Transcript Highlights:

• School districts and private schools are also authorized to maintain school-supplied epinephrine under
• In the event a school nurse or other school employee administers epinephrine that is not school-supplied
• as well as our charter schools, which we know are public schools. we know are public schools, but they're
• , charter schools, and state tribal education compact schools.
• I am a school nurse in the Wenatchee School District and am here representing the School Nurse Organization

Summary: The House Education Committee heard several bills related to special education records, artificial intelligence in schools, financial aid access, educator preparation, school health, and student mobile device use. Substitute Senate Bill 6268 would require OSPI to keep an online public record of final special education community complaint decisions for 20 years; the sponsor and several parents, attorneys, and open-government advocates said the records help families, schools, and researchers understand past decisions and remedies, while no one testified in opposition. Substitute Senate Bill 5956 would limit school use of automated decision systems, school surveillance technology, biometric data, and facial recognition in student discipline and safety contexts; the sponsor and supporters said it would prevent harmful false positives and discriminatory impacts, while an industry witness warned the bill could unintentionally reduce school safety by limiting emergency facial-recognition uses. Committee discussion focused on the bill’s scope, especially whether it affects classroom grading or only discipline-related decisions, and staff noted the bill does not require teacher training. The committee also heard Substitute Senate Bill 5841, which would add financial-aid application data to the High School and Beyond Plan platform and require students to receive information about the Washington Opportunity Scholarship Program. The sponsor said the bill would make aid status more transparent and easier to track, especially for families facing language or access barriers, and a student advocate testified in support; a committee member raised concerns about privacy for immigrant and DACA students, and the sponsor said the portal would be opt-in and guided by privacy protections. Senate Bill 6278 would codify and update Professional Educator Standards Board review of teacher and principal preparation programs, including program standards, educator role standards, evidence, and input from P-12 partners, while allowing field placement plans to be submitted on a less frequent schedule; PESB staff said the bill largely reflects current practice and adds flexibility. Substitute Senate Bill 5240 would expand who may administer epinephrine in schools and allow use of any available epinephrine when a student with a prescription on file has anaphylaxis; school nurses supported broader access to stock epinephrine but warned against using one student’s medication for another and raised legal and ethical concerns, while the sponsor emphasized faster response in emergencies. Finally, Substitute Senate Bill 5346 would direct OSPI to study and report on school mobile-device restrictions and update digital citizenship resources to include research and best practices on student phone use. Staff said OSPI already has some guidance, but the bill would create formal legislative reports and expand the state’s digital citizenship materials. The committee began taking testimony on that bill as the hearing time ran short, and the chair noted there were ten people signed in to testify.

Transcript Highlights:

• This is not a public school versus private school bill.
• This is not a public school versus private school bill.
• to public school.
• school.
• For the use of public school funds, it prohibits public schools, charter schools, related organizations

Summary: The Pre-K-12 Education Committee took up a series of education, school safety, health, and student access bills. SB 754 on International Baccalaureate bonus funds was amended to clarify the theory of knowledge course and then reported favorably. SB 370 would allow routine non-invasive school health screenings, such as vision, hearing, and dental checks, to proceed with written notice and an opt-out process rather than active parental consent; supporters said it would improve participation and access, while opponents argued it was too broad and weakened parental rights. After debate over scope, funding, and consent, the bill was reported favorably. The committee also advanced SB 1070, which would require ECG screenings for student athletes under a phased rollout beginning in 2026, with religious and medical opt-outs. The bill was renamed the Second Chance Act in honor of Chance Gainer. Supporters described it as a life-saving measure to detect hidden cardiac conditions, while some members raised cost and implementation concerns. SB 508, the Family Empowerment Scholarship bill, would require private schools to disclose in writing what accommodations and services they will provide to students with IEPs, 504 plans, or ELL plans before enrollment; it was supported by parents, advocacy groups, and some school representatives and was reported favorably. School safety measures were also considered. SB 1470 would refine campus locking and supervision rules, create clearer exceptions, expand training and security options for school safety personnel, and allow district-employed law enforcement officers to use canines for threat detection. Witnesses from school safety and Parkland-related advocacy groups supported the bill but urged caution on exemptions and implementation details. SB 1472 would extend a public records exemption to certified school security guards, matching the protection already given to school guardians, and it was reported favorably. Finally, SB 248 would expand participation in FHSAA sports for private school and home education students at public schools when their own schools do not offer the sport, and SB 1618 made broad changes to VPK through grade 12 policy, including reading instruction, financial literacy, school funds restrictions, teacher certification, and advisory council rules; both bills were reported favorably. Several members later recorded votes in support of specific tabs before the committee adjourned.

Transcript Highlights:

• coming from the private school to the public school to the private school, or will it remain the same
• Schools, formerly the Coalition of Scholarship Schools, formerly the Coalition of Scholarship Schools
• the school year.
• school.
• We operate 11 schools.

Summary: The committee first heard the proposed Pre-K-12 education budget for fiscal year 2025-26, totaling $34.7 billion. The chair highlighted major increases for the FEFP, including $29.6 billion for public schools and K-12 scholarships, a $984 million year-over-year increase, along with higher per-FTE funding, $4 billion for the Family Empowerment Scholarship, $431.4 million for VPK, funding for school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. With no public comment, the committee adopted a motion for staff technical corrections and then approved the budget proposal as a recommendation to the full Senate Appropriations Committee. The committee then considered SB 1402 on dropout retrieval programs. The bill expands eligibility so any individual who has withdrawn from high school may enroll in dropout retrieval services and clarifies how school grades are calculated for virtual instruction providers that offer those services. An amendment clarifying the grading calculation was adopted, and the committee reported the bill favorably. Next, the committee took up SPB 7030 on educational scholarship programs, a broad measure addressing school choice funding and administration. The bill would fund the Family Empowerment Scholarship as a separate categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, standardize payment timing to monthly installments, require continued eligibility verification, and add Level 2 background checks for providers receiving state funds. Members raised questions about background-check enforcement, payment timing, data sharing, and the impact on homeschool and private-school families. Public testimony included support from school-choice advocates and concerns from private-school representatives about added regulatory burdens and deadlines. The committee adopted the bill as a committee bill and reported it favorably, with Senator Osgood voting no. Finally, the committee considered SB 508 on the Family Empowerment Scholarship Program, which requires private schools to disclose in writing what accommodations, modifications, and services they will provide to students with existing plans such as IEPs, EEPs, 504 plans, or ELL plans before enrollment. An amendment was adopted to require public schools to consult with private schools about equitable services. Testimony was mixed: supporters said the bill would give parents needed information for informed choice, while private-school representatives said the language could be burdensome and vague. The committee reported the bill favorably.

Transcript Highlights:

• at schools.
• , particularly our ISD schools. schools.
• at the school level.
• They're closing. a school. Even EANS is closing a school.
• So charter schools are public schools, but you have sort of ISDs.

Keywords: committee meeting, legislation, public testimony, discussion, procedural

Summary: The meeting covered various topics, but specific discussions and bills were not detailed in the available transcript. Despite the lack of documented debates or acknowledgments, it was noted that committee members were present, and there may have been attempts to address crucial legislative matters. The dynamics of the meeting suggested a standard procedural gathering where routine insights were likely shared among the attendees.

Transcript Highlights:

• WE LOOK AT OUR LOWEST PERFORMING SCHOOLS AND THOSE SCHOOLS ARE SCHOOLS THAT EITHER EARNED A FIRST TIME
• I'LL GIVE YOU MORE DATA AFTER THE 2023 2024 SCHOOL YEAR OUT OF THE 64 SCHOOLS THAT REMAINED IN SCHOOL
• THE SCHOOL IS IDENTIFIED AS A RAISE SCHOOL.
• SCHOOL.
• SCHOOLS.

Keywords: 999, senate, all

Transcript Highlights:

• , particularly our ISD schools. schools.
• at the school level.
• And so school. And a huge shift in cost. And school districts have cost.
• So charter schools are public schools, but you have sort of ISDs.
• Floyd in a private school. The private school is a mandatory reporter to us.

Keywords: 1184, house, all

Transcript Highlights:

• schools.
• On the charter school revolving loan side, the eligible schools included five: East Mountain High School
• Schools, like Mr.
• the oldest school or the school that has the most needs that bars the charter school from moving into
• In my school district, I have a school that has been closed for over a year.

Transcript Highlights:

• school psychologist.
• The current high school, the current middle school, one elementary school, and the area technology center
• , the current middle school, high school, the current middle school, one<00:23:55.679><c> elementary<
• school and the middle school into an elementary school and utilizing our lone elementary school on the
• the middle school into middle school and the middle school into an<00:25:29.279><c> elementary</c><00

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met for an information-gathering session and opened by clarifying that the subcommittee would not be voting on budget requests. Because there was no quorum at first, the committee did not take up approval amendments. The first presentation focused on a budget request to incentivize national certification for school social workers and school psychologists. Rep. Vanessa Gracal, along with Amy Oats and Leslie Gilpin, argued for a $500,000 annual appropriation to provide $2,000 salary supplements to nationally certified school social workers and school psychologists working primarily in their certification areas. They said the stipend would help recruit and retain professionals amid shortages, noted that current Kentucky certification numbers are low, and explained the rigorous certification and renewal requirements. In response to questions, they said there is currently no appropriation for this purpose in HB 500 and none they were aware of in HB 6 in 2024. The next topic was school facility funding needs, led by Rep. Bob McCool, Johnson County Superintendent Tom Cochran, Commissioner of Education Robert Fletcher, and other district representatives. They described the “gap funding” issue for school construction projects that had already started before COVID-era inflation sharply increased costs. Johnson County and Harrison County were highlighted as examples of districts that had already committed local funds, passed nickel taxes, and begun construction but now need additional state support to finish projects. Speakers emphasized that many projects were audited and approved, that the state has already funded about half of the gap, and that roughly $130 million more is being sought in HB 500 to complete the remaining work. They stressed that unfinished projects would leave districts with half-built schools and that completing them would bring long-term savings and better facilities for students. The committee then turned to testimony from KASA representatives on the impacts of HB 500 as introduced. The witnesses discussed the importance of school psychology and school social work certification, the benefits of advanced training for student services, and the need to recognize and support highly qualified staff. A member asked whether HB 500 or HB 6 included an appropriation for the certification stipend, and the witnesses answered no. The meeting also included a motion to approve the minutes from the prior meeting once a quorum was present, and the minutes were approved by voice vote.

Transcript Highlights:

• brand-new school.
• officers in the school Officers in the schools.
• If schools want to use Ricotta, if schools want to use Access, if schools want to use any video system
• school.
• worry about being the steward of school safety in my school.

Keywords: 1182, all

Transcript Highlights:

• librarians and um school librarians and public schools.
• </c> being a school counselor, a high school being a school counselor, a high school counselor<00:12:
• Public Schools.
• ><c> School</c><00:54:29.119><c> in</c> Anderson United Middle School in Anderson United Middle School
• Our schools school means lost money.

Keywords: 1187, senate, all

Transcript Highlights:

• :36.720><c> that</c> by the school board as a school that by the school board as a school that they<00
• </c> the school board because when the school the school board because when the school board<00:50:14.680
• school a public school student attends a school a public school and<00:52:42.880><c> there</c><00:52
• , one middle school, one high school.
• , one middle school, one high school.

Keywords: 1191, senate, all

Transcript Highlights:

• I also served on the school board in Kansas City, Missouri, public schools for seven years.
• The kids in school care.
• to being a school board member and helping the schools thrive.
• I never, as a school board member, you do not speak on behalf of the school board.
• But do school boards come up with policies for school safety?

Keywords: 959, house, all

Transcript Highlights:

• It allows our school districts temporary flexibility on their school start time.
• Starting this school year.
• School years.
• That means that there are more kids out of school than there are going to school.
• school-wide events.

Transcript Highlights:

• schools.
• school over another, so it's not favoring one school over another.
• So just to be clear, this would be for any—it would be for private schools, charter schools, public schools
• school sports, high school guidance counselor, high school assistant principal, a middle school principal
• So a school counselor, for instance: I'm a student, I go to my school counselor, I confide in my school

Keywords: 1182, all

Transcript Highlights:

• </c> school board. school board.
• . school. school.
• </c> school or the public school. school or the public school.
• . school. school.
• So, does the school district have three schools or two schools or a middle school?

Keywords: 928, house, all

Summary: The meeting began with approval of the October 15 minutes and a brief discussion of the committee’s report process, including the likelihood of a minority report and a deadline of November 1 for any separate report. Members then heard from Jod Adams of the New Hampshire Alliance for Public Charter Schools, who gave an overview of charter schools in the state: there are 37 charter schools, with 6,034 students last year, and schools are formed by certified teachers, parents, or nonprofit organizations. She said charter schools receive about $9,180 per pupil in adequacy aid and charter school grant funding, must fundraise for additional money, and are governed by their own boards under their charters and bylaws. Members asked about admissions, governance, transportation, and special education. Adams said charter schools are open enrollment, not geographically based, and may use lotteries when applications exceed available seats. She explained that districts and charter schools coordinate on special education and busing, with the sending district responsible for special education coordination and certain transportation obligations depending on where the student lives and attends. She also said charter schools are public schools, not selective, and that each school’s board operates independently of the local district school board, though some schools may have special arrangements. A substantial portion of the discussion focused on funding and statutory obligations. Adams and members discussed how special education aid follows the student, while charter schools do not receive some district-level aid such as catastrophic aid; free and reduced lunch funding and Title funds can go to charter schools. Members also raised concerns that some state laws and administrative rules do not clearly specify whether they apply to charter schools, creating confusion and, in some cases, causing districts to perform services such as dyslexia screening for charter students without additional funding. Adams agreed that clearer statutory language would help and noted that charter schools are subject to many state requirements, including testing and reporting, even though not every public-school rule applies to them.

Transcript Highlights:

• and school Arkansas rules governing the standards for accreditation of Arkansas public schools and school
• school index for two plus years and meet or exceed their initial SS school index score so the SS school
• Looking at school support, that school support is based on the ESSA School Index scores that are no longer
• B schools.
• , lowest in the F schools, but actually higher in the C schools than in the B schools.

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

Transcript Highlights:

• We have families that now have kids in multiple schools—charter schools, regular public schools—and all
• You know, in our district, I was a school board member in the Kabul school district.
• language with public charter schools and school districts, public school districts.
• One point, remember, charter schools are also public schools, so it's that funny thing.
• Or school districts.

Summary: The committee first approved the minutes from February 12 and 13, then recognized page Ethan Cowell for his service before moving into legislation. House Bill 599 was explained as a technical change to how funding for digital curriculum grants is awarded, shifting from first-come, first-served to a need-based application process using a rubric from the State Department of Education. The committee voted to send HB 599 to the floor with a due pass recommendation. The committee then introduced RS 33436, a proposal related to the state endowment fund. The sponsor said the measure would not change the amount of money distributed to schools, but would send endowment dollars directly to schools as a separate line item rather than blending them into the general school funding formula. After a brief question about average daily attendance, the committee voted to introduce the RS. House Bill 710, which would set a statewide public school start date of the Tuesday after Labor Day, drew extensive testimony. The sponsor argued for a uniform start date for predictability and said schools could adjust by shortening breaks, while opponents—including superintendents, the Idaho PTA, and the Idaho School Boards Association—said the bill would override local control, disrupt harvest schedules, and create problems for districts with four-day weeks or calendars built around community needs. The Idaho Lodging and Restaurant Association supported the bill, saying later starts would help tourism businesses. After debate, a motion to send the bill to the floor without recommendation failed, and the committee then voted 9-5 to hold HB 710 in committee. Finally, the committee considered RS 33230C1, which would create a performance-based funding flexibility model for charter schools. The sponsor said it would reward strong academic, financial, and governance performance with greater spending flexibility. Members discussed whether similar flexibility should also be available to traditional school districts, but the sponsor did not agree to broaden the RS. An amended motion failed, and the committee then voted to introduce RS 33230C1.

Transcript Highlights:

• > right</c> had a school elementary school right had a school elementary school right down<00:53:19.960
• </c> school this is the private school school this is the private school closest<01:02:35.880><c> why
• </c> public school child any public school public school child any public school student<01:40:33.280
• </c> for their schools in my town our school for their schools in my town our school board<02:36:54.640
• </c> don't have to school go to school over don't have to school go to school over there<02:37:36.920

Keywords: 1191, senate, all

Transcript Highlights:

• What makes ILA different than other schools and other virtual schools?
• the Oneida School District.
• charter school.
• Virtual schools make up a fraction of all schools in the state.
• students to the school.

Summary: The committee first approved the January 26 minutes by voice vote, then was reminded to review draft rules in their folders and on their drives, with rules expected to be taken up the following week. The main presentation was from the Office of Performance Evaluations on the Idaho Home Learning Academy (ILA), a district-authorized virtual public charter school based in Malad City that serves students statewide and has grown rapidly since the pandemic. OPE described ILA’s model, including its use of three education service providers, part-time certified teachers, and supplemental learning funds for families to buy curriculum, technology, and enrichment. The report found that ILA students generally lag the state average on standardized tests, though their achievement gaps are similar to other large virtual schools. OPE also said most instruction is asynchronous and parent-led at home, and that many families choose ILA for customization and access to supplemental funds; in a survey, 71% said they would leave ILA if those funds were eliminated. The second part of the presentation focused on virtual school funding. OPE said ILA uses existing state funding formulas in ways that create large discretionary balances, including through staffing, health benefits, and attendance rules, and that it paid $12.5 million in supplemental learning funds through its providers in 2024-25. OPE raised concerns about inconsistent provider policies, limited oversight, and unclear statutory guidance for virtual schools, and recommended clearer rules for supplemental funds and a funding framework tailored to virtual education. Committee members asked about per-student costs, dual enrollment, testing integrity, private providers’ finances, and whether students can use ILA without paying supplemental fees; ILA representatives said the school provides a free base curriculum, follows state testing rules, and is working on improvements and forthcoming legislation to increase accountability and transparency. No formal action was taken beyond approving the minutes.

Transcript Highlights:

• schools, 4 high schools, and 1 district charter school.
• Roswell Independent School District has 4 community schools.
• District, every elementary school has one school counselor, however.
• And uh one of our elementary schools, excuse me, 1 middle school and 1 high school.
• I'm a high school teacher at Berlin High School.