Transcript Highlights:

• Medicaid coverage for Medicaid services that a child enrolled in Medicaid would get as part of their IEP
• And as part of the IEP process, parents consent and help develop the IEP plan and 504 plan with the schools
• And as part of the IEP process, parents consent and help develop the IEP plan and 504 plan with the schools
• I think the IEP or 504 plan that is consented to would, you know, be about administering that drug if
• I think the IEP or 504 plan that is consented to would, you know, be about administering that drug if

Keywords: 1189, house, all

Transcript Highlights:

• We knew at a young age that she was going to need an IEP, and that scared me.
• We knew at a young age that she was going to need an IEP, and that scared me.
• We knew at a young age that she was going to need an IEP, and that scared me.
• That she was going to need an IEP, and that scared me.
• He has an IEP, and he has not been accommodated in any way in public school or private school.

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and heard first from the Washway Nicotine Youth Advocacy Group, which urged stronger enforcement of Kentucky’s Tobacco 21 law. Youth advocates described the harms of flavored vaping products, argued that nicotine use is targeting children, and called for retailer licensing, annual compliance checks, harsher penalties for illegal sales, and more funding for enforcement. Committee members praised the presentation, and one senator said he had heard a bill on licensed retailers may be coming soon. The committee then heard a lengthy presentation from Cloverport Independent School District and the Kentucky Virtual Academy about the state’s virtual school model. Superintendent Keith Haynes and principals Brandy Fagan and Sally Johnson said KYVA serves about 2,800 students, many of whom are at-risk or have health, safety, behavioral, or family reasons for choosing virtual education. They emphasized that the program uses live synchronous instruction, provides devices and materials, and offers special education and related services. They also said the school had a large wait list and that virtual programs need more flexibility in staffing ratios, scheduling, and testing windows. School leaders acknowledged criticism of KYVA’s proficiency scores and said many students entered far below grade level, with 59% not proficient in English language arts and 79% not proficient in math on recent state testing. They argued the program is too new to judge solely on one year of data and pointed to growth in MAP scores, as well as middle and high school rankings in the top half of Kentucky schools. Fagan and Johnson outlined improvement efforts, including daily interventions, small-group instruction, literacy programs, staff training, and expanded clubs and student activities. No votes or formal committee actions were taken in the portion provided.

Transcript Highlights:

• in our IEP and our related<02:32:32.800> service<02:32:33.200> providers<02:32:34.000>
• IEP, and then the documentation and recordkeeping of the service is all together there.
• They can't see our IEPs. They can't see everything that we submit.
• They can't see They can't see our IEPs.
• About a third of those are IEP... Those are IEP...

Keywords: 912, senate, all

Transcript Highlights:

• students with disabilities, as well as those with an accompanying individualized education program (IEP
• SB 1447 is only creating an exception for those who have already approved IEP or 504 plans with the school
• so they can utilize the assistive technology that is approved through the IEP or 504.
• Here we're in an IEP meeting, and the school said, "Well, we can't use this specific app anymore because

Bills: SB204, SB570, SB735, SB784, SB1207, SB1396, SB1447, SB2392, SB2540, SB747, SB875

Keywords: parental rights, education, school trustees, training, handbook, truancy, attendance policy, chronic absenteeism, school attendance, student absence notifications, parent notification, home visit, attendance officer, truancy court, school district, open-enrollment charter school, student support services, school counselor, principal, administrator

Transcript Highlights:

• I just want to remind you that when the IEP is not followed, compensatory education is supposed to be
• I never had to give the IEP to.
• I've never received the IEP.
• ISD at two charter schools, KIPP and Harmony Public schools, and so my frustration with the lack of IEP

Transcript Highlights:

• And I'm an IEP case manager.
• the bill is that it does not explicitly state that participation is voluntary or that it must be an IEP
• One explicitly state that the participation is voluntary in an IEP decision to expand all access to all

Keywords: 999, senate, all

Transcript Highlights:

• A lot of the time when you're at Tier 3, you'll have an IEP.
• So if you have an IEP, that counts. That's sufficient.
• IEP. IEP.
• So if you have<01:01:30.640> an<01:01:30.799> IEP, have an IEP, have an IEP, then<01:01
• , if you don't have an IEP, if you don't have an IEP, you<01:01:37.760> can<01:01:37.920><

Bills: HB0076, HB0102, HB0115

Keywords: annexation, landowner rights, municipal law, city planning, property, local government, artificial intelligence, synthetic sexual material, child protection, self-harm, criminal liability, cardiac emergency, defibrillator, school safety, training, public health, 916, all

Transcript Highlights:

• , 'Well, I'm really working on a bill to bring programming to postsecondary students who've been on IEP
• <03:38:40.319> who've<03:38:40.560> been<03:38:40.640> on<03:38:40.800> IEP
• who've been on IEP and they get<03:38:42.080> stopped.
• the leadership of the community college system, who recognize how important this is to people with IEPs
• Representative Burton said that 32,000 students with IEPs across New Hampshire seek higher education

Keywords: 1189, house, all

Transcript Highlights:

• We offer a plan to educate the student and public school via an IEP.
• It says accessibility of a child's IEP to the teacher and that each public agency must ensure that the
• child's IEP is accessible to each regular education teacher and special education staff.
• I've never received a student's IEP.
• Where they are trying to figure out why the IEP, Individualized Education Program, is not being followed

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• In FY26, about 10% of students with disabilities were classified as Class D, meaning their IEP requires
• state have seen increasing numbers of students who need additional services, specifically those on IEPs
• state have seen increasing numbers of students who need additional services, specifically those on IEPs
• My son has an IEP, an individualized education plan, and is twice exceptional.
• When it comes to the special education departments within our schools, my son has an IEP, and I do feel

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• that behavioral health is now allowing services to be paid for by Medicaid from other, like not on an IEP
• So generally it was just 504, IEP. But that's the only thing that I'm aware of at the moment.
• it looks like there had been some requirement from DSS maybe last year to require the provision of IEPs

Keywords: 962, all

Summary: The meeting began with approval of the May minutes and then moved into administrative updates on several 2025 legislative workstreams. Staff reported progress on two marketing efforts tied to the youth mental health crisis: one focused on increasing awareness and use of urgent crisis centers, and another broader crisis-continuum campaign led by United Way. Both projects are refining materials based on working-group feedback and aim to have materials ready before the start of the school year. Updates were also given on the UCC private insurance review and the crisis continuum review, both of which are gathering data and reconvening working groups over the summer. The main discussion centered on a Civic Solutions Group update on Medicaid school billing. The contractor explained that the project is examining why Connecticut schools are not billing for behavioral health and related services, with the goal of maximizing federal reimbursement. Members clarified that the study is about schools billing for services, not private providers billing in schools. Questions focused on whether Medicaid has caps or authorization issues when students receive services both in school and in the community, and whether recent federal or state changes affect billing. The contractor said the work is still in data collection and analysis, and that some issues, such as reauthorization procedures, were outside his scope. Participants also raised concerns about perceived barriers, fee-for-service limitations, and the need to distinguish school-based billing from provider billing. A second major presentation came from Disability Rights Connecticut on a separate legislative study concerning behavioral health issues affecting students receiving special education. The subgroup is examining the feasibility and impact of requiring evidence-based interventions, especially for challenging behaviors that can lead to restraint and seclusion, and is also looking at monitoring and random audits of restraint and seclusion practices. The team described its project plan, including literature reviews, interviews, focus groups, surveys, and data requests from the State Department of Education and other stakeholders. Members emphasized that the work is aimed primarily at private providers under the statute, but may have broader relevance. Questions from the group focused on whether the study would include public schools, how evidence-based practices apply to students with intellectual disabilities and autism, and whether caregivers or parents would be interviewed; the presenters said caregiver input is not currently part of the charge. The meeting ended with reminders about the July 15 meeting, which will include a Solnit briefing, and a note that August TCB meetings will not be held, though a workshop on the Connecticut Children’s Behavioral Health Provider Survey is being planned for late July or early August.

Transcript Highlights:

• Senate Bill 1594 just ensures Oklahoma principles are explicitly trained on special education law, IEP
• I was concerned about students on IEPs not having the protections that they would need because the state
• But what ended up getting spun out was that I didn't want to take care of kids on IEP, so I didn't care
• But the exceptions for students on IEPs and 504s, etc., is that in here yet? Thank you.

Bills: SB1632, SB1594, SB2045, SB1251, SB1884, SB1250, SB1630, SB1262, SB1374, SB1292, SB1432, SB1199, SB1790, SB1481, SB1614, SB1734, SB1437, SB1489, SB1718, SB1778

Keywords: career readiness, education reform, high school assessments, workplace skills, state education, credentialing, teacher certification, principal requirements, education administration, special education, Oklahoma education law, SB2045, Grow Your Own Educator Program, teacher recruitment, teacher retention, alternative certification, alternative teacher certification, teacher preparation, tuition reimbursement, course fee reimbursement

Transcript Highlights:

• Um, I was just thinking about your comment about, um, if students with an IEP or 504 are subject to,
• Um, I was just thinking about your comment about, um, if students with an IEP or 504 are subject to,
• <01:30:01.600> Um<01:30:02.000> either to follow the student's IEP.
• Um either to follow the student's IEP.
• <05:44:15.120> meeting with the parent during an IEP meeting with the parent during an IEP

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee met to hear a non-germane amendment to House Bill 131, which concerns bullying and cyberbullying prevention. Representative Glenn Cordelli, the prime sponsor, said the amendment was intended to revise and improve language from last year’s SB 210 and to incorporate measures from a cyberbullying bill previously passed by the House. He described changes to school communication requirements, mandatory reporting of bullying and retaliation, stronger investigation and collaboration requirements for cross-district cases, added safety and remediation language, a required conference with the alleged perpetrator and parents if available, updated reporting deadlines, and disciplinary consequences for harassment, intimidation, retaliation, and false reports. He also noted a later amendment would be needed to insert the words “the perpetrator” in one section, and he explained that some changes were meant to align with prior legislation and legislative drafting suggestions. Committee members raised several concerns. Representative Murray questioned the treatment of private and parochial schools, the change from gross negligence to negligence, and the removal of a definition of bullying based on imbalance of power and perceived characteristics. Representative Damon also objected to deleting that definition, arguing it would narrow the scope of bullying too much. Representative Han spoke in opposition, saying the amendment was too broad, unnecessary in parts, and not ready for final action; he criticized the removal of the imbalance-of-power language, the conference requirement when parents may not participate, and the reporting obligations for bus drivers and others. Cordelli responded that some issues were already addressed in prior law or SB 210 and that private schools have their own policies. Michelle Wongran of New Hampshire Legal Assistance testified in opposition, saying the bill was being heard without enough notice and that it does far more than the committee analysis suggests. She said the amendment adds undefined retaliation language, imposes reporting duties on school vendors and contractors, may conflict with FERPA and other federal privacy rules, and includes provisions that could have serious implications for schools and students. She said she supports parental involvement and some conference provisions in concept, but urged the committee to reject the amendment or at least send it through the normal legislative process for fuller review. No vote was taken during the hearing portion described in the transcript.

Transcript Highlights:

• Children with IEPs, medical needs, or family instability are especially vulnerable to stigma.
• The only students who can remain permanently in school without all required vaccines are those with IEPs
• As a parent of a child who had an IEP or an F504, I know the importance and sensitivity of making sure
• IEPs are confidential, and there is no reason for any individual in the school community to essentially

Summary: The Assembly Education Committee heard a lengthy agenda of education-related bills, with quorum established at the start and several measures taken up on consent or special order. The committee also announced that AB 1644, AB 2362, and later AB 2197 were pulled from the hearing. Members reminded the public of hearing rules and limited testimony to two witnesses each in support and opposition. AB 2651, by Assemblymember Bonta, would require schools to notify parents when school vaccination rates fall below herd-immunity thresholds. Supporters, including physicians, the California State PTA, public health groups, and school employee organizations, argued that families need timely, school-specific information to protect children and vulnerable community members. Opponents raised concerns about privacy, stigma, and whether school-level snapshots could be misleading. The bill passed the committee 5-1 and later 7-1 on the roll call. AB 2509, by Assemblymember Schultz, would allow districts to use a five-year rolling average for ADA funding calculations; supporters said it would stabilize funding amid attendance declines, while one member noted concerns about masking long-term enrollment problems. It passed 5-1 and later 7-2. The committee also approved AB 2430, which would expand after-school access, especially for high school students, improve funding and transparency, and create a work group on program quality. Testimony emphasized the value of expanded learning for youth development and working families, and members discussed the need to address middle school access as well. AB 2526, focused on special education funding, would expand the low-incidence fund to include students qualifying for the California alternate assessment; supporters said it would better align funding with student need, while some concerns remained about over-identification. AB 2325, the Pathways to Bilingual Teaching Act, would create a grant program to build bilingual teacher pipelines through partnerships among schools, community colleges, and universities; it received strong support and passed unanimously. AB 2460, presented by Assemblymember Pellerin for Assemblymember Celeste Rodriguez, would update school mental-health referral protocols to address trauma related to immigration enforcement; it also passed unanimously. AB 2404, which sought to require Central Valley representation on several governor-appointed bodies, drew debate over geographic representation and board composition and ultimately failed on a 2-5 vote.

Transcript Highlights:

• We are building strong support for students with dyslexia, in addition to students on IEP and 504 plans
• We are building strong support for students with dyslexia, in addition to students on IEP and 504 plans
• Oktasha has an IEP and she's growing up surrounded by multiple languages.
• Oktasha has an IEP and she's growing up surrounded by multiple languages.

Keywords: 996, all

Transcript Highlights:

• Placement and service IEP process.
• Mitchell: I am a mother of bazillion children, and many of them have IEPs.
• IEPs are legally binding, you all know that. I strongly urge the support of this bill.
• IEPs are legally binding, you all costs.
• IEPs are legally binding, you all know<01:18:21.840> that. know that. know that.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• <00:59:58.640> to<00:59:58.760> have<00:59:58.920> oneon-one required by their IEP
• to have oneon-one required by their IEP to have oneon-one and<00:59:59.520> there<00:59:59.680
• Tier one special education teachers cannot manage IEPs, and why?
• and why because they cannot manage IEPs and why because they aren't<01:04:08.440> trained<01:
• Um, my kid's IEP is long, and because of the staffing crisis, paras are working with many kids whose

Keywords: 1183, house

Transcript Highlights:

• In some cases, they are outside servicing the service to be provided to a child with an IEP to a third
• <00:22:00.640> to<00:22:00.880> a provided to a child with an IEP to a provided to
• a child with an IEP to a third<00:22:01.440> party.
• There are IEP meetings and due process hearings where attorneys are brought in by the school district
• School districts to have those services in those IEP and other due process meetings.

Keywords: 1191, senate, all

Transcript Highlights:

• I don't have a problem with it either if the IEP or 504 plan has written in the 504 plan or the IEP that
• this phone is necessary for this child to obtain the objectives of this IEP.
• /c><04:22:03.600> health of the 13 IEP categories other health of the 13 IEP categories other
• So there are exceptions for 504s and IEPs. Are there exceptions for the educators themselves?
• So there are exceptions for 504s and IEPs. Are there exceptions for the educators themselves?

Keywords: 928, house, all

Summary: The committee first heard House Bill 362, which would grant the Department of Education rulemaking authority related to educator licensure and testing requirements, including passing scores on professional education assessments. Representative Ladd said the bill is intended to preserve New Hampshire’s standards for classroom teachers and CTE instructors, while allowing DOE flexibility through rulemaking. He emphasized maintaining high standards, including for career and technical education, and said he was open to DOE clarifying the language further. Committee members raised concerns that the bill, as written, could remove language recognizing industry-recognized credentials for CTE instructors. Department of Education Director Steven Appy said DOE had drafted an amendment to clarify that the requirement applies to an initial New Hampshire license, to exempt CTE teachers from content exams, and to preserve current administrative practice allowing basic academic skills testing and industry-recognized credentials as substitutes. The committee discussed the distinction between basic academic skills tests and content assessments, and Appy said the amendment was meant to avoid conflating those requirements. The chair said the committee would take up executive session on HB 362 and related bills later. The committee then took up House Bill 90, which narrows and defines the rules for part-time teachers, especially in concurrent enrollment settings. Representative Ladd explained that the bill is meant to allow qualified college faculty or adjuncts from the University System or Community College System to teach high school concurrent-enrollment courses when local schools lack a teacher with the needed master’s-level credentials, particularly in math and STEM subjects. He said the bill is intended to expand student access to college-level coursework, save money, and preserve standards, while still requiring background checks and adherence to ethics and conduct rules. Members began asking questions about how the bill would work in practice, including certification and endorsement issues, but the hearing was not concluded in the portion provided.

Transcript Highlights:

• If anybody works with IEPs or individuals who have IEPs, special education is an area that we deeply