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
• My son has an IEP—that's an Individualized Education Plan—and is twice exceptional, so he demonstrates
• Study skills is how ATC provides targeted support for students with IEPs or to students who are struggling
• When it comes to the special education departments within our schools, my son has an IEP, and I do feel

Keywords: 996, all

Transcript Highlights:

• We accept any student that comes in with an IEP or any type of special program.
• So we review and acknowledge all of the IEPs that come in and identify as needed. Thank you.
• Special services, special ed, IEPs, 504s, OT, PT, speech, all of those requirements and the minutes required
• In the fall, as far as translating our handbooks and having interpreters ready for IEP meetings, we were

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:

• including MDE's proposal to codify in state law the rights of parents and families of students with IEPs
• families of rights of parents and families of students<00:16:11.360> with<00:16:11.519> IEPs
• <00:16:12.399> Uh<00:16:12.639> that<00:16:12.880> idea students with IEPs.
• Uh that idea students with IEPs.

Bills: HF1306

Keywords: education, school policy, teacher training, student health, emergency response, 1183, house

Transcript Highlights:

• Student assessments are determined by the IEP team, and if you mandate them through this law, it could
• c> student assessments are determined by student assessments are determined by the<00:25:01.840> IEP
• 04.799> if<00:25:04.919> you<00:25:05.039> mandate<00:25:05.440> them the IEP
• team um and if you mandate them the IEP team um and if you mandate them through<00:25:05.760> this

Keywords: 912, senate, all

Transcript Highlights:

• Even with an IEP in public school, he was not getting the help he needed and was failing.
• Sorry, IEP, the individualized education plan from a Florida school district.
• case is specific to the FES-UA program, which would include the disability for the student and their IEP
• to participate, did they have to provide the services that they offer for students that may have an IEP

Summary: The Pre-K through 12 Budget Subcommittee met to continue reviewing how Family Empowerment Scholarship students are funded through the FEFP and the role of scholarship funding organizations. Staff gave a statutory overview of parent, SFO, and Department of Education responsibilities, including application deadlines, eligibility verification, quarterly payment timing, cross-checks to prevent duplicate funding, and the 99% district FEFP limitation for certain awards. The committee then heard demonstrations from Step Up for Students and AAA Scholarship Foundation showing their parent portals, application workflows, reimbursement systems, school enrollment/invoice processes, and marketplace tools for tuition, tutoring, and approved goods and services. Step Up reported major growth since HB 1, saying its scholarship population expanded from about 260,000 to more than 440,000 students, with application processing averaging about 10 days. It also highlighted faster tuition, provider, and reimbursement payments, multilingual support in English and Spanish, and resources such as videos and a call center. Members asked about support for Creole speakers, optional Florida ID numbers, student identifiers, marketplace pricing, tutor qualifications, background screening, and how awards differ from funded status. Step Up said it does not currently support Creole, does not do background screenings for tutors, sets no marketplace prices itself, and uses a unique internal student ID separate from the state ID. AAA demonstrated its revised software for the 2025-26 school year, including an eligibility screener, household and student application steps, messaging with staff, reimbursement requests, and administrative review and payment batching. AAA said the new system is custom-built, more transparent about award value versus available balance, and designed to better handle quarterly funding for UA students. Members questioned AAA and Step Up about student ID numbers, public-school cross-checks, fraud controls, school fee schedules, whether schools must participate, and reimbursement timing. Both organizations said they report quarterly to DOE, receive public-school cross-checks, and recover funds when students return to public school; AAA said its average reimbursement turnaround is about 14 business days, while Step Up said its reimbursement approvals have improved significantly. The committee also requested follow-up information, including one-pagers, data on income levels and demographics, and additional details on forecasting and system costs.

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.
• and you see that category out of the 13 IEP categories: other health impaired.
• /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, IEPs. Are there exceptions for the educators themselves?

Keywords: 928, house, all

Summary: The committee heard testimony on House Bill 362, which would give the Department of Education rulemaking authority over educator licensing and testing requirements, including professional education assessments. Representative Ladd argued the bill is meant to preserve New Hampshire’s higher standards for teacher preparation and to avoid lowering requirements for licensed educators, while also allowing flexibility for career and technical education (CTE) instructors who may have strong industry experience but not traditional classroom credentials. Members discussed whether the bill should preserve industry-recognized credentials and basic academic skills testing while exempting CTE teachers from content exams; DOE Director Steven Appy said an amendment would clarify that the bill applies to initial licenses, exempt CTE teachers from the content-testing requirement, and keep current administrative practice on basic skills and industry credentials in statute. The committee also noted that an executive session would be scheduled later, likely the following week, to act on the bills and amendment. The committee then took up House Bill 90, dealing with the definition of part-time teachers. Representative Ladd explained that the bill is intended to let university and community college faculty teach limited hours in high school concurrent enrollment settings, especially in subjects like math and STEM where some schools cannot find locally certified teachers with a master’s degree. He said the measure is designed to expand student access to college-level courses, not to replace fully certified teachers or reduce standards, and emphasized that the bill is limited to faculty employed or contracted by the University System of New Hampshire or the Community College System of New Hampshire, with criminal background checks and ethics/conduct rules still applying. No votes were taken during the hearing, and the discussion ended with the understanding that further action would come in executive session.

Transcript Highlights:

• A few in particular are what happens to my child's IEP if the department is dismantled, and who will
• if the department is child's IEP if the department is dismantled<01:00:15.680> another<01:00:
• So we heard that there's about 4,000 students in the state of New Hampshire that have IEPs right now,
• 35,000 have not 4,000 IEPs right now, and the access to an IEP is based on federal law, and we don't
• state of New Hampshire that have IEPs state of New Hampshire that have IEPs right<01:13:22.440><

Keywords: 1191, senate, all

Transcript Highlights:

• comptroller cannot legally release special education funding to a family without the public school IEP
• The local ISD can then review the data from the assessment and then write the IEP.
• Then write the IEP.
• If they didn't have a current IEP, maybe they'd been homeschooling for a year, maybe they'd moved from
• It takes a minimum of 45 days to get an IEP from Texas, and so they had no chance.

Keywords: 1184, house, all

Transcript Highlights:

• assessed early, but then also what happens if we can't get a parent in the building five days before an IEP
• Perhaps I'm thinking about the wrong bill that you have, and your IEP notification and a parent is able

Bills: SB710, SB843, SB1317, SB1338, SB1410, SB1477, SB1489, SB1593, SB1614, SB1630, SB1632, SB1633, SB1670, SB1726, SB1734, SB1725, SB1735, SB1894, SB1975, SB346, SB2045

Keywords: teacher preparation, teacher education, teacher shortage, teacher workforce, educator pipeline, alternative certification, apprenticeship, residency program, paraprofessional pathway, high school to teacher pathway, nontraditional teacher candidates, Commission for Educational Quality and Accountability, TeachForwardOK, higher education, public school districts, workforce development, grant program, technical assistance provider, mastery-based assessment, emergency clause

Transcript Highlights:

• This is with regards to IEPs and emergency evacuation plans.
• through our Office of Student Support Services to look at what we can do to provide them additional IEP
• for for individual understanding an IEP for for individual students<01:56:55.679> with<01:56:
• This is with regards to IEPs and emergency situations and evacuations.
• <02:29:58.000> and This is with regards to IEPs and This is with regards to IEPs and emergency

Keywords: 910, house, all

Summary: The joint Education and Higher Education committees met on February 10, 2026, first hearing HB 1676, which would create an AI and education task force, require documentation from AI vendors before procurement or use, and appropriate funds. The Department of Education, Public Charter School Commission, and University of Hawaii all supported the bill’s intent and described existing AI literacy efforts, teacher training, guidance for students and staff, and privacy/monitoring safeguards. DOE said it had already convened an AI task force, produced a report, trained over 10,000 educators, and embedded AI into computer science and broader curricular guidance. Members questioned DOE about student privacy, harmful content monitoring, personal devices, cell phone policy, teacher training, and whether AI literacy should extend beyond computer science into all subjects and across rural schools. After discussion, the chair announced HB 1676 would be deferred to Friday, February 13, and that a HD1 draft would be prepared. The chair said the committee would revisit the task force composition and procurement standards, with possible elimination of the procurement section, and circulate the revised draft before the next hearing. The committee then recessed and later reconvened for HB 1811, a student loan repayment program for educators. Testimony from the Department of Education, Public Charter School Commission, University of Hawaii, Hawaii Teacher Standards Board, HSTA, and the Democratic Party of Hawaii Education Caucus was generally supportive, with HSTA and the Teacher Standards Board emphasizing teacher recruitment and retention, student loan burden, and the need to address the teacher shortage. In decision-making on HB 1811, the committees adopted the chair’s recommendation to pass the bill with amendments. The main amendment collapsed the repayment structure into a single disbursement of up to $25,000 after five years of service, with technical/non-substantive changes and a corrected effective date. Both the Education and Higher Education committees voted unanimously in favor. Later in the meeting, the Education Committee began hearing HB 1561 on student meals, which drew broad support from the Public Charter School Commission, Department of Health, HSTA, Hawaii Appleseed, Hawaii Children’s Action Network, and many individuals. Appleseed requested amendments to ensure charter schools are treated the same as other public schools if eligibility expands and to address reimbursement issues for schools already participating in the federal Community Eligibility Provision; members discussed those concerns but no action was taken in the portion of the transcript provided. The committee then moved on to HB 779, on expanding student meal coverage, where DOE supported the intent but said it could not support the bill in its current form because of fiscal constraints.

Transcript Highlights:

• change briefs, change feeding tubes, document behaviors, track assignments and test scores, schedule IEP
• and test behaviors track assignments and test scores<00:42:40.079> schedule<00:42:40.440> IEP
• c><00:42:41.240> meetings<00:42:41.720> fill<00:42:41.920> out scores schedule IEP
• me meetings fill out scores schedule IEP me meetings fill out thirdparty<00:42:42.480> billing
• My kid's IEP is long, and because of the staffing crisis, paras are working with many kids who need very

Bills: HF6, HF52, HF53

Keywords: education, literacy, science of reading, school performance, funding flexibility, innovation zones, equity and inclusion, HF52, New Germany, wastewater treatment, wastewater facility, sewer infrastructure, capital investment, bonding bill, state bonds, Public Facilities Authority, municipal infrastructure, water quality, sanitation, sewage treatment

Transcript Highlights:

• IEPs are struggling to be met, if being met at all.
• I have two children in the Worcester Public Schools, one of whom is on an IEP.
• I have two children in the Worcester Public Schools, one of whom is on an IEP.
• The Worcester Public Schools is on an IEP.
• Nearly 22% of our 50,000 students are on an IEP.

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• Um, I think where I would fall on that is the information that you may have as an educator with the IEP
• Are they IEP? You know, what are their test scores?
• <00:44:27.320> Are<00:44:27.480> they<00:44:27.680> IEP?
• Are they IEP? You know, they reading? Are they IEP?
• youth with an IEP youth with an IEP um,<01:04:31.640> could<01:04:31.800> be<01:04

Keywords: Meeting Start: 00:00:00 Roll Call: 00:00:09 State of the Judiciary: 00:02:33 The Corrections - KCTCS Reentry Program: 00:49:44 Update on 2022 RS SB 90: 01:27:49, 958, all

Summary: The Juvenile Justice Oversight Council met with a quorum, approved the October 8, 2025 minutes, and welcomed guests including Marshall County Attorney Jason Darnall. The main topic was juvenile interrogation, with a presentation from Kentucky Youth Advocates by Courtney Downs and Shannon Moody. They said their organization is supporting a 2026 Blueprint priority requiring children to consult with an attorney before waiving Miranda rights, and they emphasized research on adolescent brain development, susceptibility to peer pressure and impulsive decision-making, and the risk of false confessions. They cited National Registry of Exonerations data showing high rates of false confessions among exonerated youth, especially younger children, and described approaches in other states such as Maryland’s Child Interrogation Protection Act, Indiana’s statute allowing certain adults to waive rights in some circumstances, and laws in other states requiring recording of interrogations or limiting deceptive tactics. Members asked about trauma and adverse childhood experiences, whether the proposal would require attorney consultation in every juvenile interview, whether parents could instead be the ones consulted, and how such a rule would affect law enforcement investigations and juvenile accountability. Senator Carroll and others raised concerns about feasibility, delays, and whether juveniles might avoid accountability if attorneys are required before questioning. The presenters responded that they were focused on ensuring children understand their legal rights, that some states use age- or offense-based limits, and that parent consultation is another model used elsewhere, though they said a lawyer is best suited to explain legal rights and process. Members also discussed the role of the Department of Public Advocacy and whether legislative action or court decisions should address the issue. The council did not take final action on the policy, but requested additional materials, including the text of laws from Maryland, Indiana, and North Carolina, for further review.

Transcript Highlights:

• Simacek said, but also when it comes to us meeting our obligations when it comes to IEPs.
• IEPs are contractual documents that protect a child's education.
• And my concern with this measure is that my son's IEP may not be met in the public school system the
• don't understand where the schools are supposed to get the funding to meet the requirements in the IEPs
• ESA because she didn't have an Arizona IEP. She had a New Jersey ISP. And so that took some time.

Summary: The House convened, completed roll call, approved the journal, and took up several Senate bills and one Senate concurrent resolution through motions to reconsider, return bills for reconsideration, and refer measures to additional Committee of the Whole sessions for further amendment. Early actions included returning SB 1175 and SB 1198 to the Senate for reconsideration, rescinding passage of SB 1336 so it could be reconsidered, and referring SB 1111 and SB 152 to an additional COW. The House also recognized Representative Travers for a personal privilege statement honoring National Women Veterans Recognition Day and recorded attendance. In Committee of the Whole, members adopted floor amendments and recommended passage for SB 1511, SB 1552, SB 1198, SB 1110, SB 1618, SB 1431, and SCR 1004, with some debate on SB 1110’s home-confinement/reentry program, SB 1618’s Military Affairs Commission changes, and SB 1431’s city and town authority over residential project standards and streetscapes. The House later adopted the COW reports and moved the measures to engrossing or third reading as appropriate. SB 1336 and SB 1519 were also advanced from committee, while SB 1004 was reconsidered and ultimately failed on reconsideration. On third or final reading, the House passed SB 1127, SB 1180, SB 1428, SB 1198, SB 1336, SB 1511, SCR 1004, SB 1552, HB 2104, HB 2105, HB 2114, HB 2311, HB 2729, and HB 4117. SB 1687, SB 1004, SB 1519, and SB 1502 failed. Members explained votes on several measures, including support for tax administration clarity in SB 1180, objections and support for the May primary proposal in SB 1687, concerns about sex offender monitoring in SB 1004, support for the Arizona Beef Council in SB 1198, and debate over the photo enforcement referral in SCR 1004. The session also included recesses for caucuses, lunch, and dinner, plus a brief technical outage of the live stream.

Transcript Highlights:

• One of his IEP reports wrote social concerns are the biggest concern.
• For the benefit of those who might not know, could you say what an IEP is that you get from the public
• Were you involved in developing those IEPs?
• yes we I met developing those IEPs yes we I met monthly<04:18:18.840> at<04:18:19.040> the
• A lot of his teachers who came into the IEP meeting all the way through said, hey, you know what?

Keywords: 928, house, all

Summary: The hearing focused on House Bill 115-FN, which would remove the income cap from New Hampshire’s Education Freedom Account eligibility rules. Representative Valerie McDonnell, the bill’s sponsor, said the measure is intended to fund students rather than systems and to expand educational choice regardless of income or zip code. She described the change as a small statutory edit but argued it would have significant benefits, including helping families afford alternative education settings and testing costs such as AP exams. She also cited testimony from families who said EFAs helped children with special needs or difficult circumstances, and she argued the program is popular and cost-effective. Committee members questioned McDonnell about the bill’s fiscal impact and administration. One member asked whether removing the income cap would extend vouchers to families above the statewide median income and whether the change could cost more than $100 million annually; McDonnell said she did not agree with that estimate and pointed to Arizona as a comparison. Representative Wendy Thomas asked whether the bill should require stronger data-sharing from the Children’s Scholarship Fund, which administers the program, so the Department of Education and taxpayers could better track spending; McDonnell said the program already uses ClassWallet and regulated expenditures, and that the question was better directed to the administrator. Several members testified in opposition. Representative Wendy Thomas said the bill would increase costs for public schools, raise local property taxes, and worsen oversight problems. Representative Heath Howard argued the proposal would function as a subsidy for wealthy families already paying private tuition and said public education and special education should be funded first. Representative Megan Murray also opposed the bill, emphasizing the lack of a legal reporting requirement for EFA spending and the need for transparency, accountability, and attention to special education needs. Representative Sam Farrington supported expansion, sharing a constituent story about a student who left public school after harassment and benefited from private school placement. No vote or final action was taken in the portion provided.

Transcript Highlights:

• and then have to likely qualify for IEPs and then have to be<04:18:09.600> homeschooled<04:18
• services but and then in qualify for IEP services but and then in that<04:19:01.520> event<04
• IEP IEP services<04:21:45.439> and<04:21:45.560> then<04:21:45.760> what<04:21:
• An IEP is just an individualized education program. So we just strike the word action.
• An IEP is just an individualized education program. So we just strike the word action.

Keywords: 910, house, all

Summary: The House Committee on Judiciary and Hawaiian Affairs heard several measures, beginning with HB 194, which would designate May 22 as Maritime Day. Testimony from labor, health, and community groups was in support, and the committee later recommended passage of the bill as is, with several members voting yes and some reserving or being excused. HB 458 would designate April 27 as Brother Joseph Dutton Day; the Department of Accounting and General Services, the Joseph Dutton Guild, and a descendant all supported it, and the committee recommended passage with technical amendments. HB 957 would designate the first Friday in May as Lā‘au Day; support came from the Office of Hawaiian Affairs, the Hawaii Farm Bureau, and many individuals, and the committee recommended passage as is. HB 345 would establish the ʻōpae ula as the state shrimp to promote awareness and protection of anchialine ecosystems; DLNR, Kuaʻāina Ulu ʻAu, and other supporters testified, and the committee recommended passage with technical amendments. The committee also heard HB 901, which would allow public charter schools to appeal directly to the Board of Education on certain operational, governance, or funding matters. The Attorney General and the Public Charter School Commission offered technical comments and suggested amendments, while the commission described its current monitoring and renewal process and said it works closely with schools over the life of a charter contract. Members raised concerns about whether the bill would shift too much work to the Board of Education, and one member voted no when the committee later moved the bill with the Attorney General’s amendments. HB 1066 would add Head Start-related ex officio members to the Early Learning Board; the Early Learning Board and the Executive Office on Early Learning supported it, explaining the changes were needed to align with the federal Head Start Act, and the committee moved it forward without opposition. HB 1069 would add voting members from the Department of Education and Board of Education to the School Facilities Authority Board. DOE and the School Facilities Authority supported the change as a way to strengthen collaboration, though questions from members focused on the current communication process between the agencies. HB 1343 would require the Board of Education to adopt a policy banning student phone and related device use during school hours; the committee noted written testimony in support and then moved to decision-making. At the end of the meeting, the committee adopted recommendations to pass HB 194, HB 458 with technical amendments, HB 957, HB 345 with technical amendments, HB 901 with amendments, HB 1066, HB 1069, and HB 1343.

Transcript Highlights:

• When a public school cannot provide the services required by a student’s IEP, school districts may place
• They provide a full special education program when an LEA, through an IEP process, realizes they cannot
• Only 1% of students with IEPs in California attend non-public schools.
• Only 1% of the special of students with IEPs in California attend non-public schools.

Summary: The Assembly Education Committee heard a long slate of education bills, beginning with SB 685 on nonpublic schools for students with disabilities. Senator Cortese and the California Department of Education described the bill as a response to the Ninth Circuit’s Laughman decision, removing the obsolete “non-sectarian” requirement while preserving secular use of public funds, nondiscrimination protections, background checks, credentialing, and incident reporting. There was no opposition, and the bill later passed 7-0 to Appropriations. The committee also heard SB 1181, a pilot grant program for violence prevention, student wellness, and school safety in Central Valley and other schools. Supporters framed it as a prevention measure, while opponents from EFF, ACLU Cal Action, and community advocates warned it could increase law enforcement involvement, surveillance, and use of fusion centers; despite those concerns, it ultimately passed 5-0 to Appropriations. Members then considered SB 1067, which would create a statewide framework for annual K-2 math assessments starting in 2028-29 to identify students needing early intervention. The author and supporters argued California faces a serious math achievement crisis and that early assessment would help close gaps, while CTA and several educators and administrators sought additional clarity and amendments to ensure alignment with existing diagnostic practices and limits on high-stakes use. The bill drew broad support from educators, parents, and advocacy groups and passed 7-0 to Appropriations. SB 1107, a school shade-structure bill, would expand eligible shade projects and allow bundling through design-build to reduce costs; it received support from LAUSD, school boards, and climate-focused groups and passed 7-0. SB 1128, on take-home devices and screen time for kindergarteners, was presented as a modest first step to give families more flexibility and reduce early screen exposure, with support from early childhood advocates and no opposition, and it passed 7-0. The committee also approved SB 1048, creating a voluntary State Seal of Climate Literacy for students who complete climate coursework and hands-on projects. Supporters, including Ten Strands, students, teachers, and county offices, said it would recognize real-world climate learning and green career readiness; it passed 7-0. SB 1140, sponsored by CFT, would require LEA construction contractors to follow campus security provisions during school projects to reduce unauthorized access; it drew support from labor and gun violence prevention groups and passed 7-0. SB 930, requiring end-to-end encryption for proctoring companies handling K-12 exam data, was presented as a student privacy measure in response to cybersecurity risks and passed 6-0. Finally, SB 1083 was introduced by Senator Perez as a follow-up to last year’s Safe Learning Environments Act, with extensive committee amendments to refine the statewide misconduct data system, disclosure rules, contractor fingerprinting, and access requirements; the transcript cuts off before the bill’s full hearing and vote are shown.

Transcript Highlights:

• Lubbock ISD submitted 903 student IEP data submissions.
• the fall of 2024, TEA asked school districts to participate in a funding pilot study by submitting IEP
• We sent data from approximately 1,500 student IEPs to TEA, which entailed consulting multiple personnel
• That general ed teacher is supposed to implement the IEP and the BIP by themselves and then teach the

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• They also invite a VR counselor at an IEP meeting, starting at age 14, to start those conversations for
• all students that receive an IEP in the Florida school system.
• How do they, once they're out and they don't have those IEP meetings, how do they advocate for themselves
• Once they're out and they don't have those IEP meetings, how do they advocate for themselves and get

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

Transcript Highlights:

• currently consolidate, like all of the... and again, I don't know what's in the bill, but things like IEPs
• Some of that data, for instance, an IEP, an individualized education plan for a child that has special

Bills: HB315, HB152, HB205, SB184, SB209, HB309, SB280, SB267

Keywords: sales tax, local exemption, Consumer Price Index, tax holiday, clothing tax exemption, school supplies, sales tax exemption, baby supplies, baby formula, maternity clothing, menstrual hygiene products, use tax, exemption, tax conformity, tangible personal property, Alabama Department of Revenue, retail tax, consumer use tax, nonresident, religious publications