Establishes a course of instruction and learning expectations on climate education in all public pre-kindergarten, elementary and secondary schools which shall include various principles and concepts including environmental justice.
NEW YORK STATE ASSEMBLY MEMORANDUM IN SUPPORT OF LEGISLATION submitted in accordance with Assembly Rule III, Sec 1(f)
 
BILL NUMBER: A1559A
SPONSOR: Simon (MS)
 
TITLE OF BILL:
An act to amend the education law, in relation to establishing a course
of instruction and learning expectations on climate education in all
public pre-kindergarten, elementary and secondary schools
 
PURPOSE OR GENERAL IDEA OF BILL:
To require age-appropriate courses of instruction and related learning
expectations for climate education for all pre-kindergarten programs and
public elementary and secondary schools. Instruction will include prin-
ciples and concepts related to the causes, impacts and the actions
required to mitigate and adapt to climate change across multiple disci-
plines.
 
SUMMARY OF PROVISIONS:
Section one of this bill amends the Education Law by adding a new
section 818 which would:
*Require the commissioner to prescribe courses of instruction and
related learning expectations for the skilled instruction of topics
associated with climate education for all pre-kindergarten programs and
public elementary and secondary schools;
*Require courses of instruction and related learning expectations cover
the principles and concepts related to the causes and impacts of climate
change and actions that can be taken to mitigate and adapt to climate
change;
*Include climate education in subjects including but not limited to
science and engineering, English language arts, social studies, health
and physical education, mathematics, Career Readiness and Occupational
Studies (CDOS), family and consumer sciences, visual and performing
arts, and world languages;
*Instruct the commissioner to provide the necessary resources and tech-
nical assistance for all schools to carry out the provisions of this
bill and establish a timeline for and expectations for professional
learning and educator readiness in accordance with New York's State's
decarbonization goals; and
*Require the commissioner to establish and Board of Regents to oversee
the Office of Climate Education and Workforce Development.
Section two sets the effective date.
 
JUSTIFICATION:
Climate change is an existential threat and is increasingly impacting
every facet of society and our physical environment. Rising temper-
atures, high levels of pollution, and climate-related storms and catas-
trophes have led to property damage, loss of life, and is a growing
public health, economic, and national security crisis. Our'changing
climate has already produced significant social and ecological change,
disproportionately impacting low-income communities and communities of
color, and it will continue to do so. This legislation requires that
New York schools incorporate aspects of climate change education across
all grade levels and all content areas. The education that our state's
students receive must reflect the urgency of this moment.
The Climate Leadership and Community Protections Act (CLCPA) identifies
a number of sectors of New York's economy that will require a skilled
workforce. These include renewable energy generation, transportation,
buildings and infrastructure, electricity, industry, agriculture and
forestry, and waste. CLCPA's Final Scoping Plan recognizes "the need for
P-12 curricula to include climate change education. . . and a coordi-
nated effort on outreach and education across all sectors of the econo-
my" (p. 427). This need, as a pipeline to "workforce development
programs. . . pre-apprenticeships, internships, and jobs with clean
energy employers," (p.82) is acknowledged throughout the Plan.
Failing to prepare New York's students for a climate-altered world, as
well as for the green jobs of the future, deprives them of skills for
adaptation and economic opportunities. States like New Jersey, which has
implemented a climate education mandate across all grades and content
areas, will surpass New York in its educational leadership, climate
preparedness, and economic competitiveness. As the fourth most populous
state in the U.S., containing the largest school district in the coun-
try, New York has the potential to become a national climate education
leader.
Increasing access to climate education in New York is a matter of both
generational and racial justice. The climate crisis will have detri-
mental impacts on coming generations. According to DEC data, New York
State has a large number of Disadvantaged Communities and New York City
has the highest concentration in the state. These communities will expe-
rience the first and worst climate impacts. Our state has an obligation
to ensure that its youngest and most vulnerable community members gain
the critical knowledge and skills they need to adapt to a rapidly chang-
ing world and to embrace sustainable behaviors. New York State's
students deserve equitable access to high-quality, globally and locally
relevant climate education and the means to become environmentally
responsible community members.
 
PRIOR LEGISLATIVE HISTORY:
2021: S1081 - Referred to Education
2020: S7341 - Referred to Education
2022: S1081 - Referred to Education
 
FISCAL IMPLICATIONS:
TBD
 
EFFECTIVE DATE:
This act shall take effect on the first of July next succeeding the date
on which it shall have become a law.
STATE OF NEW YORK
________________________________________________________________________
1559--A
2023-2024 Regular Sessions
IN ASSEMBLY
January 17, 2023
___________
Introduced by M. of A. SIMON, COLTON, ARDILA, AUBRY, GONZALEZ-ROJAS --
Multi-Sponsored by -- M. of A. COOK, DICKENS, EPSTEIN, GLICK, HEVESI,
SAYEGH -- 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 establishing a course
of instruction and learning expectations on climate education in all
public pre-kindergarten, elementary and secondary schools
The People of the State of New York, represented in Senate and Assem-bly, do enact as follows:
1 Section 1. The education law is amended by adding a new section 818 to
2 read as follows:
3 § 818. Courses of instruction and learning standards for climate
4 education. 1. The commissioner shall prescribe age-appropriate courses
5 of instruction and related learning standards for the skilled instruc-
6 tion of topics associated with climate education to be taught in all
7 public pre-kindergarten programs and public elementary and secondary
8 schools. When relevant, such courses of instruction and learning stand-
9 ards shall prioritize traditional, indigenous, and local knowledge and
10 expertise. Consistent with the New York state climate action council's
11 scoping plan, such courses of instruction and learning expectations
12 shall include, but not be limited to, the principles and concepts
13 related to the following topics:
14 a. The causes of climate change, including the greenhouse effect and
15 anthropogenic sources of greenhouse gasses, especially the burning of
16 fossil fuels;
17 b. The impacts of climate change on:
18 (i) the environment, including:
19 (A) Atmosphere - effects on local climates, weather patterns, and
20 storm intensity;
21 (B) Oceans - effects on sea life and global weather patterns; and
EXPLANATION--Matter in italics (underscored) is new; matter in brackets
[] is old law to be omitted.
LBD02220-07-3
A. 1559--A 2
1 (C) Land - effects on natural habitats and the survival of flora and
2 fauna; and
3 (ii) social, cultural, economic, health and political systems includ-
4 ing but not limited to:
5 (A) public health including mental and physical impacts;
6 (B) environmental justice and injustice;
7 (C) food production and fresh water supplies;
8 (D) consumption and waste; and
9 (E) climate migration; and
10 c. Actions required to mitigate and adapt to the impacts of climate
11 change, including but not limited to:
12 (i) renewable energy generation;
13 (ii) sustainable low carbon lifestyles, manufacturing, development,
14 and circular economies; and
15 (iii) climate resiliency - options and strategies for, planning for
16 and adapting to changing climates.
17 2. The commissioner shall prescribe courses of instruction and learn-
18 ing expectations for climate education aligned with existing or new
19 standards of instruction as set forth by the department. Climate educa-
20 tion shall be included in, but not limited to:
21 a. Science and engineering;
22 b. English language arts;
23 c. Social studies;
24 d. Health and physical education;
25 e. Mathematics;
26 f. Career readiness and occupational studies;
27 g. Family and consumer sciences;
28 h. Visual and performing arts; and
29 i. World languages.
30 3. a. The commissioner shall develop age-appropriate instruction and
31 learning standard resources and technical assistance for schools to
32 provide to students in all pre-kindergarten, elementary and secondary
33 schools to carry out the provisions of this section.
34 b. The department shall make instruction and learning standard
35 resources publicly available electronically on the department's internet
36 website.
37 4. The commissioner shall:
38 a. establish both a timeline for professional learning and educator
39 readiness in accordance with New York state's decarbonization goals as
40 outlined in section 75-0107 of environmental conservation law, and a
41 plan for ongoing teacher support, peer exchange, and evaluation;
42 b. require a designated number of relevant professional development
43 hours/continuing teacher and leader education (CTLE) in climate educa-
44 tion for all in-service teachers; and
45 c. establish expectations for pre-service teacher education programs
46 for the teaching of climate change for all teacher certification
47 programs in New York state.
48 5. The commissioner shall establish an office of climate education and
49 workforce development within sixty days of the effective date of this
50 section. The board of regents shall be responsible for overseeing the
51 office and ensuring that it:
52 a. regularly engages with New York state teachers, indigenous communi-
53 ties, BIPOC communities, informal and alternative educators, and non-go-
54 vernmental education organizations about the office's goals and
55 services;
A. 1559--A 3
1 b. creates career and technical education (CTE) and green workforce
2 development programs;
3 c. supports professional development for in-service and pre-service
4 teachers;
5 d. develops and facilitates the administration of assessment instru-
6 ments related to climate education; and
7 e. assists the commissioner in providing the necessary resources and
8 technical assistance for all schools to carry out the provisions of this
9 section.
10 6. The board of regents shall develop and implement clear strategies
11 for assessing the effectiveness and implementation of climate education
12 teaching and student learning across all grade levels and subject areas.
13 § 2. This act shall take effect on the first of July next succeeding
14 the date on which it shall have become a law.