Provides relative to pupil appraisal and services for children transitioning from EarlySteps to services provided by the local public school system upon their third birthday (EN INCREASE LF EX See Note)
Impact
The implementation of HB 367 is expected to streamline the transition process for children with disabilities, as it obligates local education agencies to coordinate closely with parents and EarlySteps personnel. The bill emphasizes the importance of conducting pupil appraisals year-round and discourages delays in service delivery, particularly for children whose birthdays occur during summer months. This legislative change aims to enhance the educational readiness of children by promoting a seamless transition to preschool or related services, ultimately impacting statutory regulations around early childhood education in Louisiana.
Summary
House Bill 367 focuses on the transition of children with disabilities from EarlySteps services to services provided by local education agencies as they approach their third birthday. It mandates that EarlySteps submit a monthly list of children reaching the age of two-and-a-half to the relevant local education agency. This serves as a critical first step toward ensuring that these children receive timely and appropriate educational evaluations and services as they transition from early developmental support to formal education settings.
Sentiment
The sentiment surrounding HB 367 appears to be predominantly positive, with lawmakers recognizing the importance of supporting children with disabilities during a crucial developmental phase. The bill garnered unanimous support, as evidenced by the 33-0 vote in the Senate, indicating a general consensus among legislators about the need for improved services and coordination for these children. Stakeholders, including early childhood educators and advocates for children with disabilities, have expressed approval of the bill's intent to enhance service delivery.
Contention
While there was broad support for HB 367, discussions also pointed out potential challenges regarding resource allocation and the capacity of local education agencies to meet the new requirements effectively. Some critics raised concerns about whether fully resourced agencies could handle the increased responsibility of coordinating these transitions and conducting timely assessments. However, the overall push for enhanced services for children with disabilities seems to have overridden these concerns in the legislative process.
Provides for the EarlySteps childhood disability intervention program and authorizes a fee schedule known as cost participation for services of the program (RE +$1,197,640 SG RV See Note)
Creates and provides for a program to provide state funding for the education of students not enrolled in public school and expands the ability of parents to enroll children in the public school of their choice (RR INCREASE GF EX See Note)
Provides relative to the Student Scholarships for Educational Excellence Program, parent petitions for certain schools to be transferred to the RSD, charter school authorizers, and course providers (EN INCREASE LF EX See Note)
An Act to Transition the Responsibility for Child Find Activities and for Ensuring a Free, Appropriate Public Education for Eligible Children from the Child Development Services System to School Administrative Units