Establishes protections for the rights of pregnant students, parenting students, and students with pregnancy-related conditions in schools; requires schools to establish liaison officers for such students and to disseminate information relating to resources available to such students; directs that rules be established to administer such rights and to establish minimum periods of time for a leave of absence at the student's option.
Enacts the "educational equity and choice act"; requires nonpublic schools to provide the same services that public schools currently provide to nonpublic schools; provides that such costs shall be approved by the commissioner of education and borne by the state; makes related provisions.
Creates a single, streamlined process whereby a facility or program operating both a pre-kindergarten program and a daycare program may apply for and receive any certification, licensing, or other requirement otherwise necessary to operate a pre-kindergarten program or daycare program under the laws of the state.
This bill amends school funding rules to require school districts to pay charter schools directly for federal and state aid tied to students with disabilities. It specifies payments must be proportional to the services the charter school provides for these students, with reductions only allowed through charter agreements. Payments will be made quarterly, aligned with when districts receive state aid, and for new charters, initial payments use enrollment projections that are adjusted based on actual data after the first year. The law directly affects school districts and charter schools operating in New York, ensuring funding matches the level of disability services provided.
Requires each school district to ensure that every public school in which school days exceed five hours in duration provides up to thirty minutes of daily recess within the school day for all students in kindergarten through fifth grade and for students in sixth grade who attend an elementary school.
Expands the definition of wellness programs to include a program to address the impacts of technology use on the mental and physical well-being of youth.
This bill modifies New York's education law to allow Mount Vernon City School District to use special multi-year cost calculations for up to four new school construction projects approved by voters in a 2017 bond vote. It directly affects the Mount Vernon district by changing how building aid is calculated for these specific projects. The key provision establishes that these special cost allowances can be applied twice within the first five years after the initial project approval, with no new allowances permitted for at least ten years after the first one. This is a technical adjustment to funding calculations, not a new spending measure.
Expands eligibility for the New York state excelsior scholarship award to certain applicants enrolled on a part-time basis or in a BOCES or other approved vocational program; provides criteria for eligibility, and limits on amounts and durations for any such awards.
This bill requires New York's state librarian to develop and distribute evidence-based guidance on core reading skills (like phonemic awareness, fluency, and comprehension) for libraries serving pre-K through 5th-grade students, with separate guidance for older students and adults. The guidance, created within one year of the law taking effect, must be based on existing education standards and shared with all public and association libraries statewide. Libraries will receive resources such as texts, educational technology, and professional materials to support literacy programs. The state librarian must update this guidance every two years, incorporating feedback from libraries.
This bill requires all New York school districts to screen every student for dyslexia starting in kindergarten, continuing annually until second grade. Screenings must use evidence-based, low-cost tools to identify children with dyslexia or similar reading difficulties early. If identified, schools must provide small-group, multi-sensory phonics instruction as an additional service to support these students. The law directly affects public school districts and students with dyslexia, mandating specific screening and intervention procedures under state education law.
