Transcript Highlights:

• So to do that, you take that student, you take someone with a simple IEP that just needs extra time for
• > just<04:09:36.800> needs<04:09:37.040> extra<04:09:37.359> time a simple IEP
• that just needs extra time a simple IEP that just needs extra time for<04:09:37.760> homework,
• Whereas the current restraining order laws and the domestic violence petition laws and the domestic IEP
• Whereas the current restraining order laws and the domestic violence petition laws and the domestic IEP

Keywords: 1191, senate, all

Transcript Highlights:

• 51% of active duty families with a child in special education had trouble transferring their child’s IEP

Keywords: 995, all

Summary: The Joint Committee on Veterans and Federal Affairs held its first public hearing of the 2025–2026 session, with House Chair Rep. Joe McGonagle outlining the committee’s focus on veterans’ benefits, military families, and related policy priorities. He noted the committee’s recent record of advancing major veterans legislation, described the hearing as hybrid, and explained that testimony would be limited to three minutes. The committee then heard testimony on several bills, including H. 3886/S. 2503, H. 3863/S. 2480, and H. 3859, among others. Melissa Willett of the Department of Defense and Rep. John Stanley testified in support of H. 3886/S. 2503, which would expand support for military families by improving school open enrollment flexibility, special education continuity, concurrent jurisdiction for juvenile matters on military installations, and coordination around military protective orders. Committee members questioned the juvenile jurisdiction and protective-order provisions, with concerns raised about federal versus state authority and due process; witnesses said the jurisdiction change would be case-by-case and that military protective orders are commander-issued decisions that could be used as evidence in civilian proceedings. The Department of Defense said the proposal aligns with priorities from military stakeholders and other New England states. Jim Keene testified in support of H. 3863/S. 2480, seeking a cost-of-living adjustment for veterans’ benefits and extending certain benefits to Guard and Reserve members killed on active duty. Allie DeBateau of the Massachusetts Municipal Association testified on H. 3859, which would streamline veterans benefits administration by having the state pay benefits directly rather than reimbursing municipalities quarterly; she said this would reduce local administrative burden while leaving local veterans service officers’ roles unchanged. Committee members asked about municipal support and the fiscal impact, and the hearing concluded with no votes taken, followed by adjournment.

Transcript Highlights:

• As a member of the IEP. PAWG committee.

Transcript Highlights:

• Thank you for letting me represent kids with IEPs today. Now let's hear from a parent.

Keywords: special education, funding, equity, advocacy, Texas Legislature, SB568, HB2, disabilities

Summary: This was a press conference calling on the Texas Legislature to increase and reform funding for special education, with speakers arguing that the current system leaves a roughly $1.7 billion gap and forces districts to stretch general education dollars to cover mandated services. Sabrina Gonzalez Ocedo of The Arc of Texas opened by framing the issue as one of equity and self-determination for students with intellectual and developmental disabilities, and noted support for legislative efforts including Senate Bill 568 and House Bill 2. She also thanked a coalition of advocacy groups and legislators involved in special education funding work. Representative Steve Toth spoke in favor of investing surplus dollars in special education, citing high rates of functional illiteracy and dyslexia among prison populations and saying earlier intervention could change life outcomes. Amy Litzinger described how accommodations and assistive technology helped her succeed in school and urged continued investment so other students can access similar supports. Sarah Harden, a parent and disability advocate, shared her daughter’s positive experience in a well-supported district but warned that many Texas districts cannot provide comparable services because of funding shortages and that families are increasingly worried about cuts. Rachel Hull, a special education director, said well-resourced special education is transformational and outlined the need for individualized services, therapies, vocational training, and college readiness supports. Jean Mayer, a school trustee, said districts are struggling to meet state and federal requirements because funding does not match actual costs, pointing to staffing shortages and the need for parent engagement and professional development. The speakers repeatedly urged lawmakers to fully fund Senate Bill 568 and broader special education reforms this session; no votes were taken, as this was an advocacy event rather than a committee hearing.

Transcript Highlights:

• require emergency accommodations for students with disabilities to be explicitly included in their IEP

Summary: The Senate Education K-16 Committee considered and advanced several education-related measures. SB 57, on emergency safety accommodations for students with disabilities during drills or emergencies, was amended by a committee substitute requested by TEA to require accommodations be explicitly included in IEPs or Section 504 plans, documented and communicated to administrators, and to allow TEA rules on preparedness guidelines; it was reported favorably. The committee also reported SB 24, on adding study of communist regimes and ideologies to social studies standards, and SB 112, on parental rights and public education, both favorably. SB 204, requiring a parental rights handbook and trustee training, and SB 371, on parental approval for human sexuality instruction, were also advanced. SB 400, requiring parental consent for psychological or psychiatric examination, testing, or treatment by school employees, was reported favorably as substituted. Members discussed SB 609, which would require school districts and charter schools to comply with legally required policies, with questions about whether districts must still comply absent additional state resources; it was reported favorably with two members voting present-not-voting. SB 686, on student transfers between public schools, and SB 1447, on TEA standards for school use of electronic devices and software, were both reported favorably, with SB 686 noted as having a fiscal note. SCR 5, directing the Texas School for the Deaf to name a gymnasium after a former alumnus, was also advanced. The committee approved SJR 12, proposing a constitutional amendment affirming a parent’s right to direct a child’s education, on a 9-1 vote. It then considered SB 12, a broad bill on parental rights, public education, and restrictions on DEI-related duties and funding consequences for noncompliance. The committee substitute expanded the DEI definition, limited discipline to intentional or knowing violations, required notice to employees, restricted student clubs focused solely on sexual orientation or gender identity, clarified limits on DEI duties, required annual capacity reporting for transfer requests, refined grievance procedures, shortened the grievance filing window to six weeks, and added parent-notice provisions regarding special education, bilingual education, and uncertified teachers. After discussion on the grievance timeline and terminology in the DEI provisions, the substitute was adopted and SB 12 was reported favorably on an 8-2 vote. The committee then recessed subject to the call of the chair.

Transcript Highlights:

• special education mandates, which kept the state from being sued by parents by not implementing their IEP
• special education mandates, which kept the state from being sued by parents by not implementing their IEP
• <01:31:15.360> So,<01:31:15.600> we implementing their IEP meetings.
• So, we implementing their IEP meetings.
• Some students may require access to a telecommunication device as an accommodation pursuant to their IEP

Keywords: 910, house, all

Summary: The committee heard testimony on HB 2485, which would require cardiovascular screening for student athletes. The Department of Education and Department of Health said they support the bill’s intent but noted that many screenings are already part of existing school-entry and well-child exams. The Attorney General’s office asked for clarifying language on who performs the screenings, where results go, how “positive findings” are defined, how referrals would work, and whether funding would be appropriated if DOE must hire health professionals. The American Heart Association strongly supported the bill, citing the risk of sudden cardiac arrest in young athletes and arguing that sports physicals are an effective opportunity for early detection. No vote was taken, and the committee moved on after testimony. The committee then heard HB 89, concerning a school psychologist working group and possible licensing or credentialing of school psychologists. The Department of Education and Board of Psychology supported the measure. The Hawaii Psychological Association said it supports licensing school psychologists but asked to be included in the working group, arguing it is an important stakeholder. The Hawaii Association of School Psychologists opposed including HPA, saying the issue is between school psychologists and DCCA and that HPA is not part of their organization. Testimony and discussion focused on the long-running disagreement over whether school psychologists should be regulated under the Board of Psychology or another mechanism, and on title protection and scope of practice. No action was reported during this portion. The committee also took up HB 2445, relating to standardized emergency responses for immigration enforcement at or near schools. The Department of Education said it already issued internal law-enforcement guidance and questioned whether the bill was necessary, while also raising concerns about the bill’s 1,000-foot buffer language and the limits of school authority over activity off campus. The Board of Education echoed those concerns and suggested the bill may need clearer definitions. Supporters, including the White Coalition for Immigrant Rights, the Legal Clinic, and an attorney testifying on Know Your Rights training, argued that recent federal changes have increased ICE activity near schools and that a law is needed to ensure clear, public protocols, staff training, and family protections. A student testifier said the measure was a top priority of the state student council. The transcript ends during testimony, with no vote or final committee action shown.

Transcript Highlights:

• The state funding charters receive for students on IEPs is the single financial advantage that charters
• More than 22% of our students have IEPs.
• More than 22% of our students have IEPs.
• Finally, after being very persistent, they evaluated her, and she qualified for an IEP starting in March
• While her IEP required her to get 30 minutes of special education every day, she would often report that

Keywords: 1187, senate, all

Transcript Highlights:

• qualifies, then the district writes an individualized education program for the student, known as an IEP

Summary: The JLARC I-900 Subcommittee heard a State Auditor’s Office performance audit on special education services, focused on comparing student needs, district identification practices, and funding. Auditors said Washington does not appear to under-identify any particular population for special education, though districts face ongoing challenges with identification, documentation, staffing shortages, and inconsistent referral tracking. They explained that their analysis used statistical models because the true prevalence of disabilities is unknown, and found Washington districts generally clustered near the national average, with little evidence that any demographic group was systematically under-identified. The audit also found that special education funding has historically been insufficient, with districts collectively covering about $500 million in costs not paid by state or federal sources, and that districts spent about 26% more per student than they received in funding. Auditors noted recent legislative changes that removed the special education enrollment cap and changed the safety net process, but said it was too soon to assess their effects. Their recommendations to OSPI included clarifying what counts as an official special education referral, requiring districts to report referral data even when no evaluation follows, and ensuring the new statewide data system is developed with district input, training, and possibly a mandate for uniform use. OSPI staff said they concurred with the report and appreciated the work of the auditor’s office and JLARC. During member questions, Representative Paulette raised concerns that the audit did not directly examine prevalence of specific disabilities, such as autism and dyslexia, in vulnerable populations or compare Washington’s identification practices to medical and peer-reviewed prevalence data. Auditors responded that medical prevalence is not known in a systematic way, that educational eligibility differs from medical diagnosis, and that the report’s conclusions should not be read as proving no populations are under- or over-identified. No public testimony was offered, and the meeting adjourned.

Transcript Highlights:

• in state law the rights of parents and families of students with Individualized Education Programs (IEPs

Bills: HF1306

Keywords: education, school policy, teacher training, student health, emergency response

Transcript Highlights:

• For individuals who came in and they had a formally had an IEP or a 504 plan... ...and the education
• Over the age of 22, given that it's no longer an obligation, we do take what that IEP or 504 tells us

Keywords: 995, all

Summary: The commission approved the July 11 minutes and then received a detailed follow-up presentation from the Department of Correction on facility footprint, mission-driven housing, programming, and technology. Commissioner Jenkins and Deputy Commissioner Peterson explained recent and planned facility changes, including the closures of Walpole, MCI Cedar Junction, and MCI Concord, the transition of the Plymouth Section 35/Mass Act program to Health and Human Services, the return of Bay State to DOC control for possible future use, and the Shattuck Hospital move to East Newton Pavilion. Members asked about operational capacity, the exclusion of support beds from occupancy figures, and the status of mothballed or unused facilities. Framingham drew particular attention because of its historically low women’s population and planned renovations; members raised concerns about the cost and the need to consider the broader women’s correctional system. A major portion of the meeting focused on mission-driven units and evidence-based programming. DOC described specialized units for health services, nursing care, clinical stabilization, mental health, residential treatment, protective custody, reentry, emerging adults, education, and substance use recovery, and noted that security threat group support beds are not used. Staff explained the distinction between general population beds and support beds, and between programming and treatment. They said core recidivism-reduction programs are based on risk-need responsivity and COMPAS assessments, with Spectrum Health Systems as the current vendor, and presented recidivism data showing lower reoffending among participants who completed programs such as violence reduction, criminal thinking, and the Correctional Recovery Academy. For women, they highlighted the pathways model at MCI Framingham, which combines trauma-informed, gender-responsive services, and reported strong outcomes for those engaged for at least 26 weeks. Members asked about how needs are identified and counted, how declinations are handled, and how the department distinguishes completion from ongoing maintenance. DOC said participation is voluntary, individuals are re-recommended over time, and completion is recorded in the system when criteria are met. They also discussed educational supports for learning disabilities and trauma, including IEP/504 coordination, tutoring, and a new school psychologist for testing. Questions were raised about family reunification programming, and DOC pointed to family-focused services, mediation, Read to Me Mommy, and the Brave unit for young fathers. Sheriff Cabral and Sheriff Cochie praised the presentation and emphasized the importance of family reunification and the realities of trauma in incarcerated people’s lives. The final section highlighted the expanded use of tablets across all facilities. DOC said tablets now support free phone calls, emails, video visits, surveys, educational content, medical updates, sick-call requests, and an earned-good-time app, while also helping with communication during facility closures and with ongoing programming. Staff said the tablets are used both for learning and recreation, and that more than half of the incarcerated population uses them monthly for educational purposes. Members discussed whether user feedback or “reviews” of programs could help increase participation, and DOC said tablet-based surveys make that possible. The meeting ended with general agreement that the department has expanded programming and technology substantially and is using them to support reentry, communication, and facility operations.

Transcript Highlights:

• and are are housed at one of our, our Parkview Early Learning Center, that means that you're on an IEP
• and we have piloted with the state right now with ECECD to bring in children that are not on an IEP

Transcript Highlights:

• experts, advocates who will then offer to train parents on their rights and sit with them during their IEP
• Defined as learning, it's typically what the ARD committee has to do for that student's IEP is.

Bills: SB205, SB582, SB625, SB1884, SB1903, SB2600, SB2617, SB2751, SB111, SB3061, SB1908

Keywords: fetal development, health curriculum, public schools, middle school health education, grade 7, grade 8, State Board of Education, school health advisory council, Texas Education Code, pregnancy, reproductive health, infertility, birth defects, prenatal development, unborn child, trimester, medically accurate instruction, age-appropriate instruction, drug and alcohol effects, lead exposure

Transcript Highlights:

• there's a New Hampshire Department of Education report uh, Understanding Funding for Students with IEPs
• there's a New Hampshire Department of Education report uh, Understanding Funding for Students with IEPs
• there's a New Hampshire Department of Education report uh, Understanding Funding for Students with IEPs
• there's a New Hampshire Department of Education report uh, Understanding Funding for Students with IEPs
• Thank you for letting me testify. students with IEPs um compared to the national average we do have a

Keywords: 1189, house, all

Transcript Highlights:

• They do not get an IEP, which means they do not get that extra money. 25 seconds left. Okay.
• <01:45:46.239> One<01:45:46.400> is needs student or to have an IEP.
• One is needs student or to have an IEP.
• They do not get an IEP, which occur.
• They do not get an IEP, which means<01:46:21.119> they<01:46:21.360> do<01:46:21.520>

Keywords: 1191, senate, all

Transcript Highlights:

• This is for a child that either has an IEP or an independent educational plan or is handicapped.

Keywords: 993, senate, all

Summary: The Senate Standing Committee on Health considered a series of health-related bills, many of which were reported favorably. Among the measures approved were SB 999, which would restructure Medicaid reimbursement for early and periodic screening, diagnosis, and treatment services for children with IEPs or disabilities; SB 1816, lowering the state definition of elevated blood lead levels to 3.5 micrograms per deciliter; SB 1911A, extending due process protections for health care professionals when insurers terminate or fail to renew them; and SB 3105, allowing reciprocity for out-of-state medical cannabis patients. The committee also advanced SB 4589 on federally qualified health center rate adequacy, SB 4955B on Medicaid Inspector General audit procedures, SB 9196 to ban new for-profit hospices, SB 9237 expanding the definition of family for certain foster care health facility services, and SB 9275 requiring Medicaid coverage for gender-affirming care and prohibiting related discrimination. Several of these bills were sent to Finance, while others were sent to First Reading or Higher Education as noted. The committee also discussed SB 2625, which would expand pharmacists’ authority to prescribe, administer, and dispense medication-assisted treatment for opioid use disorder. One member raised concerns about expanding scope of practice without coordination with primary care or a holistic review of patient conditions, and indicated opposition; the bill was nevertheless referred to Higher Education. SB 5056B, requiring the Department of Health to examine heat vulnerability and heat-related deaths, prompted discussion about whether the bill should explicitly require recommendations for prevention; the sponsor said the idea was to gather data and that recommendations could be added, and the bill advanced with some reservations. Other measures included SB 7460, reauthorizing a maternal infant care centers pilot program using an existing $350,000 appropriation, and SB 9388, requiring public notice and engagement when a general hospital closes or shuts down a psychiatric, mental health, or substance use unit. The hospital closure bill drew discussion about relocations and whether moves that shift services to a new site would trigger the community engagement process; the sponsor said they would. Most bills were approved by voice vote, with some members voting no or without recommendation on certain measures, and the committee adjourned after reporting the bills onward.

Transcript Highlights:

• professionals who are working with students then can develop what's called an Individual Education Plan, an IEP

Summary: The Senate Education Pre-K-12 Committee heard and passed two autism-related bills. SB 112, by Senator Harrell, would expand autism screening and referral grants, extend Early Steps services from age three to age four, designate the University of Florida autism center as a statewide hub, create grants for autism-focused charter schools and summer programs, and establish an autism microcredential for educators and paraprofessionals. Three technical or clarifying amendments were adopted, and the bill received support from Autism Speaks, The Arc of Florida, Foundation for Florida’s Future, and Miami-Dade County Commissioner Raquel Regalado, who emphasized early intervention and the need for training and expanded services. The bill was reported favorably by committee vote. The committee then considered SB 102, by Senator Gaetz, which would direct the Department of Education to create a workforce credential for students with autism spectrum disorder, including badges for job skills and workplace safety, and require reporting on outcomes such as employment after graduation. An amendment was adopted to allow students on a modified curriculum before formal diagnosis to participate and to require coordination with the Florida Center for Students with Unique Abilities and OSHA. Testimony from Amy Weatherby of the FSU Autism Institute and CARD strongly supported the bill, stressing the importance of employment outcomes and early preparation, while other organizations also supported it. SB 102 was reported favorably, and the committee adjourned after Senator Harrell was recorded as voting in the affirmative on SB 112.

Transcript Highlights:

• early childhood special education department, and some of the students are not categorized with an IEP
• early childhood special education department, and some of the students are not categorized with an IEP
• early childhood special education department, and some of the students are not categorized with an IEP
• early childhood special education department, and some of the students are not categorized with an IEP
• early childhood special education department, and some of the students are not categorized with an IEP

Keywords: 1187, senate, all

Transcript Highlights:

• Exceptions for IEPs, medical use, or any exception at the discretion of the principal.
• Madam chair Senator yeah so exceptions Madam chair Senator yeah so exceptions for<00:17:55.280> IEPs
• 57.080> or<00:17:57.280> any<00:17:57.520> exception<00:17:57.840> at for IEPs
• medical use or any exception at for IEPs medical use or any exception at the<00:17:58.120> discretion

Keywords: 1187, senate, all

Transcript Highlights:

• struggling when I have 35 students each hour, see a cot talk classroom with the majority of students with IEPs
• /c> classroom with the majority of students classroom with the majority of students with with with IEPs
• 45.000> you<00:04:45.199> routinely<00:04:45.720> hear<00:04:45.960> from IEPs
• you routinely hear from IEPs you routinely hear from superintendant<00:04:48.199> uh<00:04:48.960

Keywords: 1183, house

Transcript Highlights:

• whether<00:09:46.040> it's<00:09:46.560> um<00:09:47.200> um<00:09:47.440> IEP
• <00:09:48.000> special<00:09:48.279> needs whether it's um um IEP special needs whether
• it's um um IEP special needs related<00:09:49.000> medical<00:09:49.440> related<00:09
• access the same equipment in their school age care program, or likewise a kindergarten student with an IEP

Keywords: 1187, senate, all