EXEMPT
(Reprinted with amendments adopted on April 21, 2025)
FIRST REPRINT S.B. 374
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SENATE BILL NO. 374–SENATOR TAYLOR
MARCH 17, 2025
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Referred to Committee on Education
SUMMARY—Revises provisions relating to education.
(BDR 34-752)
FISCAL NOTE: Effect on Local Government: May have Fiscal Impact.
Effect on the State: Yes.
CONTAINS UNFUNDED MANDATE (§§ 1.5, 2.3)
(NOT REQUESTED BY AFFECTED LOCAL GOVERNMENT)
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EXPLANATION – Matter in bolded italics is new; matter between brackets [omitted material] is material to be omitted.
AN ACT relating to education; requiring the board of trustees of
each school district to provide a certain percentage of
staff members with professional development training
concerning the discipline and behavior of pupils;
requiring the development and maintenance of a system to
assist the board of trustees of a school district and certain
governing bodies to address disproportionate or high
levels of pupil discipline; requiring each public school to
collect and report certain data on the number of pupils
assigned to a temporary alternative placement; and
providing other matters properly relating thereto.
Legislative Counsel’s Digest:
Existing law requires each public school to: (1) each quarter, collect data on the 1
discipline of pupils that includes, without limitation, information on the number of 2
expulsions and suspensions of pupils in the school; and (2) annually report such 3
data to certain entities. (NRS 392.462) Section 3 of this bill additionally requires 4
each public school to collect data on the number of pupils assigned to a temporary 5
alternative placement, thereby requiring such data to be included in the annual 6
report on the discipline of pupils prepared by each public school. 7
Existing law requires the board of trustees of each school district and the 8
governing body of each charter school to ensure that the teachers and 9
administrators employed by the school district or charter school have access to 10
high-quality, ongoing professional development training. (NRS 391A.370) Section 11
1.5 of this bill requires the board of trustees of each school district to provide 12
professional development training to 20 percent of all staff members of the district 13
concerning, without limitation, the discipline and behavior of pupils at least once 14
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each school year and any additional times throughout the year as the board of 15
trustees deems appropriate. If a staff member completes training as part of the 16
statewide framework for restorative justice, sections 1 and 1.5 of this bill authorize 17
such training to satisfy the training required by section 1.5. Section 1.5 further 18
requires the board of trustees of each school district to prepare and submit to the 19
Legislature or the Joint Interim Standing Committee on Education an annual report 20
that describes: (1) any such professional development training provided during the 21
previous year; (2) each date on which such training was provided; and (3) the total 22
percentage of staff members that attended such training during the immediately 23
preceding school year. Section 1.5 additionally authorizes the Department of 24
Education to coordinate with each regional training program or engage with an 25
appropriate vendor for the professional development of teachers and administrators 26
to develop curricula for such training that the board of trustees of a school district 27
may use to satisfy the requirements of section 1.5. Section 2 of this bill makes a 28
conforming change to apply the existing definition of “professional development 29
training” to the provisions of section 1.5. 30
Section 2.3 of this bill requires the Department of Education to develop and 31
maintain a system to assist the board of trustees of a school district and the 32
governing body of a charter school or university school for profoundly gifted pupils 33
in addressing disproportionate or high levels of pupil discipline. Section 2.3 of this 34
bill requires a school district or governing body that is required to participate in the 35
system to take certain actions to ensure the proper implementation and 36
effectiveness of the system. Section 2.3 of this bill requires the Department to 37
submit an annual report to the Legislature or the Joint Interim Standing Committee 38
on Education concerning the implementation of and outcomes from the system. 39
Section 2.7 of this bill applies certain definitions in existing law to section 2.3. 40
THE PEOPLE OF THE STATE OF NEVADA, REPRESENTED IN
SENATE AND ASSEMBLY, DO ENACT AS FOLLOWS:
Section 1. NRS 388.1333 is hereby amended to read as 1
follows: 2
388.1333 1. To the extent that money is available, the 3
Department shall develop a statewide framework for restorative 4
justice. The statewide framework must, without limitation: 5
(a) In accordance with NRS 392.472, establish standards for a 6
plan of action based on restorative justice to enable a public school 7
to address the unique needs of pupils enrolled in the school; 8
(b) Provide for the identification of and address the needs of 9
homeless pupils, unaccompanied pupils or pupils in foster care; 10
(c) Address the occurrences of the suspension, expulsion or 11
removal of pupils from school that disproportionately affect pupils 12
who belong to a group of pupils listed in subsection 2 of 13
NRS 385A.250; 14
(d) Provide for the improvement of school climate, culture and 15
safety and pupil outcomes by providing information on, without 16
limitation: 17
(1) Multi-tiered systems of support; 18
(2) Early warning systems; 19
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(3) Positive behavioral interventions and support; 1
(4) The provision of school social workers; 2
(5) Curriculum on social and emotional learning; and 3
(6) Trauma-informed practices; and 4
(e) Provide for training for teachers, administrators and other 5
school staff in: 6
(1) Child and adolescent development; 7
(2) Restorative justice, including, without limitation, positive 8
behavioral interventions and support, conflict resolution and de-9
escalation techniques; and 10
(3) Psychology, trauma and chronic stress, the effect of 11
trauma and chronic stress on pupils and learning and effective 12
responses to trauma and chronic stress. 13
2. If a teacher, administrator or other school staff member 14
completes training pursuant to this section, the board of trustees 15
of the school district which employs the teacher, administrator or 16
school staff member may consider such training to satisfy the 17
training required by section 1.5 of this act. 18
3. The Department may apply for grants, gifts and donations of 19
money to carry out the objectives of the statewide framework for 20
restorative justice. 21
[3.] 4. As used in this section: 22
(a) “Foster care” has the meaning ascribed to it in 45 C.F.R. § 23
1355.20. 24
(b) “Homeless pupil” has the meaning ascribed to the term 25
“homeless children and youths” in 42 U.S.C. § 11434a(2). 26
(c) “Restorative justice” has the meaning ascribed to it in 27
NRS 392.472. 28
(d) “Unaccompanied pupil” has the meaning ascribed to the 29
term “unaccompanied youth” in 42 U.S.C. § 11434a(6). 30
Sec. 1.5. Chapter 391A of NRS is hereby amended by adding 31
thereto a new section to read as follows: 32
1. The board of trustees of each school district shall ensure 33
that, at least once each school year and any additional times 34
throughout the year as the board of trustees deems appropriate, at 35
least 20 percent of the total number of staff members of the school 36
district, including, without limitation, teachers, administrators and 37
education support professionals, receive professional development 38
training in best practices for: 39
(a) Addressing the behavior of pupils; 40
(b) Fostering a positive school climate; 41
(c) Positive behavioral interventions and support; 42
(d) Conflict resolution; 43
(e) De-escalation techniques; and 44
(f) Classroom management. 45
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2. The Department may coordinate with each regional 1
training program or engage with an appropriate vendor to develop 2
curricula for professional development training that the board of 3
trustees of a school district may use to provide the professional 4
development training required pursuant to subsection 1. 5
3. If a staff member completes training pursuant to NRS 6
388.1333, the board of trustees of a school district may consider 7
such training to satisfy the professional development training 8
required pursuant to subsection 1. 9
4. The board of trustees of each school district shall, on or 10
before August 1 of each year, prepare a report that describes any 11
professional development training provided pursuant to subsection 12
1 during the previous year, each date on which such professional 13
development training was provided and the total percentage of 14
staff members that attended such professional development 15
training during the immediately preceding school year, and submit 16
the report to the Director of the Legislative Counsel Bureau for 17
transmittal to: 18
(a) In even-numbered years, the next regular session of the 19
Legislature; and 20
(b) In odd-numbered years, the Joint Interim Standing 21
Committee on Education. 22
5. As used in this section: 23
(a) “Education support professional” has the meaning 24
ascribed to it in NRS 391.488. 25
(b) “Regional training program” has the meaning ascribed to 26
it in NRS 391A.105. 27
(c) “School climate” means the basis of which to measure the 28
relationships between pupils and the parents or legal guardians of 29
pupils and educational personnel, the cultural and linguistic 30
competence of instructional materials and educational personnel, 31
the emotional and physical safety of pupils and educational 32
personnel and the social, emotional and academic development of 33
pupils and educational personnel. 34
Sec. 2. NRS 391A.345 is hereby amended to read as follows: 35
391A.345 As used in NRS 391A.345 to 391A.385, inclusive, 36
and section 1.5 of this act, unless the context otherwise requires, 37
“professional development training” has the meaning ascribed to 38
“professional development” in 20 U.S.C. § 7801(42). 39
Sec. 2.3. Chapter 392 of NRS is hereby amended by adding 40
thereto a new section to read as follows: 41
1. The Department shall develop and maintain a system to 42
assist the board of trustees of a school district and the governing 43
body of a charter school or university school for profoundly gifted 44
pupils in addressing disproportionate or high levels of pupil 45
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discipline within the school district, charter school or university 1
school for profoundly gifted pupils, as applicable. The system 2
must: 3
(a) Focus on providing assistance to school districts and 4
governing bodies in need of support or corrective action as 5
determined by the Department based on data collected pursuant to 6
NRS 392.462; and 7
(b) Promote positive behavior by pupils, prevent disciplinary 8
practices that are exclusionary and support equitable outcomes for 9
all pupils by utilizing: 10
(1) A framework of social, emotional and positive 11
behavioral supports that progresses from universal screenings, 12
programs and activities for all pupils to targeted supports for 13
subgroups of pupils to individualized plans for specific pupils who 14
need the most social, emotional or positive behavioral supports; 15
and 16
(2) Evidence-based practices. 17
2. If the Department requires a board of trustees of a school 18
district or a governing body of a charter school or university 19
school for profoundly gifted pupils to participate in the system 20
developed and maintained pursuant to subsection 1, the board of 21
trustees or governing body shall: 22
(a) Appoint a person to be responsible for overseeing: 23
(1) The implementation of the system in the school district, 24
charter school or university school for profoundly gifted pupils; 25
(2) Any data collection required by the Department relating 26
to the system; and 27
(3) Coordination with the Department and other interested 28
parties concerning the system. 29
(b) Develop and carry out an action plan for the 30
implementation of the system with timelines, training, progress 31
monitoring and strategies for addressing discipline disparities. 32
(c) Submit data annually to the Department on trends in 33
discipline, intervention usage, metrics relating to the outcomes of 34
pupils and any other data the Department requests. Such data 35
must be submitted in any form requested by the Department, 36
including, without limitation, disaggregating the data into 37
subgroups of pupils. 38
(d) Engage families and community partners in the 39
implementation of the system and the review of the strategies and 40
effectiveness of the system. 41
3. The Department shall: 42
(a) Compile a report concerning the data collected from the 43
boards of trustees of school districts and the governing bodies of 44
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charter schools and university schools for profoundly gifted pupils 1
pursuant to subsection 2. 2
(b) On or before August 1 of each year, submit an annual 3
report on the implementation of the system in school districts, 4
charter schools and university schools for profoundly gifted pupils 5
and the outcomes from the implementation of the system at such 6
schools to the Director of the Legislative Counsel Bureau for 7
transmittal to: 8
(1) In odd-numbered years, the Joint Interim Standing 9
Committee on Education; and 10
(2) In even-numbered years, the next regular session of the 11
Legislature. 12
Sec. 2.7. NRS 392.4601 is hereby amended to read as follows: 13
392.4601 As used in NRS 392.4601 to 392.472, inclusive, and 14
section 2.3 of this act, unless the context otherwise requires, the 15
words and terms defined in NRS 392.4603, 392.4605 and 392.4607 16
have the meanings ascribed to them in those sections. 17
Sec. 3. NRS 392.462 is hereby amended to read as follows: 18
392.462 Each public school shall quarterly collect data on the 19
discipline of pupils and the plans developed pursuant to NRS 20
392.4644. Such data must include, without limitation, the number of 21
expulsions and suspensions of pupils, the number of pupils 22
assigned to a temporary alternative placement pursuant to NRS 23
392.4645, the number of staff positions in the school that are vacant, 24
the average class size for each grade in the school, the 25
implementation of each plan, the training received by teachers and 26
administrators regarding each plan, the number of placements of 27
pupils in another school and the ratio of pupils to school counselors, 28
school psychologists and school social workers. Such data must be 29
disaggregated into the subgroups of pupils listed in subsection 2 of 30
NRS 385A.250 and the types of offense. The principal of each 31
public school shall: 32
1. Review the data and take appropriate action; 33
2. On or before August 1 of each year, report the data to: 34
(a) The board of trustees of the school district or the governing 35
body of the public school, as applicable; 36
(b) The superintendent of the school district or the 37
administrative head of the charter school or university school for 38
profoundly gifted pupils, as applicable; 39
(c) The Joint Interim Standing Committee on Education; 40
(d) The Superintendent of Public Instruction; and 41
(e) The Department; and 42
3. To the extent allowed by the Family Educational Rights and 43
Privacy Act of 1974, 20 U.S.C. § 1232g, post the data on the 44
Internet website maintained by the public school. 45
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Sec. 4. The provisions of NRS 218D.380 do not apply to any 1
provision of this act which adds or revises a requirement to submit a 2
report to the Legislature. 3
Sec. 5. The provisions of NRS 354.599 do not apply to any 4
additional expenses of a local government that are related to the 5
provisions of this act. 6
Sec. 6. This act becomes effective on July 1, 2025. 7
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