Transcript Highlights:

• , but because of the lack of school counselors, we couldn't really address it until high school.
• single school.
• My school has been Paul Public Schools.
• local school your school, your local school counselor.<00:07:43.759><c> Use</c><00:07:44.000><c> your
• </c> of one school counselor in every school of one school counselor in every school in<00:10:41.440>

Keywords: 918, senate, all

Summary: Legislators and school counselors discussed a bill aimed at strengthening school counseling services in Minnesota. Supporters said the proposal would clarify counselors’ roles in state policy, require at least one school counselor in every school, and ensure counselors spend 80% of their time in direct services to students rather than being assigned to duties like hall monitoring or substitute teaching. The bill was described as building on prior efforts to expand student mental health supports after COVID and responding to Minnesota’s low student-to-counselor ratio, which speakers said ranks 48th nationally. Several counselors testified about the pressures facing students and schools, especially in communities affected by ICE enforcement and broader trauma. A St. Paul counselor described students displaced by enforcement actions, a child whose father was detained, and schools serving as food distribution centers. Another counselor from Minneapolis said students were experiencing chronic stress, fear, and difficulty focusing on school, with staff organizing mutual aid, delivering supplies, and helping students continue learning from home. Speakers said these conditions are statewide and that counselors are providing trauma support, family crisis navigation, and basic needs assistance. In response to questions, a Minnesota School Counselor Association advocate said the bill is intended to give counselors a clearer state framework and support their professional training and responsibilities. No vote or formal committee action was described in the transcript.

Transcript Highlights:

• of Florida virtual school back in middle school and high school.
• like Apple vs like Charter schools and private schools?
• to public school.
• Virtual schools is operates like its own, you know, school district.
• school based on what school might spend and marketing.

Transcript Highlights:

• may not have an AED if it's an elementary school or middle school.
• , high schools.
• We have five high schools in our school district. ...five high schools in our school district.
• In the school? My daughter graduated from high school.
• Schools were closed, so I want to be clear: schools were closed.

Committee: House Education

Keywords: 1182, all

Transcript Highlights:

• It says the free schools that have a school grade of D or F or are persistently low-performing schools
• So public schools are public schools, right?
• art school.
• schools.
• schools.

Keywords: 998, house, all

Transcript Highlights:

• for certain school districts.
• We once had county school boards.
• Peninsula School District sits...
• Five school days can be a lot of calendar days when there are school breaks in the timeline.
• education compact schools.

Summary: The committee first took executive action on House Bill 1662, which would require the State Board of Education, the Professional Educator Standards Board, the Financial Education Public-Private Partnership, and the Washington State Charter School Commission to make separate administrative arrangements and operate independently. Staff explained a proposed third substitute that delays implementation to July 1, 2027, clarifies independent agency status, and directs OFM and OSPI to support the transition. The prime sponsor and another member spoke in favor, emphasizing agency independence and better use of funds. The committee approved the bill 19-0 and reported the proposed third substitute out with a due pass recommendation. The committee then acted on House Bill 1683, which sets minimum numbers of school directors elected by director district for certain school districts. The substitute changed the enrollment thresholds, clarified the effective date, and removed intent language. Supporters argued it would improve parent and student representation; opponents said it would create an unfunded mandate and micromanage local districts. The committee passed the substitute 11-8 and reported it out with a due pass recommendation. In public hearing, House Bill 2534 was heard first. The bill would expand enrollment flexibility and record-transfer protections for military-connected students, including allowing enrollment before arrival, extending proof-of-residence timelines, and adding protections for students with IEPs or 504 plans. District, military, and advocacy witnesses generally supported the bill as promoting stability, though some asked for changes to a proposed 30-day reevaluation timeline and noted possible compact-related issues. The hearing then moved to House Bill 2557, which would require school districts to provide special education evaluation reports to parents at least five school days before eligibility meetings. Supporters said this would help families prepare and participate meaningfully; district and special education staff warned it could shorten already tight evaluation timelines and create implementation challenges. The committee suspended and later closed the hearing on that bill after time ran out, with the chair noting it could be eligible for executive action the following week. The final public hearing was on House Bill 2594, which would codify McKinney-Vento homeless student protections into state law, assign related duties to OSPI and school districts, and require periodic state reporting. The sponsor and numerous advocates, school district staff, PTA representatives, and individuals with lived experience testified in support, saying it would improve stability, accountability, and access to education for homeless students. One witness asked that grant funding explicitly include community-based organizations. The hearing closed after a large number of pro and some con sign-ins, and the chair also closed the hearing on House Bill 2557, noting amendment deadlines and that the bills could be eligible for executive action the next week.

Transcript Highlights:

• counselors, school psychologists, and school social workers.
• Those gaps for school counselors, school psychologists, and school social workers.
• So some schools, charter schools, or smaller schools share a school social worker.
• So some schools, charter schools, or smaller schools, share a school social worker.
• school psychologists, and all of our school social workers.

Committee: Assembly Education

Keywords: 909, all

Transcript Highlights:

• We moved from multiple schools and multiple school districts.
• school curriculum.
• We have 43 elementary schools, 18 traditional middle and high schools, and 6 alternative schools.
• The safest way is on a school bus. But if we prevent our school districts.
• and after school.

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• SCHOOL YEAR.
• ARE ALL THE SCHOOLS THE SCHOOLS HAVE BEEN IDENTIFIED BY SCHOOL SAFETY PROGRAMS.
• THE ADMINISTRATORS OF THE SCHOOL, THE SCHOOL DISTRICT HAS ACCESS.
• FIRST MASS SCHOOL SHOOTING EVENT HAS SCHOOL RESOURCE OFFICERS ON CAMPUS.
• OR CHARTER SCHOOL IS WHICH EVER PART OF THE SCHOOL MAY BE.

Transcript Highlights:

• So some of this has to do with the the permanent school fund and charter schools and the school facilities
• And either the school. school districts can pay for it, or if the school districts decide not to pay
• Close schools and merge schools.
• For that. are Texas schools, the schools that I attend, the schools that my friends attend, my cousins
• school.

Committee: House Appropriations - S/C on Article III

Keywords: 1184, house, all

Transcript Highlights:

• Picus has developed for middle schools and high schools.
• and high school.
• He said a district like his has multiple elementary schools, multiple middle schools, multiple high schools
• Um, our district is comprised of three high schools: Star Valley High School, Swift Creek High School
• It's just such a different conversation from school to school depending on the size of the school and

Committee: Joint Select Committee on School Finance Recalibration

Keywords: 916, all

Transcript Highlights:

• Section 9 clarifies that school districts, charter schools, and American Indian-controlled schools and
• in the previous absent from school in the previous school school school year<00:18:27.000><c> section
• </c> schools or tribal uh contract schools schools or tribal uh contract schools are are are eligible
• school or tribal school District charter school or tribal school um<00:21:40.640><c> in</c><00:21:41.120
• </c><01:09:55.360><c> School</c> superintendent district school School superintendent district school

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• schools.
• Counselors are at the school to...
• our private schools.
• I'm a member of the Pinellas County School Board. We are an A school district.
• Ninety percent of our schools are A or B schools. We have zero D or F schools.

Summary: The Appropriations Committee on Pre-K-12 Education received a presentation from the Governor’s Office of Policy and Budget and the Department of Education on the Governor’s fiscal year 2026-27 education budget. Shelby Salmons outlined the overall budget framework, and Commissioner Stasi Kamoutsis highlighted major education investments, including $486 million for VPK, $30.6 billion for K-12 education, a $761.1 million increase in FEFP funding, the highest per-student funding level to date, and $201 million more for teacher pay flexibility. The presentation also emphasized school safety, mental health, civics education, and the Guardian Program, along with continued funding for TEACH, HIPPY, Help Me Grow, and civics debate and literacy initiatives. Members asked about how the mental health allocation would be used, counselor staffing ratios, school closures and whether the department intervenes, oversight of school choice and voucher-funded schools, and the Guardian Program’s pay structure and effectiveness. Senators also raised concerns about the FISH school capacity report, data collection, teacher pay, professional development, AI and tutoring technology, and whether the budget adequately supports mental health services and school safety. The Commissioner said many funding decisions are left to districts, that the department stands ready to assist, and that the Guardian Program has been successful and expanded over time. During public testimony, Pinellas County School Board member Laura Hine said her district spends far more on safety and mental health than it receives in state categorical funding, and urged the committee to consider full-day VPK funding, arguing it has improved third-grade reading outcomes in Pinellas. Senators followed up on district flexibility and local spending choices. The committee took no substantive vote on the budget presentation and adjourned after thanking the department for its recommendations and partnership.

Transcript Highlights:

• This bill prohibits school districts and public schools from using automated decision systems.
• This bill prohibits school districts and public schools from using automated decision systems, facial
• by students, parents, or guardians, teachers, school employees, or school contractors.
• a school employee, school contractor, or law enforcement officer. there is a As determined by a school
• at public schools, school districts, and ESDs.

Committee: House Education

Keywords: 904, all

Transcript Highlights:

• School Board in School District.
• board member in the Battleground School Board in School District.
• When I was in high school, that was remedial school.
• as to school districts and private schools that have requested such notice.
• equipment that they used while they were in high school or in the school system.

Bills: HB2142 , HB2369 , HB2432

Committee: House Education

Keywords: remote learning, hybrid learning, education reform, alternative education, student engagement, local food, public schools, nutrition, sustainability, agriculture, technology access, educational resources, surplus hardware, student support, 904, all

Transcript Highlights:

• a charter school.
• school has.
• , middle schools, or high schools.
• But at the same time, we've got some schools out there that are public schools, traditional schools,
• All schools, not just charter schools.

Committee: Senate Senate Finance

Keywords: 996, all

Transcript Highlights:

• Since 2020, numerous school districts have adopted a four-day school week or a hybrid hybrid, uh, school
• Uh, to prohibit schools from adopting a four-day school week with some exceptions.
• TEA, that school district must revert back to a 5 day school week.
• to public charter schools.
• , public charter schools.

Committee: House S/C on Academic & Career-Oriented Education

Transcript Highlights:

• in schools.
• There are schools that are doing SNAP in schools.
• parents are spending on school breakfast versus school lunch each year.
• school that really feeds into a middle school that feeds into a high school, making sure that there's
• So a child doesn't start in elementary school with no-cost school meals and then goes to middle school

Keywords: Virginia Commission to End Hunger, 976, house, all

Transcript Highlights:

• Public School te well school pachelli Public School te well school teacher<00:03:46.760><c> I've</c>
• school nurse.
• school nurse.
• school nurse.
• school nurse.

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• School.
• Uh, we have contracts with the schools, Middale Schools.
• and out of School.
• We cover 22 schools in the Mid-Del School District.
• coming to school.

Committee: House Common Education

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• If you look at the school, it's 20.3 failures per public school versus 6.7 failures per private school
• For schools below the national average, the public schools averaged 39.9 failures per school.
• And so, and it only applies to the schools I mentioned, to approved schools.
• school social worker.
• school social worker.

Summary: The Careers and Workforce Subcommittee heard three bills. HB 919 on nursing education programs would tighten accountability for nursing schools with low NCLEX pass rates by shortening the probation period, requiring remediation plans, mandating free remediation for students who fail, and requiring tuition reimbursement for programs with very low pass rates. The sponsor argued Florida’s nursing pass rates are unacceptably low and that stronger consequences are needed; opponents warned the bill could shut down programs, worsen the nursing shortage, and unfairly target private schools, while supporters said it would protect students and improve outcomes. After debate, the bill was reported favorably by a vote of 18-0. The committee then heard PCS for HB 1261, the “Smart Living Act,” a student-driven proposal from Jefferson High School in Hillsborough County to expand personal financial literacy and practical life-skills instruction in high school. Students and school officials testified that the bill would better prepare graduates for adulthood by covering topics such as budgeting, credit, loans, FAFSA, resumes, interviews, and basic household skills. Members praised the students’ work and the bill’s practical focus, and the PCS was reported favorably 18-0. Finally, the committee considered HB 809, which would exempt school social workers from educator certification requirements for general and subject-area knowledge. Supporters from Lee and Broward counties said the current testing requirement is unrelated to social work, creates financial and recruitment barriers, and has contributed to staffing shortages. Members from both parties supported the measure as a simple way to remove an obstacle to hiring and retaining school social workers. HB 809 was also reported favorably by a vote of 18-0, and the meeting adjourned after all agenda items were completed.