Transcript Highlights:

• I went to a high school in Meridian under the West Ada School District, so I can only speak to that school
• of the school day.
• telling the school, ...without telling the school why, and that is my right.
• To charter schools, yes. To private schools, I wouldn't think so.
• School day is over.

Keywords: 989, all

Summary: The House Education Committee took up two RS requests related to Idaho Digital Learning Academy (IDLA). RS 33118, offered by Rep. Price, proposed repealing IDLA’s current statutory structure amid concerns about its growing budget, oversight, board composition, and what she described as double funding and expanded use beyond its original rural-school purpose. Several members objected that IDLA serves both rural and urban students and provides quality online courses; after debate, the motion to introduce the RS failed on a tie vote. Rep. Pickett then presented RS 33604 as a middle-ground alternative that would preserve IDLA for rural schools, allow some pay-to-play access for others, remove virtual charter schools from participation, add auditing and transparency, and address double-dipping concerns. Members praised the effort but raised concerns about funding cuts and the impact on rural districts; the motion to introduce this RS also failed on a tie vote. The committee then heard House Bill 794, which would require student walkouts or absences for political protest to be treated as unexcused absences and reported to state officials. Supporters, including the sponsor Rep. Tanner, argued the bill would protect instructional time, clarify attendance rules, and prevent students from leaving class to protest during the school day. Testifiers in support said schools should not be used to promote activism and that parents and districts need clear guidance. Opponents, including students, parents, and education groups, argued the bill would chill First Amendment activity, interfere with parental rights, create enforcement problems, and conflict with existing law and the Tinker v. Des Moines framework. They also noted that absences already count against attendance regardless of whether they are excused. During committee discussion, members debated whether the bill would apply to charter schools, whether it conflicted with constitutional protections for student speech, and whether it was necessary at all. Some members supported the bill as a way to keep students in class and avoid using children as political tools, while others said it singled out political speech and lacked a sufficient state interest. Rep. Hostetler moved to send HB 794 to the floor with a due pass recommendation, but after a roll call vote the motion failed on a tie vote.

Transcript Highlights:

• that school district.
• of the school day.
• To charter schools, yes. To private schools, I wouldn't think so.
• School day is over.
• in our school.

Summary: The House Education Committee first considered RS 33118, which would repeal Idaho Digital Learning Academy’s current statutory framework. Rep. Elaine Price argued the program had expanded beyond its original rural purpose, had weak oversight, and was costly, while several members objected that IDLA serves both rural and urban students and provides a high-quality, cost-effective option. After discussion, the motion to introduce the RS failed on a tie vote. The committee then heard RS 33604, a more limited proposal from Rep. Doug Pickett to preserve IDLA for rural districts while changing its board, adding audits and transparency, limiting virtual charter participation, and reducing “double dipping.” Supporters called it a middle-ground approach; opponents said it still cut funding too sharply and did not fully account for the program’s value. The committee voted to introduce the RS, with the motion passing on a narrow roll-call vote. Finally, the committee took up House Bill 794, which would require student walkouts or absences for political protest to be treated as unexcused absences and reported to state officials. The sponsor said the bill was meant to protect instructional time and clarify attendance rules, while opponents argued it would chill student speech, burden schools, and conflict with parental rights and constitutional protections. Testimony was split between supporters who viewed the bill as a reasonable attendance rule and opponents, including students, parents, school board representatives, and advocacy groups, who defended walkouts as civic engagement. After debate, the motion to send the bill to the floor with a due pass recommendation failed on a tie vote.

Transcript Highlights:

• or charter school.
• and school counselors.
• schools.
• school nurse.
• schools.

Summary: The committee first disposed of Senate Bill 1291 with a due-pass recommendation to the floor. It then took up House Bill 816, which would adjust Idaho’s career ladder rules for career technical education and pupil service staff so prior relevant experience can count toward movement on the ladder, rather than leaving many employees stuck for years at the same level. The bill’s sponsors and LSO staff explained that the career ladder is an apportionment model, not a salary schedule, and that the change is intended to help recruit and retain educators who come from industry or clinical settings. Testimony in support came from a school psychologist, a school nurse, school administrators, and a CTE representative, all emphasizing shortages, recruitment problems, and the cost of contracting for these services. Despite support, a motion was made and approved to hold HB 816 in committee. The committee then considered House Bill 815, a narrow fix for Answer Charter School’s transportation block grant funding. Sponsor Sonia Galavis and Answer representatives explained that the school began full busing only in 2022-23, but its transportation funding was still being calculated from a small 2010 pilot program, leaving it far below comparable schools despite running multiple buses and transporting students daily. Testifiers, including a parent and the school’s executive director, said the current formula creates an unfair funding gap and limits access for families. The committee heard that the bill would correct an unintended anomaly without affecting newer charter schools, and it voted to send HB 815 to the floor with a due-pass recommendation. The committee also adopted an RS for House Bill 816, with a technical correction to the language, and sent it to the second reading calendar. Representatives Diger and Galavis were named to carry that measure on the floor. The meeting then adjourned after completing its work for the day.

Transcript Highlights:

• of school.
• to drop out of school.
• Massachusetts already protects children in public schools from being hit by school personnel.
• That's because the school-to-prison pipeline often starts with school discipline interactions.
• ' best schools.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• Florida is the champion of school choice. I love school choice.
• or from private schools, from member private schools, to go to a non-member private school, or to go
• And if you look into changing schools or go to a school with school choice, it should be for academic
• school.
• And the load upon that one school—that school becomes an elite school in that sport based on the ability

Summary: The Education Pre-K through 12 Committee heard a presentation from Florida High School Athletic Association Executive Director Craig Damon, joined by student athletes Sydney Daniel and Taylor White. The students spoke about the value of education-based athletics, leadership, and the need for safe, equitable opportunities. Damon then discussed FHSAA issues including rising sportsmanship problems, ejections, violent incidents, recruiting allegations, transfers, mental health pressures on student athletes, and the need for qualified coaches. He said the association tries to be proactive, work with schools on discipline, and emphasize that school changes should be for academic reasons rather than athletics. Senators asked about mental health, transfer rules, and a recent Jacksonville incident; Damon explained the current transfer exceptions and said the association lacked authority over the Jacksonville football game because the schools were not in FHSAA football. The committee then heard a panel on high school coaches’ compensation led by Florida Coaches Coalition Executive Director Dr. Andrew Ramgett, with Coach Mike Hickman, Coach Charlie Ward, and superintendents from Okaloosa and Walton counties. Ramgett argued that coaching supplements are outdated, have not kept pace with the expanding year-round demands of coaching, and amount to very low hourly pay in many sports. He also said Florida’s restrictions on booster club funding and minimal certification requirements contribute to turnover and difficulty retaining qualified coaches. Hickman and Ward described coaching as a demanding, year-round profession that affects students beyond athletics, including academics and mental health. The superintendents said they value coaches but must balance compensation against limited district funds and other staffing needs; one noted Walton County uses a dedicated administrative lane for football coaching and athletic administration. Senators discussed whether booster club funding should be allowed, whether compensation should be tied to performance, and whether any increase in base student allocation would actually reach coaches. Public commenters, including Florida Athletic Coaches Association Executive Director Shelton Cruz and former coach Tyrone McGriff, urged support for coaches and emphasized their broader impact on students’ lives and school safety. At the end of the meeting, the committee took up confirmation hearings for appointments on tabs 3 through 6 and, with no appearance forms filed, voted unanimously to recommend confirmation. Senator Burgess then moved to adjourn, and the committee concluded the meeting.

Transcript Highlights:

• schools?
• school.
• to school.
• Schools.
• school.

Keywords: 914, all

Transcript Highlights:

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

Transcript Highlights:

• , and tribal schools.
• </c> component to school safety. component to school safety.
• </c> students in our schools. students in our schools.
• </c><00:05:09.080><c> across</c> school safety plan that schools across school safety plan that schools
• and tribal schools, non-public schools and tribal schools, programs<00:10:03.360><c> that</c><00:10:

Keywords: 1183, house

Summary: House Education Finance and Policy leaders discussed House File 3493, a school safety package presented as a bipartisan, common-sense effort to protect students in public, non-public, tribal, and charter schools. Rep. Brian Lawrence said the bill would provide more school safety funding, more student mental health support, local anonymous threat reporting options, safe school plans, and student discipline reforms. Chair Peggy Bennett and Rep. Ben Bakeberg emphasized that the proposal was intended to be flexible, practical, and responsive to local needs rather than a one-size-fits-all mandate. Several questions focused on whether the package would include gun restrictions, but the authors said the committee was focused on education-related tools it could control and on areas of agreement. They repeatedly said they were not willing to advance a package that left any students out, including those in non-public or tribal schools. Bennett said schools should be able to opt into anonymous threat reporting systems rather than being mandated, arguing schools are already overmandated and that good ideas will be adopted voluntarily. Members also discussed funding, including a proposed $50 million shift from Northern Lights money and the overall size of the appropriation, which was described as still unsettled but roughly $52 million a year in the latest figures. The speakers said the package was being moved during committee deadlines and that they wanted to act quickly on the areas where there was agreement. They expressed frustration that no Democratic counterproposal had been brought forward and said they hoped to pass a school safety package that could keep all kids safe.

Transcript Highlights:

• Does that include tribal schools as well? Tribal compact schools or only...?
• , or public school?
• All we know is who's in public school. The private school numbers are okay.
• Are you private school, home school or public school?
• School.

Summary: The committee began by waiving the five-day notice rule for Senate Bill 6320, then heard Senate Bill 6222, which would let school districts and educational service districts sell or grant surplus technology hardware such as laptops and tablets to public school students and recent graduates, with priority for low-income students. The sponsor and supporters said the bill would help students keep access to devices they need for homework, college, and work, while preserving existing surplus procedures. Testimony was generally supportive, including from district technology staff and students, though one question raised whether tribal compact schools would be included. The committee then heard Senate Bill 6263, which raises school district public bid thresholds to reflect inflation and reduce procurement costs. The sponsor said the limits had not been updated in about 20 years and should be aligned with other local governments. Supporters from school employees, finance officers, and school coalitions said the change would save time and money and reduce delays in maintenance and purchasing. Testimony on Senate Bill 6261, which would require parents of six- and seven-year-olds not enrolled in school to file annual declarations of intent about their child’s education, was overwhelmingly opposed by homeschool families and advocates. Opponents argued it would add bureaucracy, create privacy concerns, and burden families, while the superintendent of public instruction supported the bill as a way to improve enrollment data and planning. The sponsor said it was about knowing where children are and right-sizing school systems. The committee also heard Senate Bill 6118, requiring cardiac emergency response plans in schools and athletic facilities. The sponsor, who spoke about losing her brother to heart failure, said schools need faster, better-prepared responses to cardiac emergencies. Supporters, including parents, students, and community advocates, described personal experiences with sudden cardiac events and said the bill could save lives by ensuring AEDs, CPR training, and practiced response plans. Finally, the committee heard Senate Bill 6320 on alternative learning experiences. The bill would restrict online and remote ALE providers to public or nonprofit entities and reduce levy equalization funding for remote/online ALE, with limited exceptions for medically fragile or severely bullied students. Supporters argued it would keep public education public and encourage in-person learning, while opponents—including superintendents, online program operators, students, and homeschool advocates—warned it would displace thousands of students, harm successful programs, and reduce family choice. No final votes were taken on the bills in the portion provided.

Transcript Highlights:

• School lockdowns.
• Feely, you're a school teacher? You're a school teacher or former school teacher? Yes.
• We go into schools.
• So is this an after-school program, or is this during school? Mr.
• School District, many other school districts.

Summary: The committee heard testimony on House Bill 2076, which would create a program and fund within ADE, in consultation with AZPOST, to reimburse eligible schools and employees for approved training, certification, and school safety equipment, and would allow schools to adopt policies permitting certain employees to carry concealed firearms on campus if they meet training, notification, and confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure focused on bleeding control and emergency preparedness, not a mandate to arm schools. Supporters said the bill adds guardrails, expands access to training, and could help staff respond in emergencies. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued it would normalize firearms in classrooms, create confidentiality and law-enforcement concerns, expose students and staff to new risks, and divert attention from prevention, mental health, and other school safety investments. After debate, the committee voted 6-5-1 to give HB 2076 a do-pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the content is not sex education. Supporters, including the sponsor, a school board president, and a biology teacher, said the bill is about age-appropriate, medically accurate science, parental rights, and clear statewide guidance. Opponents, including the AEA and Reproductive Freedom for All, said it fragments science instruction, politicizes the curriculum, and omits the broader reproductive and public health context students need. Members debated whether fetal development can be taught without discussing reproduction, and whether the bill is an education measure or an anti-abortion effort. The committee approved HB 2830 on an 8-4 vote. The transcript also included discussion of House Bill 2093, which would repeal required mental health instruction and social-emotional learning in schools; supporters argued it restores parental control and refocuses schools on academics, while opponents said school-based mental health education saves lives and helps students who may not have support at home.

Transcript Highlights:

• Middle schools, a 7% increase. High schools, a 5% increase.
• my school.
• We serve over 89 public school districts, two constitutional schools, and 105 charter schools, which
• Aztec High School or Aztec School District. That's my school district. I had to mention that.
• Public Schools, and Hobbs School Districts.

Transcript Highlights:

• </c><00:58:14.039><c> and</c> schools While most charter schools and schools While most charter schools
• Now, the charter school is a public school.
• So, charter school is a public school, then public charter schools and public schools should apply across
• so charter school is a public school so charter school is a public school<01:37:07.960><c> then</c><
• the</c> school then Public Charter School the school then Public Charter School the public<01:37:09.960

Keywords: 1191, senate, all

Transcript Highlights:

• may not have an AED if it's an elementary school or middle school.
• , high schools.
• I actually also serve on a school board. We have five high schools in our school district.
• Um, ...five high schools in our school district.
• In the school?

Summary: The committee first heard House Bill 4043, which would require each school district and charter school, beginning in 2027, to ensure at least one employee at each school is trained in CPR, first aid, and AED use. The sponsor said he intended to amend the bill on the floor to ensure someone is trained at all times and to clarify AED language. The American Heart Association testified neutral with concerns, supporting CPR training but warning the bill could leave gaps if only one person is trained and noting the need for AED access and emergency planning. Parents whose son died in an Arizona kindergarten classroom urged support, saying school staff should be prepared to respond to emergencies. The committee recommended the bill do pass by a vote of 7-1 with four present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of federal dietary guidelines. A representative of End Chronic Disease testified in favor, arguing schools should help prevent chronic disease through health education and physical activity. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 roll call. House Bill 2621, in its strike-everything form and with a Garcia amendment, addressed enrollment and special education procedures for students in unorganized territory, students using certificates of educational convenience, and children of active-duty military parents. The sponsor explained the bill was meant to clarify confusing law, speed enrollment and evaluations, and reduce delays in services. Champions for Kids supported the measure and the amendments, and the committee adopted both amendments before recommending the bill do pass 11-0. The committee also approved House Bill 2385, which limits superintendent contracts to one-year terms for the first three years unless the superintendent has already been employed three consecutive years; the sponsor framed it as a way to reduce costly early buyouts. That bill passed 7-4. Later, the committee approved House Bill 4106, creating the One Arizona Service Fellowship Program to provide service opportunities, stipends, and tuition awards for young adults, with an amendment changing the stipend contribution formula. The sponsor and supporters described it as a state-based service model inspired by Utah and aimed at education, military families, parks, hunger, and homelessness work; some members opposed it as an unnecessary state mandate or questioned the need for a new program. The committee also passed House Bill 2992, as amended, establishing a pilot program on child sexual abuse and assault awareness and prevention, expanded to K-12 and including grooming/exploitation content. A survivor advocate strongly supported the bill, while some members raised concerns about the funding source and possible unintended consequences. Finally, the committee passed House Bill 2370, which would require school leaders to notify governing boards before modifying weapons detection systems and to report changes within 24 hours; the sponsor cited a fatal school stabbing and other weapons incidents, while opponents argued the bill was too vague and could create operational problems. The committee also adopted a strike-everything amendment to House Bill 4056, allowing legislators making public records requests in their official capacity to avoid fees and requiring electronic production; the sponsor said it was needed after districts sought large fees, while opponents warned it could burden public agencies. The committee then began discussion of House Bill 2478, which would create an Arizona Commission on Student Outcomes to study K-12 accountability, finance, graduation requirements, and related issues, with proposed amendments to add early childhood study and change commission membership, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• And school leaders agree. good idea. And school leaders agree.
• school that does not have a school resource officer given to them.
• /c><00:29:37.520><c> resource</c> schools don't have a school resource schools don't have a school resource
• </c> school resource officers. school resource officers.
• The proposals included funding for public schools, but also charter schools and non-public schools and

Keywords: 1183, house

Transcript Highlights:

• We do everything in partnership with a school, whether that's a charter school or an in-person school
• public brick-and-mortar school, their virtual charter school, their in-person charter school, wherever
• Two months of school left, six weeks-ish of school left.
• of school left and he didn't have a single high school credit but he's a junior now most schools might
• Home school students can access the program by enrolling through their local school or charter school

Summary: The committee first considered RS 33030 C2, introduced by Representative Doug Pickett, which would add transparency and accountability requirements for virtual education programs, especially Idaho Home Learning Academy. He said the proposal would require school board approval of contracts with education service providers, confirm Idaho residency for students, require state standards for curriculum, disclose services and costs, address conflicts of interest, prohibit direct payments to parents, require certified teachers, and define eligible uses for supplemental learning funds. The committee voted to introduce the RS. Superintendent Jeff Simmons then presented on Idaho Digital Learning Academy (IDLA), describing it as the state virtual program created to provide choice, access, flexibility, quality, and equity through supplemental online courses. He said IDLA is funded mainly by a per-enrollment state appropriation and course fees, serves all students statewide, uses Idaho-certified teachers and principals, and offers a broad catalog including core classes, electives, dual credit, CTE, credit recovery, LaunchPad literacy support, and open educational resources. Anthony Butler, superintendent of Cambridge School District, testified that IDLA has been valuable for a small rural district by expanding course offerings, supporting dual credit, credit recovery, and helping students stay on track to graduate. Members questioned Simmons extensively about IDLA’s original purpose, its growth in budget and enrollment, teacher pay, audits, accountability, use by homeschool and private school students, and whether the program is serving rural students as intended. Simmons said the program remains supplemental, that most courses are asynchronous, that teachers are part-time and paid per enrollment, and that IDLA undergoes annual independent audits and reporting. He also said a proposed $10 million cut would significantly reduce services, likely affecting rural schools and programs like LaunchPad. The committee did not take a vote on IDLA during this portion, but the chair indicated further budget discussions would continue later.

Transcript Highlights:

• school district.
• school, they can go into their local school and take that exam.
• One school may hear it one way, another school may hear it a different way.
• school board.
• Between a conversion charter school and the district school board.

Summary: The Education and Employment Committee heard and voted on several education-related bills. HB 129 on Florida Virtual School was presented as a cleanup bill responding to audit-related statutory updates; it would remove priority language, allow all Florida students and eligible overseas military dependents access, clarify teacher employment/retirement status, permit local schools to administer required exams, and authorize direct support organizations. The bill drew support from Seminole State College and Florida Virtual School and was reported favorably 15-0. HB 423 on student elopement, sponsored by Reps. Eskamani and Tramont, would require schools to establish safety teams and procedures to prevent and respond to elopement by students with autism or similar needs. Testimony from the Autism Society of Greater Orlando and a student advocate emphasized safety risks and the need for clear school protocols. Members spoke strongly in support, and the bill passed unanimously 16-0. CS for CS for HB 753 on school counselors removed two certification barriers, kept the master’s degree requirement, and aligned evaluations with Florida school counseling standards; school counselor groups and several members argued it would help address counselor shortages and workload issues. It also passed unanimously 16-0. The committee also approved CS for CS for HB 1253, which would let school-employed coaches use up to $15,000 per team per year of personal funds to support student-athletes with items like food, transportation, therapy, and rehabilitation, with an amendment requiring written parental consent. Several members raised concerns about liability, fairness, and guardrails, but the bill passed 17-0. PCS for CS for HB 833 on private school facilities would allow small private schools of 150 students or fewer to locate in commercial or mixed-use zoning without rezoning and to use certain existing buildings if fire and life-safety standards are met; members discussed traffic, school zones, and proximity to dispensaries, and it passed 15-0. PCS for CS for HB 1325 on the Linking Industry to Nursing Education Fund clarified matching contributions, allowed use of funds for expansion or modernization of existing space, and permitted two-year awards; it passed 16-0. Finally, CS for HB 1437 on conversion charter schools created dispute-resolution options over facility maintenance and, via amendment, allowed capital outlay funding if the charter assumes full maintenance responsibility; despite some opposition, it passed 13-3. The committee then adjourned.

Transcript Highlights:

• and schools.
• and schools.
• are</c> expand what schools and how schools are expand what schools and how schools are guiding<00:11
• </c><00:12:00.959><c> they</c> schools and asking schools how they schools and asking schools how they
• Um I know schools, but um all schools.

Keywords: 910, house, all

Transcript Highlights:

• , or perhaps even if it's not junior high school anymore, middle school...
• It occurs throughout the school day. And then after school, you're on your phone.
• of School Psychologists.
• in middle school.
• They don't want to come to schools. The school needs to be a safe place.

Summary: The House Education Committee held a work session on the Children and Youth Behavioral Health Work Group and its school-based behavioral health and suicide prevention subgroup, followed by a public hearing on House Bill 1634, as amended in a proposed second substitute. Work group leaders Lisa Callan and Tisha Kirschbaum described the group’s statewide, cross-agency structure, its Washington Thriving strategic plan, and the goal of moving toward a more integrated “system of care” for children and youth. They emphasized that behavioral health, physical health, and education are interconnected, that families and schools often face a fragmented system, and that Washington’s youth flourishing outcomes show a need for stronger supports. Committee members raised concerns about regional disparities, rural access, language and cultural responsiveness, and the burden on schools and educators, while the presenters stressed that schools should be supported to identify needs and connect students to outside clinical services rather than carry the full burden themselves. Representative My-Linh Thai and Christian Stark then outlined the school-based subgroup’s work and recommendations. They said the subgroup meets monthly, includes students, parents, educators, providers, and agencies, and has focused on prevention, early identification, early intervention, and crisis response in schools. For the 2026 session, the subgroup recommended maintaining current investments in school behavioral health programs, strengthening statewide guidance on school behavioral health, and creating a coordinated technical assistance and training network for schools. They explained that the proposed substitute for HB 1634 would direct OSPI and the educational service districts to work with behavioral health agencies and community partners to conduct a needs assessment, map resources, and build a statewide framework for technical assistance and training, with public posting required by August 1, 2027. Testimony in support came from school staff, OSPI, behavioral health professionals, students, parents, and advocacy groups, who described high student anxiety, suicide risk, staffing shortages, and the need for coordinated, accessible supports. One witness from a psychiatric watchdog group opposed the bill, arguing it could increase labeling and drugging rather than holistic care. No vote was taken in the transcript provided.

Transcript Highlights:

• What schools? How many schools?
• What schools? How many schools?
• What schools? How many schools?
• What schools? How many schools?
• What schools? how many schools schools. What schools?

Keywords: 1191, senate, all

Transcript Highlights:

• a heightened flurry of school well School heightened flurry of school well School heightened flurry
• uh now it's where school school and so uh now it's where school school and so uh now it's where school
• or all the schools I'm of those schools or all the schools I'm of those schools or all the schools I'm
• to school to school to school system depends system depends system depends on the wealth of the school
• school decides that's up to the school school decides that's up to the school school decides that's

Keywords: 1136, house, all