NY State Senate Bill 2023-S278A

Senate Bill S278A

2023-2024 Legislative Session

Establishes a course of instruction and learning expectations on climate education in all public elementary and secondary schools

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Current Bill Status - In Senate Committee Education Committee

Introduced
- In Committee Assembly
- In Committee Senate
- On Floor Calendar Assembly
- On Floor Calendar Senate
- Passed Assembly
- Passed Senate
Delivered to Governor
Signed By Governor

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Actions

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	Assembly Actions - Lowercase Senate Actions - UPPERCASE
Jan 03, 2024	referred to education
Nov 20, 2023	print number 278a
Nov 20, 2023	amend (t) and recommit to education
Jan 04, 2023	referred to education

Bill Amendments

Original

A (Active)

co-Sponsors

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2023-S278 - Details

See Assembly Version of this Bill:: A1559
Current Committee:: Senate Education
Law Section:: Education Law
Laws Affected:: Add §818, Ed L
Versions Introduced in Other Legislative Sessions:: 2019-2020: S7341, A9886
2021-2022: S1081, A2325

2023-S278 - Summary

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.

2023-S278 - Sponsor Memo

                                 
BILL NUMBER: S278

SPONSOR: GOUNARDES
 
TITLE OF BILL:

An act to amend the education law, in relation to establishing a model
environmental curriculum in all elementary and secondary schools

 
PURPOSE OR GENERAL IDEA OF BILL:

To require the commissioner of education to develop a model climate
change climate change curriculum. All public elementary and secondary
schools will be required to incorporate the model climate change curric-
ulum to be taught as part of science, social studies, history, and
health classes

 
SUMMARY OF PROVISIONS:

Section 1: Requires the commissioner to create a model climate change
curriculum that will include, but not be limited to, topics of air qual-
ity, climate change, energy, environmental justice, sustainability,
health, water, and toxins and chemicals. The environmental curricula

will be incorporated into other course standards subjects and taught in
English, Science, History, Social Studies, and Health. The commissioner
will make the model curriculum available to the public and provide tech-
nical assistance for schools to incorporate it into their instruction.
The commissioner will update the model curriculum every four years to
reflect current understanding of scientific, social, and technical know-
ledge.

Section 2. Establishes the effective date

 
JUSTIFICATION:

Climate change is the existential threat of our time and will increas-
ingly impact every facet of society and the physical environment. Rising
temperatures, high levels of pollution, and climate-related storms and
catastrophes lead to property damage, loss of life, and a growing public
health crisis.

No group is more likely to bear the brunt of climate change than young
people. It is critical to ensure that we are investing our best thinking
into solutions to the climate crisis, by ensuring that future leaders
are educated in the science and social/historical causes of climate
change, and how they will affect society and communities.

This legislation requires that New York schools incorporate aspects of
climate change education in almost every subject matter and every grade
level, including science, history, social studies and English and liter-
ature. Today's students will be tomorrow's future leaders tasked with
addressing the global climate crisis, so ensuring they have a comprehen-
sive education on the issue should be a key priority for the public
school system.

 
PRIOR LEGISLATIVE HISTORY:

2022: S1081 - Referred to Education

2021:  S1081 - Referred to Education
2020: S7431 - 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.

2023-S278 - Bill Text download pdf

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                    278
 
                        2023-2024 Regular Sessions
 
                             I N  S E N A T E
 
                                (PREFILED)
 
                              January 4, 2023
                                ___________
 
 Introduced  by  Sens.  GOUNARDES,  ADDABBO, BRISPORT, HARCKHAM, HOYLMAN,
   KRUEGER, SALAZAR -- read twice and ordered printed, and  when  printed
   to be committed to the Committee on Education
 
 AN  ACT  to amend the education law, in relation to establishing a model
   environmental curriculum in all elementary and secondary schools
 
   THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND  ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section 1. The education law is amended by adding a new section 817 to
 read as follows:
   §  817.  MODEL  ENVIRONMENTAL  CURRICULUM.  1.  THE COMMISSIONER SHALL
 PROMULGATE RULES AND REGULATIONS  TO  ESTABLISH  A  MODEL  ENVIRONMENTAL
 CURRICULUM  ON  CLIMATE CHANGE TO BE TAUGHT IN ALL PUBLIC ELEMENTARY AND
 SECONDARY SCHOOLS. SUCH MODEL ENVIRONMENTAL  CURRICULUM  SHALL  INCLUDE,
 BUT  NOT  BE  LIMITED  TO,  THE  PRINCIPLES  AND CONCEPTS RELATED TO THE
 FOLLOWING TOPICS:
   A. AIR;
   B. CLIMATE CHANGE;
   C. ENERGY;
   D. ENVIRONMENTAL JUSTICE;
   E. ENVIRONMENTAL SUSTAINABILITY;
   F. FISH AND WILDLIFE RESOURCES;
   G. FORESTRY;
   H. INTEGRATED PEST MANAGEMENT;
   I. OCEANS;
   J. POLLUTION PREVENTION;
   K. PUBLIC HEALTH AND THE ENVIRONMENT;
   L. RESOURCE CONSERVATION, WASTE REDUCTION, AND RECYCLING;
   M. TOXICS AND HAZARDOUS WASTE; AND
   N. WATER.
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD02220-01-3

 S. 278                              2

   2. THE MODEL ENVIRONMENTAL CURRICULUM  SHALL  BE  ALIGNED  WITH  OTHER
 COURSE  SUBJECT  STANDARDS OF INSTRUCTION AS SET FORTH BY THE DEPARTMENT
 AND BE INCLUDED IN THE FOLLOWING COURSE SUBJECT'S STANDARDS OF  INSTRUC-
 TION, BUT NOT BE LIMITED TO:
   A. SCIENCE;
   B. HISTORY;
   C. SOCIAL STUDIES;
   D. HEALTH; AND
   E. MATHEMATICS.
   3.  ALL  PUBLIC  ELEMENTARY AND SECONDARY SCHOOLS SHALL BEGIN TEACHING
 THE MODEL ENVIRONMENTAL CURRICULUM ESTABLISHED PURSUANT TO THIS  SECTION
 IN  THE  FIRST  SCHOOL  YEAR FOLLOWING CERTIFICATION BY THE COMMISSIONER
 THAT SUCH CURRICULUM HAS BEEN ESTABLISHED.
   4.  A.  THE  COMMISSIONER  SHALL  DEVELOP  AGE-APPROPRIATE  CURRICULUM
 RESOURCES AND TECHNICAL ASSISTANCE FOR SCHOOLS TO PROVIDE TO STUDENTS IN
 ALL  ELEMENTARY AND SECONDARY SCHOOLS TO CARRYOUT THE PROVISIONS OF THIS
 SECTION.
   B. THE DEPARTMENT SHALL MAKE THE MODEL CURRICULUM AND MODEL CURRICULUM
 RESOURCES PUBLICLY AVAILABLE ELECTRONICALLY ON THE DEPARTMENT'S INTERNET
 WEBSITE.
   5. SCHOOL AUTHORITIES SHALL PROVIDE THE NEEDED  FACILITIES,  TIME  AND
 PLACE  FOR  THE  INSTRUCTION SET FORTH IN THIS SECTION AND SHALL PROVIDE
 LEARNING AIDS AND CURRICULUM  RESOURCE  MATERIALS  WHICH  CONTRIBUTE  TO
 EFFECTIVE  TEACHING  METHODS AND LEARNING IN EDUCATION IN REGARDS TO THE
 MODEL ENVIRONMENTAL CURRICULUM.
   6. A. THE COMMISSIONER SHALL UPDATE THE MODEL ENVIRONMENTAL CURRICULUM
 EVERY FOUR YEARS FOLLOWING THE ESTABLISHMENT OF SUCH CURRICULUM.
   B. SUCH UPDATE SHALL BE BASED ON  CURRENT  SCIENTIFIC,  TECHNICAL  AND
 SOCIAL KNOWLEDGE.
   §  2.  This act shall take effect on the first of July next succeeding
 the date on which it shall have become a law.

co-Sponsors

View additional co-sponsors

2023-S278A (ACTIVE) - Details

See Assembly Version of this Bill:: A1559
Current Committee:: Senate Education
Law Section:: Education Law
Laws Affected:: Add §818, Ed L
Versions Introduced in Other Legislative Sessions:: 2019-2020: S7341, A9886
2021-2022: S1081, A2325

2023-S278A (ACTIVE) - Summary

2023-S278A (ACTIVE) - Sponsor Memo

                                 
BILL NUMBER: S278AREVISED 11/28/23

SPONSOR: GOUNARDES
 
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.

2023-S278A (ACTIVE) - Bill Text download pdf

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                  278--A
 
                        2023-2024 Regular Sessions
 
                             I N  S E N A T E
 
                                (PREFILED)
 
                              January 4, 2023
                                ___________
 
 Introduced  by Sens. GOUNARDES, ADDABBO, BRISPORT, HARCKHAM, HOYLMAN-SI-
   GAL, KRUEGER, SALAZAR -- read twice  and  ordered  printed,  and  when
   printed  to  be  committed  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:
 
   Section 1. The education law is amended by adding a new section 818 to
 read as follows:
   §  818.  COURSES  OF  INSTRUCTION  AND  LEARNING STANDARDS FOR CLIMATE
 EDUCATION. 1. THE COMMISSIONER SHALL PRESCRIBE  AGE-APPROPRIATE  COURSES
 OF  INSTRUCTION  AND RELATED LEARNING STANDARDS FOR THE SKILLED INSTRUC-
 TION OF TOPICS ASSOCIATED WITH CLIMATE EDUCATION TO  BE  TAUGHT  IN  ALL
 PUBLIC  PRE-KINDERGARTEN  PROGRAMS  AND  PUBLIC ELEMENTARY AND SECONDARY
 SCHOOLS. WHEN RELEVANT, SUCH COURSES OF INSTRUCTION AND LEARNING  STAND-
 ARDS  SHALL  PRIORITIZE TRADITIONAL, INDIGENOUS, AND LOCAL KNOWLEDGE AND
 EXPERTISE. CONSISTENT WITH THE NEW YORK STATE CLIMATE  ACTION  COUNCIL'S
 SCOPING  PLAN,  SUCH  COURSES  OF  INSTRUCTION AND LEARNING EXPECTATIONS
 SHALL INCLUDE, BUT NOT  BE  LIMITED  TO,  THE  PRINCIPLES  AND  CONCEPTS
 RELATED TO THE FOLLOWING TOPICS:
   A.  THE  CAUSES OF CLIMATE CHANGE, INCLUDING THE GREENHOUSE EFFECT AND
 ANTHROPOGENIC SOURCES OF GREENHOUSE GASSES, ESPECIALLY  THE  BURNING  OF
 FOSSIL FUELS;
   B. THE IMPACTS OF CLIMATE CHANGE ON:
   (I) THE ENVIRONMENT, INCLUDING:
   (A)  ATMOSPHERE  -  EFFECTS  ON  LOCAL CLIMATES, WEATHER PATTERNS, AND
 STORM INTENSITY;
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.

                                                            LBD02220-06-3
 S. 278--A                           2
 
   (B) OCEANS - EFFECTS ON SEA LIFE AND GLOBAL WEATHER PATTERNS; AND
   (C)  LAND  - EFFECTS ON NATURAL HABITATS AND THE SURVIVAL OF FLORA AND
 FAUNA; AND
   (II) SOCIAL, CULTURAL, ECONOMIC, HEALTH AND POLITICAL SYSTEMS  INCLUD-
 ING BUT NOT LIMITED TO:
   (A) PUBLIC HEALTH INCLUDING MENTAL AND PHYSICAL IMPACTS;
   (B) ENVIRONMENTAL JUSTICE AND INJUSTICE;
   (C) FOOD PRODUCTION AND FRESH WATER SUPPLIES;
   (D) CONSUMPTION AND WASTE; AND
   (E) CLIMATE MIGRATION; AND
   C.  ACTIONS  REQUIRED  TO MITIGATE AND ADAPT TO THE IMPACTS OF CLIMATE
 CHANGE, INCLUDING BUT NOT LIMITED TO:
   (I) RENEWABLE ENERGY GENERATION;
   (II) SUSTAINABLE LOW CARBON  LIFESTYLES,  MANUFACTURING,  DEVELOPMENT,
 AND CIRCULAR ECONOMIES; AND
   (III)  CLIMATE  RESILIENCY  - OPTIONS AND STRATEGIES FOR, PLANNING FOR
 AND ADAPTING TO CHANGING CLIMATES.
   2. THE COMMISSIONER SHALL PRESCRIBE COURSES OF INSTRUCTION AND  LEARN-
 ING  EXPECTATIONS  FOR  CLIMATE  EDUCATION  ALIGNED WITH EXISTING OR NEW
 STANDARDS OF INSTRUCTION AS SET FORTH BY THE DEPARTMENT. CLIMATE  EDUCA-
 TION SHALL BE INCLUDED IN, BUT NOT LIMITED TO:
   A. SCIENCE AND ENGINEERING;
   B. ENGLISH LANGUAGE ARTS;
   C. SOCIAL STUDIES;
   D. HEALTH AND PHYSICAL EDUCATION;
   E. MATHEMATICS;
   F. CAREER READINESS AND OCCUPATIONAL STUDIES;
   G. FAMILY AND CONSUMER SCIENCES;
   H. VISUAL AND PERFORMING ARTS; AND
   I. WORLD LANGUAGES.
   3.  A.  THE COMMISSIONER SHALL DEVELOP AGE-APPROPRIATE INSTRUCTION AND
 LEARNING STANDARD RESOURCES AND  TECHNICAL  ASSISTANCE  FOR  SCHOOLS  TO
 PROVIDE  TO  STUDENTS  IN ALL PRE-KINDERGARTEN, ELEMENTARY AND SECONDARY
 SCHOOLS TO CARRY OUT THE PROVISIONS OF THIS SECTION.
   B.  THE  DEPARTMENT  SHALL  MAKE  INSTRUCTION  AND  LEARNING  STANDARD
 RESOURCES PUBLICLY AVAILABLE ELECTRONICALLY ON THE DEPARTMENT'S INTERNET
 WEBSITE.
   4. THE COMMISSIONER SHALL:
   A.  ESTABLISH  BOTH  A TIMELINE FOR PROFESSIONAL LEARNING AND EDUCATOR
 READINESS IN ACCORDANCE WITH NEW YORK STATE'S DECARBONIZATION  GOALS  AS
 OUTLINED  IN  SECTION  75-0107  OF ENVIRONMENTAL CONSERVATION LAW, AND A
 PLAN FOR ONGOING TEACHER SUPPORT, PEER EXCHANGE, AND EVALUATION;
   B. REQUIRE A DESIGNATED NUMBER OF  RELEVANT  PROFESSIONAL  DEVELOPMENT
 HOURS/CONTINUING  TEACHER  AND LEADER EDUCATION (CTLE) IN CLIMATE EDUCA-
 TION FOR ALL IN-SERVICE TEACHERS; AND
   C. ESTABLISH EXPECTATIONS FOR PRE-SERVICE TEACHER  EDUCATION  PROGRAMS
 FOR  THE  TEACHING  OF  CLIMATE  CHANGE  FOR  ALL  TEACHER CERTIFICATION
 PROGRAMS IN NEW YORK STATE.
   5. THE COMMISSIONER SHALL ESTABLISH AN OFFICE OF CLIMATE EDUCATION AND
 WORKFORCE DEVELOPMENT WITHIN SIXTY DAYS OF THE EFFECTIVE  DATE  OF  THIS
 SECTION.  THE  BOARD  OF REGENTS SHALL BE RESPONSIBLE FOR OVERSEEING THE
 OFFICE AND ENSURING THAT IT:
   A. REGULARLY ENGAGES WITH NEW YORK STATE TEACHERS, INDIGENOUS COMMUNI-
 TIES, BIPOC COMMUNITIES, INFORMAL AND ALTERNATIVE EDUCATORS, AND NON-GO-
 VERNMENTAL  EDUCATION  ORGANIZATIONS  ABOUT  THE  OFFICE'S   GOALS   AND
 SERVICES;
 S. 278--A                           3
 
   B.  CREATES  CAREER  AND TECHNICAL EDUCATION (CTE) AND GREEN WORKFORCE
 DEVELOPMENT PROGRAMS;
   C.  SUPPORTS  PROFESSIONAL  DEVELOPMENT FOR IN-SERVICE AND PRE-SERVICE
 TEACHERS;
   D. DEVELOPS AND FACILITATES THE ADMINISTRATION OF  ASSESSMENT  INSTRU-
 MENTS RELATED TO CLIMATE EDUCATION; AND
   E.  ASSISTS  THE COMMISSIONER IN PROVIDING THE NECESSARY RESOURCES AND
 TECHNICAL ASSISTANCE FOR ALL SCHOOLS TO CARRY OUT THE PROVISIONS OF THIS
 SECTION.
   6. THE BOARD OF REGENTS SHALL DEVELOP AND IMPLEMENT  CLEAR  STRATEGIES
 FOR  ASSESSING THE EFFECTIVENESS AND IMPLEMENTATION OF CLIMATE EDUCATION
 TEACHING AND STUDENT LEARNING ACROSS ALL GRADE LEVELS AND SUBJECT AREAS.
   § 2. 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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Senate Bill S278A

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Sponsored By

Current Bill Status - In Senate Committee Education Committee

Bill Amendments

co-Sponsors

2023-S278 - Details

2023-S278 - Summary

2023-S278 - Sponsor Memo

2023-S278 - Bill Text download pdf

co-Sponsors

2023-S278A (ACTIVE) - Details

2023-S278A (ACTIVE) - Summary

2023-S278A (ACTIVE) - Sponsor Memo

2023-S278A (ACTIVE) - Bill Text download pdf

Comments