Transcript Highlights:

• AB 495 does not alter parental rights, and parents can revoke the arrangement at any time.
• This is not taking away children from parents.
• This bill is about parental choice, and it's about adding additional parental rights and safeguards all
• The latest amendments make it clear that parents retain their rights and the agreement requires parental
• And sometimes the parent is not available.

Summary: The Assembly met in session, established a quorum, and opened with a prayer and Pledge of Allegiance recognizing 9/11. Members then moved through a long daily file and concurrence calendar, with many items passed without debate or temporarily retained. The chamber also took procedural actions, including re-referring AB 1152 to the Public Safety Committee, suspending rules for guest access and file-item handling, and later taking a roll-call vote to allow a late-filed journal letter request. Among the major Senate bills taken up on third reading, the Assembly approved SB 385 on peace officers’ rights, SB 753 on shopping cart recovery, SB 838 on housing and hotel projects, SB 643 on carbon dioxide removal grants, SB 645 on jury peremptory challenges in civil cases, SB 761 on CalFresh access for students, SB 774 on real estate licensing sunsets, SB 400 on renewable energy labor tax incentives, SB 24 on utility spending transparency, SB 37 on attorney advertising ethics, SB 258 on spousal rape involving disabled spouses, SB 364 on outdoor advertising near new freeways, SB 403 removing the sunset from medical aid in dying, SB 770 on HOA barriers to EV charging, and SB 22 on gift certificate cash redemption values. Most of these measures passed with little or no opposition; SB 403 and SB 770 drew more divided votes, while SB 24 was briefly delayed by a call before passing. The Assembly also concurred in numerous Senate amendments on Assembly bills covering a wide range of topics, including service of process (AB 747), local clean energy planning (AB 39), firearms (AB 1078), workers’ compensation (AB 1336), public health (AB 1487), survivor leave protections (AB 406), solid waste (AB 70), water reporting for data centers (AB 93), Diwali recognition (AB 268), wildfire workforce recovery (AB 338), educational equity (AB 419), civic education (AB 422), office-to-housing conversions (AB 507), cannabis tax relief (AB 564), privacy/browser opt-out rules (AB 566), housing element transparency (AB 610), tenant appliance requirements (AB 628), code enforcement penalties (AB 632), homelessness and LGBTQ-related policy (AB 678), energy (AB 740), DEIA review in state government (AB 766), inmate firefighter wages (AB 247), children’s health (AB 798), real estate (AB 851), COVID-era rehiring protections (AB 858), hazardous materials (AB 961), real property and housing covenants (AB 1050), aging (AB 1069), health care facilities (AB 1172), endangered species protections (AB 1319), CalWORKs modernization (AB 1324), cannabis access for seriously ill patients (AB 1332), foreign labor contractors (AB 1362), and downtown revitalization financing (AB 1445). Several of these passed overwhelmingly, while a few drew notable opposition, including AB 93, AB 403, AB 770, AB 851, AB 1050, and AB 1319. The transcript also included extended debate on SB 34, which was presented as a compromise measure on air pollution and port operations in the San Pedro Bay area. Supporters said it narrowed the scope to protect union jobs while preserving AQMD authority, while opponents and supporters alike noted the underlying distrust between labor and environmental stakeholders. The Assembly passed SB 34, SB 515 on disaggregated demographic data collection, and then began taking up AB 495 on immigration, with the sponsor describing family separation and immigration enforcement trauma before the transcript cuts off.

Transcript Highlights:

• Parenting and the right to be a parent, the ability to be a parent is extremely important, and we should
• They care about parenting. They know that parents have rights.
• It means parent or guardian.
• And keep in mind, when you have parent-teacher conferences and those parents meet with teachers, do you
• In the House of Representatives, House Bill 883, by the Education Committee, an act relating to education

Keywords: 989, all

Transcript Highlights:

• </c> enhancements to the educational enhancements to the educational experience,<00:05:01.560><c> they
• IDEA sets the Education Act, IDEA.
• </c> parent? It was more of one, is she okay? parent? It was more of one, is she okay?
• And their parents need the help.
• </c> you saying that parents are activists. you saying that parents are activists.

Keywords: 1183, house

Summary: The committee heard House File 3493, the Safe Schools Revenue Increase bill, and first adopted the DE amendment before moving the bill on for re-referral to Ways and Means. Representative Lawrence described the bill as a multi-layered school safety package for all students and schools, including public, nonpublic, charter, and tribal schools, with increased safety funding, mental health support, anonymous threat reporting, school safety plans, and student discipline changes. Several supporters emphasized the need for flexible safety funding and cited real-world safety concerns, including anonymous tip systems that had generated many reports, classroom evacuations, staff injuries, and the need for more resources for mental health and safety infrastructure. Some supporters, including charter school leaders and Catholic Conference testimony, argued the bill’s flexibility and broader safety approach were important, while others supported the K-3 suspension language as a needed tool in severe cases. Opponents focused heavily on the bill’s repeal of Minnesota’s K-3 suspension ban and non-exclusionary discipline requirements. Legal aid, disability advocates, and education groups argued that suspensions harm young children, worsen disparities, and disproportionately affect students of color and students with disabilities, and they urged the committee to keep restorative and non-exclusionary practices in place. Disability advocates also asked that any safety planning explicitly account for students with disabilities and that the bill remain aligned with IDEA protections and individualized education decisions. Several testifiers opposed using public funds for private schools, saying public money should stay in public programs. Other testimony came from school administrators and staff who supported restoring limited suspension discretion, describing serious elementary incidents, classroom evacuations, and injuries that they said required a short-term removal option to stabilize classrooms and plan for students’ return. Mental health and school support personnel witnesses stressed that safety and mental health funding should remain distinct and that more counselors, social workers, and related staff are needed to address student crises. No final vote on the bill itself was taken in the portion provided beyond adoption of the DE amendment and the motion to re-refer the bill.

Transcript Highlights:

• First, we will take up CS for House Bill 1483, Education, by Representative Valdes.
• I believe in these educators' ability. They are superheroes. They really are.
• to be able to educate our kids.
• Kathy Bome, Florida Education Association, waves in opposition.
• , and then regular update for parents, and then widening that to VPK.

Summary: The Pre-K Through 12 Budget Subcommittee met with a quorum and took up three bills, along with a brief budget conference-prep presentation. The first bill, CS/HB 1483 on school grading and student supports, would gradually align Florida’s school grading scale with the familiar A-F student grading scale over a 10-year glide path, add school report card transparency on the percentage of students reading at grade level, expand interventions for students with substantial reading and math deficiencies through VPK through grade 8, and create a competitive grant for diverse books in K-5 classrooms and libraries. Supporters argued the current school-grade scale is misleading and that the bill would improve transparency and supports; some members raised concerns about impacts on turnaround schools, community perception, and whether the bill adequately captures student gains. The bill passed 12-2 and was reported favorably. The committee then considered CS/HB 859 on the School Readiness Program, which revises the definition of “economically disadvantaged” for eligibility purposes. The bill originally moved from 150% of the federal poverty level to 65% of state median income, but three amendments were adopted to create a glide path and reduce fiscal impact by using 50% of state median income or 150% of poverty, whichever is greater, and by deleting an obsolete section. Public testimony was overwhelmingly supportive, emphasizing child care as workforce infrastructure and a lifeline for working families. The bill passed unanimously, 14-0, and was reported favorably. Finally, CS/HB 1607 on cardiac emergencies in schools would require AEDs in every Florida school, including charter schools, require CPR/AED training, and create a pulse-saving plan with rulemaking authority for the State Board of Education. Proponents cited alarming statistics about sudden cardiac arrest on campuses and argued that rapid AED access can save lives; supporters from the American Heart Association, PTA, and cardiology groups backed the measure. Members spoke in strong support, and the bill passed unanimously, 14-0, and was reported favorably. The meeting ended with a budget presentation explaining that House and Senate FY 2025-26 budget, appropriations project, and proviso side-by-sides had been distributed ahead of conference, followed by adjournment.

Transcript Highlights:

• to specifically include parental involvement because parents are very important in the process.
• She said the parent support piece is absolutely imperative, and that the parent support piece is what
• The transition is also difficult for parents' work schedules.
• We want to encourage our parents and our home caregivers We want to encourage our parents and our home
• At a good education to get one.

Summary: The committee heard and approved several bills. CS for CS for CS SB 138, Trenton’s Law, would broaden DUI and boating-under-the-influence laws to cover any impairing substance, increase penalties for refusal to submit to breath or urine testing, allow blood warrants in misdemeanor DUI/BUI cases, enhance penalties for DUI with death or vehicular homicide involving prior convictions, and authorize DUI diversion programs. Supporters included law enforcement and prosecutors, who said the bill addresses gaps involving over-the-counter drugs and refusal cases; the Florida Association of Criminal Defense Lawyers raised concerns about the breadth of the “any impairing substance” language and record consequences for first refusals. The bill was reported favorably. The committee also reported favorably SB 400, which removes the repeal date from Florida’s Interstate Compact on Educational Opportunities for Military Children, and CS for SB 102, which creates a workforce credentialing program for exceptional student education students, especially those with autism, to earn badges for job skills and safety-related competencies. SB 102 drew questions about fiscal impact and teacher training, with supporters emphasizing workforce readiness and parent involvement while some members raised concerns about costs and implementation. SB 130, which updates compensation for wrongfully incarcerated people found factually innocent, was also reported favorably after supporters argued Florida’s current law is too restrictive and too few exonerees have been compensated. The committee then approved CS for CS for SB 296, which repeals the statewide mandate for later middle and high school start times and returns the decision to local districts, while requiring districts to document their analysis of sleep, safety, transportation, and other impacts. An amendment added a reporting requirement to show how districts considered later start times and any unintended consequences. The bill drew broad support from school officials and education groups, with members noting transportation and extracurricular challenges. Finally, SB 234, dealing with criminal offenses against law enforcement officers, was reported favorably after debate over whether the bill should retain “good faith” language and how it would affect defenses and officer accountability. The committee also passed CS for SB 274, designating a portion of International Drive as Harris Rosen Way and adding a memorial designation for the late Senator Geraldine Thompson near the Wells Built Museum; members praised both honorees and the bill was reported favorably. The committee adjourned after recording one member’s request to be shown voting yes on the first bill.

Transcript Highlights:

• But as we look at shifts in expectations of parents, how we're delivering education, what the needs of
• The parent has to agree to what that is. And so if a parent is.
• We need to draw that line in education. We need to have our educators educating.
• and education options.
• and education options.

Summary: The committee received a detailed JFAC presentation on the K-12 public school support budget from Legislative Services analyst Kellan McGurkin, followed by testimony from Superintendent Debbie Critchfield. McGurkin reviewed how Idaho’s school funding formula works, including support units, staff allowance, career ladder salary funding, discretionary funding, health insurance, transportation, facilities, and the Public Education Stabilization Fund. He explained the FY 2026 revised budget, including a reduction in projected support units and an ongoing $22.3 million general fund rescission, and then walked through the FY 2027 request and the Governor’s recommendation. Major FY 2027 items included health insurance adjustments, transportation growth, federal fund authority, and proposed one-time special education initiatives: a $5 million high-needs fund and a $1 million regional service model, both tied to interest or transfers from other funds. The Governor also recommended eliminating or reducing some items, including virtual school-related payments and a reduction to Idaho Digital Learning Academy funding, which would lower the general fund request compared with the agency proposal. Critchfield framed the budget around enrollment trends, shifting student populations, and the need for flexibility in how districts use existing dollars. She highlighted gains in literacy, graduation rates, dual credit and career technical participation, and said the department wants more categorical flexibility for professional development, technology, and digital content funds so districts can redirect unused money to higher priorities such as literacy or special education. She also described the Idaho Career Ready Students grant as having created 170 new programs and said remaining funds are obligated. On special education, she said costs are growing faster than current funding and argued for a bridge solution while broader funding issues are addressed; she also said the department is pursuing a regional service-center model to help rural districts share hard-to-fill specialists. Critchfield additionally outlined planned federal waivers on assessments and flexibility, and said the state is seeking more control over education decisions. Committee members focused heavily on funding mechanics, especially whether career ladder and health insurance money is distributed per teacher or through support units, how discretionary funds are used, why insurance amounts in the budget book differed from current projections, and whether districts can use leftover health insurance dollars for other purposes. Members also questioned the proposed special education funding, the use of interest earnings from dedicated funds to support the general fund, the size and use of school contingency balances, and whether the state should revisit the funding formula itself. No votes were taken during this portion of the meeting; the discussion remained in presentation and questioning, with several follow-up requests for data and clarification.

Transcript Highlights:

• Um but the other tools for educators.
• We heard from educators in the issue.
• We heard from educators in the special<00:04:34.560><c> education</c><00:04:35.120><c> space.
• We heard from special education space.
• </c><00:05:29.440><c> and</c> used to ensure that parents and used to ensure that parents and guardians

Keywords: 1187, senate, all

Transcript Highlights:

• The parents and the teachers can read about it.
• That's something that the parents usually learn out when the kids are very early because they have to
• With respect, Madam Chair, I think that when we pass legislation that says that the Department of Education
• </c> theia that's something that the parents theia that's something that the parents usually<00:01:25.400
• </c> policy um of the Department of Education policy um of the Department of Education that<00:02:37.879

Keywords: 1191, senate, all

Summary: The committee discussed a bill directing the Department of Education to develop or identify informational materials about type 1 diabetes and make them available to school districts and on school websites. One member objected that the bill was too narrow and effectively created a policy focused on one disease, arguing that other illnesses also deserve attention and that parents can obtain such information from physicians and health centers. Others responded that type 1 diabetes was chosen because it can be hard to detect, can progress quickly, and early warning signs in children may be missed by school staff and parents. Supporters emphasized testimony from young people and families about the importance of early detection, noting that type 1 diabetes is different from type 2 and can lead to serious complications if not recognized quickly. Several members said the bill would help teachers, nurses, and parents identify symptoms and seek prompt medical care, and that adding every disease would overcrowd the materials. One senator said the bill was a prevention measure and that similar treatment could be considered for other illnesses in the future if they met the same criteria. The committee then voted on the bill and advanced it on a 4-1 vote. Afterward, there was brief procedural discussion about whether to place another item on consent and whether to move out of executive session, but no additional substantive action was taken.

Transcript Highlights:

• And we spoke to parents and caregivers as well as referred. the UCCs.
• And we spoke to parents and caregivers as well as referrers.
• There were 28 qualified respondents for the parents.
• The parents are pretty much in the unaware and aware phase.
• Like what would be motivators for parents?

Keywords: 962, all

Summary: The meeting opened with approval of the April minutes and brief administrative updates, including notice that House Bill 5447 had passed both chambers of the General Assembly. Speakers reflected on the bill’s key provisions, which include eating-disorder working groups, an evidence-based screening requirement for school-based health centers beginning July 1, 2027, and a DSS-led feasibility process to explore an inpatient psychiatric facility for young adults ages 14 to 21. New staff introductions were also made for the Behavioral Health Advocate’s office and the TCB team. A major portion of the meeting focused on marketing and outreach for urgent crisis centers (UCCs) and the broader youth crisis continuum. Daydream Communications presented research showing low public awareness of UCCs but strong interest once families learn about them, with parents wanting specialized, compassionate care, clear expectations, insurance clarity, and bilingual support. United Way described its parallel work on a statewide crisis continuum marketing toolkit, using the SAMHSA framework of “someone to talk to, someone to respond, and somewhere safe to go,” and outlined plans to distribute consistent messaging through websites, social media, flyers, and community venues. Members emphasized coordinating with existing platforms and ensuring the marketing reflects the actual experience at UCC sites. DCF then presented on adolescent substance use services, citing data showing high need and low treatment access among Connecticut youth. The department reviewed its ASAM-based continuum, SBIRT efforts in outpatient psychiatric clinics, medication-assisted treatment access, and statewide services such as MST, MST emerging adults, STRIDE, multidimensional family therapy, youth recovery supports, and the AIM matching tool. A new young people peer support program was highlighted, with referrals accepted from families, hospitals, community providers, DCF, youth diversion, and the judicial branch. Questions addressed parent consent, peer matching, and whether the AIM tool could be linked through 211. The meeting concluded with an update from the Connecticut Suicide Advisory Board and its regional boards and grant-funded initiatives. Presenters reviewed the state suicide prevention plan, regional coalition work, postvention response, lethal means safety efforts, and the 988 capacity improvement grant that supports Connecticut’s centralized 988 contact center at United Way. They also shared youth suicide risk data from the Connecticut Youth Risk Behavior Survey, noting recent declines in reported suicidal ideation and attempts, and provided resources for training and materials. No formal votes were taken beyond the approval of the April minutes.

Transcript Highlights:

• Just, I guess for the record, I think I believe the Department of Education.
• And I think about it as just, I’m a parent, you know, I’m a parent, but I don’t have kids of this age
• It will join us at the Arkansas Department of Education.
• parent the curriculum, and the parents then in turn teach their children the curriculum, which is a wonderful
• That's been our experience: parents just didn't know that.

Summary: The committee met to review early childhood education funding, access, and program sustainability, with Secretary Aleva and Director Ashland Abney providing updates on Arkansas’s ABC state-funded preschool program and the federal CCDF/SRA program. Members discussed the long-standing flat funding for ABC, which rose from $11 million to $14 million in 2018, compared with roughly $137 million in federal CCDF/SRA funding. Officials said ABC serves about 23,000 children, while SRA serves about 14,871 children and has a wait list of about 2,971 children. Members also asked for more data on rural versus urban access, provider types, and the number of slots and providers by region. A major topic was how to improve quality and access while aligning early childhood with K-12. Officials said the department is moving from the Better Beginnings environmental rating system toward CLASS observations, using local leads and a kindergarten-readiness strategy tied to quality improvement. Members raised concerns about deserts and islands in service availability, the cost of school-based versus community-based providers, and the need to support infant-toddler care as well as preschool. The commissioner said early learning should be part of long-term state education investment, but that simply adding money would not solve access gaps without broader structural changes. The committee also discussed recent funding changes and their effects on providers and families. Officials said a $14.741 million PDG-BFV competitive grant will support systems-building work, including local leads, workforce, data systems, and third-party CLASS observations, but it is a one-year grant and not direct service funding. Members questioned the impact of new co-pays, provider closures, and slot reallocations; officials said eight closures were tied specifically to funding changes, and that paying only for enrolled children rather than allocated slots saved about $576,000. They also discussed dual enrollment in home visiting and ABC, with officials estimating that limiting double enrollment could save about $2.4 million and potentially serve about 470 more children. The meeting ended with agreement to continue regular updates and further discussion, and the committee adjourned without a vote on legislation.

Transcript Highlights:

• Jacob Beliva, Department of Education.
• Jacob Beliva, Department of Education.
• And I am an educator still practicing.
• “I think a lot of it is parents who have been incarcerated…” “I think a lot of it is parents who have
• And parents have full access.

Keywords: 1204, all

Transcript Highlights:

• standard to be applied to the foster parent to promote normalcy within our foster families.
• So I think that would be major information to pass on to parents. Thank you.
• So I think that would be major information to pass on to parents. Thank you.
• , during their nursing education, have no education in how to identify victims of human trafficking.
• That way, our nurses will be educated before they go actually out and practice.

Summary: The Appropriations Committee on Health and Human Services heard public comment on several health and human services funding concerns before moving through a series of bills. Testimony at the start focused on the AIDS Drug Assistance Program, with a client warning that proposed changes to eligibility and drug access could disrupt care for thousands of people living with HIV/AIDS, and urging the Legislature to intervene. Another speaker asked for support for the iBudget waiver, saying provider costs have risen and requesting about a 7% increase for direct support professionals to help stabilize the developmental disabilities workforce. The committee then unanimously reported favorably several bills. SB 428 expanded Florida’s swim lesson voucher program from children ages 0-4 to ages 1-7, based on drowning-prevention recommendations. SB 68 required hospitals with emergency departments to adopt pediatric emergency care policies, training, equipment standards, and readiness assessments; an amendment aligned reporting dates with the House version. SB 1718 changed the definition of when an adult visitor in an out-of-home placement becomes a non-visitor, reducing repeated background checks, made the Step Into Success pilot permanent, adjusted foster youth stipends, and created a best-practices program within the Florida Institute for Child Welfare. The committee also approved SB 606, which adds drowning-prevention and safe-bathing education to postpartum materials provided to new parents and requires hospitals and birthing centers to document compliance; members highlighted bathtub drownings as a key concern. SB 96 expanded eligibility for the Veterans Dental Care Grant Program to veterans up to 400% of the federal poverty level, while an amendment removed the bill’s specific appropriation so funding can be handled in the budget process. SB 340 required nursing students to complete a two-hour human trafficking course before taking the NCLEX. SB 1480 created a grandfathering process for certain health care providers in federally designated areas of critical need if an area is de-designated, to avoid disrupting patient-provider relationships. All bills were reported favorably, and the committee adjourned at the end of the agenda.

Transcript Highlights:

• </c> see the department of education. see the department of education. Chief.
• Thank with the Department of Education.
• </c> public safety, welfare, and education. public safety, welfare, and education.
• /c> work, both parents are working shift work, both parents are working shift work.<00:13:33.120><c>
• </c> And I worked with a variety of parents. And I worked with a variety of parents.

Bills: HB0111, HB0112, HB0122

Keywords: capital construction, state funding, Wyoming, major maintenance, community colleges, task force, legislative services, budget appropriation, unexpended funds, sunset clause, healthcare, rural health, transformation program, funding, incentives, training, access, perpetuity fund, 916, all

Transcript Highlights:

• We have data on how many foster youth are in post-secondary education.
• A parent who had paid into Social Security.
• paying parents are also low income.
• Children receive more financial support, parents' employment barriers are reduced, parents' housing status
• and credit scores improve, and co-parenting relationships improve.

Keywords: 988, house, all

Transcript Highlights:

• ,</c><00:16:39.560><c> they</c> identified cause and the parent, they identified cause and the parent
• They make educated guesses. And I think that they can also make this educated guess.
• </c> they can also make this educated guess. they can also make this educated guess.
• Parents are responsible for all the transportation except as required by a pupil's individualized education
• </c> than say special education. than say special education.

Keywords: 1189, house, all

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• Oh, for special education? For special education. It's up to age 22 now?
• If the student is around other educators, If the student is around other educators, you have eyes on
• I want to start by recognizing educators.
• ESHB 1795, on behalf of the State Board of Education.
• of students eligible for special education services.

Keywords: 904, all

Transcript Highlights:

• </c> our values as Minnesota's Education our values as Minnesota's Education Agency<00:04:27.600><c>
• education.
• educ education when students shape our educ education when students are<01:38:55.119><c> given</c><01
• system and education broadly.
• system and education broadly.

Keywords: 1187, senate, all

Transcript Highlights:

• We want to give information to educators and to parents to be able to make their own determinations.
• We want to give information to educators and to parents so they can make their own determinations.
• Because when we empower parents, when we empower educators, they will be engaged with us.
• </c><01:45:43.080><c> they</c> parents when we Empower Educators they parents when we Empower Educators
• to engage in the educator I want parents to engage in the process<01:45:48.800><c> because</c><01:45

Keywords: 1183, house

Transcript Highlights:

• </c> $33.9 million for special education aid. $33.9 million for special education aid.
• </c> education to career technical education. education to career technical education.
• special education.
• special education.
• </c> &gt;&gt; parent, not the district." &gt;&gt; parent, not the district."

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• </c> parent choice. So, thank you. parent choice. So, thank you.
• , uh Education Education Policy, uh Education Partnerships<00:54:27.599><c> Coalition,</c><00:54:28.000
• Some want to be stay-at-home parents, and some want a liberal arts education that they'll learn Shakespeare
• parents and some want liberal<01:03:34.079><c> arts</c><01:03:34.559><c> education</c><01:03:35.520>
• Education literacy education matters.

Keywords: 1187, senate, all