Transcript Highlights:

• A lot of these water systems support public school districts in my community.
• a public school system and those students are entitled to attend a public school in their community.
• Schools have student information systems.
• But there are systems to help identify when a student is not attending school.
• I think are our accountability Systems. I think school accreditation will help with this.

Keywords: 996, all

Transcript Highlights:

• and school quality, but that is the way proponents of the current system measure it.
• I am the SEA co-president with Kate and a 26-year veteran of the Southbridge Public School system.
• What do all three school systems that were taken over have in common? Poverty.
• What do all three school systems that were taken over have in common? Poverty.
• So this is not something that competes with what is otherwise happening in our public school system.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• <00:10:31.600> at public system, but you had schools at public system, but you had schools
• So, the the normal public school system.
• In that case, the Supreme Court declared the entire school system of common schools unconstitutional,
• one and a common school system, which is one and a common school system, which is one of<01:57:20.719
• > of<01:58:39.679> common<01:58:39.920> schools system of common schools system

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• As you well know, many face a devastating cliff: the school-based support system they rely upon ends,
• Joe's school system had 18 years' worth of data on him, but none of it was summarized outside of his
• The way that Bridgewater had their school system set up for COVID was two days in and three days home
• We haven't agreed to Rogers order as an antipsychotic medications that the school systems and out of
• As with every other system, our public schools must adapt to the current reality to best serve those

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• That slice the school finance system a bunch of different ways.
• to spend that money down through February of 26 but in order for school systems to spend and we have
• not public school systems, that are not public charter schools. that we have as much information as
• But I sit here now ashamed of the public school system in Texas, because I believe Texas.
• Texas is the best state, but our school system is the 29th and that deeply upsets me.

Keywords: 1184, house, all

Transcript Highlights:

• I know that school systems can go into a data system, but are those systems shared in a way?
• So a kid could potentially be a threat to a school and you may have it identified in your system.
• So we constantly are working hand in hand with our school system, with our law enforcement partners,
• system, plus a little more than $3 million in federal funds, because as a school system, we can pull
• We're a year-round school system. Well, with that, we had a couple hurricanes in the fall.

Summary: The committee met to hear an overview of the Appropriations Committee on Criminal and Civil Justice budget area and then received performance-measure presentations from the Department of Corrections, the Commission on Offender Review, and the Department of Juvenile Justice. Staff reviewed the roughly $7.4 billion criminal justice and judiciary budget, noting major funding areas such as corrections, law enforcement, victim services, courts, and due process, along with recent investments in prison health care, security equipment, fentanyl enforcement, court staffing, and juvenile justice salaries and education programs. Secretary Dixon of the Department of Corrections described staffing and population pressures, including growth in inmate population, overtime-driven deficits, and the opening of additional housing units. He emphasized the department’s use of performance measures and highlighted reforms such as incentivized prisons, administrative management units, reentry planning, faith-based programs, and expanded education and vocational training. Members asked about teacher hiring, public defender pay parity, fentanyl funding, staffing capacity, and the role of the National Guard; Dixon said teacher vacancies had improved, public defenders had received comparable pay increases, fentanyl funding would be addressed further by FDLE, and the Guard had helped stabilize staffing. The Commission on Offender Review reported on parole, conditional release, addiction recovery supervision, and revocations, saying its recidivism/success rates had improved over a three-year measurement period. Senator Rouson pressed the commission on clemency and pardons, saying that work was omitted from the presentation and asking for backlog and case data; the commission said it did not have those figures on hand and would follow up. The committee also discussed a conditional medical release pilot study, and members questioned the report’s conclusion that no suitable elderly inmate population could be identified, asking what criteria were used and whether stakeholders were consulted. Secretary Hall of the Department of Juvenile Justice outlined the agency’s prevention-to-residential continuum and its emphasis on education, data-driven decision-making, and evidence-based programming. He said salary increases had reduced vacancies, juvenile arrests and residential commitments had fallen sharply over time, and tools such as civil citations, risk assessments, and quality-improvement reviews were being used to guide placements and services. Hall also described the department’s use of dashboards, monthly data check-ins, and the dispositional matrix to improve outcomes and reduce recidivism.

Transcript Highlights:

• a public school system.
• Massachusetts built the strongest school system in the nation, but we've learned that schools alone cannot
• And in order to do that, we can't put that all on school systems.
• School systems are already overloaded.
• And in order to do that, we can't put that all on the school systems.

Keywords: 995, all

Summary: The Joint Committee on Community Development and Small Business held its final hearing of the session on H. 5187 and S. 3022, the Enough Act, with Chair Andy Vargas and Senator Adam Gomez opening by thanking committee members and stakeholders for their work during the session. The bills were described as a grant-based, place-based anti-poverty initiative intended to support cradle-to-career services by funding local nonprofits, schools, community organizations, and backbone entities that can coordinate housing, education, health, workforce, and family supports in high-poverty neighborhoods. Testimony was overwhelmingly in support of the bills. Speakers including Strategies for Children, Chelsea Public Schools, Bunker Hill Community College, Senator Sal DiDomenico, Rep. Kate Lipper-Garabedian, Rep. Antonio Cabral, the Harlem Children’s Zone’s Kwame Owusu Kesse and Jeffrey Canada, former Education Secretary Paul Reville, AFT Massachusetts, United Way, the Boston Foundation, Give Black Alliance, Eastern Bank Foundation, and others argued that poverty is a systems issue that schools alone cannot solve. They emphasized the need for local control, community voice, coordinated services, and long-term public-private investment, often citing examples from Chelsea, New Bedford, Springfield, Lowell, Boston, and other communities, as well as the Harlem Children’s Zone and Maryland’s similar model. Committee members asked several questions about how the bill would function in practice, including what organizations would do on day one, how it would interact with existing efforts like community schools, McKinney-Vento, and the Student Opportunity Act, and how it would be sustained over time. Witnesses said the act would help create or strengthen backbone organizations, reduce duplication, align existing resources, and leverage philanthropy and future revenue sources for long-term sustainability. No vote was taken during the hearing, but multiple speakers urged the committee to report the bill favorably and quickly.

Transcript Highlights:

• of education, school districts, and charter schools.
• , school districts, charter schools.
• Very spotty responses from my school districts on these. I spoke with school board members.
• Having school social workers in schools has been a huge improvement.
• That is not system flexibility. It's system failure.

Keywords: 988, house, all

Transcript Highlights:

• different school system.
• school system.
• When the two school systems split off, the two school systems down at the beach...
• When the two school systems split off, the asset value of the County School System went down.
• I represent all three school systems... represent all three school systems.

Bills: SB270, SB275, HB264, HB281, SB236, SB247, SB249, SB253, SB259

Keywords: county tax, education funding, capital projects, local government, sales tax, food trucks, mobile vendors, business license, health inspection, statewide regulation, zoning ordinances, vessel registration, boating fees, state funds, regulatory changes, water safety, municipal zoning, zoning board, appeals process, circuit court

Transcript Highlights:

• Charter schools were created as an experiment, an alternative within our public school system, but after
• Let's be blunt, we're hemorrhaging public money into char into the charter school system riddled with
• Going to have a different school system or way of educating our children, we have to maximize every dollar
• And the system already exists, right? I mean. Our public schools are having to do this.
• So we just need to make sure that we're rolling in our charter schools into the same system, similar

Transcript Highlights:

• To strengthen California's youth mental health systems, we need improved coordination between schools
• My school counselor colleagues and I were able to create a mental health support program with systems
• But the school system, we just did not.
• Because, okay, in the school system, we’re going to put the clinician inside the school.
• It's very scary time. and everyone needs a strong support system, especially high school.

Summary: The hearing focused on youth mental health and treatment access in California, with opening remarks emphasizing that youth distress, self-harm-related emergency visits, and difficulty obtaining care remain elevated, while workforce shortages and reliance on one-time funding continue to limit access. Assemblymember Lori Davies echoed concerns about unstable funding and said lawmakers need to hear directly from providers and families as they prepare for the budget and legislation. The chair framed the hearing as a chance to hear from county, school, provider, and student perspectives, especially in San Diego County, where needs are high and investments have not always matched demand. County and school officials described the current system and recent state initiatives, including the Children and Youth Behavioral Health Initiative, school-linked fee schedules, payment reform, and the Behavioral Health Services Act transition. San Diego County Behavioral Health said it serves Medi-Cal youth with specialty mental health needs through a broad continuum of care, including outpatient clinics, school-based services, crisis response, residential treatment, and new crisis and residential facilities. San Diego County Office of Education and San Marcos Unified School District described efforts to expand school-based services and reimbursement through CYBHI, but said implementation is slowed by complex billing rules, insurance-data collection concerns from families, administrative burden, and uncertainty about sustaining staff positions funded by grants or soft money. School counselor testimony highlighted reduced stigma through campus outreach and clubs, but also noted that counselor-to-student ratios remain well above national standards and that budget cuts threaten supports. Provider testimony stressed that the system remains fragmented and that youth often move between emergency rooms, inpatient care, outpatient therapy, schools, and county programs without smooth handoffs. A child psychiatrist described crisis cases in which the main choices are brief hospitalization or discharge with limited follow-up, and argued for stronger warm handoffs, more outpatient and intensive outpatient options, better school-clinic coordination, and broader use of mobile crisis and 988. Rady Children’s Hospital and Aurora Behavioral Health described large increases in behavioral health demand, expansion of integrated care, and major barriers tied to low reimbursement rates, delayed payments, and administrative complexity. Across the panel, witnesses called for more stable funding, clearer reimbursement rules, better parent education on warning signs, and stronger collaboration among schools, counties, hospitals, and community providers to reduce stigma and improve timely care for youth.

Transcript Highlights:

• It requires that if a school district fails to correct a uniform system of financial records deficiency
• It requires that if a school district fails to correct a uniform system of financial records deficiency
• The system is closed. Secretary, record the vote. All right, the system is closed.
• And perhaps an even more efficient approach would be to modify the USFR system to accommodate small school
• What we need is a USFR system that accommodates small school districts instead of trying to punish them

Summary: The Senate convened with prayer and the Pledge of Allegiance, recorded attendance, approved the journal, and received routine communications from the governor and House. The body then moved into Committee of the Whole to consider several House bills, including HB 2369 on photo-enforcement traffic citations, HB 2423 on advanced math course enrollment, HB 2481 on school district financial records, HB 2621 on access to special education in public schools, and HB 2756 on public utilities and high-load factor customers. Each of these bills received amendments and were advanced with do pass recommendations. Members discussed HB 2423 at length, with supporters saying it would better identify high-achieving students for advanced math while critics argued the larger issue was funding and teacher shortages. HB 2756 also drew debate over data centers, utility reporting, and ratepayer impacts, but was amended and advanced. The Committee of the Whole then rose and reported its recommendations, which the Senate adopted. The Senate also adopted a proclamation supporting stronger Arizona and U.S. relations with Taiwan, and welcomed Taiwan’s Director General Jason Poyon Ma. The chamber calendared HB 2192 for additional Committee of the Whole consideration, adopted a Bolick amendment clarifying that telecom and broadband providers are not included in the definition of online hosting platform, and advanced the bill as amended. Later, the Senate took up third-reading votes on multiple measures, including HB 2249, HB 2482, HB 2641, HB 2661, HB 2662, HB 2673, HB 2745, HB 2752, HB 2895, HB 2923, and several House concurrent memorials on foreign ownership, endangered species, and related federal policy. Most passed, though several senators explained no votes on grounds such as budget concerns, policy objections, or opposition to limiting testimony or subpoena enforcement authority. At the end of the session, the Senate also passed HB 2369, HB 2423, HB 2481, HB 2621, HB 2756, HB 2192, and other listed bills by recorded roll call, with final vote totals announced for each. The Committee of the Whole report was adopted, bills were properly assigned, and committee announcements were made for the following Monday. The Senate then adjourned until Monday, April 20, 2026 at 1:15 p.m.

Transcript Highlights:

• Increasingly, schools have become the place where we ask those systems to come together, not because
• schools can, ...place where we ask those systems to come together, not because schools can solve every
• , supporting 31 school districts countywide through our All for Youth system of care.
• We haven't redesigned a billing system for schools.
• We've asked schools to redesign themselves to fit a health care billing system.

Keywords: 988, house, all

Transcript Highlights:

• Increasingly, schools have become the place where we ask those systems to come together, not because
• schools can ...place where we ask those systems to come together, not because schools can solve every
• , supporting 31 school districts countywide through our All for Youth System of Care.
• We haven't redesigned a billing system for schools.
• We've asked schools to redesign themselves to fit a health care billing system.

Summary: The Select Committee on Youth Mental Health and Treatment Access held its third hearing to review the state of youth mental health, progress under the Children and Youth Behavioral Health Initiative (CYBHI), and remaining implementation and funding challenges. The chair emphasized that schools are often the main point where education, health care, and social services intersect for students, and that the committee’s goal is to ensure public investments translate into better access and outcomes. The hearing featured testimony from researchers, a youth advocate, state officials, and local practitioners. PPIC researcher Shalini Mostala reported that teen mental health remains a serious concern, with high rates of chronic sadness, hopelessness, and suicidal thoughts, though recent California data show some improvement since the pandemic. She noted persistent disparities by gender, race, and rural status, and said school-based health centers, wellness centers, and community schools are associated with lower suicidal thoughts. Youth advocate Ella Cruz, speaking for NAMI California, described her own mental health struggles and argued that youth voice, peer-to-peer support, and reducing stigma are essential; she also said technology and AI cannot replace trusted adults or trained professionals. Committee members asked about phone use, stigma, cultural barriers, and how to make supports more accessible and relatable to students. Dr. Sohill Sood of the California Health and Human Services Agency said statewide survey data show declining stigma, increased counseling use, and lower suicide ideation among students, and he highlighted CYBHI’s certified wellness coaches, digital tools, awareness campaigns, and the first-in-the-nation fee schedule that allows schools and colleges to bill health plans for behavioral health services. He said the program is growing quickly, with more than 230,000 claims and over $11 million in new revenue to date, while acknowledging that billing systems and coordination are still being built. Trina Frazier of Fresno County described a multi-tiered system of care supported by CYBHI, CalAIM, and other grants, serving thousands of students through school-based services, wellness centers, and mobile therapy units; she said ongoing funding and flexibility are critical. Rachel Kroberniski of El Segundo High School’s James Morehouse Project described a long-running wellness center and peer mentorship model that supports students in multiple languages, and said peer programs help students feel seen, connected, and more willing to seek help. Members broadly praised the flexibility, collaboration, and peer-based approaches described by the witnesses. Questions focused on sustaining funding after one-time grants expire, improving coordination among schools, counties, and providers, expanding the fee schedule to higher education, and ensuring continuity of care for students after high school. Officials said county offices of education, DHCS, and other partners are using communities of practice and technical assistance to spread best practices, and that CYBHI services can follow some young adults through age 25, with additional supports through community-based programs and digital platforms.

Transcript Highlights:

• Thanks to the UT system, and then a thousand miles away, you have the UT medical school in the Rio Grande
• school, the dental school, the medical school, and the pharmacy school, three of those four schools
• We have seven medical schools in the University of Texas System, and so that means that... ...we'll have
• I want to ask, does Dell Med or any of the UT system med schools have exclusive?
• We have three two-year schools in our system. an institute of technology, and two two-year schools that

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• School District, L.A.
• , school districts, and charter schools.
• And, you know, having school social workers in schools has been a huge improvement.
• It is designed into the system.
• That is not system flexibility. It's system failure.

Summary: The hearing focused first on behavioral health, especially serious mental illness and anosognosia, a condition described by witnesses as a neurological symptom that prevents people from recognizing they are ill. The chair framed the issue around families cycling through emergency rooms, jails, conservatorships, and short-term stabilization without lasting treatment, and warned that federal changes under H.R. 1 could reduce Medi-Cal funding and worsen access. Dawn Marie Anderson gave a personal account of her son’s long history of psychosis, homelessness, arrests, repeated jail and state hospital stays, and eventual stability when he received sustained medication and coordinated support. She argued that the system often treats the problem as criminal rather than medical and that voluntary programs and short-term services are not enough for people who lack insight into their illness. Other panelists, including representatives from the California Behavioral Health Association, Santa Barbara County Behavioral Health, and the County Behavioral Health Directors Association, agreed that anosognosia is not denial or noncompliance and said the system needs long-term, coordinated care, including assertive community treatment, mobile crisis, supportive housing, medication support, and stronger handoffs between county and managed care systems. They said CalAIM and other reforms have improved some coordination, but significant gaps remain, especially for people with serious mental illness, for those in jail or locked settings, and for people with private insurance, which witnesses said often offers little meaningful coverage for early psychosis or intensive behavioral health services. Several witnesses urged the Legislature to protect Medi-Cal, shore up county safety-net services, and invest in training and family engagement. The committee then turned to the Children and Youth Behavioral Health Initiative, with a focus on the virtual services platforms BrightLife Kids and Soluna and the CYBHI fee schedule. DHCS reported strong growth in app registrations, coaching sessions, referrals, and positive user outcomes, saying the platforms provide free, culturally responsive, early-intervention support statewide and help connect users to higher levels of care when needed. On the fee schedule, DHCS said more than 500 LEAs, colleges, universities, and school-linked providers are participating, 181 LEAs have submitted claims, and $9.6 million has been reimbursed to date, with 41,556 students represented in claims. The chair and several members criticized the pace of implementation and the amount of money spent relative to reimbursement levels, saying the Legislature had requested data earlier and that the return on investment still appeared low. DHCS responded that many claims are still being submitted, that 70% of denials are correctable, that $400 million in capacity grants has been distributed locally, and that reimbursement is increasing rapidly as more districts come online. Public comment included a rural county behavioral health director who said private insurance denials leave counties with significant uncompensated work, especially for unlicensed staff providing case management and mobile crisis services.

Transcript Highlights:

• legitimate business inside of a school legitimate business inside of a school system<00:12:50.560
• system and for a business to be a school system and for a business to be a part<00:14:14.320> of<
• Nelson, Trigg, and Warren school Nelson, Trigg, and Warren school systems.<00:15:33.360> And<
• <00:15:56.720> systems superintendent and those school systems superintendent and those school
• So school systems as they see best fit.

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met and first considered House Bill 141, which would make type 1 diabetes information available to students through KDE, school district websites, and school locations such as youth service centers, front offices, and nursing stations. The sponsor explained that a committee substitute removed a requirement that districts distribute the information annually to students, in response to concerns about teacher workload. Members spoke in support, citing the value of helping schools recognize the signs of type 1 diabetes and the usefulness of the information for families. The committee adopted the substitute and passed the bill favorably with the substitute attached. The committee then heard House Bill 415, described as a cleanup measure to House Bill 300, the teacher due process law. The sponsor said the substitute would improve communication between the Education Professional Standards Board and superintendents, remove a requirement that teachers meet with EPSB when a complaint is filed, and move appeal hearings from EPSB to the Attorney General’s office effective July 1, 2027. Members discussed the changes and the bill passed favorably with the committee substitute attached. Finally, the committee took up House Bill 555, which would define student-based enterprises and allow local school boards to decide whether to permit them. The sponsor and a Taylor County High School business teacher described student-run businesses as hands-on learning opportunities that build workforce skills, generate funds for student scholarships and activities, and operate under local control. Members asked about red book compliance, tax and business issues, and how the enterprises relate to programs like DECA and Junior Achievement. The committee passed the bill favorably, and then adjourned.

Transcript Highlights:

• OEA visited one school in which board violations were not entered into the system until a series of redirects
• That school had a low level of behavior events in the system but a high percentage of teachers reporting
• . schools. schools.
• School.
• intervention process for certain schools that fall below certain thresholds in our accountability system

Keywords: 958, all

Summary: The Education Assessment and Accountability Review Subcommittee received an Office of Education Accountability presentation on student discipline data in Kentucky schools for the 2024 school year. OEA said the study used Safe Schools data, educator and student surveys, site visits to 12 schools, and principal surveys. The report found that about 1 in 10 schools have major behavior-related challenges and up to one-third have at least moderate challenges, with the most common concerns varying by level: high schools cited vapes, cell phone misuse, apathy, and tardiness; middle schools cited apathy, vapes, and cell phone misuse; and elementary schools reported more extreme classroom behaviors such as throwing objects, overturning furniture, and screaming. OEA also noted that 14% of students had at least one behavior event in 2024, but repeated events were rare, and event rates alone do not reliably measure the severity of behavior problems in a school or district. The presentation emphasized that many disciplinary consequences do not align consistently with statutes or local expectations. OEA said law violations made up 19% of more than 250,000 recorded behavior events, while most were board violations, and that some serious incidents resulted in minimal consequences. The report highlighted concerns about weapons, threats, and assaults: only 9.2% of weapon events led to expulsion or alternative placement, few threats resulted in those outcomes, and fewer than 10% of assaults led to expulsion or alternative placement, including some first-degree assaults. OEA also said the Safe Schools data do not identify victims, limiting analysis of assaults on staff or students, and recommended clearer statutory definitions and better data reporting. A major theme was the difficulty schools face in addressing chronic disruption and severe behavior while complying with federal protections for students with disabilities. OEA said principals reported the biggest challenges were federal limits on disciplinary removals and a lack of alternative placement options. The report described variation among districts in how they implement federal requirements, with some administrators discouraging alternative placements or avoiding discipline because of perceived legal risks. Site visits found that many schools lacked chronic-disruption policies, and teachers often reported frustration with minimal consequences and repeated classroom removals. OEA recommended that KDE collect more information from educators, identify promising practices for alternative instructional settings, and develop clearer guidance and training. In discussion, committee members said the findings showed reporting gaps and resource strains, and OEA staff clarified that some underreporting reflects local discretion, while law violations should still be reported.

Transcript Highlights:

• Because if school boards are essentially held accountable under the school finance system for effective
• It is it's a it's a difficult decision to make but but you're In many cases, school systems are trying
• The way the school finance system works, so we're happy to prepare that and send it to you.
• Part of the school finance system is attendance based, but part of it is also enrollment based.
• Specific nugget of detail in the school finance system. Thank you very much. I appreciate that.

Keywords: infrastructure, water supply, flood mitigation, Texas Water Fund, community projects, funding allocations

Summary: During this committee meeting, the focus was on discussing critical infrastructure funding, especially related to water supply and flood mitigation projects. Chairwoman Stepney and the Water Development Board presented extensive details regarding the Texas Water Fund, which included $1 billion appropriated to assist various financial programs and tackle pressing water and wastewater issues. Additionally, funding allocations aimed at compromising the state's flood risk and improving water conservation were hotly debated, emphasizing collaboration among committee members and the necessity of addressing community needs in such projects.

Transcript Highlights:

• Because if school boards are essentially held accountable under the school finance system for effective
• It is it's a it's a difficult decision to make but but you're In many cases, school systems are trying
• The way the school finance system works, but so we're happy to prepare that and send it to you.
• So to set the stage. part of the school finance system is attendance based, but part of it is also enrollment
• like every every year and the insane complexity of the school finance system will only increase, or

Keywords: 1184, house, all