Transcript Highlights:

• if you're not able to take instruction if you're not able to take that<00:18:31.120> instruction<
• :31:05.760> 10 limited in-person instruction to 10 limited in-person instruction to 10 people.
• Education how to provide instruction. Education how to provide instruction.
• statute to dictate how that instruction statute to dictate how that instruction is<00:31:18.159>
• that they provided instruction to. that they provided instruction to.

Keywords: 912, senate, all

Bills: HB145, SB29, SB37, SB64, HB279, HB292, SB35, SB40, SB43, SB48, SB96, SB143, HB132, SB20, SB21, SB101, SJR1, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM39, HM29, HM43, HM59, HM30, HM52, HM11, HM14, HM21, HM34, HM50, HB2, SB264, SB241

Keywords: high-wage jobs, tax credit, job creation, New Mexico, economic development, SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening

Bills: HB145, HR1, SB29, SB37, SB193, SB58, SB64, HB195, HB234, HB279, HB287, HB292, HB303, SB30, SB35, SB40, SB43, SB48, SB96, SB143, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM39, HM29, HM43, HM59, HM11, HM14, HM21, HM34, HM50, HB332

Keywords: high-wage jobs, tax credit, job creation, New Mexico, economic development, House Resolution 1, HR1, House investigatory subcommittee, special committee, legislative investigation, subpoena power, public corruption, criminal activity, Zorro ranch, Santa Fe County, public accountability, government oversight, impeachment power, children and vulnerable persons, public funds

Bills: SB 2, SB 5, SB 10, SB 9, SB 7, SB 17, SB 4, HB17, HB7, HB7, HB15, HB15, HB27, HB1, HB7, HB15, HB18, SB9, SB7, SB17, SB4, HB17, HB27, HB1, SB8, HCR13, SB2, SB5, SB10

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Bills: SB 2, SB 5, SB 10, SB 9, SB 7, SB 17, SB 4, HB17, HB7, HB7, HB15, HB15, HB27, HB1, HB7, HB15, HB18, SB9, SB7, SB17, SB4, HB17, HB27, HB1, SB8, HCR13, SB2, SB5, SB10

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Transcript Highlights:

• Motion in writing, Mr. President, pursuant to Senate Rule 7.12a, printing rule.
• President, I ask unanimous consent that this exchange be reduced to writing and printed in the journal

Bills: SB 2, SB 5, SB 10, SB 9, SB 7, SB 17, SB 4, HB17, HB7, HB7, HB15, HB15, HB27, HB1, HB7, HB15, HB18, SB9, SB7, SB17, SB4, HB17, HB27, HB1, SB8, HCR13, SB2, SB5, SB10

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Transcript Highlights:

• grants to organizations to provide certain supplies and materials to teachers and specialized instructional
• grants to organizations to provide certain supplies and materials to teachers and specialized instructional
• We the People complements the standard curriculum by providing an innovative course of instruction on
• Over time, we've seen that preparing fiscally responsible adults takes more than classroom instruction
• The member then asked whether they would have to sit down and actually write down very specific types

Bills: AB568, SB90, SB133, SB147, SB229, SB233, SB240, SB245, SB280, SB378, SB393, SB417, SB434, SB494, SB495

Keywords: higher education, Nevada System of Higher Education, operational expenses, instructional expenses, public funding, education funding, teacher grants, classroom supplies, instructional support, specialized personnel, civics education, Nevada Center for Civic Engagement, funding, youth programs, civic involvement, Southern Nevada, Clark County, Las Vegas Valley, regional planning, economic resiliency

Transcript Highlights:

• But we made out most of what you said, and you're going to share it in writing as well, right?
• Could you provide us in writing? Thank you.
• Districts nationwide have successfully adopted low-cost, scalable models for CPR instruction.
• This has led to increased isolation, disrupted instruction, and a severe lack of services.
• Thank you very much, and please do submit that information to us in writing.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• This includes instructional time as well as passing periods.
• This includes instructional time as well as passing periods, lunch, and other non-instructional time
• Sorry to cut you off, but please provide that to us in writing because I will...
• She may not be, but she's going to submit in writing. Okay, that's perfectly fine.
• There's no deadline for testimony that you submit in writing, correct?

Keywords: 995, all

Summary: The committee opened a public hearing on 41 bills related to school climate and safety, with chairs Jason Lewis and Ken Gordon outlining procedures and noting more than 125 witnesses. The first major topic was the “Study Act” on cell phones in schools and related social media restrictions (House 666/Senate 335). Secretary of Education Pat Tutwiler and Attorney General Andrea Campbell testified in strong support, arguing that bell-to-bell phone-free policies would improve student focus, reduce anxiety and distraction, and support mental health. Several legislators also supported the approach, though Representative Jeff Turco and Senator John Keenan emphasized narrower bills focused only on school-day phone restrictions rather than broader social media regulation. Senator John Velis likewise backed a comprehensive school-hours restriction, citing student distraction and mental health concerns. Representative Tarsky described successful implementation of a Yondr pouch system in a school where he served as principal, saying it improved engagement and reduced bullying and discipline issues. The committee then heard testimony on a bill to prohibit Native American mascots in public schools (Senate 312/House 575). Senator Joe Comerford, Brittany Wally, and Rhonda Anderson all urged passage, saying Native mascots are dehumanizing, harmful to Native youth, and inconsistent with civil rights and educational values. They described support from tribal nations and noted that many Massachusetts schools have already changed mascots, but some still resist. The hearing also included testimony on school start times (House 647/Senate 360), where middle school students Caroline Duffy and Emery Jarvis described exhaustion and survey data showing widespread sleep deprivation. Former educator Telia Jacobs, former principal Rep. Tarsky, and others argued that later start times would improve health, learning, and student well-being, while acknowledging transportation and scheduling challenges. Zoriana Petrosian, who helped write one of the bills as a student, said the state already has enough research to act now. Additional bills drew testimony on related school issues. Dr. Raul Fernandez supported a bill promoting racially integrated schools (Senate 324), citing a recent advisory council report showing large disparities in segregated schools and urging DESE to develop a statewide integration strategy. On safe firearm storage education (House 548/Senate 397), multiple witnesses from Grassroots for Gun Violence Prevention and school communities supported annual school-based education about secure storage, saying it would help prevent child access to unsecured firearms and build on local resolutions already adopted in some districts. The committee also heard testimony on bills to expand career and academic plans (House 533/Senate 438), with speakers saying more structured planning would help students make informed college and career choices. Later, testimony on child sexual abuse prevention and survivor support bills described the prevalence of abuse, the need for training in schools and youth-serving organizations, and the importance of extending compensation and prevention measures. Throughout the hearing, chairs repeatedly closed bills with no witnesses and moved the agenda forward, but no votes were taken in the portion of the transcript provided.

Transcript Highlights:

• Carbone, and I'll ask you: were they invited in writing?
• ...and I'll ask you: were they invited in writing? Do we know?
• Carbone and I'll ask you were they invited by in writing and I'll ask you were they invited by in writing
• We are sending an email to them with the activation instructions and the instructions for the renewal
• We're not doing subs for instructional aides.

Keywords: 1182, all

Summary: The committee first heard the January 2026 follow-up to the special audit of the Arizona State Board of Chiropractic Examiners. The auditor’s contractor reported that the board had implemented or was in the process of implementing most of the 28 recommendations from the 2024 audit, but three remained unimplemented: resolving complaints within 180 days and two open meeting law recommendations. The follow-up also identified new concerns about outdated or incomplete public disciplinary records and the lack of a complete public records request log and response procedures. Committee members pressed the board on open meeting compliance, complaint delays, transparency, and lobbying activities, while the executive director said the board had adopted new policies, added staff and investigators, created an intake committee, improved complaint prioritization, and was transitioning to a new licensing platform. She also said the board had ended broad subpoenas, improved conflict-of-interest tracking, and was working to formalize its practices in rule. The committee did not take a vote or other formal action in the transcript provided. The committee then received the Arizona school district financial risk analysis for January 2026. The Auditor General’s office reported that the number of highest-risk districts increased from two to nine, and districts approaching the highest-risk category increased from seven to nine. The presentation explained the financial risk measures used, common risk patterns among the highest-risk districts, and the district action plans posted on the report website. Tucson Unified School District was used as an example of a highest-risk district, and Scottsdale Unified as an approaching-highest-risk district. Members asked about declining enrollment, reserve balances, negative fund balances, and the use of capital monies for operations. Sierra Vista Unified School District then presented its response to being identified as financially at risk. The superintendent said she had recently taken over and was implementing a turnaround plan that included a school closure, staffing reductions through attrition, spending freezes, tighter purchase controls, a three-year sustainable spending plan, and efforts to stabilize enrollment through outreach, customer-service changes, and alternative program offerings. She also said the district was redirecting some capital assistance to operations, renegotiating contracts, and improving communication with families and staff. Committee members questioned the district about declining enrollment, instructional spending, school safety, academic performance, and whether the action plan adequately addressed those issues. No formal vote or action was taken on the school district item in the transcript provided.

Transcript Highlights:

• Let me hold on—let me write this down. Okay, say more.
• If I may, just thinking about trailer bill language and things that you could write in, you could write
• Are you writing this now?
• We wrote—you know, we don't write law at CDE, but we get to provide technical assistance.
• We wrote—you know, we don't write law at CDE, but we get to provide technical assistance.

Summary: The joint hearing focused on California’s child care, preschool, and transitional kindergarten oversight, with chairs emphasizing the state’s Master Plan for Early Learning and Care and the need to break down silos between programs. CDSS and CDE reported progress toward the plan’s goals, including universal access to TK for all four-year-olds next school year, expanded access for low-income three-year-olds, and more children with disabilities being served in state preschool. They also noted ongoing work on quality rating/review reform, funding structure changes, and the need to address rates, workforce shortages, and federal uncertainty around Head Start. Testimony from advocacy groups and providers largely supported expanding access while simplifying the system. Children Now, Every Child California, and the California Budget and Policy Center argued that California still has uneven access, especially for infants, toddlers, and three-year-olds, and urged investments in mixed delivery, inclusion, full-day options, and a cost-of-care rate methodology. Every Child California recommended consolidating part-day and full-day contracts, streamlining eligibility priorities, making the two-year-old option permanent, and funding staffing incentives. Parent testimony highlighted how child care gaps and county-to-county transfer delays can disrupt work, safety, and children’s stability, and providers described low reimbursement rates, the need for health and retirement benefits, and support for delinking subsidy rates from private pay. The second panel addressed universal transitional kindergarten. The Learning Policy Institute reported rapid TK expansion, with most districts now offering TK, but said access still depends on facilities, staffing, and whether programs are available at all school sites. The Department of Finance said the governor’s budget would fully implement TK by adding funding for all eligible four-year-olds and lowering the adult-to-child ratio from 12:1 to 10:1. The Legislative Analyst’s Office said the administration’s enrollment and cost assumptions were optimistic and estimated lower TK enrollment growth and lower costs for the ratio change. CDE supported the expansion and urged continued funding for UPK coordinators, teacher development, and mixed-delivery planning grants. Members questioned facilities shortages, staffing competition, and how to ensure TK expansion does not displace CSPP or Head Start classrooms. No formal votes or actions were taken in the hearing.

Transcript Highlights:

• All children deserve high-quality curriculum and instruction targeted to their academic needs, and every
• All children deserve high quality curriculum and instruction targeted to their academic needs and every
• No, I—well, let's just write that down. I don't take notes. Put the pen down.
• They have to write the policy. They have to do the identification. They have to drive the bus.
• But two, they don't have anybody that is appropriately trained in order to facilitate the instruction

Keywords: 959, house, all

Transcript Highlights:

• But RSA 149-M instructs DES to look only at the private benefits and not the public harms.
• But RSA 149M instructs DEES price tag.
• site committee up and running to write site committee up and running to write its<00:24:01.039><
• is if if the agency were were instructed is if if the agency were were instructed to<00:28:50.159
• to as much as you can instructed to as much as you can instruct<00:29:51.760> people<00:29:52.559

Keywords: 928, house, all

Summary: The Environment and Agriculture Committee held a hearing on a non-germane amendment to SB 302, a Senate bill originally requiring background checks for solid waste and hazardous waste facility owners. Representative Patenza explained that the amendment was intended to preserve and separate out language developed for the governor’s budget proposal and HB 2 concerning a solid waste facility site evaluation committee, a moratorium, and related public-benefit/site-benefit provisions, so the policy would still have a vehicle if the budget language did not advance. He said the proposal reflects extensive work by the House, the governor’s office, and DES, and he was open to further changes to align with any budget conference committee outcome. Dr. Adam Finkele testified in support of the amendment and the underlying site evaluation concept, arguing that landfill siting decisions should be based on cost-benefit analysis that includes public harms, local impacts, and regional impacts rather than only private benefits. He praised the committee process and prior legislation requiring agencies to respond substantively to public comments, and said the new language improves on the governor’s version by moving the committee’s review earlier in the process and requiring more complete application information, including alternatives and impacts on nearby wells and aquifers. He also supported a three-year moratorium on new landfill applications, saying it would give the state time to address leachate, PFAS, waste reduction, and weak siting rules. Members asked about possible conference committee changes, the value of having a separate review body, and whether the new rules would invite litigation. Dr. Finkele said he would likely sue over the rules because he считает them too weak, but also said the legislature could fix the problems through other bills such as HB 77. He acknowledged that the site evaluation committee is not a perfect solution, but said it is a useful intermediate step between the agency and the courts and likely would meet only rarely if capacity need remains the main trigger for future landfill decisions. No vote or final action was taken during the hearing.

Transcript Highlights:

• There are instructions there to notify, because I would think, you know, if you're wanting to force an
• Under bullet point four, it says if you write in a political party not recognized in Oklahoma or if you
• If you go on down to that same—if you write in a political party not recognized in Oklahoma or if you
• And if you write in a political party that's not recognized in Oklahoma, you also default.
• The application does address that because it has detailed instructions on how to complete the application

Bills: HB1268, HB3041, HB3075, HB3378, HB3463, HB3619, HB3620, HB3624, HB3722, HB4335

Keywords: retirement, public employees, deferred option plan, service credit, contributions, distributions, credit card transactions, payment methods, service charge, consumer rights, financial regulation, rounding, cash payments, public finance, Oklahoma Common Cents Act, political subdivision, science and technology, research, board appointments, emergency legislation

Transcript Highlights:

• Following motion in writing. Motion in writing, Mr. President.
• I will write it. Ben Corcoran. Board vote. Rules suspended.
• Motion in writing. Mr. President, I ask unanimous consent.
• (Silence) Motion in writing. Mr.
• Call the motion in writing. Motion in writing.

Bills: SB203, SB317, SB731, SB801, SB823, SB867, SB1232, SB1380, SB1798, SB2082, SB2603, SB2607, SB2717, SB2797, SB2841, SB2919, SB3074, HB2, HB6, HB18, HB43, HB47, HB120, HB143, HB149, HB171, HB180, HB285, HB305, HB449, HB647, HB742, HB748, HB908, HB1024, HB1240, HB1306, HB1397, HB1443, HB1445, HB1533, HB1866, HB1902, HB2001, HB2011, HB2026, HB2282, HB2355, HB2402, HB2434, HB2440, HB2492, HB2516, HB2518, HB2560, HB2674, HB2688, HB2697, HB2712, HB2713, HB2715, HB3153, HB3161, HB3421, HB3424, HB3464, HB3486, HB3510, HB3627, HB3966, HB3986, HB4042, HB4044, HB4076, HB4263, HB4384, HB4396, HB4413, HB4426, HB4429, HB4945, HB4996, HB5033, HB5246, HB5436, HB5515, HB5667, SJR5, SB3, SB4, SB9, SB20, SB21, SB23, SB27, SB33, SB34, SB40, SB75, SB213, SB269, SB379, SB458, SB528, SB647, SB648, SB650, SB681, SB740, SB840, SB843, SB924, SB1061, SB1120, SB1121, SB1150, SB1188, SB1198, SB1202, SB1253, SB1318, SB1333, SB1405, SB1423, SB1535, SB1566, SB1574, SB1621, SB1709, SB1789, SB2037, SB2078, SB2268, SB2544, SB2570, SB2601, SB2778, SB1, SB17, SB260, SB509, SB1506, SB1637, SB1833, SB2155, SB2308, HB2525, SJR36, SJR50, SJR63, SCR12, SCR39, SB2023, SB62, SB666, SB847, SB284, SB854, SB810, SB1505, SB583, SB507, SB1434, SB1772, SB2016, SB1122, SB731, SB397, SB508, SB1436, SB287, SB1882, SB393, SB1791, SB209, SB2429, SB1085, SB1975, SB2717, SB1262, SB636, SB2056, SB884, SB1200, SB1845, SB2458, SB801, SB3014, SB3013, SB758, SB2797, SB2076, SB2876, SB1640, SB1449, SB1181, SB1234, SB2926, SB2841, SB1528, SB1854, SB317, SB1250, SB2082, SB1237, SB2819, SB629, SB2608, SB1602, SB2009, SB867, SB640, SB1698, SB2680, SB913, SB1071, SB1086, SB1087, SB1483, SB1444, SB1553, SB1556, SB1703, SB2133, SB2297, SB2298, SB2622, SB2955, SB2334, SB1367, SB2044, SB2363, SB2565, SB1888, SB3036, SB3057, SB3043, SB3063, SB3035, SB203, SB2688, SB2522, SB2459, SB2655, SB2251, SB1884, SB2928, SB2566, SB1749, SB2549, SB2553, SB2919, SB1944, SB1232, SB1798, SB2603, SB2607, SB2683, SB1319, SB3038, SB3045, SB1538, SB3071, SB3065, SB823, SB3062, SB3074, SB1380, HJR133, HB2715, HB2, HB26, HB388, HB2712, HB1633, HB685, HB1606, HB1458, HB1240, HB2791, HB1397, HB2061, HB647, HB4738, HB2563, HB128, HB766, HB2259, HB2358, HB4384, HB748, HB5180, HB3806, HB3804, HB3803, HB1522, HB3597, HB1612, HB4224, HB1314, HB1237, HB3126, HB2856, HB3114, HB3505, HB5652, HB2025, HB3395, HB18, HB2516, HB2713, HB24, HB519, HB609, HB1592, HB120, HB1533, HB2421, HB2273, HB2464, HB2011, HB5084, HB3424, HB4396, HB43, HB5686, HB2518, HB4310, HB180, HB149, HB4945, HB2434, HB3161, HB3745, HB4044, HB5155, HB5667, HB4996, HB2697, HB2492, HB2355, HB2282, HB2001, HB1902, HB1866, HB1445, HB1443, HB1306, HB1024, HB908, HB305, HB285, HB449, HB171, HB47, HB3464, HB2637, HB4263, HB5436, HB4429, HB3986, HB3966, HB3510, HB2560, HB2026, HB2688, HB4076, HB5246, HB3487, HB3486, HB4226, HB216, HB742, HB2402, HB143, HB5033, HB4413, HB4042, HB2440, HB4426, HB49, HB4112, HB3233, HB2310, HB5515, HB3627, HB2674, HB322, HB1481, HB126, HB3062, HB3421, HB3180, HB2530, HB2524, HB1916, HB3153, HB5650, HB4894, HB3120, HB1629, HB103, HB3234, HB3680, HB5698, HB3171, HB5693, HB2694, HB5664, HB3732, HB2508, HB2293, HB1991, HB2014, HB5331, HB5247, HB4751, HB4690, HB4668, HB4464, HB4395, HB4063, HB3833, HB3623, HB3214, HB3512, HB3250, HB3016, HB2520, HB2221, HB2213, HB3824, HB2067, HB1732, HB1562, HB700, HB1545, HB252, HB146, HB5596, HB1851, HB3619, HB3071, HB3556, HB851, HB4230, HB5320, HB5651, HB5670, HB5665, HB5437, HB5679, HB5699, HB5661, HB5662, HB5654, HB5672, HB5656, HB5149, HB4903, HB4743, HB4666, HB4377, HB4535, HB4129, HB3812, HB3801, HB3595, HB3057, HB2035, HB721, HB35, HB346, HB2974, HB2512, HB5695, HB5694, HB5671, HB5674, HB5688, HB1586, HB5154, HB2038, HB163, HB413, HB3463, HB3185, HB2761, HB2593, HB2348, HB2073, HB1828, HB1422, HB75, HB1871, HB108, HB2306, HB2017, HB1135, HB144, HB3689, HB5308, HB101, HB2193, HB5666, HB5677, HB5682, HB5680, HB5658, HB5696, HB4144, HB3159, HB3254, HB3866, HB3010, HB4520, HB3642, HB3928, HB3815, HB2686, HB2012, HB1960, HB227, HB654, HB1690, HB2128, HB4158, HB4530, HB4630, HB5659, HB1523, HB2078, HB2427, HB145, HB1973, HB3333, HB3697, HB3546, HB3225, HB3181, HB3133, HB3053, HB2885, HB2820, HB2294, HB2253, HB1661, HB1506, HB1234, HB640, HB621, HB551, HB521, HB493, HB272, HB229, HB223, HB201, HB186, HB119, HB2080, HB2818, HB5394, HB4795, HB4466, HB4454, HB3940, HB3749, HB3151, HB3284, HB1403, HB1106, HB2844, HB2851, HB1500, HCR141, HCR118, HCR127, HCR40, HCR59, HCR10, HCR135, HCR142, HCR9, HCR76, HCR108, SB823, SB1380, SB3074, HB47, HB143, HB149, HB171, HB285, HB305, HB449, HB742, HB908, HB1024, HB1240, HB1397, HB1443, HB1533, HB1866, HB1902, HB2001, HB2011, HB2355, HB2402, HB2434, HB2440, HB2492, HB2560, HB2688, HB2697, HB2712, HB3153, HB3161, HB3421, HB3424, HB3464, HB3486, HB3510, HB3986, HB4042, HB4076, HB4263, HB4413, HB4426, HB4429, HB4945, HB4996, HB5246, HB5515, HB2, HB2282, HB3627, HB5033, SR560, SR561, HB1904, HB2240, HB3686, HB3793, HB4202, HB1904, HB2240, HB3686, HB3793, HB4202

Keywords: student privacy, numerical class rank, education policy, academic programs, high school, monuments, memorials, public property, historical significance, civil penalties, local governance, SB 731, Texas, Texas Department of Housing and Community Affairs, TDHCA, low-income housing tax credits, LIHTC, affordable housing, senior housing, 55 and older

Transcript Highlights:

• But somebody has to write the check for that. Who's going to pay the officer to go and assist?
• But somebody has to write the check for that. Who's going to pay the officer to go and assist?
• But somebody has to write the check for that. Who's going to pay the officer to go and assist?
• instruction instruction uh<01:01:32.280> but<01:01:32.480> I<01:01:32.640> can't
• <01:11:28.159> something to write something to write something up<01:11:30.080> on<

Keywords: 928, house, all

Summary: The subcommittee work session focused on HB 153, a bill intended to improve law enforcement response to animal cruelty cases. The bill’s sponsor explained that the proposal would require one sheriff or deputy and one state trooper in each county to receive specific training in animal cruelty laws so they could serve as knowledgeable resources. The sponsor described real-world examples where agencies were unclear about jurisdiction, veterinary involvement, and response protocols, arguing that better training was needed because animal cruelty cases can require quick action and many towns do not have animal control officers. Jerry Sorenson, a retired UNH professor and longtime animal cruelty instructor, described the existing training structure at Police Standards and Training. He said recruits receive a required two-hour introductory block at the academy, while additional animal cruelty materials and a more comprehensive online resource library are available through the Benchmark system for certified officers. He noted that the older two-day in-service course he taught was more detailed and guided, but the current online materials are more of a self-study resource and are not mandated for in-service officers. He also said the committee could track usage through Benchmark analytics. Kurt Arenberg of the Humane Society of the United States and Rob Johnson of the Farm Bureau both supported the goal of ensuring a trained law enforcement contact is available statewide, but they questioned whether assigning one trained officer per county would be the best way to achieve it. They emphasized the need for a real-time response and for officers to know where to find help and guidance, rather than expecting one person per county to handle all cases. Vincent Greco of State Police said the agency is willing to help and has handled animal cruelty matters, but he said one trooper per county would not realistically meet the goal given coverage demands and vacancy rates; he suggested broader access to resources and training may be more effective. Representative Freeman asked how cases are handled now and was told State Police responses generally follow standard criminal investigation steps, with assistance from animal control, veterinarians, and other resources when available. No vote or final action was taken during the work session.

Transcript Highlights:

• Public safety officials must also communicate clearly with the public to provide safety instructions,
• Public safety officials must also communicate clearly with the public to provide safety instructions,
• We would deploy other items such as our emergency notification system, giving people instructions as
• We would deploy other items such as our emergency notification system of giving people instructions as
• At the statewide level, we have the state EMS Authority, which essentially writes regulations based on

Summary: The committee held a hearing on active and mass shootings in California, focusing on prevention, response, training, communications, and gaps in preparedness across law enforcement, schools, campuses, fire, EMS, and state agencies. Opening remarks emphasized the frequency and impact of gun violence, the need for faster coordinated response, and the importance of learning from recent tragedies such as the Stockton-area mass shooting described by Sheriff Patrick Withrow. The first panel included representatives from police, sheriff, and campus public safety agencies, who discussed incident command, interoperable communications, next-generation 911, threat assessment, emergency notification systems, and the value of joint drills and cross-agency planning. Witnesses also highlighted differences in training and authority across jurisdictions, especially for private university public safety departments versus public campus police. Campus representatives said they rely heavily on municipal law enforcement for armed response, while also using run-hide-fight protocols, text alerts, surveillance, and threat assessment teams. Members raised concerns about standardized training, after-action reviews, mental health resources, school resource officers, and whether campus safety plans and drills are sufficiently consistent or workable. Sheriff Withrow argued that early intervention and accountability are being weakened by well-intentioned laws, while other witnesses stressed prevention through relationships, diversion, and coordinated support services. The second panel from Cal OES, the Department of Education, POST, and EMSA described statewide systems and standards. Cal OES outlined its Reduce the Risk initiative, gun violence restraining orders, mutual aid, unified command, after-action reporting, and nonprofit security grants. The Department of Education explained California’s statutory school safety framework, annual safety plans, regulated armed assailant drills, and local flexibility, while acknowledging compliance gaps and the need for more mental health support. POST described the new requirement for 16 hours of standardized active shooter training for recruits and ongoing local training options. EMSA explained its role in medical response and terrorism training standards. No votes or formal actions were taken during the hearing.

Transcript Highlights:

• And then they have a vendor that writes the test.
• There's a lot of states... ...a vendor that writes the test.
• We had to establish some more writing items to hit on certain tenets or pillars of our writing standard
• Instruction, Chairman Richter, members of the committee.
• I'm the director of the Office of Specially Designed Instruction at the Department of Public Instruction

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• able to reflect upon the instructional able to reflect upon the instructional practices<00:22:58.240
• Um, in writing the Planefield question.
• Um over the years instructional leader.
• Um, looking at how to instruction.
• curriculum, to talk about instructional curriculum, to talk about instructional strategies,<02:02

Keywords: 928, house, all

Summary: The committee met to hear from the New Hampshire Association of School Principals as part of its review of a proposal involving statewide administrative consolidation and changes to school governance. Members first discussed how school board witnesses would be selected, with the chair saying the committee would seek a mix of district sizes and structures and would also accept emailed input. The principals’ association said it represents more than 550 principals and assistant principals and urged caution about any mandatory consolidation, arguing that successful consolidations are gradual and voluntary. Association leaders and principals testified that principals already handle a wide range of responsibilities, including instructional leadership, student discipline, safety, staff supervision and evaluation, family and community engagement, and day-to-day crisis response. They argued that shifting more legal, budgetary, and administrative duties onto principals would reduce time for coaching teachers and supporting students, increase burnout and turnover, and create legal and training risks, especially in areas such as special education, privacy, and labor issues. They also said the roles of superintendents, principals, and school board members are distinct and require different training and expertise. Members asked detailed questions about how responsibilities are divided between principals and SAUs, whether principals recruit and evaluate staff, and how much time principals work. One principal said she works about 60 to 70 hours a week and that additional duties would be difficult to absorb. Another principal described his school’s structure, the importance of community building, and the need to preserve district-wide alignment if consolidation moves forward. No votes were taken during this portion of the meeting.

Transcript Highlights:

• AB 865 will reduce the burden on teachers, allowing them to focus on instruction and advance equitable
• A big part of this effort is to have high quality instructional materials across content areas in the
• Districts might create out of classroom positions solely to produce instructional materials for their
• And some may overly rely on English materials as teachers provide instruction in the target language.
• This bill would provide much-needed funds for high-quality instructional materials.

Keywords: 988, house, all