Revises provisions relating to education. (BDR 34-752)

EXEMPT
(Reprinted with amendments adopted on May 31, 2025)
SECOND 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 ensure that by a certain date staff
members have access to 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 certai n 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 ensure that 12
not later than June 30, 2030, professional development training concerning the 13
discipline and behavior of pupils is available to all staff members of the district. If a 14

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staff member completes training as part of the statewide framework for restorative 15
justice, sections 1 and 1.5 of this bill authorize such training to satisfy the training 16
required by section 1.5. Section 1.5 further requires the board of trustees of each 17
school district to prepare and submit to the Legislature or the Joint Interim Standing 18
Committee on Education an annual report that describes: (1) any such professional 19
development training provided during the previous year; (2) each date on which 20
such training was provided ; and (3) the total percentage of staff members that 21
attended such training during the immediately preceding school year. Section 1.5 22
additionally authorizes the Department of Education to coordinate with each 23
regional training program or engage with an appropriate vendor for the professional 24
development of teachers and administrators to develop curricula for such training 25
that the board of trustees of a school district may use to satisfy the requirements of 26
section 1.5. Section 2 of this bill makes a conforming change to apply the existing 27
definition of “professional development training” to the provisions of section 1.5. 28
Section 2 .3 of this bill re quires the Department of Education to develop and 29
maintain a system to assist the board of trustees of a school district and the 30
governing body of a charter school or university school for profoundly gifted pupils 31
in addressing disproportionate or high lev els of pupil discipline. Section 2.3 of this 32
bill requires a school district or governing body that is required to participate in the 33
system to take certain actions to ensure the proper implementation and 34
effectiveness of the system. Section 2 .3 of this bi ll requires the Department to 35
submit an annual report to the Legislature or the Joint Interim Standing Committee 36
on Education concerning the implementation of and outcomes from the system. 37
Section 2.7 of this bill applies certain definitions in existing law to section 2.3. 38

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
(3) Positive behavioral interventions and support; 20
(4) The provision of school social workers; 21

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(5) Curriculum on social and emotional learning; and 1
(6) Trauma-informed practices; and 2
(e) Provide for training for teachers, administrators and other 3
school staff in: 4
(1) Child and adolescent development; 5
(2) Restorative justice, including, without limitation, positive 6
behavioral interventions and support, conflict resolution and de -7
escalation techniques; and 8
(3) Psychology, trauma and chronic stress, the effect of 9
trauma and chronic stress on pupils and learning and effective 10
responses to trauma and chronic stress. 11
2. If a teacher, administrator or other school staff member 12
completes training pursuant to th is section, the board of trustees 13
of the school district which employs the teacher, administrator or 14
school staff member may consider such training to satisfy the 15
training required by section 1.5 of this act. 16
3. The Department may apply for grants, gifts and donations of 17
money to carry out the objectives of the statewide framework for 18
restorative justice. 19
[3.] 4. As used in this section: 20
(a) “Foster care” has the meaning ascribed to it in 45 C.F.R. § 21
1355.20. 22
(b) “Homeless pupil” has the meaning ascri bed to the term 23
“homeless children and youths” in 42 U.S.C. § 11434a(2). 24
(c) “Restorative justice” has the meaning ascribed to it in 25
NRS 392.472. 26
(d) “Unaccompanied pupil” has the meaning ascribed to the 27
term “unaccompanied youth” in 42 U.S.C. § 11434a(6). 28
Sec. 1.5. Chapter 391A of NRS is hereby amended by adding 29
thereto a new section to read as follows: 30
1. The board of trustees of each school district shall ensure 31
that not later than June 30, 2030, all staff members of the school 32
district, including, without limitation, teachers, administrators and 33
education support professionals, receive professional development 34
training in best practices for: 35
(a) Addressing the behavior of pupils; 36
(b) Fostering a positive school climate; 37
(c) Positive behavioral interventions and support; 38
(d) Conflict resolution; 39
(e) De-escalation techniques; and 40
(f) Classroom management. 41
2. The board of trustees of each school district shall ensure 42
that any staff member hired on or after July 1, 2030, must 43
complete the professional development training described i n 44

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subsection 1 not later than 1 year after the date on which the staff 1
member commences employment with the school district. 2
3. The Department may coordinate with each regional 3
training program or engage with an appropriate vendor to develop 4
curricula for professional development training that the board of 5
trustees of a school district may use to provide the professional 6
development training required pursuant to subsection 1 or 2. 7
4. If a staff member completes training pursuant to NRS 8
388.1333, the board of trustees of a school district may consider 9
such training to satisfy the professional development training 10
required pursuant to subsection 1 or 2. 11
5. The board of trustees of each school district shall, on or 12
before August 1 of e ach year, prepare a report that describes any 13
professional development training provided pursuant to subsection 14
1 or 2 during the previous year, each date on which such 15
professional development training was provided and the total 16
percentage of staff member s that attended such professional 17
development training during the immediately preceding school 18
year, and submit the report to the Director of the Legislative 19
Counsel Bureau for transmittal to: 20
(a) In even -numbered years, the next regular session of the 21
Legislature; and 22
(b) In odd -numbered years, the Joint Interim Standing 23
Committee on Education. 24
6. As used in this section: 25
(a) “Education support professional” has the meaning 26
ascribed to it in NRS 391.488. 27
(b) “Regional training program” has th e meaning ascribed to 28
it in NRS 391A.105. 29
(c) “School climate” means the basis of which to measure the 30
relationships between pupils and the parents or legal guardians of 31
pupils and educational personnel, the cultural and linguistic 32
competence of instructi onal materials and educational personnel, 33
the emotional and physical safety of pupils and educational 34
personnel and the social, emotional and academic development of 35
pupils and educational personnel. 36
Sec. 2. NRS 391A.345 is hereby amended to read as follows: 37
391A.345 As used in NRS 391A.345 to 391A.385, inclusive, 38
and section 1.5 of this act, unless the context otherwise requires, 39
“professional development training” has the meaning ascribed to 40
“professional development” in 20 U.S.C. § 7801(42). 41
Sec. 2.3. Chapter 392 of NRS is hereby amended by adding 42
thereto a new section to read as follows: 43
1. The Department shall develop and maintain a system to 44
assist the board of trustees of a school district and the governing 45

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body of a charter school or university school for profoundly gifted 1
pupils in addressing disproportionate or high levels of pupil 2
discipline within the school district , charter school or university 3
school for profoundly gifted pupils, as applicable. The system 4
must: 5
(a) Focus on providing assistance to school districts and 6
governing bodies in need of support or corrective action as 7
determined by the Department based on data collected pursuant to 8
NRS 392.462; and 9
(b) Promote p ositive behavior by pupils, prevent disciplinary 10
practices that are exclusionary and support equitable outcomes for 11
all pupils by utilizing: 12
(1) A framework of social, emotional and positive 13
behavioral support s that progresses from universal screenings, 14
programs and activities for all pupils to targeted supports for 15
subgroups of pupils to individualized plans for specific pupils who 16
need the most social, emotional or positive behavioral support s; 17
and 18
(2) Evidence-based practices. 19
2. If the Department requires a board of trustees of a school 20
district or a governing body of a charter school or university 21
school for profoundly gifted pupils to participate in the system 22
developed and maintained pursuant to subsection 1 , the board of 23
trustees or governing body shall: 24
(a) Appoint a person to be responsible for overseeing: 25
(1) The implementation of the system in the school district, 26
charter school or university school for profoundly gifted pupils; 27
(2) Any data collection required by the Department relating 28
to the system; and 29
(3) Coordination with the Department and other interested 30
parties concerning the system. 31
(b) Develop and carry out an action plan for the 32
implementation of the system with timelines, training, progress 33
monitoring and strategies for addressing discipline disparities. 34
(c) Submit data annually to the Department on trends in 35
discipline, intervention usage, metrics relating to the outcomes of 36
pupils and any other data the Department requests . Such data 37
must be submitted in any form requested by the Department, 38
including, without limitation, disaggregating the data into 39
subgroups of pupils. 40
(d) Engage families and community partners in the 41
implementation of the system and the review of the strategies and 42
effectiveness of the system. 43
3. The Department shall: 44

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(a) Compile a report concerning the data collected from the 1
boards of trustees of school districts and the governing bodies of 2
charter schools and university schools for profoundly gifted pupils 3
pursuant to subsection 2. 4
(b) On or before August 1 of each year , s ubmit an annual 5
report on the implementation of the system in school districts, 6
charter schools and university schools for profoundly gifted pupils 7
and the outcomes from the implementation of the sys tem at such 8
schools to the Director of the Legislative Counsel Bureau for 9
transmittal to: 10
(1) In odd -numbered years, the Joint Interim Standing 11
Committee on Education; and 12
(2) In even-numbered years, the next regular session of the 13
Legislature. 14
Sec. 2.7. NRS 392.4601 is hereby amended to read as follows: 15
392.4601 As used in NRS 392.4601 to 392.472, inclusive, and 16
section 2.3 of this act , unless the context otherwise requires, the 17
words and terms defined in NRS 392.4 603, 392.4605 and 392.4607 18
have the meanings ascribed to them in those sections. 19
Sec. 3. NRS 392.462 is hereby amended to read as follows: 20
392.462 Each public school shall quarterly collect data on the 21
discipline of pupil s and the plans developed pursuant to NRS 22
392.4644. Such data must include, without limitation, the number of 23
expulsions and suspensions of pupils, the number of pupils 24
assigned to a temporary alternative placement pursuant to NRS 25
392.4645, the number of staff positions in the school that are vacant, 26
the average class size for each grade in the school, the 27
implementation of each plan, the training received by teachers and 28
administrators regarding each plan, the number of placements of 29
pupils in another school and the ratio of pupils to school counselors, 30
school psychologists and school social workers . Such data must be 31
disaggregated into the subgroups of pupils listed in subsection 2 of 32
NRS 385A.250 and the types of offense. The principal of e ach 33
public school shall: 34
1. Review the data and take appropriate action; 35
2. On or before August 1 of each year, report the data to: 36
(a) The board of trustees of the school district or the governing 37
body of the public school, as applicable; 38
(b) The su perintendent of the school district or the 39
administrative head of the charter school or university school for 40
profoundly gifted pupils, as applicable; 41
(c) The Joint Interim Standing Committee on Education; 42
(d) The Superintendent of Public Instruction; and 43
(e) The Department; and 44

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3. To the extent allowed by the Family Educational Rights and 1
Privacy Act of 1974, 20 U.S.C. § 1232g, post the data on the 2
Internet website maintained by the public school. 3
Sec. 4. The provisions of NRS 218D.380 do not apply to any 4
provision of this act which adds or revises a requirement to submit a 5
report to the Legislature. 6
Sec. 5. The provisions of NRS 354.599 do not apply to any 7
additional expenses of a local government that are related to the 8
provisions of this act. 9
Sec. 6. This act becomes effective on July 1, 2025. 10

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