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A01559 Summary:

BILL NOA01559A
 
SAME ASSAME AS S00278-A
 
SPONSORSimon (MS)
 
COSPNSRColton, Ardila, Aubry, Gonzalez-Rojas, De Los Santos, Fahy, Carroll, Thiele, Rosenthal L, Gunther, Lunsford, Mamdani, Bichotte Hermelyn, Simone, Shrestha, Taylor, Gallagher, Dinowitz, Burdick, Solages, Weprin, Alvarez, Davila, Chandler-Waterman, Cunningham, Shimsky, Reyes
 
MLTSPNSRCook, Dickens, Epstein, Glick, Hevesi, Levenberg, Sayegh, Seawright
 
Add §818, Ed L
 
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.
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A01559 Actions:

BILL NOA01559A
 
01/17/2023referred to education
12/08/2023amend (t) and recommit to education
12/08/2023print number 1559a
01/03/2024referred to education
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A01559 Memo:

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.
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A01559 Text:



 
                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.
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