DIGEST
The digest printed below was prepared by House Legislative Services. It constitutes no part of the
legislative instrument. The keyword, one-liner, abstract, and digest do not constitute part of the law
or proof or indicia of legislative intent. [R.S. 1:13(B) and 24:177(E)]
HB 199 Original 2018 Regular Session Smith
Abstract: Establishes the Language Equality and Acquisition for Deaf Kids (LEAD-K) Task Force
to develop a framework for assessing children who are deaf or hard of hearing to determine
competencies in language and literacy skills and to ensure equitable achievement of
kindergarten readiness.
Proposed law creates the Language Equality and Acquisition for Deaf Kids (LEAD-K) Task Force
to develop a framework for assessing children who are deaf or hard of hearing to determine their
competencies in language and literacy skills for the purpose of ensuring they are able to achieve
kindergarten readiness in an equitable manner. Provides for 19 members as follows:
(1)14 members appointed by the state superintendent of education:
(a)One parent of a child who is deaf or hard of hearing and is proficient in American
Sign Language (ASL) and English.
(b)One parent of a child who is deaf or hard of hearing and who uses only spoken
English, without visual supplements.
(c)One teacher of children who are deaf or hard of hearing whose expertise is in
curriculum and instruction in ASL and English.
(d)One teacher of children who are deaf or hard of hearing whose expertise is in
curriculum and instruction in ASL and English, with or without visual supplements.
(e)One early intervention specialist who works with deaf and hard of hearing infants and
toddlers using ASL and spoken English.
(f)One administrator of an early intervention program for children who are deaf or hard
of hearing.
(g)One administrator of a school-age program for children who are deaf or hard of
hearing.
(h)One speech pathologist with experience working with children who are deaf or hard
of hearing on the development of spoken English, with or without the use of visual
supplements. (i)One school psychologist with experience working with students who are deaf or hard
of hearing and with knowledge in conducting and interpreting cognitive assessments
for such students.
(j)Two representatives of an association that advocates to enhance the quality of life for
children who are deaf or hard of hearing.
(k)One adult who is deaf or hard of hearing and is proficient in ASL and English.
(l)One adult who is deaf or hard of hearing who uses only spoken English, without
visual supplements.
(m)One representative of the state Dept. of Education.
(2)One member of the La. House of Representatives appointed by the speaker.
(3)One member of the La. Senate appointed by the president.
(4)One representative of the La. Dept. of Health appointed by the department secretary.
(5)One pediatric audiologist appointed by the secretary of the La. Dept. of Health.
(6)Executive director of the La. Commission for the Deaf.
Proposed law provides relative to membership and meetings:
(1)A vacancy shall be filled in the same manner as the original appointment.
(2)Members shall elect a chairman and serve without compensation.
(3)The state Dept. of Education and the La. Dept. of Health shall provide staff support.
(4)The task force shall hold its initial meeting no later than August 1, 2018, and shall be
domiciled in Baton Rouge but may hold public meetings elsewhere in the state.
Proposed law provides that the task force shall study and make recommendations relative to matters
that shall include but need not be limited to developing a framework for assessing children who are
deaf or hard of hearing and shall do all of the following:
(1)Review and make recommendations relative to tools or assessments for educators to use to
assess the language and literacy development of such children.
(2)Determine how often such tools or assessments should be used for children from birth to age
five. (3)Identify language development milestones for such children by consulting with professionals
trained in the language development and education of such children.
(4)Identify procedures and methods for reporting language acquisition, assessment results,
milestones, assessment tools used, and progress of such children to parents and to teachers
and other professionals involved in their early intervention and education.
(5)Make recommendations relative to ensuring that state law and state and local policies are
adequately addressing the language developmental needs of such children.
Proposed law requires the task force to submit a report to the House and Senate education
committees and health and welfare committees not later than Feb. 1, 2019. Requires the state Dept.
of Education and the La. Dept. of Health to submit responses to this report to these committees not
later than March 1, 2019.
Proposed law is effective upon signature of governor or lapse of time for gubernatorial action and
is repealed on March 1, 2019.
(Adds R.S. 17:1960.1 and R.S. 36:651(G)(6); Repeals R.S. 17:1960.1 and R.S. 36:651(G)(6))