Transcript Highlights:

• , but make basic education impossible.
• that our public education be fully funded?
• My name is Jason Parents. I'm the superintendent of the school district.
• . funding education.
• . funding education.

Summary: The committee first heard Senate Bill 5992, which would create a non-appropriated Youth Development Fund account to support grants for positive youth development programs serving ages 5 to 24. Staff explained that OSPI would administer grants to nonprofits, tribes, and local parks and recreation entities, with school districts and ESDs eligible mainly as partners; annual reporting would be required. The sponsor and many testifiers, including students, youth-serving nonprofits, tribal representatives, and agency partners, described after-school, mentoring, arts, sports, outdoor, and wraparound programs as important for mental health, belonging, safety, civic engagement, and prevention, especially for vulnerable and rural youth. The committee then moved to executive session and adopted a substitute and passed SB 5992 to the Rules Committee. The committee also took executive action on Senate Bill 5952, which would standardize the process for excusing high school students from physical education, and on Senate Bill 5961, which would transfer the Imagination Library of Washington from DCYF to OSPI. In both cases, the committee adopted proposed substitutes that narrowed or adjusted the bills, then voted them out of committee: SB 5952 was sent to Rules, and SB 5961 was sent to Ways and Means. The committee also heard Senate Bill 5969 on allowing an IEP transition plan to satisfy high school and beyond plan requirements; after discussion, a substitute was adopted that instead directs OSPI to reduce duplication in the statewide IEP system, and the bill was passed to Ways and Means. Later, the committee heard Senate Bill 5918, which would increase materials, supplies, and operating costs (MSOC) funding by $100 per student or $100,000 per district, whichever is greater, starting in the 2026-27 school year. Testimony from educators, administrators, school board members, PTA, and OSPI emphasized that districts are using local levy dollars to cover basic operating costs such as utilities, insurance, curriculum, and maintenance, leaving less for enrichment and forcing cuts or deferred purchases. One opponent argued against additional taxes and questioned the return on school spending. The sponsor framed the bill as necessary to meet the state’s paramount duty to fund basic education. The transcript then shifted to Senate Bill 5951 on school access to albuterol, which would allow schools to keep stock albuterol under a statewide standing order and let trained staff administer it under certain conditions; students, nurses, and advocates testified that stock albuterol could reduce absences and improve safety for students with asthma. Finally, the committee began hearing Senate Bill 6042 on school mapping, which would require school safety plans to include accurate, interoperable digital maps for first responders; the sponsor and emergency response witnesses said standardized maps are critical for coordinated, timely response in school emergencies.

Transcript Highlights:

• educators?
• Special education students are general education students first.
• Special education students are general education students first.
• Parents and guardians of students who have individualized education programs, or IEPs, and Section 504
• However, in addition to requiring more specific advanced educational planning and parent or guardian

Summary: The House Education Committee held a work session on reducing restraint and eliminating isolation in schools, then moved into a public hearing on House Bill 1795 and its proposed substitute. Chair Sharon Santos reviewed committee procedures and emphasized the short session timeline, then framed the discussion as part of a longer-running effort to address student restraint and isolation. Representative Callan, the bill sponsor, said the committee’s pilot and demonstration sites would help identify both benefits and implementation challenges for legislation. OSPI Acting Director of Policy and Legislative Affairs Misha Cherniski presented an update on the state’s demonstration project, saying it is in its third year and has $2 million per year in the current budget for fiscal years 2026 and 2027. He described intensive, targeted, and universal supports, including grants to pilot and demonstration districts, a technical assistance manual, and statewide professional learning. He reported that 68% of project sites saw reductions in restraint and isolation compared with the prior year, and said OSPI’s immediate policy recommendations are to extend prohibitions on dangerous restraints such as prone, supine, wall, mechanical, chemical, and noxious spray restraints, and to clarify the definition of “imminent likelihood of serious harm.” Committee members asked for more detailed disaggregated data by race, ethnicity, grade level, incident type, and sample size, and raised questions about authorized entities, student movement, and whether data captures incidents in nonpublic settings. Representatives from Auburn, Bainbridge Island, and Concrete school districts described how the grant-funded work has affected their districts. Auburn reported major reductions in isolation after removing its last isolation room, expanding behavior supports, and training staff through multiple professional development options; the district said the biggest challenge has been shifting staff mindset and navigating delayed access to vendors and grant systems. Bainbridge Island said it has used grant funds for universal staff training, administrator training, social-emotional MTSS work, and partnerships with multiple providers; it reported zero isolations and sharply reduced restraints, while noting the need to monitor nonpublic agencies closely. Concrete, a much smaller district, said the grant allowed it to hire a part-time BCBA, adopt Safety-Care training, and use OSPI’s manual and tracking tools, but staffing shortages and limited substitute coverage make it hard to attend demonstration sites or training in person. During the public hearing, the substitute bill was summarized as prohibiting certain restraints, banning isolation as a planned intervention, narrowing the definition of serious harm, and extending requirements to other providers of public educational services, while preserving lawful duties of school resource officers. Proponents included disability advocates, the Washington Education Association, and public school employees, who said the bill would reduce trauma and align practice with student safety and dignity. A parent testified about a child harmed by a room that was later used for involuntary confinement. A representative from a specialized learning center testified in opposition, arguing that a complete elimination of isolation for younger students could increase danger in some settings, that medical-provider requirements could be difficult to meet, and that specialized providers need broader exemptions. No vote was taken in the portion of the meeting provided.

Transcript Highlights:

• When a student, when either a parent or. an educator suspects a student of having a disability, that
• There has to be an educational. The special education obligation is specifically educational.
• So if an educator gets arrested, if an educator gets indicted, if an educator gets convicted...
• So you might, for example, as a parent, have a specific. special education due process complaint, we
• I think it's a great way to provide parents options and supports for their kids in early education.

Committee: House Public Education

Keywords: 1184, house, all

Transcript Highlights:

• About special education.
• When I say paraprofessional, I am speaking about an educator. Paras are educators.
• education students.
• Burnout in education hopefully slowly subsides. Public education is a promise.
• education colleagues.

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• paying parents are also low income.
• paying parents are also low income.
• scores improve; and co-parents' and parenting relationships improve.
• and paying parents.
• and paying parents.

Summary: The Assembly Budget Subcommittee on Human Services held an informational hearing on child welfare, foster care, child support, and related prevention efforts. The chair opened by emphasizing mandated reporting reform, foster care system improvements, and community-based prevention, and noted that no votes would be taken. Public testimony focused first on mandated reporting, where a lived-experience advocate and several organizations argued that the current system overreports families, especially Black, Native, and Latino families, causes trauma, and should be reformed through standardized training, clearer thresholds, and stronger community supports rather than more hotline referrals. Casey Family Programs cited data showing nearly 90% of reports are unsubstantiated, while CDSS said it is already forming a Mandated Reporting Advisory Committee, updating training, and exploring community pathways and possible changes to the list of mandated reporters. CWDA and SEIU supported training and alternative response concepts but stressed child safety, county capacity, funding, and the need for careful implementation and accountability. The committee then discussed a proposal to create a foster care multi-agency office within the California Health and Human Services Agency, led by a chief foster youth advocate with authority to coordinate across departments. Advocates said foster youth often need services from education, health, housing, and behavioral health systems that do not coordinate well, and argued that a central office with real authority could improve placement stability and access to services. CDSS responded that existing structures already provide coordination, including AB 2083 interagency teams, the Child Welfare Council, complex care steering committees, and the foster care ombudsperson, but said it was open to technical assistance. Members raised concerns about whether the new office would have enough authority and funding to avoid becoming another layer of bureaucracy, and the chair emphasized the need for real “teeth” and better interagency action. The final major topic was the continuation and expansion of Promise Neighborhoods. A community leader described strong early results from the state-funded neighborhoods, including improved kindergarten readiness, reduced chronic absenteeism, higher graduation rates, food access, housing supports, and mental health services, but warned that current funding sunsets in June 2025 and that a fiscal cliff could jeopardize staff and services. CDSS said the four funded neighborhoods have reported positive outcomes and valuable flexibility, but also noted challenges with one-time funding, student mental health, and long-term planning. Assemblymember Mia Bonta urged continued investment, saying the place-based model is difficult to rebuild once lost, and the chair asked LAO to help identify the minimum funding needed to preserve the existing infrastructure while evaluation results are still pending.

Transcript Highlights:

• Her passion for education is inspiring, and her ideas about new educational opportunities will provide
• It gives parents stronger tools It gives parents stronger tools to monitor and manage their children's
• And it is much harder for parents or And it is much harder for parents or other trusted adults today
• , but parents can't do it alone.
• , a master's degree in physical education and educational physical education and educational leadership

Keywords: U.S. House of Representatives Floor Proceedings on Monday, June 29, 2026, 1012, house, all

Transcript Highlights:

• George Washington once advised that the primary object of public education should be the education of
• , Then incorporating input from the State Department of Education, the State Board of Education, and
• Then incorporating input from the State Department of Education, the State Board of Education, and the
• I'm a special educator, a health educator.
• H.B. 516 aims to clarify it and expand the role of parents in public education, seeking greater transparency

Committee: Senate Education

Summary: The committee first approved minutes from March 9, 10, and 11, 2026. It then took up Senate Bill 1336, a proposal to codify civics and American founding content in Idaho social studies standards. Sponsor Senator Anthon said the bill was a work in progress and asked that it be sent to the 14th order for amendment, citing concerns about flexibility, local control, and implementation. Testimony from school groups was generally supportive of the goal but raised concerns about codifying standards in statute, the Western civilization requirement, staffing and scheduling impacts, and funding for curriculum changes. The committee voted to send SB 1336 to the 14th order. Next, the committee heard Senate Bill 1412, a school hiring and reporting bill combining earlier proposals on educator misconduct disclosure, mandatory reporting, employer verification, Professional Standards Commission reporting, and whistleblower protections for private school employees. Senator Nichols said the bill was intended to create uniform statewide protections and transparency. Testimony strongly supported the bill from several educators and advocates who described failures to report abuse, retaliation against whistleblowers, and cases where alleged offenders remained employed. The committee voted to send SB 1412 to the Senate floor with a due pass recommendation. The committee then considered House Bill 832, which would change career technical education hiring rules by replacing a fixed 6,000-hour industry experience requirement with standards set by the State Board of Career Technical Education. The bill was presented as a way to improve recruitment and retention of industry professionals, and it passed with a due pass recommendation. The committee also heard House Bill 711, creating alternative authorization pathways for school principals and superintendents through either a grow-your-own route or an executive leadership route. Supporters argued it would help districts, especially rural ones, recruit leaders and that it was optional; opponents said it lowered standards, did not solve retention problems, and could weaken preparation in school law, finance, and instructional leadership. Despite objections, the committee voted to send HB 711 to the floor with a due pass recommendation. Finally, the committee revisited House Bill 516, which would restrict classroom instruction on sexual orientation and gender identity and had an amendment clarifying that incidental references in certain subjects would not be prohibited. Testimony was sharply divided, with supporters framing it as a parent-rights and transparency measure and opponents warning it would chill instruction and invite litigation; discussion focused on the meaning of “incidental reference” and the bill’s private right of action, but no final action was taken in the portion provided.

Transcript Highlights:

• It restores the trust of a parent with our school system. Remember, we have compulsory education.
• Parents don't have a choice except for private education. unconstitutional but not the entire law unconstitutional
• </c><03:30:00.319><c> Parents</c> we have compulsory education.
• Parents we have compulsory education.
• And follow up. educational freedom accounts because educational freedom accounts because parents<04:11

Keywords: 928, house, all

Summary: The committee opened with Senate Bill 22-FN, which would expand child care licensing background checks so the Department of Health and Human Services can receive fuller criminal history information, including pending charges and other non-conviction records, similar to the system already used for school staff. Grant Bossi, for Senator Pearl, and DHHS officials Melissa Clement and Christine Sheay testified in support, saying the bill closes a gap that can allow people with disqualifying charges to work with children. They explained that the FBI record is a snapshot in time, that juvenile records are not included, and that the bill would apply to child care programs including residential group homes. Questions focused on what “confidential criminal history” means and how often checks are repeated; DHHS said checks are done every five years or sooner if new charge information is received. The hearing on SB 22 was then closed. The committee then took up Senate Bill 23-FN, which would expand the child endangerment statute and remove the word “purposely” from part of the language. Senator Pat Long said the bill is intended to strengthen protection for children and allow more serious conduct to be charged appropriately. Testimony from law enforcement, including Executive Counselor Dave Wheeler, Sergeant Ryan Rooney of Nashua Police, and Nicholas Georgulis of Manchester Police, supported the bill as a way to distinguish routine misdemeanor cases from the most egregious abuse and neglect cases, such as children living in squalor or being exposed to severe danger. Wheeler and some members raised concerns that the language could be vague or overbroad and cited a prior Manchester firearm-in-a-car arrest as an example of possible unintended consequences; supporters responded that the bill still requires knowingly violating a duty of care and that the serious bodily injury or death standard limits its reach. Rooney also described a fentanyl overdose case involving an 11-year-old and said the current misdemeanor charge did not fully reflect the seriousness of the conduct. The committee recessed SB 23 briefly to open and close SB 161, then returned to SB 23, which remained under hearing with no final vote taken in the excerpt.

Transcript Highlights:

• should be taking control, is that we educate folks... ...the parent should be taking control, is that
• This isn't just a parenting issue.
• It displaces focus away from real solutions, including those that promote parental education and digital
• tools and parental consent.
• Megan Garcia: I believe this law would provide meaningful oversight, parental education, and tools, and

Summary: The committee first heard AB 56, which would require social media platforms to display a warning label about potential mental health harms from prolonged use, with amendments shortening the initial warning and allowing immediate access to the platform. The author and supporters, including a parent who lost a daughter to suicide and a therapist, argued that social media contributes to teen anxiety, self-harm, and other harms and that families need clearer public health information. Opponents from tech and civil liberties groups argued the bill would be ineffective, burdensome, and likely unconstitutional, saying it would create warning fatigue and should be replaced by more targeted tools and digital literacy measures. Several members discussed emergency access concerns, language access, and whether the warning should be more actionable; the bill was moved on a 9-0 vote to the Judiciary Committee. The committee then took up AB 358, which would amend CalECPA to allow law enforcement, with the victim’s consent, to inspect certain abandoned tracking or surveillance devices found in a victim’s home, vehicle, or personal property without first obtaining a warrant. The author and a San Diego prosecutor said the bill is narrowly tailored to devices used solely for spying and is intended to help stalking and domestic violence survivors act quickly before evidence is lost. Opponents from EFF and the ACLU warned the bill would weaken warrant protections, create a loophole around CalECPA, and reduce transparency and accountability. Members debated Fourth Amendment issues, abandonment, and the practical need for rapid access; the bill passed the committee on a 9-0 vote to Appropriations. The committee also heard AB 1137, which builds on last year’s CSAM reporting law by allowing any user to report child sexual abuse material, requiring clearer reporting mechanisms, adding human review in some cases, and mandating third-party audits and public reporting. Supporters, including survivor advocates and a parent of a child victim, said the bill would reduce the burden on survivors and improve removal of abusive content. Tech industry opponents said they support the goal but objected to the human-review mandate, public audit disclosures, and enforcement provisions, arguing they could create security risks and compliance burdens. Members generally supported the bill’s intent but raised questions about audit frequency and human review; the bill was moved on call with seven votes at the time of the transcript.

Transcript Highlights:

• Strong K-12 schools are not just an educational priority. They are a Education.
• The answer is I don't think education is a privilege. Education is a right.
• What are support structures that we can put in place, including educating families and helping parents
• We're educating parents, we're helping them get the resources that they need to support their students
• We're educating parents, we're helping them get the resources that they need to support their students

Committee: Senate Education

Summary: The committee first approved the January 21, 2026 minutes and then heard two print requests from Senator Carrie Semmelroth tied to code cleanup work that originated from House Bill 14 last session. RS 32-89 would remove obsolete references to regional library systems that no longer exist, and RS 32-91 would clean up Title 33 by removing redundancies and non-applicable provisions. Both RSs were moved to print and approved without opposition. The committee then held a special presentation on spelling to communicate (S2C) from Kara Sanders, followed by testimony from Jennifer Ruiz on behalf of her daughter Ray Ruiz. Sanders described S2C as a communication method for non-speaking people who can point to letters to spell their thoughts, emphasizing presuming competence, the role of a communication regulation partner, and the need for training and safeguards. Ray Ruiz testified that S2C opened communication and educational opportunities for her, including sharing her interests, languages, and goals in psychology and advocacy; committee members asked about when she began spelling, learning languages, and her education plans. Jennifer Ruiz said S2C allowed her to truly get to know her daughter after years of uncertainty. The final presentation was from Dr. Brooke Blevins on behalf of the Idaho Association of Colleges of Teacher Education. She outlined educator preparation efforts across Idaho’s colleges and universities, including work on student behavior, educator ethics, career and technical education, rural teacher preparation, early literacy, and generative AI. In response to committee questions, she said schools need more support personnel and tiered interventions to address behavior, stressed that education is a right, and said clear expectations, stable environments, and teacher retention are important. Members raised concerns that student behavior is becoming a crisis and urged the group to help develop new solutions; the presentation ended with the committee adjourned.

Transcript Highlights:

• Well, increasingly, they're not coming from individual parents.
• Most censorship... ...they're not coming from individual parents.
• It strips away the fundamental rights of local parents.
• I trust parents in this situation. And this amendment restores balance.
• I trust parents in this situation. And this amendment restores balance.

Keywords: 1212, all

Transcript Highlights:

• , non-college-educated women, all across the board.
• So when you're saying family, is that a two-parent household?
• And so the early childhood special education, of help for these kids.
• And it helps parents that don't have ...level as they go into kindergarten, and it helps parents that
• These parents are able to purchase these resources, work with the parents, and get them on grade level

Committee: All EDUCATION- HOUSE EARLY CHILDHOOD SUBCOMMITTEE

Summary: The committee first approved the minutes and then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing flexible hours were the most requested workplace support, 69% of moms identified child care costs as a barrier, and many families spend a large share of income on care. Members asked about labor force trends, what flexibility means in practice, and the cost and age structure of child care assistance programs. The presenter also noted child care affects economic development and workforce recruitment, and mentioned a Department of Commerce option that may help pay child care for people seeking training. Department of Education and Office of Early Childhood staff then gave updates on internal dashboards for enrollment, applications, and provider participation in School Readiness Assistance (SRA), saying the tools are now live for internal use and should improve transparency and data access. They said CLASS transition funding from the PDG grant would be released soon to providers who completed observations, and clarified that OEP awards based on CLASS scores are separate from OEC’s work. They also warned providers about a payment interruption during the transition to a new system: June 26 would be the last day to submit SRA payments for processing, payments would stop June 30, and billing would continue without processing from July 1 to 13, with back payments expected when the system resumes around July 14. Members raised concerns about provider cash flow, early childhood special education funding, an overpayment appeal involving a child care center, and whether CLASS data would be public; staff said the data is FOIA-able but not used by the department to set current quality or rates. The department also said it is reviewing audit requirements tied to Head Start and SRA, that Early Head Start children remained in their facilities after a closure, and that a market rate survey/cost analysis is still in procurement. Staff reported that the QRIS process will begin with a June 23 webinar and that CLASS will be part of a broader quality system still being developed with provider and parent input. They also said the local lead network was re-competed and will cover all counties starting July 1 with 23 local leads, and that the PDG partner group has been formed to provide ongoing stakeholder feedback. The meeting ended with no further business and adjournment.

Transcript Highlights:

• So I've got a policy brief here from the Secretary of Education with the Oklahoma Center for Educational
• You see the profession of education, students majoring in education, is a profession that had gone down
• We need education specialists, literacy specialists. Education since that legislation went forward.
• We need education specialists, literacy specialists, and people committed to long-term careers in education
• So let's incentivize them to receive the education as opposed to just To receive the education.

Committee: House A&B Education Subcommittee

Keywords: 914, all

Transcript Highlights:

• the education of the child of the parent and legal guardian on personal safety and grooming prevention
• We have educator. Okay. Overkill on some of these things. We have educator. Okay.
• But some education is better than no education.
• Whatever will make it work so that all students are educated.
• Because there's a chance that a student might miss it in 6th and 10th, but educating the parents and

Keywords: 908, all

Summary: The Senate conference committee on Senate Bill 2330 met to resolve differences between the Senate and House versions of the bill, which concerns human trafficking and exploitation prevention and awareness education in schools. House members explained their amendments, including adding non-public schools, narrowing some statutory language, removing the appropriation section because funding had been moved into the Attorney General’s budget, and changing the bill’s structure to reduce what they viewed as an overly broad mandate. Senators and House members then debated whether the education should be required for all grades or limited to specific grades, and whether it should be delivered every year or every other year. Testimony from Amy Boyd-Bomey of YouthWorks and Stacey Schaefer of the 31A Project supported focusing the program on grades 6 and 10, with later discussion adding grade 12. They said sixth grade is a key entry point into junior high and social media exposure, tenth grade is important because of dropout risk, and twelfth grade would be the last opportunity to reach students before adulthood. They also said repeating the same material every year could dilute the message, that the curriculum should be thoughtful and trauma-informed, and that “best practices” may be preferable to the bill’s “evidence-based” language because of cost and feasibility. They emphasized that presenters must be prepared for disclosures from students after the training. Committee members also discussed logistics and funding. The witnesses said the Attorney General’s budget line for the program would fund third-party organizations through a grant process, with reporting requirements, and that the proposed amount was based on their cost estimates. Members raised concerns about whether the funding would cover all schools and grades, especially if non-public schools were included. Several members argued against mandating the program in non-public schools at this time, citing uncertainty about related legislation and the need to maximize available funds, while others said private school students also face trafficking risks and should not be excluded. The committee did not take final action on the bill; instead, members agreed to continue working on amendments, including grade levels, annual versus biennial implementation, the “may include” language, the “evidence-based” standard, and the non-public school issue, and to reconvene at a later meeting.

Transcript Highlights:

• BUT I WOULD LIKE FOR THAT TO SPECIFICALLY INCLUDE PARENTAL INVOLVEMENT BECAUSE PARENTS ARE VERY IMPORTANT
• THE PARENTS SUPPORT PIECE IS ABSOLUTELY IMPERATIVE FOR THIS. MOM IS ABSOLUTELY RIGHT.
• THE TRANSITION IS DIFFICULT FOR PARENTS WORK SCHEDULES.
• WE WANT TO ENCOURAGE OUR PARENTS AND OUR HOME CAREGIVERS TO GET THEIR KIDS TO SLEEP.
• I BELIEVE THAT PARENTS HAVE TOTAL CONTROL OF THAT MANDATORY BEDTIME.

Keywords: 999, senate, all

Transcript Highlights:

• Stephanie Conkel, Florida Education Association, is missing. Florida Education Association.
• As we focus on providing parents with choice in education, school districts must be given a chance to
• , public education, public charter, and even in our private education.
• My wife is a former educator.
• Are we really educating, are we up for educating our kids and giving them a more well-rounded education

Committee: Senate Education Pre-K - 12

Summary: The committee first took up Senate Bill 296, as amended by strike-all, on middle and high school start times. Senator Bradley explained that the amendment would repeal the statewide mandate for later start times and return scheduling decisions to local school boards, while still requiring districts to inform the community about the health, safety, and academic effects of sleep deprivation and to consider later start times when setting transportation schedules. Testimony and debate were largely in support, with several school district and education group representatives waiving in support, and members citing transportation, staffing, family logistics, and cost concerns under the existing mandate. The strike-all was adopted, and SB 296 was reported favorably by roll call vote, with Senators Berman, Osgood, and Chair Calatayud voting yes and Senator Gaetz voting no; other members were absent or not recorded in the excerpt. The committee then heard Senate Bill 356, which would designate January 27 as Holocaust Remembrance Day in Florida. Senator Berman said the date matches the UN’s Holocaust Remembrance Day and would require the governor to annually proclaim it, while allowing public observance and instruction about the Holocaust’s harms and its impact on the Jewish community and humanity. There was no substantive opposition in the excerpt, and the bill was reported favorably by roll call vote with yes votes from Senators Berman, Gaetz, and Chair Calatayud. Finally, the committee considered Senate Bill 166 on administrative efficiency in public schools. Senator Simon described a broad deregulation package affecting student assessments, grade promotion, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, internal audits, facilities planning, cost-per-student-station limits, emergency make-up days, federal fund timing, and VPK oversight. Testimony was mixed: school district and education organization representatives generally supported the flexibility, while some groups opposed or urged changes to the grade 4 promotion and graduation-related provisions, arguing they could weaken academic standards. After debate focused especially on third-grade promotion and testing requirements, the bill was reported favorably by roll call vote. At the end of the meeting, members recorded their votes on SB 296 and SB 356, and the committee adjourned.

Transcript Highlights:

• I'm a parent.
• </c> these parents to have to homeschool. these parents to have to homeschool.
• Um, you had a parent consultation. parent consultation.
• of parents of thing to ask um parents of parents of children<03:17:30.880><c> who</c><03:17:31.120><
• I'm a parental rights advocate in New Hampshire. I focus on education.

Committee: House Health, Human Services and Elderly Affairs

Keywords: 1189, house, all

Transcript Highlights:

• The Education Committee K through 16 will now come to order.
• administered by the Texas Education Agency (TEA).
• It has only the purpose of education. ...children.
• to be hired to... educate our kids.
• Medical education is already demanding.

Committee: Senate Education

Keywords: 1185, senate, all

Transcript Highlights:

• That level of opposition is important to recognize, and it represents parents, educators, veterans, and
• That level of opposition is important to recognize, and it represents parents, educators, veterans, and
• And I think this goes back to parental education.
• And it's all about parent education, not fear. Take the fear out of it.
• And it's all about parent education, not fear. Take the fear out of it.

Summary: The committee first heard HB 133, which would lower the minimum age to purchase a long gun from 21 to 18. The sponsor said the bill restores the rights of law-abiding 18-year-olds. Public testimony was sharply divided, with supporters from Gun Owners of America and Florida Carry arguing that adults 18 and older should have equal Second Amendment rights and that current law is inconsistent with other adult responsibilities, while opponents, including gun violence prevention advocates, students, parents, and Parkland-related speakers, said the bill would reverse a post-Parkland safety measure and increase risks of suicide, accidental shootings, and school violence. Several members debated the bill, with opponents emphasizing Parkland, the Florida State shooting, and public polling showing broad opposition; supporters stressed parental responsibility, mental health, and constitutional rights. HB 133 was then reported favorably on a roll call vote of 13 yeas, with several members voting no. The committee then took up CS/HB 289, which would revise Florida’s wrongful death law to allow parents to recover damages for the death of an unborn child. The sponsor said the bill is intended to let grieving parents seek civil remedies, and members questioned how it would apply in situations involving surrogacy, rape, ectopic pregnancy, medical care, and damages calculations. The sponsor said the bill would not allow suits against the mother, would not apply to lawful non-negligent medical care, and would be handled through ordinary wrongful death damage proof before a jury. Public testimony was again split: supporters from pro-life and faith groups said the bill recognizes unborn children and aligns Florida with many other states, while opponents from civil liberties, reproductive rights, and advocacy groups warned it could be used to target abortion providers, helpers, and even families or businesses in miscarriage-related cases, and could be weaponized by abusive partners. The transcript ends during testimony on HB 289, with no final vote shown in the excerpt.

Transcript Highlights:

• of Education.
• They are home-based, just like we are, house parents in a house-parent setting.
• Why is a parent, if my kid's in foster care, why is the parent still involved?
• They described going months without meaningful education while their parents were being told that they
• My adopted parents were also foster care parents.

Keywords: 959, house, all

Summary: The committee continued a public hearing on House Bill 2897, which would expand optometrists’ scope of practice. Supporters, including Dr. Kelly Deering, said optometrists are trained to perform the listed office-based procedures, that rural Missouri lacks access to ophthalmologists, and that the bill would reduce wait times, travel burdens, and costs while helping retain students and practitioners in the state. Opponents, including representatives of the Missouri Association of Osteopathic Physicians and Surgeons, argued the bill does not guarantee rural access and said the procedures should remain within the medical/surgical training of physicians. Members also questioned training on live human eyes and how suspicious lesions would be handled. No vote was taken, and the hearing on HB 2897 was closed. The committee then heard House Bill 2353, which would create a licensing and sign-and-seal framework for interior designers and move oversight to the board that includes architects, engineers, land surveyors, and landscape architects. Sponsor Rep. Sherri Gallick and supporters said the bill modernizes regulation, recognizes accredited education and NCIDQ testing, and would let licensed interior designers take responsibility for non-structural interior design work without hiring an architect to stamp plans. Opponents from the Missouri Society of Professional Engineers and others said they were still negotiating but remained concerned about scope-of-practice language, especially phrases like “all interior design of buildings” and “publicly occupied buildings,” which they said could create overlap with architecture and engineering or unintended obligations for public entities. Testimony also focused on whether unlicensed interior designers would still be allowed to work under carve-outs. No final action was taken. Finally, the committee heard House Bill 2241, which would create a separate framework for certain faith-based residential child care facilities to operate without a state license while registering with the state and meeting background-check, reporting, and oversight requirements. Sponsor Rep. Jamie Gregg and MACA representatives said the bill is intended to expand foster placement capacity for children in need while preserving the religious mission of Christian homes, and they cited federal and state initiatives encouraging partnerships with faith-based providers. Opponents argued the bill would create a two-tier system, weaken state licensing protections, and risk placing vulnerable children in facilities without the same direct oversight, inspections, and reunification safeguards as licensed foster homes. Members raised concerns about abuse history at some faith-based homes, the role of the proposed board, and whether religious practices or other mission-based rules would conflict with child welfare standards. The hearing continued with additional testimony; no vote was reported.