New York S 8528: Provides for a special district meeting for a school budget revote

Bill Text

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S08528 Summary:

BILL NOS08528 

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SAME ASSAME AS A09173

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SPONSORFAHY

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COSPNSR

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MLTSPNSR

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Add §3214-a, Ed L

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Establishes a three-year pilot program to be known as the "learner engagement and attendance program of New York (LEAP-NY)" in certain school districts of the state.

Go to top S08528 Actions:

BILL NOS08528 

&nbsp

10/15/2025REFERRED TO RULES

01/07/2026REFERRED TO EDUCATION

Go to topS08528 Committee&nbspVotes:

Go to topS08528 Floor&nbspVotes:

There are no Assembly votes for this bill in this legislative session.

Go to topS08528 Text:

 STATE OF NEW YORK
 ________________________________________________________________________

 8528

 2025-2026 Regular Sessions

 IN SENATE

 October 15, 2025
 ___________

 Introduced by Sen. FAHY -- read twice and ordered printed, and when
 printed to be committed to the Committee on Rules

 AN ACT to amend the education law, in relation to establishing a pilot
 learner engagement and attendance program of New York (LEAP-NY) in
 certain school districts of the state

 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 3214-a
 2 to read as follows:
 3 § 3214-a. Learner engagement and attendance pilot program. 1. Estab-
 4 lishment. The commissioner shall establish a three-year pilot program,
 5 to be known as the "learner engagement and attendance program of New
 6 York (LEAP-NY)".
 7 2. Eligible districts. Eligibility for participation in the program
 8 shall be limited to the one hundred largest school districts in the
 9 state, located outside of a city with a population of one million or
 10 more, as determined annually by aggregate student enrollment within a
 11 district's boundaries.
 12 3. Selection of participants. From among the eligible districts, the
 13 commissioner shall select fifteen districts to participate in the
 14 program. Selection shall be made on a competitive basis, pursuant to an
 15 application process established by the commissioner. In awarding partic-
 16 ipation and funding, the commissioner shall consider:
 17 a. the severity of absenteeism challenges in the district;
 18 b. the district's proposed plan for implementing outreach and engage-
 19 ment strategies, including home visits, case management, and coordi-
 20 nation with community-based organizations; and
 21 c. the capacity of the district to collect and report data on student
 22 attendance and program outcomes.
 23 4. Funding. Program funds shall be awarded competitively to selected
 24 districts, subject to appropriation, and shall be used exclusively for

 EXPLANATION--Matter in italics (underscored) is new; matter in brackets
 [ ] is old law to be omitted.
 LBD13686-03-5

 S. 8528 2

 1 activities designed to reduce chronic absenteeism, improve family
 2 engagement, and connect students and families with necessary academic
 3 and non-academic supports.
 4 5. Outreach teams. a. Each participating district shall establish
 5 learner engagement and attendance teams, comprised of trained staff and,
 6 where feasible, community partners.
 7 b. Teams shall conduct outreach to students who have:
 8 (1) accumulated five consecutive unreported or unexcused absences on
 9 instructional days;
 10 (2) accumulated ten or more total unreported or unexcused absences on
 11 instructional days within a semester, or within the first two months of
 12 the school year; or
 13 (3) met other appropriate criteria for outreach, as determined by the
 14 learner engagement and attendance team.
 15 c. Outreach may include direct phone calls, home visits, and/or
 16 in-person meetings with the student and family.
 17 d. Each team shall include at a minimum one family engagement special-
 18 ist or social worker, one representative from the local county social
 19 services department or a community-based organization with expertise in
 20 child welfare prevention, and may also include teachers, administrators,
 21 parents, and community-based organization staff.
 22 6. Case management and support. a. Teams shall assess the underlying
 23 causes of a student's absenteeism, including but not limited to, trans-
 24 portation barriers, housing or food insecurity, health or mental health
 25 needs, and care