Bills: HR113, HCR121, HR152, HCR162, SB2835, HR61, HCR67, HR94, HCR102, HR20, HCR19, HR98, HCR106, HR57, HCR63, HR96, HCR104, HR132, HCR140, HR133, HCR141, HR77, HCR85, HR90, HCR98, HR155, HCR165, HR156, HCR166, HR74, HCR82, HR190, HCR200, HR15, HCR13, HR83, HCR91, HR117, HCR125, HR193, HCR203, HR119, HCR127, HR114, HCR122, HR116, HCR124, HR22, HCR22, HR120, HCR128, HR32, HCR32, HR115, HCR123, HR138, HCR146, HR182, HCR192, HR88, HCR96, HR50, HCR54, HR169, HCR179, HR170, HCR180, HR31, HCR31, HR86, HCR94, HR23, HCR24, HR7, HCR8, HR12, HCR10, HR136, HCR144, HR108, HCR116, HR33, HCR33, HR175, HCR185, HR129, HCR137, HR192, HCR202, HR194, HCR204, HR19, HCR18, HR131, HCR139, HR163, HCR173, HR109, HCR117, HR56

Keywords: Hawaii, House Resolution, HR113, Mermaid Caves, Nanakuli, coastal hazards, sea caves, shoreline safety, public safety, digital maps, navigation apps, Google Maps, Apple Maps, point of interest, recreational destination, emergency response, drownings, rescues, cave safety, DLNR

Transcript Highlights:

• To establish water quality standards. I move passage.
• HB3666 by King, relating to global professional standards for internal auditing. Thank you, Mr.
• Members, as of January 2025, the Global Internal Audit Standards were replaced with standards for the
• House Bill 3666 is addressing this by bringing Texas law in line with these standards.
• It simply says that when ballots are hand-counted, they must be in a standardized format so that they

Bills: HJR98, HJR8, HJR133, HB23, HB33, HB144, HB 109, HB 103, HB148, HB3809, HB1686, HB2217, HB2156, HB220, HB2421, HB2363, HB3773, HB421, HB2584, HB2615, HB2455, HB3711, HB2559, HB3747, HB2775, HB2886, HB3126, HB3666, HB3595, HB3260, HB3506, HB1638, HB3376, HB3826, HB3628, HB1349, HB3770, HB1831, HB1762, HB2614, HB3113, HB267, HB322, HB431, HB869, HB 1203, HB 1201, HB 1244, HB1875, HB1950, HB2152, HB2290, HB2341, HB2436, HB2809, HB2856, HB3012, HB2954, HCR56, HCR102, HB 107, HB1587, HB3684, HB658, HJR99, HB1399, HJR5, HJR2, HJR6, HJR31, HB1971, SJR3, HB1775, HJR72, HB502, HB3109, HJR98, HJR8, HJR133, HB 118, HB388, HB 114, HB205, HB2789, HB2791, HB499, HB2960, HB3163, HB3135, HB2427, HB1618, HB1672, HB1722, HB1338, HB787, HB2618, HB879, HB 1126, HB4134, HB3513, HB718, HB1536, HB1445, HB1640, HB1893, HB1734, HB3229, HB3306, HB 1276, HB3272, HB3276, HB3516, HB4145, HB1585, HB4810, HB2989, HB2558, HB3014, HB2742, HB1695, HB23, HB33, HB144, HB 109, HB 103, HB148, HB3809, HB1686, HB2217, HB2156, HB220, HB2421, HB2363, HB3773, HB421, HB2584, HB2615, HB2455, HB3711, HB2559, HB3747, HB2775, HB2886, HB3126, HB3666, HB3595, HB3260, HB3506, HB1638, HB3376, HB3826, HB3628, HB1349, HB3770, HB1831, HB1762, HB2614, HB3113, HB267, HB322, HB431, HB869, HB 1203, HB 1201, HB 1244, HB1875, HB1950, HB2152, HB2290, HB2341, HB2436, HB2809, HB2856, HB3012, HB2954, HCR56, HCR102

Keywords: Article V, federal government, fiscal restraints, constitutional amendment, term limits, nuclear energy, electric generation, funding, Texas nuclear development fund, advanced reactors, HJR 133, Texas constitutional amendment, ad valorem tax, property tax exemption, homestead exemption, surviving spouse, veteran, veterans benefits, service-connected death, presumed service-connected condition

Transcript Highlights:

• . standards. standards.
• . standards. standards.
• . standards. standards.
• . standards. standards.
• . standards. standards.

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• . standards. standards.
• </c> own standards. own standards.
• </c> on CTE standards. on CTE standards.
• standards? standards?
• . standards. standards.

Keywords: 916, all

Transcript Highlights:

• gentleman from New Jersey’s point, interstate pipelines also have provided the largest decrease in emissions

Keywords: U.S. House of Representatives Floor Proceedings on Friday, December 12, 2025, 1012, house, all

Transcript Highlights:

• and the health standards.
• </c> health standards. health standards.
• education standards. education standards.
• </c> health standards implementation. health standards implementation.
• </c> standards are interdisciplinary. standards are interdisciplinary.

Keywords: 1187, senate, all

Transcript Highlights:

• standards, to fully understand the Arkansas academic standards that we have today, we can look back at
• standards that govern them.
• Other waivers, as far as... ...because the standards for accreditation include more than academic standards
• Looking at the state standing, as we saw with the academic standards, the state does have academic standards
• Looking at the state standing, as we saw with the academic standards, the state does have academic standards

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy-related requirements. Staff reviewed the history of state curriculum and accreditation laws, the current standards for grades K-12, required high school units and graduation pathways, and recent changes such as career-ready pathways, embedded instruction requirements, and the distinction between courses required to be offered versus courses actually taken by students. Members asked for a chart comparing the 1997, 2003, 2015, 2017, and later law changes, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff summarized ESSA requirements, Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and recent data showing that 2025 proficiency rates remained well below the 80% goal, while English learner progress and graduation rates were also below long-term targets. The committee discussed school support and improvement, equitable access to educators, report cards, and the apparent lack of evidence that equity labs are currently being conducted. Members requested follow-up from the Department of Education on equity labs, report card data, and whether the ESSA plan can be changed. The presentation also covered state assessment results under the Arkansas Accountability Act, including ATLAS, DLM, ELPA 21, ACT, and NAEP data, along with teacher access measures and geographic shortage districts. Staff reported that Title I and high-poverty schools tend to have more emergency/provisional teachers and less experienced staff, and that shortage districts are concentrated in parts of the state. Members asked for additional information on test highs and lows, the number of assessments students take, dropout data, and whether higher teacher salaries have affected shortage areas. The committee also discussed district levels of support under the state accountability system, including the possibility of state intervention at the highest level of support.

Transcript Highlights:

• So first, with Arkansas standards, to fully understand the Arkansas academic standards that we have today
• So first, with Arkansas standards, to fully understand the Arkansas academic standards that we have today
• content standards.
• Other waivers, as far as because the standards for accreditation include more than academic standards
• Looking at the state standing, as we saw with the academic standards, the state does have academic standards

Keywords: 1204, all

Transcript Highlights:

• standards, to fully understand the Arkansas academic standards that we have today, we can look back at
• as far as the accreditation standards that govern them.
• bigger overhauls of these standards included the removal of those specific content standards, and so
• Other waivers, as far as because the standards for accreditation include more than academic standards
• Looking at the state standing, as we saw with the academic standards, the state does have academic standards

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• The academic standards are regularly reviewed by the state superintendent's Academic Standards Review
• Standards go through a public comment period before receiving the recommendation of the Academic Standards
• Federal security and peer review standards.
• But I think what we're talking about, the standard-setting records or the standard-setting information
• So similar story: standards adjusted, saying that this is basically right-sizing standards.

Keywords: 970, all

Transcript Highlights:

• ,</c> standard instead of the state standard, standard instead of the state standard, they<00:10:48.000
• </c> smartest standards that are out there. smartest standards that are out there.
• </c> standard for all roads in the states? standard for all roads in the states?
• or this standard or this standard.
• or this standard or this standard.

Keywords: 1187, senate, all

Transcript Highlights:

• The standards were activated here in Massachusetts.
• They come out with a second set of standards.
• The Massachusetts second set of standards...
• That was not an official crisis standard decision.
• Crisis standards are condition-specific.

Keywords: 1212, all

Summary: The Permanent Commission on the Status of Persons with Disabilities’ Long-Term Services and Supports and Health Equity Subcommittee met and heard a presentation from Colin Killick of the Autistic Self-Advocacy Network on disability discrimination in crisis standards of care during COVID-19. He described how Massachusetts and other states initially used rationing criteria that prioritized short-term or long-term survival in ways that disadvantaged disabled people, older adults, and people with certain chronic conditions, and he discussed related issues such as QALYs, DNR pressure, and inequities in vaccine prioritization. He also noted that disability rights advocates, legal groups, and allies used litigation, media outreach, and public pressure to force revisions to the standards, and that Massachusetts ultimately adopted more protective third-round standards that limited the use of life-expectancy judgments and banned QALYs in those decisions. Members asked why the disability health care discrimination bill has not passed despite being reintroduced over multiple sessions. Killick said the main obstacle now appears to be lack of legislative prioritization rather than active opposition, after earlier concerns about QALYs were resolved through compromise. He identified the bill as S. 869, an act relative to preventing discrimination against persons with disabilities in the provision of health care, and said it had been favorably reported out of the Health Care Financing Committee. Members thanked him for the presentation and for his work during the pandemic. The meeting then moved to roll call, approved the minutes by motion and second, and adjourned after noting the next meeting date as August 31st.

Transcript Highlights:

• The standards were activated here in Massachusetts.
• They come out with a second set of standards.
• The Massachusetts second set of standards... ...the Massachusetts second set of standards got repealed
• crisis standards for the next disease.
• Crisis standards are condition-specific.

Keywords: 995, all

Summary: The Permanent Commission on the Status of Persons with Disabilities’ Long-Term Services and Supports and Health Equity Subcommittee met to hear a presentation from Colin Killick of the Autistic Self-Advocacy Network on disability discrimination in crisis standards of care during COVID-19. He described how Massachusetts and other states initially used standards that prioritized longer life expectancy and, in some cases, quality-adjusted life years (QALYs), which he argued devalued the lives of disabled people and older adults. He also discussed related issues such as denial of transplants, pressure on disabled patients to sign do-not-resuscitate orders, and inequities affecting communities of color. He said disability advocates, legal groups, and public officials pushed back through litigation, media, and organizing, leading to revisions of Massachusetts’ standards and the eventual inclusion of disability advocates in the drafting process. Killick also discussed vaccine rollout, saying disabled people were initially under-prioritized but later gained broader access and more accessible vaccination options such as ASL interpretation and in-home vaccination. He closed by urging support for S. 869, an act relative to preventing discrimination against persons with disabilities in the provision of health care, which he said would ban disability-based discrimination in crisis standards, prohibit QALYs in health care decision-making, and add protections against coerced DNRs. He noted the bill had been favorably reported out of the Health Care Financing Committee but still needed support. In questions, members asked why the bill had not advanced further; Killick said earlier opposition from QALY supporters had been resolved, and the main barrier now was lack of legislative prioritization. Members thanked him for the presentation and for the work on revising crisis standards. The subcommittee then completed roll call, approved the prior minutes, and adjourned, noting the next meeting would be August 31.

Transcript Highlights:

• studies standards.
• History 1 content standards.
• the social studies standards.
• So there's, of those standards, there are over 21 or so standards that deal with the founding era, the
• look at the updates to the Western Civilization standards that are in the social studies standards,

Summary: The committee met to consider only education administrative rules, and members agreed to vote on each docket separately. Nick Wagner of the State Board of Education first presented a repeal of the pay-for-success contracting rule as duplicative of statute and never used, and a cleanup to the career technical centers rules removing duplicative definitions and wording tied to federal Perkins V language. Both dockets were approved without opposition. Greg Wilson then presented the rules governing uniformity, including a Code of Ethics update for professional educators, social studies standards, and special education rules. The ethics changes focused on limiting educator-student digital communication to district-approved devices, platforms, and school-based accounts, broadening misuse provisions to cover devices and platforms, and clarifying professionalism language. Several members questioned how the communication rule would work for coaches, field trips, and personal phones, but Wilson said the intent was to create monitored, district-approved channels and a clearer record to prevent or investigate misconduct. The committee approved the ethics docket. Wilson next explained the social studies standards revisions, including targeted updates to grade 4 and U.S. History 1 after last year’s legislative rejection, plus a new Idaho-specific Western Civilization section. Members asked about the apparent mismatch in adoption dates across dockets, and Wilson and the state rules coordinator explained that the references would be melded together in codification if both dockets passed. Members also asked about coverage of the founding era and communism; Wilson said the standards include substantial material on the founding, early republic, and the rise of the Soviet Union. The committee approved the social studies docket. Finally, Wilson presented the temporary and pending special education manual rules. He said the temporary rule was needed to keep schools compliant at the start of the year after federal concerns were raised about the state’s specific learning disability criteria, and the final manual incorporated further public comment and advisory input. The committee approved the special education dockets, and the meeting adjourned.

Transcript Highlights:

• </c> no standards for electricity. no standards for electricity.
• Uh in the case of the electrical<00:43:25.440><c> standard,</c> electrical standard, electrical standard
• </c> that's a state standard. Correct. that's a state standard. Correct.
• >> No, to the state standards. >> To the state standards.
• standard.

Keywords: 1189, house, all

Transcript Highlights:

• History I standards.
• in the social studies standards.
• So there are, of those standards, over 21 or so standards that deal with the founding era, the early
• look at the updates to the Western Civilization standards that are in the social studies standards,
• History I standards.

Keywords: 989, all

Summary: The committee heard several State Board of Education rule dockets, with Nick Wagner and Greg Wilson explaining that most changes were cleanup, clarification, or removal of duplicative language. The first docket repealed an unused pay-for-success contracting rule because the language duplicated statute and had never been used. Another docket on career technical centers removed a federal definition from rule and made a minor terminology change. A uniformity rules docket made technical edits, including abbreviating the State Board’s name and adding “standard” to a career technical education certificate title. The most discussed docket was the Code of Ethics for Idaho Professional Educators. Wilson said the updates came from the Professional Standards Commission after complaints and public comment, and were intended to reduce unethical educator-student interactions by requiring digital communications to occur on district-approved devices and platforms, limiting use of personal accounts, and broadening language on misuse of devices and explicit content. Members asked about how the rule would work for coaches and school trips, whether school-based accounts were required, and whether the changes addressed inappropriate conduct with students; Wilson said the goal was to create clearer, monitorable records and better protect students and staff. The committee also discussed whether these issues were common and whether further policy or legislation might be needed. The committee then took up social studies standards and the special education manual. Wilson explained that the social studies revisions were a response to prior legislative concerns, with updated Grade 4 and U.S. History I standards and a new Idaho-specific Western Civilization section; members asked about the date references in different dockets and about how much instruction covers the founding era and communism. The special education items included a temporary rule and a final pending rule for the Idaho Special Education Manual, adopted after federal concerns about eligibility criteria and multiple rounds of public comment and advisory input. The committee voted to approve the dockets individually, including the repeal, cleanup rules, the ethics updates, the social studies standards, and the special education manual rules, and then adjourned.

Transcript Highlights:

• House File 29, Social Studies Standards.
• </c> ongoing work on these standards ongoing work on these standards reflected<00:13:56.000><c> the</
• </c> studies standards and ethnic strands. studies standards and ethnic strands.
• </c><00:15:29.120><c> for</c> implementation of these standards for implementation of these standards
• The only standards you're changing is the social studies standards."

Keywords: 919, house, all

Summary: House File 29 was heard in committee as a proposal to suspend adoption of the revised social studies standards, push implementation to 2030-31, repeal the requirement to embed ethnic studies across all standards, and cancel related appropriations. The bill sponsor argued Minnesota schools should focus on basic academic achievement and that ethnic studies requirements add burdens and distract from reading, math, and science. The chair moved the bill to the Committee on Education Finance after opening the hearing and then took extensive public testimony. Testimony was sharply divided. Supporters of HF 29, including Katherine Kersten, Deanna Moose, Kendall Qualls, Hillary Swanson, and Diane Smith, argued the ethnic studies framework is ideological, overly focused on race, insufficiently transparent, and costly in professional development time; several said it would divide students or burden teachers. Some supporters also claimed the standards or framework promote activism, critical race theory, or racial stratification. Opponents, including Mark Westfall, Crystal Johnson, Jim Grathwol, Marcus Penny, Claude Sigman, and Courtney Major, said the standards are inclusive, research-based, and designed to help students understand multiple perspectives, civic life, and the contributions of diverse Minnesotans. They emphasized that ethnic studies can improve engagement, critical thinking, and representation, and that teachers should be trusted to implement the standards. No final vote on the bill was taken in the portion of the meeting provided. The only formal action noted was the chair’s motion to re-refer House File 29 to the Committee on Education Finance.

Transcript Highlights:

• <00:02:59.040><c> 125</c> standards 125 standards 125 120b<00:03:01.360><c> 25</c><00:03:01.959><c> States
• From my time on the social studies standards committee, I can say that these standards were written with
• </c><00:28:31.760><c> representation</c> social study standards representation social study standards
• The 2011 social studies standards reflected research and model standards that existed at that time.
• Minnesota state social study standards Minnesota state social study standards<00:39:47.319><c> are</

Keywords: 1183, house

Transcript Highlights:

• </c> aligned to the revised standards. aligned to the revised standards.
• </c> updated as well for the new standards. updated as well for the new standards.
• I was actually talking about standards or thinking about the actual standards, updating math standards
• So when you talk about timing of the<00:29:37.760><c> standards</c> the standards the standards um<00
• </c> within the minimum standards. within the minimum standards.

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• </c> updated as well for the new standards. updated as well for the new standards.
• state-adopted standards.
• I was actually talking about standards, or thinking about the actual standards—updating math standards
• So when you talk about timing of the<00:29:37.760><c> standards</c> the standards the standards um<00
• </c> within the minimum standards. within the minimum standards.

Keywords: 1189, house, all