Transcript Highlights:

• funding to meet all the demands that we've been getting over like a three-year period, you know, on our IEP
• reduced federal funding, potentially using our ...potentially using our scoring ranking, which is in our IEP
• So we have a ranking list, project priority list on our IEP that relates to the scoring, and projects
• So projects that are coming in the door now, you know, if they move forward on our IEP to meet requirements

Summary: The task force met to focus on funding systems and incentive structures for a proposed regional waste infrastructure effort, including how a future WIPA framework might support solid waste planning in the Willamette Valley. Staff and members heard presentations from DEQ on the Clean Water State Revolving Fund, from Business Oregon on the Special Public Works Fund, and from Oregon State Treasury on state bonding capacity and the bond issuance process. Presenters explained how their programs are structured, how projects are scored or approved, what kinds of public entities and projects are eligible, and how interagency coordination and co-funding can work. DEQ emphasized that its revolving loan fund is driven by water-quality benefits and public-health criteria, while Business Oregon described a broader infrastructure loan program for public entities with no scoring system, and Treasury outlined the state’s debt-capacity process and the differences between general obligation and lottery bonds. Members used the presentations to discuss whether similar funding tools could support solid waste infrastructure, especially for transfer stations, regional hubs, and related facilities that may need to be built before Coffin Butte reaches the end of its lifespan. Several questions centered on whether public-private partnerships could qualify, whether equipment inside facilities could be financed, how repayment would work, and whether planning costs could be covered. DEQ and Business Oregon both said they could potentially collaborate on scoring or co-funding, but noted eligibility limits and the need for public ownership in many cases. Treasury said bond capacity is limited and competitive, especially for lottery bonds, and that project authorization generally runs on a two-year cycle, though unused authority can sometimes be reauthorized. In task force discussion, members debated whether the group should pursue a dedicated funding lane for the seven-county region rather than having local governments compete with other statewide needs. Some members stressed the importance of criteria to avoid stranded assets and to ensure funding is available when projects are ready, while others raised concerns about how cities and counties would generate revenue to repay debt during construction and early operations. The group also discussed flow control, system fees, and the need for regional collaboration among counties, cities, and haulers to create enough waste volume to support new infrastructure. Staff noted that pre-session filing materials for the legislature are due September 11, and the chair said the August meeting will focus on organizational structure and identifying partners. During public comment, Representative Kevin Mannix submitted written testimony supporting the WIPA concept and urging the task force to endorse it. Commissioner Bubba King of Yamhill County urged the task force to compare alternatives objectively and warned against adding bureaucracy before evaluating existing infrastructure and costs. Commissioners Kevin Cameron and Roger Nyquist of Marion and Linn counties described regional hub-and-spoke concepts, transfer stations, and intermodal options, emphasizing the need for planning, strategic siting, and collaboration with haulers and local governments.

Transcript Highlights:

• So in the Venn diagram of this situation, you have the large circle of IEP recipients, and then within
• that there is some sort of a connection, a correlation between the high-cost students and the overall IEP
• And, you know, I have family who are educators, and the number of IEPs, And, you know, I have family
• who are educators, and the number of IEPs that are being sought and garnered has gotten much larger in

Keywords: 959, house, all

Transcript Highlights:

• Also, the accommodations that I have seen… with IEPs and your partnerships with school districts is definitely
• the School for the Blind charge you for services whenever you have accommodations, or are you part of IEP
• Daphne Mitchell, our Vocational Rehabilitation Program Manager, and we attend IEP meetings with the School
• What does the district pay to the School for the Blind for accommodations and IEPs?

Transcript Highlights:

• But for students who are awaiting an IEP or an assessment for a disability who are not wishing to pursue
• Scholarship recipients, how do you think that would make everyday public school folks that are also on IEPs
• scholarship recipients, how do you think that would make everyday public school folks that are also on IEPs
• number, or are you familiar with the number of kids in our school districts right now that are on IEPs
• niche of students who won't even be remaining in that public school to receive the services that the IEP

Bills: SR44, HCR1027, SJR50, SJR52, SJR53, HB1185, HB1937, HB2035, HB2137, HB2166, HB3148, HB3323, HB3466, HB3498, HB3661, HB3678, HB3710, HB3977, HB3986, HB4104, HB4108, HB4142, HB4191, HB4274, HB4275, HB4322, HB4336, HB4484, HB3880, HB1687, HB3673, HB1170, HB2959, HB3718, HB3021, HB3443, HB3501, HB4143, HB4326, HB2992, HB3660, SB171, SB1325, SB1980, SB2045, HB4422, HB4423

Keywords: SR44, Senate Resolution 44, Teacher Appreciation Week, teachers, educators, Oklahoma educators, public schools, K-12 education, pre-K, school recognition, education resolution, appreciation week, National PTA, Eleanor Roosevelt, teacher recognition, school staff, classroom, Oklahoma Legislature, concurrent resolution, sine die adjournment

Summary: The Senate convened, established a quorum, offered prayer, and recognized a doctor, a nurse, and a student hero who rescued a driver from a burning vehicle. The chamber also welcomed a new group of pages and adopted a motion to reject House amendments to Senate Bill 1546 and request conference. Senators then adopted Senate Resolution 44 recognizing Teacher Appreciation Week, and heard remarks honoring educators in the gallery. Senator Goodwin also announced the death of former Representative Don Ross and offered condolences to his family. The Senate then took up House Concurrent Resolution 1027, setting a target sine die date of May 14 at 5 p.m. The resolution drew opposition from Minority Leader Kurt and Senator Jett, who argued the chamber still had unfinished business, but it passed 28-17. The Senate also passed SJR 50, SJR 52, and SJR 53, all related to agency rules, including expanded provider types, removal of a physician-visit cap, and medical marijuana packaging requirements. Additional measures passed included HB 1185 on preserving military and historic firearms for honor guards and museums, HB 1937 on student-employee communications and due process, HB 2035 on funeral transportation protection agreements, HB 2137 on involuntary medication procedures for competency restoration, and HB 2166 on legal newspaper distribution without a USPS permit. Later, the Senate approved a series of bills on business, licensing, public safety, and state operations. These included HB 3148 on VIN inspections by dealers, HB 3323 on removing notarization for certain electronic Service Oklahoma documents, HB 3466 eliminating petty cash at the Corporation Commission, HB 3498 updating corporation and LLC statutes, HB 3661 extending a forestry equipment sales tax exemption, HB 3678 expanding the definition of public official for electronic harassment protections, HB 3710 revising the Rising Scholars Award Program, HB 3977 updating state veterinarian qualifications, HB 3986 expanding a tax exemption, HB 4104 strengthening penalties for repeat voyeurism-related offenses, HB 4108 adding airport operational areas to critical infrastructure, HB 4142 covering conspiracies to use bombs or explosive devices, HB 4274 allowing military children to attend non-zoned schools, HB 4275 allowing case managers and peer support specialists to work for local public agencies, HB 4322 removing dual certification for funeral directors in charge, HB 4336 updating interventional pain management rules, HB 4484 allowing certain state vehicles to be used between home and work, HB 3880 on Tourism Department compensation and Oklahoma Today publication discretion, and HB 1687 creating the Uniform Health Care Decisions Act with an amended effective date. The chamber also passed HB 2959 requiring school administrators to report abuse allegations to law enforcement within 24 hours and before school questioning, with emergency passage approved. HB 3718 was then taken up with an amendment clarifying timelines for special education evaluations tied to the Lindsay Nicole Henry Scholarship; discussion centered on the new 15-school-day meeting timeline and the 45-day evaluation period. The transcript ends during questions on that amendment, before final action on HB 3718 is shown.

Transcript Highlights:

• IEP? IEP assessments? IEP assessments. Their, their, your staff do those or that you guys?
• Currently, so far this school year, we've conducted 324 of those IEP assignments.
• enough for us to not have to go back and have this discussion again. about kids are not getting their IEPs

Keywords: 1184, house, all

Transcript Highlights:

• And then from the bottom of eight through page 10 are our IEP... >> These are for the IEP meeting facilitators

Keywords: 924, joint, all

Transcript Highlights:

• First of all in your bill if a family has a child with disabilities that is on an IEP or a 504 and they
• know a charter school whether it's non-classroom based or not would there be any disruption in their IEP
• process nothing in this bill would undermine any visual education plan, any IEPs.
• So if the programs and services, if the child is on an IEP and they're receiving some special programming
• And then I go home and spend hours of unpaid time doing IEP paperwork, taking time from my family.

Keywords: 988, house, all

Transcript Highlights:

• So if you have an IEP... ...or you're up to the age of 21. Is it 22 now if you have special needs?
• So if you have an IEP, your special-needs child can stay in school or in the EFA program until you're
• Kids with IEPs? Yes, we do.
• We have one student who is aging out of the program this year, who is an IEP.
• <04:20:21.760> or<04:20:22.159> a where you would need an IEP or a where you would

Keywords: 928, house, all

Summary: The Finance Division 2 work session first took up HB 506, a bill dealing with the return of seized firearms. Members discussed how the measure would shift background-check processing for firearm returns through the Department of Safety, while the physical firearms would still remain with local police unless State Police had taken custody. The department said the bill would change which cases come to it, and members clarified that the bill concerns the background-check decision rather than possession of the firearms. The committee then voted OTP on HB 506 FN by a 7-0 roll call. The committee next discussed HB 671, establishing a kindergarten literacy readiness program. Department of Education staff explained that the bill grew out of a COVID-era Waterford contract that provided home-based early literacy support for families using federal relief funds, at a cost of about $600,000 per year, but that the program ended when those funds expired. Members raised concerns that the bill’s $1 appropriation was not realistic, that the prior program lacked sufficient outcome data, and that the references to ESSA tier-one benchmarks were unclear. The department said it was conducting a broader literacy needs assessment and updating the state literacy plan, including data from the zero-to-five range, K-5, and dyslexia-related work. Waterford representatives described the program as an early-literacy, pre-K readiness service for children ages zero to five, originally designed to work in homes with computers and internet provided where needed, and later expanded in some settings such as daycares and pre-K classrooms. They said the program used assessments at the beginning and end, had served hundreds of children, and was intended to support family engagement and kindergarten readiness. Despite that testimony, members remained concerned about funding and the lack of clear results, and one member moved to retain the bill for more information. The discussion ended with the bill retained rather than advanced.

Transcript Highlights:

• they move up in grades, it's maintaining that continuity from classroom to classroom as part of their IEP
• up in grades it's it's maintaining that continuity from from classroom to classroom as part of their IEP
• or their you know programs so that the the teachers on the other and ...part of their IEP or their programs

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with most testimony focused on two main topics: improving access to augmentative and alternative communication (AAC) for students with disabilities, and raising educator pay statewide. On the AAC bills (House 514/Senate 418), parents, advocates, and attorneys described how AAC devices and communication books help nonverbal or minimally verbal children communicate, participate in class, and reduce frustration and behavioral issues. Testimony emphasized that while districts are generally required to provide devices, many teachers and school staff lack training to use them effectively; the bill would direct DESE to update licensure and training requirements so newly licensed teachers are prepared to support AAC users. Committee members asked about current teacher-prep practices, implementation, and whether DESE could act without legislation, and witnesses said the proposal was intended as a long-term solution and had previously received some support and compromise language. The committee also heard extensive testimony on House 733/Senate 370, which would set a statewide minimum salary of $70,000 for teachers and $55,000 for education support professionals (ESPs/paras), with inflation adjustments and a phase-in structure that would shift costs over time from the state to municipalities. Supporters, including the bill sponsor, MTA leaders, and school employees from several districts, argued that current pay is not a living wage, contributes to staffing shortages and turnover, and forces many educators to work multiple jobs or rely on public assistance. They said the bill would help recruit and retain staff and better reflect the importance of the work. Committee members raised questions about how the state would fund the mandate, how it would interact with Chapter 70 school aid and local budgets, whether other states have similar mechanisms, and whether the proposal could create disincentives for districts already paying above the floor. Witnesses pointed to the Student Opportunity Act, the Fair Share Amendment, and the need for a broader school funding formula review as possible parts of the solution. The committee also briefly heard and discussed Senate Bill 435/House Bill 736, which would require de-escalation training for school bus operators, with the training paid for by employers. The sponsor and a parent advocate said the bill was prompted by a school bus incident involving a child with cerebral palsy and epilepsy and would improve safety and reduce reliance on law enforcement. Members asked whether the bill should also cover bus monitors and other transportation staff, and whether private contractors and public operators currently provide similar training. At the end of the hearing, the chairs closed testimony on the full list of bills and adjourned the hearing without taking any votes.

Transcript Highlights:

• If I was in K through 12, I have this Section 504 plan that had X, Y, Z accommodations, or I had an IEP
• IEP noncompliance, I would just ask that the report show how the districts are actually complying.
• As a substitute teacher, I've never received an IEP in the classroom.

Summary: The committee heard and discussed several higher education and public school bills. Senator Burwell presented SB 1242 to remove an outdated Coordinating Board approval requirement for Texas State Technical College land and facility acquisitions, and SJR 59 to create a constitutionally dedicated endowment for TSTC capital needs; both drew strong support from industry and workforce groups and were left pending. SB 757, by Senator Middleton, would create a debt-to-earnings accountability system for public college programs, with supporters saying it would protect students from low-value degrees and opponents warning it could unfairly penalize programs with long-term value, especially graduate, medical, and public service fields; it was also left pending. SB 1241, by Senator Millington, would expand acceptable college entrance exams beyond the SAT and ACT, including the Classic Learning Test, and was left pending after testimony from CLT, homeschool, and student groups in support. SB 1085, by Senator Blanco, would let Sul Ross State University offer lower-division courses at its satellite campuses in the Middle Rio Grande region; it too was left pending. The committee then took up a series of public school and higher education measures, voting several out favorably. SB 605, as substituted, limits commissioner approval of charter school expansion amendments for schools under conservatorship or a management team and was reported favorably 9-0. SB 1871 and SB 1873, both by Senator Perry, were revised to narrow teacher immunity, clarify removal and suspension procedures, require periodic review of in-school suspension placements, and align discipline rules; both substitutes were adopted and reported favorably. SB 1872, SB 1874, SB 762, SB 1962, SB 1750, SB 2252, SB 2253, SB 2365, SB 1924, and SB 37 were also considered, with most reported favorably on party-line or near-unanimous votes. SB 1750 would replace a flat charter school facilities funding cap with an attendance-based formula; SB 2252 and SB 2253 address kindergarten readiness, early literacy/numeracy, and educator preparation; SB 2365 concerns student phone use during instructional time; SB 1924 restores local citation authority for certain school offenses and adds reporting, notice, and completion requirements; and SB 37 would expand state oversight of higher education curriculum, governance, faculty senates, and compliance with state law. Other measures heard included SB 769, which would require a Coordinating Board report on barriers faced by students with disabilities in higher education; supporters emphasized the need for better data and accessibility, while witnesses suggested broader reporting on race, disability types, and K-12-to-college transitions. SB 2231 would designate a Free College Application Week in October and was left pending. SB 1878 would modernize the Josie School statute and provide formula funding and aid eligibility for Polytechnic College. SB 1409 would authorize universities to offer self-funded student health benefit plans, with Rice University and Texas 2036 supporting the measure as a way to lower costs and expand coverage. SB 2431 would require universities to give foreign language credit for study abroad programs, SB 2314 would require schools to inform students about opting in or out of record sharing for direct admissions through My Texas Future, and SB 2138 would extend the state’s anti-ESG contracting restrictions to public higher education endowments and governing boards; these later bills were introduced and left pending.

Transcript Highlights:

• We helped our youth navigate truancy, secure IEPs, and address the underlying issues that have... ...
• We mentioned the IEP system, the SARB to your parents.
• We mentioned the IEP system, the SARB to your parents. We mentioned, Terrily mentioned our courts.

Summary: The Assembly Budget Subcommittee on Public Safety heard several items focused on youth safety and law enforcement resources. The committee first took up tribal youth diversion programs, with the Legislative Analyst’s Office describing the Tribal Youth Diversion Grant Program and its two cohorts of grantees funded through the Board of State and Community Corrections. Tribal representatives from the Yurok Tribe and San Pasqual Band of Indians testified that diversion, tribal courts, school partnerships, mentoring, and culturally grounded services helped reduce truancy and justice-system involvement, but that short-term funding interruptions and limited capacity prevented them from serving all youth in need. Committee members discussed the importance of early intervention, tribal-state court collaboration, and possible misidentification of Native youth in the justice system. The committee then heard the California Highway Patrol’s overview of surge operations supporting local crime suppression, including organized retail theft. CHP reported that its surge teams have been used in response to mutual aid requests and cited arrests, stolen vehicle recoveries, and firearm seizures in Oakland, Bakersfield, and San Bernardino. Members asked about demand for these operations and whether CHP could meet requests without affecting other duties; CHP said requests have increased and are accepted when resources allow. The committee also heard CHP’s request for a $5 million General Fund augmentation and 12 positions for its Computer Crimes Investigation Unit to make child sexual abuse material and human trafficking investigations a higher priority. CHP cited rising cybertip volumes, a case involving AI-generated CSAM, and the need for more investigators and forensic capacity. A larger portion of the hearing focused on the Internet Crimes Against Children task forces and a separate $5 million ongoing General Fund proposal for Cal OES to continue the program. Task force commanders from Sacramento, San Diego, Silicon Valley, and Fresno described rapidly growing cybertip volumes, heavy caseloads, forensic backlogs, and the need for training and equipment for affiliate agencies statewide. They emphasized that the ICAC model relies on local partnerships, deconfliction, and subject-matter expertise to identify victims, execute warrants, and rescue children, and they gave examples of cases that led to arrests and child rescues. Members generally supported the work but raised questions about overlap between CHP and ICAC efforts, the need for broader statewide collaboration, and whether more resources should be directed to task forces and victim services. A public commenter also urged expansion of homeless youth exploitation services and the California Youth Crisis Line.

Transcript Highlights:

• Law also provides the waiver of assessment requirements for students with disabilities for whom an IEP
• team determines... ...of assessment requirements for students with disabilities for whom an IEP team
• there are paper-based accommodations for—it is a small percentage—but that is available if based on the IEP

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• of origin under McKinney-Vento, or kids with disabilities who are owed transportation under their IEPs
• transported more than 12,000 homeless students and foster care students and over 2,000 students with IEPs

Keywords: 995, all

Summary: The Joint Committee on Public Safety and Homeland Security held a public hearing with opening remarks from Senate Chair John Cronin and House Chair Dan Cahill, followed by member introductions and instructions limiting testimony to three minutes. The committee first heard testimony on S. 2743, an act addressing staged suicides. Elizabeth Sherin Feiner of Jewish Family and Children’s Service and later Susan Altman, a domestic violence advocate, described cases in which deaths initially treated as accidents or suicides were later found to be homicides, arguing the bill would improve training, investigation protocols, and accountability in deaths involving domestic abuse. Committee members asked about current police and medical examiner practices, and one member noted that sudden-death determinations are handled by the chief medical examiner in Massachusetts. The committee then heard testimony on S. 2861, a special commission to examine school bus safety, led by Representative Sabadosa and Amanda Taylor, whose daughter Summer Steel was killed in a school bus door incident. Taylor urged adoption of anti-pinch sensor technology on new buses, saying it could have prevented her daughter’s death. Representative Sabadosa and later a Mazur USA representative supported the bill, explaining that anti-pinch and anti-drag technologies are already used in other transportation sectors and could prevent similar tragedies. The hearing also included discussion of costs and the fact that the proposal would apply prospectively to buses manufactured going forward. Finally, the committee heard testimony on S. 3021, updating Massachusetts student transportation. Ever-Driven Technologies and Chamber of Progress supported the bill, saying it would modernize Section 7D requirements for smaller passenger vehicles used for alternative student transportation while keeping core safety standards in place. They argued the change would help districts serve students experiencing homelessness, in foster care, or with disabilities, reduce costs, and expand transportation options amid a statewide transportation crisis. No votes were taken during the hearing, and the committee adjourned after public testimony concluded.

Transcript Highlights:

• used, um, there are reporting requirements if it's used more than a couple times in a month, the whole IEP
• used, um, there are reporting requirements if it's used more than a couple times in a month, the whole IEP

Keywords: 1187, senate, all

Transcript Highlights:

• We'll discuss options permitted for students with IEPs in upcoming slides. positive student behavior,
• classroom clears, is this a policy that came about because of the federal restrictions around disciplining IEP
• disciplining federal restrictions around disciplining federal restrictions around disciplining IEP
• IEP students? IEP students?

Keywords: 958, all

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

Transcript Highlights:

• So the usage of individual education programs, IEPs, and schools and trends with IEPs over time, the
• We hear all the time that kids are not getting their IEPs met, that the schools are falling short on
• And we also need to look at there's been an incredible increase in kids that are put on IEPs.
• about this with the sponsor because it does talk about, um, in their charge, you know, looking at IEPs
• , which is under special looking at IEPs, which is under special education.<02:15:36.719> And<

Keywords: 1191, senate, all

Transcript Highlights:

• If a student is on an IEP, a plan is put in place, often called a BIP, or behavior intervention plan,
• If a student is on an IEP, a plan is put in place, often called a BIP, or behavior intervention plan,
• To be very frank, in my time as an elementary assistant principal, If a student is on an IEP, a plan
• state-approved alternative programs, you can't force a student into that, particularly if the student has an IEP
• well as those of countless other children in our schools, especially Black and brown students with IEPs

Keywords: 1183, house

Transcript Highlights:

• But for students who are awaiting an IEP or an assessment for a disability who are not wishing to pursue
• That are also on IEPs and having to deal with the same issues that these families are dealing with.
• Of kids in our school districts right now that are on IEPs and those families that are standing in line
• niche of students who won't even be remaining in that public school to receive the services that the IEP

Bills: SR44, HCR1027, SJR50, SJR52, SJR53, HB1185, HB1937, HB2035, HB2137, HB2166, HB3148, HB3323, HB3466, HB3498, HB3661, HB3678, HB3710, HB3977, HB3986, HB4104, HB4108, HB4142, HB4191, HB4274, HB4275, HB4322, HB4336, HB4484, HB3880, HB1687, HB3673, HB1170, HB2959, HB3718, HB3021, HB3443, HB3501, HB4143, HB4326, HB2992, HB3660, SB171, SB1325, SB1980, SB2045, HB4422, HB4423

Keywords: Medicaid, federal funding, state law, healthcare, low-income adults, Oklahoma Constitution, Oklahoma Health Care Authority, OHCA, health care rules, administrative rules, major rule, Title 75, Title 317, Oklahoma Administrative Code, OAC 317:30, health policy, state health programs, provider regulations, benefits administration, rule approval

Transcript Highlights:

• So, it just kind of depends, but for special education children, they receive services through an IEP
• We did expand that IEP program to include all kids who are eligible and who are receiving a medically
• degrees, because they may have a bachelor's in education, but they may never have been exposed to an IEP
• or have a secondary diagnosis, obviously probably secondary trauma from their experiences, maybe an IEP

Keywords: 996, all

Transcript Highlights:

• Twenty-five percent of our students qualify for IEPs, with 23% coming to us and receiving multilingual
• from uh 25% of our students<00:07:12.199> qualify<00:07:12.599> for<00:07:12.800> IEPs
• c><00:07:13.479> with<00:07:14.039> 23%<00:07:15.039> um students qualify for IEPs
• with 23% um students qualify for IEPs with 23% um coming<00:07:15.479> to<00:07:15.680> us

Keywords: 1187, senate, all

Summary: The committee did not get to the planned testimony on attendance and excessive unexcused absences, but instead heard from Minnesota’s Superintendent of the Year and Teacher of the Year. The chair opened by noting the committee was short on time, introduced the idea of hearing from the two award recipients, and briefly referenced a question he likes to ask students about what book every high school student should read. Superintendent Putnam of St. Cloud Area Schools then testified about the superintendent-of-the-year selection process, his district’s work, and the community context in St. Cloud. Putnam described the award as a community honor and said his leadership is guided by authenticity, transparency, and hope. He highlighted district efforts to improve attendance and enrollment, expand community engagement, create family advocate and inclusive decision-making structures, and support students through partnerships and wraparound services. He also discussed district demographics and needs, including food insecurity, IEPs, multilingual services, and homelessness, and noted initiatives such as preschool partnerships, an ambulance bay, school safety improvements, and two full-service community schools funded in part by a federal grant. In response to member questions, he said PSO enrollment had not been a major issue in St. Cloud, explained that student jobs and responsibilities help improve attendance and engagement, and urged lawmakers to be curious and avoid assumptions about public schools. The committee then heard from Tracy Bird, Minnesota’s 2024 Teacher of the Year and a ninth-grade English teacher at Minneapolis Washburn. Bird shared his personal path into teaching, including earlier school struggles, work in finance, and encouragement from a principal who saw his potential. He described the nomination and selection process for Teacher of the Year and said his classroom is shaped by student energy, high expectations, and the realities of a diverse school community with both high mobility and affluent students. He emphasized that students are more engaged when they feel part of something larger than themselves and said his district’s work includes giving students meaningful jobs and responsibilities. No formal votes or legislative actions were taken in the portion of the meeting provided.