Transcript Highlights:

• schools can ...place where we ask those systems to come together, not because schools can solve every
• This gender gap emerges early in middle school and persists throughout high school.
• schools with the greatest needs.
• , as well as middle schools even, maybe even elementary schools.
• organizations co-located on the school during the school year.

Summary: The Select Committee on Youth Mental Health and Treatment Access held its third hearing to review the state of youth mental health, progress under the Children and Youth Behavioral Health Initiative (CYBHI), and remaining implementation and funding challenges. The chair emphasized that schools are often the main point where education, health care, and social services intersect for students, and that the committee’s goal is to ensure public investments translate into better access and outcomes. The hearing featured testimony from researchers, a youth advocate, state officials, and local practitioners. PPIC researcher Shalini Mostala reported that teen mental health remains a serious concern, with high rates of chronic sadness, hopelessness, and suicidal thoughts, though recent California data show some improvement since the pandemic. She noted persistent disparities by gender, race, and rural status, and said school-based health centers, wellness centers, and community schools are associated with lower suicidal thoughts. Youth advocate Ella Cruz, speaking for NAMI California, described her own mental health struggles and argued that youth voice, peer-to-peer support, and reducing stigma are essential; she also said technology and AI cannot replace trusted adults or trained professionals. Committee members asked about phone use, stigma, cultural barriers, and how to make supports more accessible and relatable to students. Dr. Sohill Sood of the California Health and Human Services Agency said statewide survey data show declining stigma, increased counseling use, and lower suicide ideation among students, and he highlighted CYBHI’s certified wellness coaches, digital tools, awareness campaigns, and the first-in-the-nation fee schedule that allows schools and colleges to bill health plans for behavioral health services. He said the program is growing quickly, with more than 230,000 claims and over $11 million in new revenue to date, while acknowledging that billing systems and coordination are still being built. Trina Frazier of Fresno County described a multi-tiered system of care supported by CYBHI, CalAIM, and other grants, serving thousands of students through school-based services, wellness centers, and mobile therapy units; she said ongoing funding and flexibility are critical. Rachel Kroberniski of El Segundo High School’s James Morehouse Project described a long-running wellness center and peer mentorship model that supports students in multiple languages, and said peer programs help students feel seen, connected, and more willing to seek help. Members broadly praised the flexibility, collaboration, and peer-based approaches described by the witnesses. Questions focused on sustaining funding after one-time grants expire, improving coordination among schools, counties, and providers, expanding the fee schedule to higher education, and ensuring continuity of care for students after high school. Officials said county offices of education, DHCS, and other partners are using communities of practice and technical assistance to spread best practices, and that CYBHI services can follow some young adults through age 25, with additional supports through community-based programs and digital platforms.

Transcript Highlights:

• schools serving grades K through 12.
• How are we doing in our schools?
• I know we have some high schools, or some school districts, that have a zero-fail policy.
• I know we have some high schools, or some school districts, that have a zero-fail policy.
• districts, charter schools, and virtual schools.

Summary: The committee received a detailed JFAC presentation on the K-12 public school support budget from Legislative Services analyst Kellan McGurkin, followed by testimony from Superintendent Debbie Critchfield. McGurkin reviewed how Idaho’s school funding formula works, including support units, staff allowance, career ladder salary funding, discretionary funding, health insurance, transportation, facilities, and the Public Education Stabilization Fund. He explained the FY 2026 revised budget, including a reduction in projected support units and an ongoing $22.3 million general fund rescission, and then walked through the FY 2027 request and the Governor’s recommendation. Major FY 2027 items included health insurance adjustments, transportation growth, federal fund authority, and proposed one-time special education initiatives: a $5 million high-needs fund and a $1 million regional service model, both tied to interest or transfers from other funds. The Governor also recommended eliminating or reducing some items, including virtual school-related payments and a reduction to Idaho Digital Learning Academy funding, which would lower the general fund request compared with the agency proposal. Critchfield framed the budget around enrollment trends, shifting student populations, and the need for flexibility in how districts use existing dollars. She highlighted gains in literacy, graduation rates, dual credit and career technical participation, and said the department wants more categorical flexibility for professional development, technology, and digital content funds so districts can redirect unused money to higher priorities such as literacy or special education. She also described the Idaho Career Ready Students grant as having created 170 new programs and said remaining funds are obligated. On special education, she said costs are growing faster than current funding and argued for a bridge solution while broader funding issues are addressed; she also said the department is pursuing a regional service-center model to help rural districts share hard-to-fill specialists. Critchfield additionally outlined planned federal waivers on assessments and flexibility, and said the state is seeking more control over education decisions. Committee members focused heavily on funding mechanics, especially whether career ladder and health insurance money is distributed per teacher or through support units, how discretionary funds are used, why insurance amounts in the budget book differed from current projections, and whether districts can use leftover health insurance dollars for other purposes. Members also questioned the proposed special education funding, the use of interest earnings from dedicated funds to support the general fund, the size and use of school contingency balances, and whether the state should revisit the funding formula itself. No votes were taken during this portion of the meeting; the discussion remained in presentation and questioning, with several follow-up requests for data and clarification.

Transcript Highlights:

• He wants the school boards to know what's happening in our schools.
• of that school board.
• Okay, because I was thinking about the school that my kids go to in high school.
• And that's currently how my kids do in high school and middle school as well.
• schools follow now?

Summary: The House approved the journal and recognized several special guests and departing staff before moving to bills on perfection and printing. House Bill 2636, the Mortgage Modification Act, was explained as a banking measure to keep a first mortgage in first position when modified, and it received bipartisan support and was ordered perfected and printed. House Bill 1718, dealing with sovereign immunity caps and the inflation factor under section 537.610, was also advanced after questions about whether the cap should be measured at the time of injury or judgment; the sponsor said the bill would use the injury date and that trial attorneys were the main opposition. House Bills 2120 and 1698, combined as an anti-bullying measure known as Sawyer’s Law, were then taken up and advanced after extensive debate. The bill would require prompt reporting and investigation of bullying, reporting to administrators and school boards, and protections for staff and schools acting under the policy. An amendment from the Lady from Boone sought to remove zero-tolerance references, limit identifying information in reports, and give school boards more flexibility, but it failed on a voice vote. Supporters of the bill cited tragic bullying cases and argued schools need stronger reporting and accountability; opponents of the amendment and some speakers warned about due process, school board overreach, and potential liability. House Bill 2748, requiring daily physical activity for students, was then brought up with an amendment that would remove the emergency clause, delay implementation, and specify weekly activity minutes and how some activity time could count toward class requirements; members debated scheduling, teacher workload, and whether the proposal would reduce instructional time, but the discussion was still ongoing at the end of the transcript.

Transcript Highlights:

• The receiving school is the open enrollment school. Thank you very much.
• sending school keeps the 20%.
• is an open enrollment school.
• The receiving school is the open enrollment school. Thank you very much.
• The receiving school is the open enrollment school. Thank you very much.

Keywords: 928, house, all

Summary: The committee first took up HB 112, which would require students in the University and Community College systems to pass the U.S. citizenship civics naturalization test. A motion was made to retain the bill, and the committee voted unanimously to retain it, resulting in no report. HB 510, dealing with due process rights for students, student organizations, and faculty in higher education disciplinary proceedings, was passed over for a later meeting so the University and Community College systems could meet with the committee. The committee then discussed HB 659, creating a college graduate retention incentive program, but retained it without further debate after noting the prime sponsor was unavailable. HB 770, concerning tuition credits for community service, was also held for later in the day because an amendment was expected. The most extensive discussion centered on HB 583, which would have the state participate in Medicaid direct certification for free and reduced-price school meals. Supporters argued it would identify more eligible students, reduce paperwork, improve accuracy in school funding formulas, and bring in additional federal child care scholarship money; opponents argued it would significantly affect school funding calculations and should be delayed. The committee rejected the amendment by a 10-8 vote and then voted 10-8 to retain the bill, with a majority report and minority report to follow. HB 646, requiring school districts to establish an online application for free and reduced-price meal participation, was also debated. One member said many districts already do this voluntarily and that the bill was unnecessary; another proposed an amendment to convert the mandate into a grant program to offset startup costs, but the committee proceeded on the underlying motion and voted 10-8 to retain the bill, with a majority report and a minority OTP report. HB 665, concerning eligibility for the free school meals program, was then retained by an 11-3 vote. Finally, the committee began work on HB 703, which would prohibit school districts from denying meals to students with unpaid balances and appropriate funds for that purpose. An amendment was explained that would remove state payment of district meal debt and instead require district policies against shaming or bullying students and allow voluntary donations to reduce debt. After discussion, a motion was made to ITL the bill, with the sponsor saying constituents opposed subsidizing the program and wanted districts to retain collection tools; further debate was underway when the transcript ended.

Transcript Highlights:

• In Fruitland School District, for the 2024-25 school year, Fruitland School District will spend over
• In Fruitland School District, for the 2024-25 school year, Fruitland School District will spend over
• My kids go to school in Marsing.
• Meridian Tech Charter School was built in 1999 with the West Ada School District.
• They're talking about legislation, what's good for schools, what's not good for schools.

Keywords: 989, all

Transcript Highlights:

• Turning to the bill before you this afternoon, beginning no later than the 2031 school year, school district
• That was the Vader School District.
• Eatonville School Board.
• Pickens, teacher in the Port Angeles School District and school board president of the Sequim School
• He was a big school. We’re a very small school, very efficient.

Summary: The House Education Committee heard public testimony on three bills focused on school district finances and education ombuds confidentiality. House Bill 2593, an OSPI request, would require school districts to maintain minimum general fund balances beginning in the 2031 school year, with OSPI calculating district-specific amounts and adopting rules. It would also require monthly financial reporting starting in 2028-29 and allow OSPI to withhold apportionment for late reporting or require repayment plans if districts fall below the minimum. Supporters, including OSPI and the prime sponsor, said the bill is intended to prevent districts from reaching binding financial conditions and to provide earlier intervention; opponents from WASDA, rural districts, and school boards argued it would reduce local control, create cash-flow problems, and impose rigid limits that do not fit different district circumstances. Several witnesses also raised concerns about the proposed maximum fund balance and the impact on districts with enrollment volatility, federal impact aid, or special project savings needs. The committee also heard House Bill 2551, which would let school districts with estimated ending fund balances at or below 3% of revenues seek OSPI approval to sell real property before entering binding financial conditions, with proceeds used to restore solvency rather than being deposited into capital or debt service funds. The prime sponsor and Tacoma School District testified that the bill would give districts flexibility to avoid deeper fiscal distress, while OSPI said it supported the concept but suggested a higher threshold and broader minimum fund balance policy. Testimony in opposition or concern focused on the risk of selling appreciating assets, the possibility of one-time sales being used to solve ongoing budget problems, and the need for stronger state funding rather than asset liquidation. The committee also heard House Bill 2440, which would make identifying information in Office of Education Ombuds complaint records confidential, allow limited disclosure by consent or under legislative or gubernatorial subpoena, and require release of a complainant’s own records with redactions; the bill was supported by the ombuds office and its sponsor as a way to protect complainants and encourage reporting. No votes or executive actions were taken. The committee closed the public hearings after hearing testimony and recorded sign-ins, and the chair noted that the bills could be eligible for executive action beginning the following Monday.

Transcript Highlights:

• There was a school shooting at Apalachee High School in Georgia.
• This current year, eight of those schools dropped off, so we have 20 schools.
• This current year, eight of those schools dropped off, so we have 20 schools.
• This current year, eight of those schools dropped off, so we have 20 schools.
• This current year, eight of those schools dropped off, so we have 20 schools.

Keywords: 958, all

Summary: The House Primary and Secondary Education Committee met and first took up House Bill 14, which would establish Alyssa’s Law in Kentucky public schools. The bill, as amended by committee substitute, would allow districts to implement wearable panic alert systems for school staff beginning in the 2025-26 school year. Sponsor Rep. Kevin Jackson and supporters described the system as a silent badge/button that can alert school offices, 911, first responders, and other personnel, with different button sequences for different emergencies. Testimony from Lori Alade, Alyssa’s mother and founder of Make Our Schools Safe, emphasized that “time equals life” and said the technology can help in active threats, medical emergencies, weather events, and other urgent situations. Students from St. Margaret Mary’s Kentucky Youth Assembly also supported the bill, citing the Georgia school shooting response as an example of how such systems can save lives. Members asked about vendor neutrality, costs, training, and whether the system could be used off campus; sponsors said the bill is intended to be vendor neutral, estimated statewide costs ranged from about $2 million to $6 million, training would be provided before the school year, and they would follow up on the off-campus question. The committee approved HB 14 with the committee substitute attached. The committee then reconsidered and approved House Bill 48, a cleanup measure related to school reporting requirements. The substitute was described as addressing department concerns about eliminating certain reporting forms while preserving district flexibility and reducing burdensome reporting. It would allow schools to maintain or use alternative reporting methods, provide KDE a timeline and guidelines for reporting on Cognia software used for CPS and C-dips, and require a written report to the LRC describing reporting requirements imposed on public schools and districts, with items not reapproved by the legislature sunsetting in 2026. The bill passed the committee with the committee substitute attached. Finally, the committee heard House Bill 190, as amended by committee substitute, which would shift the measure from a planning-and-action bill to a planning-only bill for advanced coursework and codify some gifted-student regulations. Rep. Duvall and Dr. Julia Link Roberts of WKU said the bill is intended to expand opportunities for high-potential students by requiring districts to set policies on advanced coursework or accelerated learning options for grades 4 through 12. The substitute changes the standard from “proficient” to “distinguished,” allows districts flexibility in how they implement the policies, and may require automatic enrollment for students scoring distinguished, with opt-out provisions and a principal exception if coursework conflicts with career pathways or CTE access. Members discussed how the proposal differs from current advanced programs, the broader inclusion of students, and district variation in available opportunities. No final vote on HB 190 was included in the transcript excerpt.

Transcript Highlights:

• They can happen after school. They can happen outside of the school calendar.
• for school leaders.
• Those schools have...
• school year.
• the size of a school?

Keywords: 996, all

Transcript Highlights:

• We're a non-high school district, so we can't actually have the high school students.
• Do you know the statistics on Christian school, homeschooling versus public school?
• School meals or AP advanced placement opportunities or a college in high school.
• We have five elementary schools that are neighborhood elementary schools.
• We have a comprehensive middle school, a comprehensive high school, and then a learning option school

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• Is the grade school talking with the middle school, and the middle school talking with the high school
• schools if the schools epinephrine is in schools if the schools act<01:07:33.280><c> on</c><01:07:33.440
• </c> schools were actually Protestant schools schools were actually Protestant schools and<02:05:09.040
• </c> school educator. school educator.
• <c> schools,</c><02:33:10.720><c> public,</c> schools choices in schools, public, schools choices in

Keywords: 1191, senate, all

Transcript Highlights:

• school snacks program.
• I see the school breakfast program and the school lunch program, but I was not familiar with the after-school
• Doesn't say school lunch, says school Doesn't say school lunch, says school nutrition.
• School Lunch Program.
• Our cafeteria between the middle school and the high school.

Keywords: 916, all

Transcript Highlights:

• Ayelet Aron mother of four from Cupertino School District in Fairmont High School.
• I have three kids in the public schools, Moreland School District and Campbell Union High School District
• I'm a retired school teacher.
• favor of the school board.
• School boards ultimately are in charge of what happens in the school district.

Keywords: 988, house, all

Transcript Highlights:

• school every day.
• school.
• Schools, and Farmington Public Schools.
• </c><01:27:04.320><c> do</c> schools don't do it a lot of schools do schools don't do it a lot of schools
• </c> on your uh school um your school records on your uh school um your school records your<01:37:19.440

Keywords: 1187, senate, all

Transcript Highlights:

• Community Ed is to be that link between the school district residents and the school.
• Public Schools.
• South Washington County Public Schools and Hastings Public Schools.
• </c> we had parent volunteers and our school we had parent volunteers and our school School<01:08:55.679
• Paul Public Schools.

Keywords: 1187, senate, all

Transcript Highlights:

• Because I believe that charter schools, or public schools, most public schools, when you do a brick-and-mortar
• We make charter schools on a level playing field with district schools.
• a district school?
• And every day he sat down, he said, 'Charter schools or public schools.'
• And so, you know, obviously charter schools are public schools.

Summary: The Transportation Committee took up several bills and amendments related to traffic safety, utilities, schools, and motor vehicle administration. Senator Pizzo’s SB 1782, as amended, expanded reckless driving per se to include certain high-speed behaviors; the late amendment removed impound language but kept mandatory court appearance, and the bill was reported favorably. Senator McLean’s SB 818 on utility relocation was amended to include an important state interest finding; after testimony from county groups opposing the cost shift to local governments and Charter Communications supporting the bill, it was also reported favorably. The committee also approved SB 1644 on emergency vehicles, after a delete-all amendment broadened warning-signal use for volunteer firefighters, medical staff, and related vehicles. Senator Trumbull’s SB 1348 on DHSMV services was amended to streamline local delivery of motor vehicle services and remove certain fines, waiting periods, and CDL retesting provisions; it passed favorably with support from Florida Tax Collectors. Senator McLean’s SB 1188 on local governing authorities and charter schools drew the most debate, with supporters arguing local governments were using traffic and site-plan rules to block charter schools and opponents warning the bill would tie the hands of local governments and create a blanket preemption; it was reported favorably. The committee then passed SB 636, which limits use of the far-left lane on high-speed roads except for passing, exiting, move-over compliance, or traffic conditions, and requires FDOT signage. Senator Arrington’s SB 1152 increased the Florida Wildflower specialty plate fee from $15 to $25 to raise more money for wildflower research and habitat programs; it was reported favorably. Finally, the committee unanimously recommended confirmation of multiple appointments to the Greater Orlando Aviation Authority, Central Florida Expressway Authority, Jacksonville Port Authority, Jacksonville Transportation Authority, and Florida Transportation Commission, and then adjourned.

Transcript Highlights:

• schools.
• the school budget and school-wide discipline, because Title I money has lots of restrictions.
• School District.
• I went to three elementary schools, and then I failed out of middle school.
• The middle school and the high school were back to back.

Summary: The Select Committee on the Status of Boys and Men of Color held its second hearing, focused on cradle-to-college-and-career pipelines and education. Members opened with remarks emphasizing bipartisan support, the need to address opportunity gaps, and the committee’s prior hearing in Los Angeles, which helped generate legislation. The chair framed the day around school safety and discipline, community schools, and college/career pathways, and noted that public comment would be included at the end. In the first panel, witnesses described persistent disparities in school discipline and policing, even as suspension rates have declined statewide. Dr. David Turner cited reductions in suspensions tied to reforms such as bans on willful defiance suspensions, but warned that Black and Native boys remain disproportionately suspended and that “ghost suspensions” and police referrals still push students out of class. Other advocates called for stronger accountability, more restorative and culturally rooted practices, and greater investment in community-based supports. Members asked about the role of state and local policy, rural versus urban differences, and how to measure which interventions work best. The second panel centered on community schools. Advocates from Californians for Justice, Reclaim Our Schools LA, MILE, and the Sierra Health Foundation argued for the governor’s proposed $1 billion ongoing investment in the California Community Schools Partnership Act. They said community schools improve attendance, reduce suspensions, strengthen belonging, and create shared decision-making with families and students. Panelists described the role of community school coordinators, the importance of authentic partnerships, and the need to track informal discipline practices. Committee members pressed for a plain explanation of community schools and heard that the model is intended to be a high-return equity strategy that can save the state money over time. The final panel addressed college and career pathways. Speakers from the California Faculty Association, UC Student Association, Brotherhood Crusade, A Men, and Improve Your Tomorrow highlighted barriers facing Black, Latino, Native, and other boys and men of color in higher education, including financial aid gaps, weak transfer pathways, underinvestment in student support, and low campus belonging. They urged continued funding for community schools, expanded dual enrollment and ELOP access, and support for mentorship and culturally responsive programs. Public commenters echoed support for community schools and youth investment, including calls to redirect prison spending toward education and prevention. The chair closed by thanking the panelists, reflecting on his own school struggles and the role of mentorship, and adjourned the committee.

Transcript Highlights:

• schools.
• </c><00:56:40.400><c> aid</c> public school um the school building aid public school um the school building
• </c> school or allow towns and school school or allow towns and school administrative<01:00:47.680><c
• The charter school will charter school.
• c> shall</c> public school or school district shall public school or school district shall charge<03:

Keywords: 1189, house, all

Transcript Highlights:

• </c> could the school for the school district could the school for the school district and<01:38:32.320
• And it's through the school our schools.
• </c><03:37:58.720><c> school</c> committee to study school school committee to study school school bullying
• </c> the school. the school.
• </c><03:47:10.560><c> kids</c> to school and even in high school kids to school and even in high school

Keywords: 928, house, all

Summary: The committee first heard Senate Bill 102, which would make informational materials about type 1 diabetes available on the Department of Education website. Senator Ward said the bill is intended to help parents, teachers, and school staff recognize early symptoms such as thirst, frequent urination, fatigue, and weight loss so children can be referred for care before they develop diabetic ketoacidosis. He noted that a newer blood test can identify some children at risk earlier than in the past. Members asked how people would be directed to the website, and Ward said the information would be posted online and also distributed in handouts, with school personnel helping spread awareness. He emphasized the bill is informational only and not a diagnostic or treatment tool. Several supporters testified in favor, including representatives from the Dartmouth Diabetes Link and students with type 1 diabetes who described delayed diagnoses, emergency hospitalizations, and the difficulty of having symptoms misunderstood as stress, athletics, or normal teenage changes. They said the bill could help parents, teachers, and peers recognize warning signs earlier and reduce the risk of life-threatening ketoacidosis. One witness noted that New Hampshire ranks high in childhood type 1 diabetes, and another said even a single person seeing the information could make a difference. A retired diabetes educator and state representative also testified in support. The hearing on SB 102 was then closed. The committee then opened the hearing on Senate Bill 211, which would require school sports teams to be designated as male, female, or co-ed, bar biological males from female-designated teams and locker rooms, and create a cause of action for violations. Senator Avard said the bill responds to constituent concerns and is meant to protect fairness, safety, and privacy for biological females. In questioning, he said girls could still play on boys’ teams, but boys could not play on girls’ teams, and he said he would be open to changes. Opponents, including an attorney from LGBTQ Legal Advocates and Defenders, argued the bill is substantially the same as a law passed the previous year that was already challenged in federal court and found likely unconstitutional under equal protection and Title IX; they urged the committee to mark it inexpedient to legislate. The transcript cuts off before any committee vote or further action on SB 211.

Transcript Highlights:

• , at school, on school time with school equipment under supervision to do that.
• , at school, on school time with school equipment under supervision to do that.
• We are using also a form of this online public school, home school model.
• We are using also a form of this online public school, home school model.
• Our school is innovative.

Summary: The House Education Committee approved the minutes from February 4 and 5, 2026, then heard RS 3327 on Idaho Digital Learning Academy (IDLA). The sponsor said the proposal would reduce state funding for several areas viewed as scope creep or double funding, including private school, homeschool, and some virtual school enrollments, LaunchPad literacy, urban custom sections, and a limit of three IDLA enrollments per student per year, along with a per-enrollment reduction. Members raised concerns about impacts on rural schools, the three-course cap, and whether the bill would hurt IDLA’s core mission, but the RS was introduced and sent to print. The committee then heard RS 33027, a proposal for a moment of silence in schools. The sponsor said it was intended to improve classroom behavior and could include prayer, meditation, or quiet reflection. Members debated whether the silence should be required at the beginning of the school day or left to teacher discretion. Two substitute motions to alter the timing language failed, and the committee then approved the original RS to be printed and introduced. Finally, the committee took up House Bill 588, a virtual education bill for Idaho Home Learning Academy and similar programs. Sponsors and supporters said it would codify standards for virtual schools, require board approval of education service provider contracts, clarify residency and curriculum requirements, require Idaho teaching certificates, and define supplemental learning funds and eligible expenses with local control and State Board guidance. Testimony from virtual school leaders and district superintendents generally supported the bill as improving transparency and accountability, while one former legislator cautioned that it could limit innovation. After discussion, the sponsor asked to hold the bill in committee while a clarifying RS was introduced; the committee agreed to hold HB 588, then introduced RS 33283 and sent it to second reading.

Transcript Highlights:

• , at school, on school time with school equipment under supervision to do that.
• We are using also a form of this online public school, home school model.
• We are using also a form of this online public school, home school model.
• Our school is innovative.
• traditional school district in Idaho. ...the first online school created by a traditional school district

Keywords: 989, all