Transcript Highlights:

• to almost every single district.
• to almost every single district.
• The bill requires districts to provide board members with free and timely access to all district documents
• There are other districts with NDAs, and we consulted those districts as well that also have NDAs for
• Instead of mandating a statewide district policy to place cameras in classrooms, it requires a district

Summary: The committee first heard SJR 1104, a proposed constitutional amendment on voluntary religious expression in public schools. Senator Massullo said the measure would protect students and school personnel from discrimination for lawful religious expression, while not requiring prayer or religious activity. Questions focused on whether the proposal would change existing law, whether it could be used to protect coercive conduct by school officials, and whether the staff summary accurately reflected the bill. Public testimony included support from religious-freedom advocates and opposition from American Atheists and some senators who said the measure could make minority-faith students uncomfortable. The committee voted to report SJR 1104 favorably. The committee then took up SB 1738 on educational facilities, which directs state education offices to review facility requirements and recommend design and construction practices to improve safety and accountability. Senator Yarborough offered and the committee adopted an amendment removing crime-prevention-through-environmental-design language and adjusting the bill to preserve safe spaces during emergencies. The bill was reported favorably after brief discussion about balancing transparency, access control, and emergency safety. The committee also adopted a delete-all amendment to SB 824 on charter schools, replacing it with a transparency measure requiring districts to submit annual reports on unimproved land holdings to the Department of Education, which would publish a statewide report; the amended bill was then reported favorably. The committee next approved confirmation recommendations for appointees on tabs 7 and 8, then took up SPB 7036, a committee bill sponsored by Chair Simon. The package included school turnaround and early literacy changes, updates to school safety and health policies, early learning revisions, instructional changes, and educator pipeline provisions. The most contentious part was a proposal to let the state develop instructional materials; several senators questioned costs, guardrails, and whether the state should enter the textbook business. Simon said that portion was still being considered and that the bill would need safeguards if it moved forward. The committee adopted a motion to submit the bill as a committee bill and reported it favorably. Finally, the committee heard SB 1620 on public education, described by Senator Leak as a “school board members’ bill of rights.” The bill would give individual board members direct access to district documents and staff, limit district attorneys’ ability to represent both the board and administration, strengthen nepotism rules, and prohibit nondisclosure agreements for employees. Testimony from Volusia County board members, educators, and advocates was sharply divided: supporters argued the bill would improve transparency and protect minority board members, while opponents warned it could undermine superintendent authority, expose confidential student or personnel information, and create confusion in district operations. After debate, the committee voted to report SB 1620 favorably. The committee then heard SB 1170 on cameras in self-contained special education classrooms, with an amendment changing the proposal from a statewide mandate to a district policy allowing parents of students with disabilities to request cameras. Testimony was overwhelmingly supportive, centered on protecting non-speaking and vulnerable students and documenting abuse; one witness opposed the bill as an unfunded mandate. The committee was still in debate on the bill when the transcript ended.

Transcript Highlights:

• Districts.
• But when you're looking at district by district, our self-contained students in our special education
• So we function as an ALE through OMAK School District because that's a district that was interested in
• Conversation with our district.
• How many districts?

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• and the Oler King district.
• from the Sharp District.
• district.
• The Democrat members in the Job District, the Strickler District, and the Butts District.
• of those districts.

Keywords: 959, house, all

Transcript Highlights:

• Districts could opt into this.
• Districts could opt into this.
• in school and district level decisions. in school and district level decisions.
• :53:35.839> 20<00:53:36.079> districts 18 districts now, probably 20 districts 18 districts
• district and school leaders since 2013. district and school leaders since 2013.

Keywords: Meeting Start: 00:00:12 Attendance Roll Call: 00:00:33 Kentucky’s New Assessment and Accountability Model Update: 00:03:50 Federal Education Policy and Its Impact on States: 01:00:55 Educational Leadership Training Opportunities in Kentucky: 01:26:44 Consideration of Referred Administrative Regulations: 02:10:38 Adjournment: 02:13:57, 958, all

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• It's not so much that the school district...
• The district recovered $1.5 million from the bank, and the vendor agreed to reimburse the district $204,890
• for Green County Technical School District.
• I know I have one of my district.
• I know I have one of my district.

Keywords: 1204, all

Transcript Highlights:

• It can vary from district to district.
• that exists on the Air Base, District 140 versus Grand Forks District 1.
• District 1 provides educational services, versus Grand Forks District 1, and as much as Grand Forks District
• you. is made from District 140 to District 1.
• to the other district.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• were in that district.
• This is out-of-district tuition that districts are paying throughout the state.
• 43.680> that<01:06:43.920> districts out of district tuition that districts out of district
• >> parent, not the district." >> parent, not the district."
• the district can finance. the district can finance.

Keywords: 928, house, all

Summary: The commission met to approve the November 21, 2025 minutes, making several clerical corrections before adopting them as amended. The edits included adding the date, correcting a misspelled name, clarifying references to a scholarship fund representative’s title, removing an incorrect “DOE” reference, and fixing a few wording errors. The minutes were approved with one abstention from members who were absent. The bulk of the meeting focused on organizing the commission’s work under SB 57 and identifying which special education cost issues should be prioritized for research and reporting. Members discussed a long list of topics, including student referral rates, why students are classified as other health impaired, increases in referrals since school closures, interventions before referral, costs of non-medically necessary services in IEPs and 504 plans, differences between federal and state requirements, reporting of special education costs, out-of-district and residential placements, dispute resolution, Medicaid and insurance use, graduation rates, and adult learning participation. Several members emphasized the need to combine or narrow topics and to gather better data before the report due July 1, 2026. Representative Ames highlighted HB 742, which would eliminate prorated special education aid payments when state appropriations fall short, and explained that the Education Funding Committee recommended interim study. He argued that local districts are bearing too much of the cost and that the state and federal governments should provide more support. Other members raised concerns about rising special education identification rates, possible overidentification, school climate and mental health factors, bullying, staffing, speech therapy access, and residential placements. One member cautioned that DOE website numbers may be inflated or at least difficult to interpret because of how students are counted. Department of Education staff then explained how special education data and costs are monitored. They said student counts are tied to IEPs and SASIDs in the state system, districts are checked through both desk audits and on-site monitoring, and billed services are compared against IEP requirements. They also described IDEA funding, noting that most DOE special education staffing is federally funded, with a large share of federal money flowing through to local education agencies and the remainder supporting administration, monitoring, and training initiatives. Members discussed whether more staff and more robust oversight would improve accuracy and accountability.

Transcript Highlights:

• . districts. districts.
• support that's given to the district. support that's given to the district.
• I think that the school districts districts districts um<01:56:02.719> need<01:56:03.040> this
• . district. district.
• the district.

Keywords: 1189, house, all

Transcript Highlights:

• The districts need to take this seriously. Right, the districts need to take this seriously.
• Under current law, a school district or a community college district cannot use job order contracting
• every school and community college district in California.
• to maintain their schools, telling every district in California that they must adopt a district-wide
• Telling every district in California that they must adopt a district-wide PLA to access JOC is paternalism

Keywords: 987, senate, all

Transcript Highlights:

• , and so we want to know how feasible are those districts.
• And so we do have oversight over crime prevention districts.
• after district after district, which we do, I would like to see some type of result of that so that
• It's not mandating any crime prevention districts to do anything.
• and that people who serve on those districts could be utilized.

Keywords: 965, house, all

Summary: The committee met with a quorum and first considered H.C.R. 89 by Representative Charles Owen, which directs the Department of Culture, Recreation and Tourism to study, with the Louisiana State Museum and the World War II Museum, the feasibility of a museum and trail dedicated to the Louisiana Maneuvers. Owen described the historical significance of the maneuvers and said the proposal would mainly involve markers and a modest museum. The committee moved the resolution favorably to the floor without objection. Members then debated H.R. 179 by Representative Marcel, which would create a study of neighborhood crime prevention and security districts and their effectiveness in reducing crime. Several members raised concerns about the number of study groups and the breadth of a statewide review, while others supported gathering data on crime trends, cameras, and district performance. Marcel said the study was intended to collect information, not mandate changes, and the resolution was moved favorably to the floor. The committee next took up S.B. 228 and S.B. 268 by Senator Duplessis, both related to replacing lead and copper water service lines. S.B. 228 was a constitutional amendment allowing public funds to be used on private property for replacement of lead-based and copper pipes, and S.B. 268 set out the process for municipalities or parishes to implement the program, including notice to homeowners and an inventory/testing process. Members questioned homeowner rights, the seven-day notice period, emergency entry language, contracting, and whether the work would fully address hazards inside homes; Rainwater said the program was narrowly tailored, federally funded through the EPA and LDH, and intended to replace lines from the main to the shutoff valve. Both measures were moved favorably as amended. Finally, the committee approved S.B. 283 by Senator Barrow, creating the Boulevard at Harding Area Special District in Baton Rouge to encourage development in a food desert near Southern University, and moved H.R. 225 by Representative Eccles, which urges study of parish-wide solid waste, debris removal, and disaster resilience services in Ouachita Parish. H.R. 223 by Representative Walters, urging Shreveport to partner on the Southern Soul City Initiative, was also moved favorably. The chair noted it was likely the committee’s last meeting of the session, and members and staff were thanked for their work.

Transcript Highlights:

• It’s not that the school district is losing any funding.
• Right now, we pay school districts every other week.
• Senator of the First District, Senator Gates.
• greater control over their particular districts.
• greater control over their particular districts.

Summary: The Senate opened with prayer, the Pledge of Allegiance, and several gallery introductions before taking up Committee Substitute for Senate Bill 168, the Tristan Murphy Act, on mental health. Senator Bradley explained that the bill is intended to divert clinically appropriate defendants with mental illness from jail to treatment, create pretrial mental health diversion programs, expand grant uses for mental health and substance abuse reinvestment, require evaluations and treatment follow-up in certain probation and prison settings, add Hillsborough County to a forensic hospital diversion pilot, and establish a Florida Behavioral Health Data Repository. Senators from both parties spoke in support, emphasizing treatment over incarceration, public safety, and the Murphy family’s role in the bill. The Senate passed the bill 37-0 and then recorded 37 co-sponsors. The chamber then moved into presentations on SB 2500, the 2025-26 General Appropriations Act. Chair Hooper said the Senate budget totals $117.4 billion, reduces overall spending from the prior year, maintains reserves, keeps employee health contributions level, and includes major investments in water quality, transportation, education infrastructure, and nearly $1 billion in education capital outlay. Committee chairs outlined their portions of the budget, including increased funding for K-12 schools and scholarships, higher education workforce programs, Medicaid and health services, corrections and courts, transportation and housing, and environmental restoration such as Everglades and water quality projects. Members then asked extensive questions, especially about education funding, school choice, AP/IB and accelerated programs, the Family Empowerment Scholarship, and the FEFP calculations. Senator Burgess repeatedly explained that scholarship funding is being moved “below the line” to improve tracking and that the Senate position is to preserve funding while giving districts more flexibility. Senators also questioned the APD wait list for disability services, opioid settlement spending, arts funding, the My Safe Florida Home condo pilot, and proposed IT and agency restructuring. Several chairs said some issues would be resolved in conference, and no final vote on the budget was taken in the portion provided.

Transcript Highlights:

• Do you know if there's any proportionally higher risk to smaller school districts than the districts
• One school district, it was about $90,000. Okay.
• If there's, for example, a school district needs to resubmit a report or resubmit data, the school district
• If there's, for example, a school district needs to resubmit a report or resubmit data, the school district
• It goes to the school districts individually.

Summary: The Joint Legislative Audit and Review Committee subcommittee heard a State Auditor’s Office performance audit on the accuracy and reliability of OSPI’s school apportionment system. Auditors said the system, which calculates and distributes K-12 funding using multiple feeder systems and a core apportionment engine, is outdated, unstable, inefficient, and at high risk of failure. They reported weak controls over data input, documentation, oversight, and staffing, and said OSPI relies heavily on manual workarounds, a few knowledgeable staff, and vendor support. In limited testing of three districts, the auditors found the system calculated funding correctly for the 2023-24 school year, but they identified nine small input discrepancies tied to differences between budget materials and state law, which they said could compound into larger dollar amounts. The auditors recommended replacing or modernizing the system and noted that delays in doing so prolong risk. OSPI largely agreed that the current platform needs replacement and said it has been working toward a new system for years. Agency officials clarified that the Legislature requested a feasibility study in 2022, that the study found the system at risk of catastrophic failure, and that funding for a replacement is now in the state IT pool subject to OCIO/OFM gate reviews. OSPI disputed the audit’s characterization of the rounding and budget-law discrepancies, saying the issue was an agency rule and implementation choice, not an error that caused under- or over-allocation. Officials also said the current system is too old to easily absorb future formula changes, but that the planned replacement should be flexible enough to handle a new funding model if the Legislature adopts one. Committee members asked about the amount and timing of the $16 million project funding, whether smaller districts face greater risk, how many times data is entered, and whether the funding formula should be simplified. Auditors and OSPI both emphasized that formula simplification is a policy question for the Legislature, not the audit. Public testimony came from one online witness, who urged full implementation of the audit recommendations and modernization of the system. The subcommittee took no formal vote and adjourned after the presentations and testimony.

Transcript Highlights:

• So larger districts will get more per that count. Smaller gets less. District.
• It can vary from district to district.
• that exists on the Air Base, District 140 versus Grand Forks District 1.
• Public School District.
• to the other district.

Keywords: 908, all

Transcript Highlights:

• The watershed districts are a political subdivision, but they're a sub-district of a soil and water district
• districts, but they lived over here, so they couldn't vote within the watershed district.
• The La Union Watershed District within our soil and water conservation district.
• We don't have any watershed district in our district, but it may come to pass that we do, and we would
• district, the Elephant Butte Irrigation District, that we have a pending U.S.

Keywords: 996, all

Transcript Highlights:

• Uh, Chairman, members Ross Martin, Winstead, PC, uh, proposed attorney for the district.
• The district also has territory near the ETJ, the city of Stagecoach.
• own if the utility and the district mutually agree on a subcontractor.
• district.
• This district follows the management district template with the additional, uh, with the addition of

Transcript Highlights:

• I’m a graduate of LA Unified School District, and I’ve worked with the district for 40 years as a professor
• Let districts kind of decide how to do that.
• Each district sets its own rules.
• So, from what I can tell, most districts restrict cell phone use during districts restrict cell phone
• What does the district need? How many personnel do we... district need?

Keywords: 916, all

Transcript Highlights:

• I'll start with districts.
• for a school district.
• , if you will, or optioned version as Clark County School District, which we think, if other districts
• are both districts and authorizers.
• are both districts and authorizers.

Keywords: 909, all

Transcript Highlights:

• One county, one school district, 67 counties, 67 school districts.
• In our district, we have a, well, I don't want to say my district.
• There might be a hospital district. It might be a fire district.
• district.
• What district?

Summary: The Select Committee on Property Taxes met for an educational session focused on how Florida funds public schools and how property taxes are assessed and levied. Dr. Jim Zengali of the Department of Revenue explained the FEFP school funding formula, noting that it is built on weighted student counts, a base student allocation, and programmatic add-ons such as transportation, exceptional student education, school safety, and mental health. He said school funding is roughly split between state general revenue and local property taxes through required local effort, with additional discretionary and capital outlay millages contributing to total school funding. He also described the Department of Revenue’s role in certifying property rolls at fair market value and reviewing them for substantial compliance, including the so-called “nuclear option” if a roll is not approved. Members asked about trends in millage rates, county-by-county funding differences, the effect of growth and enrollment changes, and how property appraisals are reviewed. Zengali said aggregate millage for school funding has declined over the last decade while revenues have still increased, and he agreed to provide additional data on county trends, parcel strata, student growth, and enrollment impacts. He also clarified that school funding is equalized so students receive similar resources regardless of county wealth, and that federal funding plays only a small role in the FEFP. Amy Baker of the Joint Legislative Office of Economic and Demographic Research then discussed existing homestead benefits. She said about half of Florida’s parcels are homestead properties, most fall in the $250,000 to $500,000 value range, and many seniors without mortgages pay property taxes in lump sums rather than through escrow. Baker explained that Florida’s homestead tax burden is middle-of-the-pack nationally and that the main benefits are Save Our Homes and portability on the differential side, plus the $25,000 homestead exemption and related exemptions on the exemption side. She said these benefits reduce taxable value substantially, with homestead properties receiving a large share of the reductions, and noted that the committee requested follow-up data on exemption usage, portability timing, senior exemptions, and county-level patterns. The final presentation, by Lizette Kelly of the Department of Revenue, covered millage rates and the TRIM process. She reviewed the history of truth-in-millage notices, required taxpayer mailings, public hearing notices, and later changes that tied local millage resets to rollback and majority-vote rates. Kelly explained the difference between proposed and adopted millage, the rollback rate, and the majority-vote rate, and described how taxing authorities include counties, cities, special districts, and MSTUs. She also outlined how county taxable value is calculated from just value through assessment differentials and exemptions, and how certain exemptions, such as the additional senior exemption, apply only to the taxing authority that adopted them. No votes were taken during the meeting, but members requested several follow-up data reports for later discussion.

Transcript Highlights:

• school district.
• Yeah, certainly different in a district of 700 to a district of 11,000.
• School District.
• Again, using those same categories of a high school district, elementary district, and rural district
• Some of those districts are small. Some of them are both a school and a district.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Do you know if there's any proportionally higher risk to smaller school districts than the districts
• Yes, I'm Representative Jake Fey from the 27th District in Tacoma.
• One school district, it was about 90,000. Okay.
• If, for example, a school district needs to resubmit a report or resubmit data, the school district will
• Yes, you’re correct: it goes to the school districts individually.

Keywords: 904, all

Summary: The committee heard a State Auditor’s Office performance audit on OSPI’s school apportionment system, which distributes K-12 funding to districts. Auditors said the system and its underlying 2008-era infrastructure are outdated, unstable, inefficient, and at high risk of errors or failure. They also found weak controls over data input, documentation, oversight, and monitoring, with heavy reliance on a small number of staff and vendor knowledge. In limited testing of three districts, the system calculated 2023–24 funding correctly, but auditors identified small discrepancies between state budget inputs and underlying statutory language and said broader system risks remain unresolved. JLARC members asked about the scope of the district testing, whether smaller districts face greater risk, the meaning of the funding discrepancies, and whether the system could support a future change to a simpler per-student funding formula. Auditors said the discrepancies were small but could compound into millions statewide, and that the audit did not evaluate broader policy questions or alternative system owners. They recommended OSPI modernize or replace the system and address current control weaknesses while the new platform is developed. OSPI officials largely agreed that the current platform needs replacement and said a feasibility study completed in 2024 found the system at catastrophic risk of failure. They clarified that the Legislature had approved up to $16 million in the state IT pool for the project, but that funding is released through gated oversight and not all of it had yet been appropriated for the current biennium. OSPI disputed the auditor’s characterization of some rounding and budget-law issues, saying the calculations were consistent with agency rules and legislative inputs, and explained that some manual workarounds are used to handle newer statutory requirements. One member of the public testified in support of modernizing the system and strengthening controls. The committee then adjourned.