This bill sets an annual growth rate for tuition and reimbursement payments to schools and programs serving students with disabilities. It directly affects private schools, special act school districts, and approved preschool programs providing special education services for school-age and preschool children with disabilities. The key provision ties future rate increases to the difference between current and base-year public school funding levels, but ensures rates never decrease (the growth rate is the greater of this difference or zero). This creates a predictable, inflation-linked funding mechanism for these specialized education programs.
Requires public schools to follow seizure action plans developed by health care providers of students diagnosed with a seizure disorder; requires schools to provide seizure awareness training to certain employees on the recognition of signs and symptoms of a seizure and the appropriate steps to be taken to respond to such symptoms.
Prohibits the use of certain restraints and aversive interventions against students; includes policies and procedures for responding to students who have mental health crises in school safety plans; provides that no student shall be subjected to chemical restraints, mechanical restraints, or seclusion on school property; requires the board of education or trustees of each public school and school district to develop a procedure to notify the parent or legal guardian of a student on the same day a physical restraint is applied on such student, such student is placed in a time out room, or such student is subjected to a prohibited form of discipline.
Requires the department of education to develop school health and mental health professionals to student ratios in public schools for students who do not receive services pursuant to the individuals with disabilities education act.
This bill allows preschool special education programs for children with disabilities to save excess funds - up to 1% of annual costs each year, with a cumulative maximum of 4% - into reserve accounts. These funds must be used for approved expenses like paying prior-year debts or future services and automatically increase future funding calculations. Schools must report reserve balances annually to the education department. The changes apply to programs serving preschoolers with disabilities and take effect July 2025.
This bill requires all new teachers and school administrators applying for certification after January 1, 2026, to complete approved training on childhood trauma's impact on child development and learning. It also mandates that current school administrators and special education administrators complete this training by January 1, 2026. The training must be provided by department-approved institutions or included in district professional development programs. This applies to classroom teachers, teaching assistants, school supervisors, and administrators in public schools. The law aims to equip educators with skills to support students affected by trauma.
Requires that all special education students attending schools scheduled to be closed or to undergo a significant change be assigned to new schools prior to the implementation of the closing or change.
This bill (A 1131) requires that students with Individualized Education Programs (IEPs) or 504 Act accommodations receive only one Regents exam per school day. It directly affects students with disabilities who typically need extended testing time under their IEPs or 504 plans. The law mandates the education commissioner to create regulations ensuring these students are not scheduled for multiple exams on the same day, addressing concerns about excessive testing time. This change aims to reduce testing fatigue while maintaining exam security, as the legislature determined the benefits outweigh potential risks of information sharing between exams.
This bill allows school districts to create a special reserve fund to cover unexpected costs for special education services. It directly affects school districts and the students receiving special education under New York's education laws. The key provision lets districts set aside money during the fiscal year to pay for unforeseen expenses related to special education instruction, avoiding budget disruptions. This change provides districts with more financial flexibility to meet students' needs without requiring new annual funding.
Requires that the same educational requirements shall apply for students who require nursing services as for general education students; provides that nursing services may be delivered to students with disabilities through electronic communication or a virtual or online platform or in the home of the student.
