Amends section 4 of part C of chapter 57 of the laws of 2024, amending the education law relating to removing the exemption for school psychologists to render early intervention service, in relation to the effect

2025 Regular Session Introduced by Pam Helming and 2 co-sponsors

Bill S 6619 requires school psychologists to provide early intervention services, enhancing support for children with developmental delays and improving educational outcomes.

SUBSTITUTED BY A7325

Bill Overview

Bill Number: S 6619

Title: Amends section 4 of part C of chapter 57 of the laws of 2024, amending the education law relating to removing the exemption for school psychologists to render early intervention service, in relation to the effect.

Status: Substituted by A7325

Introduced: March 18, 2025

Classification: Bill

Purpose and Intent

The primary intent of Bill S 6619 is to amend existing education law by removing the exemption that currently allows school psychologists to refrain from providing early intervention services. This change aims to enhance the availability and accessibility of early intervention services for children who may require additional support in their educational development.

Key Provisions

Removal of Exemption: The bill specifically targets the exemption for school psychologists, thereby requiring them to participate in the provision of early intervention services.

Impact on Early Intervention Services: By mandating the involvement of school psychologists, the bill seeks to ensure that children with developmental delays or disabilities receive timely and appropriate support.

Affected Parties

School Psychologists: The bill directly impacts school psychologists by expanding their responsibilities to include early intervention services.

Students and Families: Children who require early intervention services will benefit from increased access to professional support, potentially leading to better educational outcomes.

Educational Institutions: Schools may need to adjust their staffing and training to comply with the new requirements set forth by the bill.

Legislative Timeline

March 18, 2025: Bill S 6619 was introduced and referred to the Disabilities Committee.

April 29, 2025: The bill was reported for the first time and placed on the calendar for consideration.

April 30, 2025: The bill advanced to the second report calendar.

May 1, 2025: The bill was advanced to a third reading.

June 11, 2025: Bill S 6619 was substituted by A7325, which is its companion bill.

Conclusion

Bill S 6619 represents a significant shift in the responsibilities of school psychologists within the education system, aiming to improve early intervention services for children in need. The removal of the exemption is expected to foster a more inclusive educational environment, ensuring that all students receive the support necessary for their development. As the bill progresses through the legislative process, its implications for educational practices and policies will be closely monitored.

Bill