONAL  DEVELOPMENT THAT INCORPORATES THE PRINCIPLES AND PRACTICES
 A. 7687--C                         14
 
 OF THE DEPARTMENT'S CULTURALLY RESPONSIVE-SUSTAINING  FRAMEWORK  AND  IS
 RELATED TO EACH OF THE FOLLOWING:
   (A)  MEDIA LITERACY EDUCATION, AS DEFINED BY THE COMMISSIONER, THAT 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; AND
   (B) DIGNITY FOR ALL STUDENTS  AND  SUICIDE  PREVENTION  EDUCATION,  IN
 ACCORDANCE  WITH  ARTICLES  TWO  AND  TWO-B  OF  THIS   CHAPTER, THAT IS
 PROVIDED BY OR IN COORDINATION WITH A TEACHER OR GUIDANCE  COUNSELOR  IN
 EVERY SCHOOL DISTRICT.
   (II)  UTILIZING  FUNDS  APPROPRIATED  FOR THE PROFESSIONAL DEVELOPMENT
 TOPICS LISTED IN SUBPARAGRAPH (I)  OF  THIS  PARAGRAPH,  THE  DEPARTMENT
 SHALL  CREATE  AND  PROVIDE MODEL CURRICULA  AND  TEACHING  AND  PROFES-
 SIONAL DEVELOPMENT RESOURCES ON ITS WEBSITE.  The department shall issue
 rigorous standards for courses, programs,  and  activities,  that  shall
 qualify  as  continuing  teacher  and  leader education pursuant to this
 section. For purposes of this section, a peer review teacher, or a prin-
 cipal acting as an independent trained evaluator, conducting a classroom
 observation as part of the teacher evaluation 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 require-
 ments.
   A-1. NOTWITHSTANDING THE PROVISIONS OF PARAGRAPH A  OF  THIS  SUBDIVI-
 SION,  ANY LIBRARY  MEDIA SPECIALIST SHALL COMPLETE A MINIMUM OF FIFTEEN
 HOURS OF PROFESSIONAL DEVELOPMENT RELATED TO MEDIA  LITERACY  EDUCATION.
 THE  COMMISSIONER SHALL REQUIRE THAT LIBRARY MEDIA SPECIALISTS  IN EVERY
 SCHOOL  DISTRICT RECEIVE SPECIFIC  TRAINING IN HOW  TO  PROVIDE  PROFES-
 SIONAL  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 LITER-
 ACY EDUCATION INTO SUCH TEACHERS' CURRICULA.
   §  12.  Section 3006-a of the education law is amended by adding a new
 subdivision 4 to read as follows:
   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.
   § 13. This act shall take effect July 1, 2027.