Transcript Highlights:

• </c><00:01:26.400><c> Um</c> the education and labor cabinet. Um the education and labor cabinet.
• </c><00:01:30.240><c> and</c> fiscal management for education and fiscal management for education and
• </c> Kentucky Department of Education. Kentucky Department of Education.
• </c> at the Department of Education. at the Department of Education.
• </c> Department of Education. Department of Education. &gt;&gt; Thank<00:04:53.040><c> you.

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met without a quorum at first, so it did not approve minutes and instead heard agency capital requests. The Education and Labor Cabinet presented a $6.2 million reauthorization for renovation of the Charles W. McDow Center for the Blind in Louisville, which serves blind and visually impaired individuals through the Office of Vocational Rehabilitation. The project would update mechanical, electrical, plumbing, and HVAC systems. Members asked about the number of students served and the facility’s location; the cabinet said it would follow up on the enrollment figure and explained that prior funding had been redirected to expanded services for people with disabilities and employment needs. The Kentucky Department of Education then presented its request to replace the SEEK system, the state’s primary school funding formula and calculation platform. Officials said the current in-house system dates to about 2008 and is increasingly difficult to maintain, especially as legislative changes require complex recalculations. They explained that a prior vendor contract was terminated after change orders and cost overruns made the project unworkable; the original contract was about $2.8 million, and the proposed change order would have more than doubled that amount. KDE said it is seeking additional funding while also trying to recover the prior vendor’s work product so it can potentially reuse parts of the code and proceed in modules if necessary. Members questioned the cost, the statewide role of SEEK, and whether state staff familiar with the system would be involved in any new procurement. KDE officials said they had already assigned internal staff and a project manager to the earlier RFP process and would do so again. They also noted that SEEK calculations, tax calculations, and attendance data all feed into the system, making it critical for accurate and timely district payments and data requests. The meeting ended with no votes taken, and the chair announced the next meeting would be held the following Tuesday, the 27th, at 10:00 a.m. in the same room.

Transcript Highlights:

• The Committee on Education Pre-K through 12 will now come to order.
• This bill does not impact the educational curriculum schedule of the classroom at all.
• This bill does not impact the educational curriculum schedule of the classroom at all.
• What is educational about their pictures...
• Because this is not educational; it feels like it's symbolic.

Keywords: 999, senate, all

Transcript Highlights:

• As I stated, we educate our staff. It's up on higher. We have annual education.
• We focus heavily on education. I do education with all new hires, all new nursing staff.
• The common thread with education, education, education: y'all are doing an amazing job of that.
• For us, I think it's the education, because we educate that even if you just suspect, if something just
• So first, education and training. So first, education and training.

Summary: The first meeting of the Human Trafficking and Emergency Department Task Force focused on implementing Act 267, which created the body to develop a statewide human trafficking protocol to be incorporated into Louisiana’s sexual assault response plans. Chair Rep. Kelly Hennessy Dickerson and Office of Human Trafficking Prevention Director Mary Kate Andropont emphasized that the goal is a practical, transferable, survivor-centered protocol that can be adapted across regions and health systems. The task force also noted its timeline: use today’s presentations and member feedback to draft a protocol before the next meeting, then refine it into a final version. Presenters from hospitals, SANE programs, and advocacy organizations described current practices and gaps. Ochsner LSU Health Shreveport’s Operation Rahab and FMOLHS’s human trafficking policies highlighted staff education, badge buddies, anonymous admissions, hotline and law enforcement reporting, and coordination with community partners. SANE and forensic nursing presenters described red-dot privacy alerts, trauma-informed interviewing, and the need to train all hospital staff, not just ED clinicians, because trafficking victims may present repeatedly or in non-ED settings. LaFASA described statewide advocacy and legal support, while Unbound Now and BCFS/Common Thread explained Louisiana’s juvenile trafficking response under Act 662, including 24/7 crisis response, relational advocacy, and care coordination for minors. Members repeatedly raised the lack of safe housing, transportation, and placement options after identification, especially for adults, male survivors, and adults with special needs. Several presenters said that identifying victims is only the first step and that Louisiana still lacks enough resources for discharge and long-term stabilization. The task force also discussed the need for broader training across emergency departments, residency programs, nursing, housekeeping, maintenance, student health, mental health, and law enforcement, with members stressing that protocols should be clear, trauma-informed, and usable statewide. No votes were taken; the main action was to gather testimony, identify gaps, and begin drafting the statewide protocol.

Transcript Highlights:

• Our public educators work hard to educate our kids.
• Our public educators work hard to educate our kids.
• My fellow educators and I are here today to urge you to support My fellow educators and I are here today
• The only solution for these educators is a legislative one.
• Department of Elementary and Secondary Education.

Keywords: 995, all

Summary: The Joint Committee on Public Service held a hearing focused first on teacher retirement legislation, especially H. 2932 and S. 1884, which would give long-serving educators a one-time opportunity to enroll in Retirement Plus after the program’s 2001 rollout was described as confusing and inconsistently communicated. Legislators, union leaders, and many teachers testified that some educators missed the opt-in window because of faulty notices, leave status, transfers, or misinformation about payroll deductions, and that many have had to work several extra years as a result. Supporters said the bills would correct an unfair administrative error, provide a buyback option with interest, and could also save local school districts money by allowing earlier retirements. Representative Mark Sylvia also testified for H. 4234, a Fairhaven-specific bill to raise the age limit for special police officers from 65 to 70 and clarify appointing authority, citing experience and budget needs. The committee then heard testimony on several pension investment and divestment bills. Supporters of H. 2811 and related climate-risk measures argued that PRIM should assess, disclose, and address climate-related financial risk in the state pension fund, warning that fossil fuel investments could threaten long-term returns and public finances. Environmental advocates and financial experts said climate risk is systemic and urged transparency, divestment planning, and alignment with the Commonwealth’s climate goals. Another set of speakers supported H. 2984, which would divest pension investments from companies selling weapons to Israel; they argued the state should not be complicit in violence in Gaza and cited humanitarian and human rights concerns. Additional testimony supported H. 2900 and S. 1869 to divest from the firearm industry, with speakers saying pension investments should not undermine Massachusetts gun laws. No votes were taken during the hearing. The chairs repeatedly thanked speakers, limited testimony time, and noted that written testimony could be submitted later. The hearing concluded with the committee moving through the sign-up list and hearing extensive public testimony on the teacher retirement and divestment proposals.

Transcript Highlights:

• Are those within the scope of the education system?
• have individual educational plans, and those plans sometimes come into conflict with the way their education
• DESE visited with us, the director of special education with DESE.
• Speaker, are at the most critical moment in a child's education. Mr.
• It's parents deciding how their children should be educated.

Keywords: 959, house, all

Transcript Highlights:

• </c> replaces or does replace educational replaces or does replace educational discretion.
• </c> majority of educators already do this. majority of educators already do this.
• Why not in education?
• Why not in education?
• </c> including the Department of Education. including the Department of Education.

Keywords: 1191, senate, all

Transcript Highlights:

• The education of boys and men of color has come a long way in California.
• We're a coalition of parents, students, and educators in LAUSD.
• systematic breakdowns in the education-to-workforce pipeline.
• His dad had a fourth-grade education.
• People like Mark Batista, a Filipino brother, really dope educator.

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:

• I'd like to call our Senate Education meeting to order as we begin today with our agenda.
• , the Division of Career Technical Education.
• But 529 plans aren't just for college education anymore.
• Ideal is like a Roth IRA retirement savings program, but for education.
• smaller investment in education than borrowing at a later date and paying interest.

Summary: The Senate Education Committee approved the minutes from January 28, January 29, and February 2, 2026, and then voted to print RS 33-246, which related to pending and temporary rules from the State Board of Education’s Division of Career Technical Education. No opposition was noted on the minutes or the RS, and the motions carried by voice vote. The committee then received an update on the Ideal Idaho College Savings Program (Idaho’s 529 plan) from Executive Director Don Hall. He described the program’s structure as self-funded and governed by a board of constitutional officers, and reviewed its tax advantages, investment options, and expanded uses for K-12, higher education, trade schools, apprenticeships, student loan repayment, and Roth IRA rollovers. He also highlighted recent growth, including an 11% increase in new accounts, broader use in north and central Idaho, and employer participation through payroll direct deposit and a state tax credit for employer contributions. Members asked about whether state tax credits could be combined with 529 deductions and about outreach efforts for the program. Hall said he would verify the tax-credit question and report back, and he outlined current outreach through social media, broadcasters, libraries, schools, sports sponsorships, and chambers of commerce. Senators suggested additional outreach at kids’ fairs. The committee concluded without further action and adjourned until the next day.

Transcript Highlights:

• </c> the per pupil um for public education the per pupil um for public education has<00:18:29.440><c>
• </c> Anything else on special education? Anything else on special education?
• </c> sending special education money over? sending special education money over?
• </c> is for working with special education is for working with special education money. money. money.
• </c> that child to get the best education that child to get the best education possible,<00:45:18.079

Keywords: 1191, senate, all

Transcript Highlights:

• This is your Committee on Education.
• <00:22:30.559><c> operating</c><00:22:31.120><c> comments</c> education operating comments education
• &gt;&gt; Department of education please if you &gt;&gt; Department of education please if you can<00:
• </c> &gt;&gt; Department of Education, please. &gt;&gt; Department of Education, please.
• Thank you so much. department of education in person department of education in person support.

Keywords: 910, house, all

Summary: The committee on Education met on March 19 and moved through several bills under time pressure, hearing mostly brief testimony. SB 2024 SD2 and SB 896 SD2, both concerning public-private partnerships for charter school facilities, drew support from the Department of Education, the Charter School Commission, White Kids Can, and Hawaii Technology Academy. DOE said any P3 model should apply only to charter schools on private land and not affect public schools on DOE land. Supporters argued the approach could speed construction, reduce costs, and keep public money in public assets, while UPW and HGA raised concerns about privatization. In response, SFA said the intent was to mirror the existing conversion charter school model, with public ownership of assets and unionized staff, and noted some regions have waited years for schools. SB 2613 SD1 on TMK transfers was heard next. DOE said the bill had originally been supported as part of the governor’s package but was amended to require DOE to convey lands for 13 libraries on DOE property, which DOE said would create “donut holes” in campuses and was unnecessary because existing agreements already govern library use. The State Public Library System supported the bill, saying it has long coexisted with DOE but needs clearer separation and more reliable control over its sites. The Attorney General’s office said the library system currently lacks express statutory authority to own real property and flagged implementation issues because some of the affected parcels are not currently owned by DOE. Committee members questioned both sides about current agreements, communication, and how the bill would change operations. SB 494 SD2, concerning charter school audits, received comments from the Charter School Commission, which said the bill was redundant because charter schools already undergo annual audits during the term of their contracts. The Office of the Auditor was also present. SB 2391 SD2, relating to automatic pay increases for teachers, drew strong opposition from the Office of Collective Bargaining, which said step movement and longevity increases are negotiated in each contract and do not automatically carry over when a contract expires; it warned the bill could affect upcoming negotiations with HSTA. HSTA and several other supporters argued the bill would standardize annual step movement, improve retention, and reflect existing contract language. No votes or final actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Cancer education cannot wait.
• Cancer education cannot wait.
• or information about cancer anywhere as a part of their education.
• or information about cancer anywhere as a part of their education.
• using the educational resources for Cancer Pathways.

Summary: The Senate Health and Long-Term Care Committee met on January 27 and heard extensive public testimony on several bills before moving into executive session. Senate Bill 5921 would create a Department of Health medical psilocybin program for adults with qualifying conditions, with licensed producers and clinician participation requirements, training, background checks, and program standards. Supporters, including the sponsor and many clinicians, veterans, first responders, and patients, described psilocybin as promising for treatment-resistant depression, PTSD, trauma, and end-of-life anxiety, while opponents and some medical groups raised concerns about missing safeguards, contraindications, monitoring, cost, and the bill’s narrow medical model. Testimony was split sharply, with many also urging broader decriminalization or community-use protections. The committee later heard Senate Bill 6115, which would have the Department of Health contract for age-appropriate cancer education for grades 6-12; supporters from Cancer Pathways, educators, and families said it would improve prevention and risk awareness, while the bill drew substantial opposition in sign-in counts, and the hearing was ultimately closed without action that day. The committee also heard Senate Bill 5185, a pilot pathway for international medical graduates to obtain full unrestricted primary care licensure after supervised clinical practice, completion of exam and competency requirements, and annual reporting. The sponsor, Washington Medical Association, the Medical Commission, and IMG advocates said the proposal would expand access to primary care while maintaining patient safety, and the bill received supportive testimony. In executive session, the committee adopted proposed substitutes and advanced Senate Bill 5916 on non-opioid pain drugs, Senate Bill 5985 on endometriosis, Senate Bill 6019 on home care rate statutes, Senate Bill 6161 on dementia information, and Senate Bill 6183 on HIV antiviral drug coverage. For Senate Bill 5981 on the 340B drug pricing program, the committee adopted an amendment adding reporting and transparency requirements before moving the bill forward. The committee then adjourned, and the remaining hearing items were rescheduled for a later date.

Transcript Highlights:

• We need more education in schools. We need more education with our parents.
• And then second, the education component.
• We as adults should be the ones educating ourselves on this important matter. educating ourselves on
• Does prevention education in schools work?
• the education.

Summary: The committee met to approve prior minutes and then heard a presentation from Dr. Ramona Danielson on adverse childhood experiences (ACEs), focusing on the economic and public-system impacts in North Dakota. She explained that ACEs are a population-level measure, not a diagnostic tool for individuals, and said higher ACE exposure is consistently associated with more chronic illness, mental health challenges, child welfare involvement, justice-system contact, and reduced workforce participation. She emphasized that precise dollar estimates are difficult because of the many interacting factors across a person’s life course, but said the direction of the impact is clear and that evidence-based prevention and protective factors can reduce harm. Members asked about definitions of a “healthy family,” same-sex couples, divorce, substance abuse, historical trends in ACEs, and the role of positive childhood experiences and home visiting. The committee then heard from Allison Mahoney and Missy Barranco about evidence-based home visiting programs in North Dakota, including Healthy Families, Early Head Start, Nurse-Family Partnership, and Parents as Teachers. They described home visiting as voluntary, relationship-based, and tailored to family needs, with referrals coming from hospitals, WIC, human service zones, pregnancy navigators, self-referrals, and other community sources. A parent, Abby, shared that home visiting helped her family after premature births and NICU stays by providing support with postpartum mental health, breastfeeding, developmental screenings, referrals, and parenting guidance. The presenters said the programs are funded through a mix of federal MIECHV/Title IV-E dollars, Medicaid targeted case management, state and tribal funds, philanthropy, charitable gaming, and grants, and they noted that current funding is fragmented and insufficient to serve all eligible families statewide. Members discussed whether the state should expand or better fund these services and how to improve outreach and referrals. Later, the committee received a memorandum on artificial intelligence and sexual exploitation, followed by a presentation from a BCI special agent on how AI is already affecting child exploitation investigations in North Dakota. The memo and testimony described AI-generated child sexual abuse material, deepfakes, sextortion, and risks posed by chatbots, along with relevant federal and state law and recent executive orders. The agent said North Dakota saw 2,698 cyber tips in 2025, the highest on record, and that investigators are increasingly encountering AI-assisted exploitation that is harder to detect and verify. Members discussed the need for child-safety protections, the limits of executive orders, and broader concerns about AI undermining critical thinking and spreading misinformation. No votes were taken on the AI materials during the portion provided, and the committee recessed briefly after the report.

Transcript Highlights:

• a governor-appointed education commissioner to lead the Department of Education.
• a governor-appointed education commissioner to lead the Department of Education.
• We cannot make education a partisan issue. This is something about our kids.
• And I think right now the answer is no one is accountable for education.
• That should be the front-and-center focus of any education initiative.

Summary: The Assembly met in session after a quorum call and opened with prayer, the Pledge of Allegiance, and a ceremonial observance for Asian American and Pacific Islander Heritage Month. Members from multiple caucuses spoke in support of House Resolution 107, which designates May as AAPI Heritage Month, emphasizing the community’s contributions, resilience, and the need to confront discrimination and hate. The resolution was adopted, and the chamber then recognized 13 honorees for the 2026 AAPI Heritage Month celebration, highlighting leaders in education, business, labor, media, cultural preservation, and public service. After guest introductions, the Assembly took up a series of bills. Measures discussed included HOA reserve funding for common interest developments (AB 2050), professional review requirements for lawsuits against design professionals (AB 2106), direct home delivery of enteral formula (AB 1794), expanded CalWORKs-related support for student parents (AB 1829), longer insurance moratoriums for wildfire survivors (AB 2038), election cybersecurity (AB 2281), medical privacy protections for reproductive and gender-affirming care (AB 2448), water district board compensation (AB 2568), county public contract change-order authority (AB 1658), and several other education, health, and licensing bills. Most measures passed with broad support; AB 2050 passed 44-6, AB 2038 passed 45-8, AB 2448 passed 49-13, and AB 1658 passed 61-2, while several others passed unanimously or near-unanimously. The Assembly also adopted AJR 29, a resolution opposing a federal executive order affecting vote-by-mail and affirming California’s mail voting system. The resolution prompted extended debate over election integrity, voter access, and federal versus state authority, with supporters arguing mail voting is secure and accessible and opponents calling for stronger voter list maintenance and verification. The resolution passed 47-13. In addition, ACR 141 and ACR 123 were adopted by voice vote after co-author roll calls, and the chamber continued or passed on numerous other file items as it worked through the daily file.

Transcript Highlights:

• Okay, shifting to education.
• And finally, educators are concerned about the multifaceted pressures on higher education institutions
• First, thank you for your investment in special education last year.
• At the same time, the lack of new basic education investments effectively acts as a cut. ...education
• Higher education faces additional strain.

Bills: HB2289

Keywords: appropriations, budget, fiscal matters, state spending, general fund, supplemental budget, biennial budget, substitute bill, public defense, civil legal aid, courts, judicial branch, homelessness, supportive housing, affordable housing, behavioral health, juvenile rehabilitation, youth services, child welfare, foster care

Transcript Highlights:

• Ken Warden, Commissioner, Arkansas Division of Higher Education.
• Workforce is all education.
• , workforce education, the state.
• , workforce education, the state.
• education.

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• , local education agency (LEA), or school level interventions.
• The other is the Next Education Workforce, or new model, where educators work together for a shared group
• And as you look at the educators and support staff.
• I was at the Kansas Department of Education and the Maryland Department of Education.
• One, it gives local educators the ability to see a baseline.

Transcript Highlights:

• Some only have adult general education.
• Some only have adult general education.
• So if Department of Education is the department that that project is going through, Department of Education
• Georgia Lorenz, who's a fantastic educator person.
• I think education is key.

Summary: The Higher Education Budget Subcommittee met to review funding models for the Florida College System and district workforce education programs, with an emphasis on how new dollars are allocated in the program fund and how performance and targeted funding are incorporated. Chancellor Hebda explained the Florida College System model, including base program funding, student success and pipeline funds, performance incentives for industry certifications, and the 2022 president-developed formula that weights enrollment, workforce enrollment, completions, small-college factors, and regional cost differences, plus a targeted funding floor for colleges below a minimum per-FTE level. Vice Chancellor Goodman then outlined the district workforce model, which uses lagged enrollment, program cost weights, local revenue offsets, small-district adjustments, and unmet-need calculations to distribute lump-sum appropriations to school districts offering workforce education. The department also provided updates on several grant programs and funding delays. Goodman said the Workforce Development Incentive Grant, Pathways to Career Opportunities Grant, Graduation Alternative to Traditional Education Startup Grant, and teacher apprenticeship/mentor bonus programs all involve multi-year awards and often require reversions and reappropriations because projects are delayed, extended, or not fully obligated by year-end. She said the department is moving toward an electronic grants system and had already adjusted internal deadlines to speed awards, while acknowledging some reimbursement delays and explaining that mentor bonuses for teacher apprentices will not be paid until the first cohort reaches the statutory timing requirement. Members asked about tracking whether CTE students work in their trained fields, how Xello is used to inform students about career pathways, how FTE is calculated, whether the funding formulas could encourage growth over quality, and how students with disabilities are counted in workforce funding. Questions also focused on tuition, enrollment trends, and the gap between college and university funding. The committee heard that tuition has remained flat for more than a decade, enrollment has rebounded from COVID and is projected to exceed pre-pandemic levels, and the college system’s funding per FTE varies widely. Valencia College President Kathleen Plinsky testified in support of the proposed formula and an additional $200 million for the Florida College System, saying Valencia is the second-largest college in the state but ranks last in per-FTE funding, which has made it difficult to recruit and retain faculty and admit qualified students in high-demand programs like nursing. The committee took no vote and adjourned after the presentations and questions.

Transcript Highlights:

• I mean, we're still helping them with their education.
• I know how hard it is to access higher education opportunities as an early learning educator, and how
• I'm still only partway through my education, though.
• I'm still only partway through my education, though.
• Also wanted to point out, given that this is an education committee, that we view this as ag education

Summary: The Postsecondary Education and Workforce Committee met on January 27 and first took executive action on three bills. House Bill 2311, which makes administrative changes to the Workforce Education Investment Accountability and Oversight Board, was reported out with a do pass recommendation after the Leavitt amendment was withdrawn; supporters emphasized transparency, accountability, and student success metrics, while one member opposed moving it forward and urged more interim work. House Bill 2324, which extends tuition waiver access for children of eligible veterans when a disability determination occurs after age 18, passed unanimously. House Bill 288, the Dietitian Licensure Compact, was amended to delay implementation until July 1, 2028 and then passed unanimously as a substitute bill; members cited workforce shortages and the value of broader licensure portability. The committee then held public hearings on several bills. House Bill 2422 would shift private security guard licensing fees from individual guards to their employers, eliminate transfer fees, and penalize companies that require reimbursement; the sponsor and workers testified that the current system burdens low-wage guards and contributes to high turnover, while some members asked about whether fees could instead be lowered or eliminated. House Bill 2438 would create the SEEDS scholarship for early childhood education students using up to $10 million from the GET account if it remains sufficiently funded; the sponsor described it as a targeted test of surplus GET funds to address early learning workforce shortages, and testimony from educators, providers, and advocacy groups strongly supported it, while WASAC said the bill may need technical changes to avoid conflicts with existing 529 rules. The committee also heard House Bill 2525, which would create a WSU heritage orchard program and registry for old or rare apple varieties; the sponsor and industry witnesses said it would preserve agricultural history, support research, and aid future breeding and education. Finally, House Bill 2586 would align Passport to Careers with federal financial aid formulas and automatically deem Passport-eligible youth financially needy for the Washington College Grant; the sponsor and WASAC said it would help foster youth and homeless students access aid earlier and more predictably, and multiple students and advocates testified in strong support. No final action was taken on the bills heard in public testimony during this portion of the meeting.

Transcript Highlights:

• >> The Committee on Education Pre K through 12 will now come to order secret.
• education system.
• I think I speak for administrators and educators.
• They lose control over education altogether.
• They're question came up about exceptional student education.

Keywords: 999, senate, all

Transcript Highlights:

• The House Education Committee will come to order.
• Educator Standards Board, the Financial Education Public-Private Partnership, and the Washington State
• Education Public-Private Partnership.
• Education is our paramount duty.
• Education is our paramount duty.

Summary: The House Education Committee met in executive session on several bills, beginning with House Bill 1795 on restraint and isolation in schools. Staff described the proposed substitute as prohibiting mechanical, chemical, and certain physical restraints, limiting planned use of restraint to cases with written medical necessity and parental consent, and revising the definition of serious harm. Members debated amendments clarifying that serious harm can include harm to another person, barring construction of rooms designed primarily for student isolation, and adding a null-and-void clause. The committee adopted the first two amendments but rejected the null-and-void amendment, then advanced the bill as amended. The final roll call on HB 1795 was 10 ayes, 7 nays, and 2 excused, and it was reported do pass as amended. The committee then considered Second Substitute House Bill 1634, which would create a statewide technical assistance and training framework for student behavioral health, coordinated by OSPI and ESDs with behavioral health agencies and community partners. A second proposed substitute removed some implementation requirements, narrowed the bill to coordination and access to services, added family-focused consultation and planning language, and removed certain reporting and needs-assessment provisions. A null-and-void amendment was offered but failed. Supporters said the bill would provide schools with flexible technical assistance rather than mandates, while opponents raised concerns about fiscal impact and unfunded obligations. The committee approved the bill on a 12-5 vote with 2 excused and reported it do pass. The committee also received staff briefings on House Bill 1662, which would require several education-related agencies and entities to transition to separate administrative services and operational independence on a delayed timeline, and House Bill 1683, which would adjust school board director-district election requirements and thresholds. No amendments were noted on HB 1683, and the committee did not reach final action on either of those bills before adjourning.