Transcript Highlights:

• ARCs provide services for roughly 5,000 families with developmental disabilities throughout the state
• roughly 5,000 provide services for roughly 5,000 families<00:17:01.759> with<00:17:02.000> developmental
• <00:17:02.560> disabilities families with developmental disabilities families with developmental
• disabilities throughout<00:17:03.440> the<00:17:03.680> state.

Bills: SB78, SB103, SB113, SB180, SB78, SB103, SB113, SB180

Keywords: inhalants, butyl nitrite, nitrous oxide, amyl nitrite, possession, sale, misdemeanor, felony, criminal penalties, public health, public works, sealed bids, bid advertisement, procurement, government contracting, construction bids, municipal bidding, county bidding, state bidding, Department of Transportation

Transcript Highlights:

• She's on Zoom, Office of Ombudsman for Mental Health and Developmental Disabilities.
• Health and Developmental Disabilities. Health and Developmental Disabilities.
• I serve as Ombudsman for Mental Health and Developmental Disabilities, and I'm going to kind of jump
• However, our concerns at the Ombudsman Office for Mental Health and Developmental Disabilities is those
• However, our concerns at the Ombudsman Office for Mental Health and Developmental Disabilities is those

Keywords: 1187, senate, all

Transcript Highlights:

• A population that generally includes people aged 18 to 64 who do not have a disability and do not have
• They are usually people who are older and have some form of disability.
• If you're not employed and you're in job training or you have a disabled young child at home, you stay
• If you're not employed and you're in job training or you have a disabled young child home, you stay on
• The only... you have a disabled young child, a disabled person of a young child home, you stay on SNAP

Keywords: 1182, all

Transcript Highlights:

• They care about having 911 access, they care about for the disability services, they care about maybe
• disabilities.
• This issue crosses a whole lot of our communities, including Californians with developmental disabilities
• What we are aware of is that Californians with developmental disabilities do rely more and more on newer
• disabilities can continue to participate in those ways.

Keywords: 988, house, all

Transcript Highlights:

• . disabilities. disabilities.
• any of his non-disabled peers. any of his non-disabled peers.
• disabilities.
• <02:07:04.320> I'm<02:07:04.480> also<02:07:04.760> a developmental disabilities
• I'm also a developmental disabilities.

Keywords: 1187, senate, all

Transcript Highlights:

• The Agency for Persons with Disability, APD, provides care for those who have developmental disabilities
• who have been convicted of a felony and court ordered into the Developmental Disability Defendant Program

Transcript Highlights:

• I'm an advocate with Disability Rights Connecticut.
• , people with autism, and other disabilities.
• So that may include a range of students with a range of disabilities, from mental health disabilities
• to autism, to intellectual disabilities, other developmental disabilities, fill in the blank.
• So... ...from mental health disabilities, autism, to intellectual disabilities, other developmental disabilities

Keywords: 962, all

Summary: The meeting began with approval of the May minutes and then moved into administrative updates on several 2025 legislative workstreams. Staff reported progress on two marketing efforts tied to the youth mental health crisis: one focused on increasing awareness and use of urgent crisis centers, and another broader crisis-continuum campaign led by United Way. Both projects are refining materials based on working-group feedback and aim to have materials ready before the start of the school year. Updates were also given on the UCC private insurance review and the crisis continuum review, both of which are gathering data and reconvening working groups over the summer. The main discussion centered on a Civic Solutions Group update on Medicaid school billing. The contractor explained that the project is examining why Connecticut schools are not billing for behavioral health and related services, with the goal of maximizing federal reimbursement. Members clarified that the study is about schools billing for services, not private providers billing in schools. Questions focused on whether Medicaid has caps or authorization issues when students receive services both in school and in the community, and whether recent federal or state changes affect billing. The contractor said the work is still in data collection and analysis, and that some issues, such as reauthorization procedures, were outside his scope. Participants also raised concerns about perceived barriers, fee-for-service limitations, and the need to distinguish school-based billing from provider billing. A second major presentation came from Disability Rights Connecticut on a separate legislative study concerning behavioral health issues affecting students receiving special education. The subgroup is examining the feasibility and impact of requiring evidence-based interventions, especially for challenging behaviors that can lead to restraint and seclusion, and is also looking at monitoring and random audits of restraint and seclusion practices. The team described its project plan, including literature reviews, interviews, focus groups, surveys, and data requests from the State Department of Education and other stakeholders. Members emphasized that the work is aimed primarily at private providers under the statute, but may have broader relevance. Questions from the group focused on whether the study would include public schools, how evidence-based practices apply to students with intellectual disabilities and autism, and whether caregivers or parents would be interviewed; the presenters said caregiver input is not currently part of the charge. The meeting ended with reminders about the July 15 meeting, which will include a Solnit briefing, and a note that August TCB meetings will not be held, though a workshop on the Connecticut Children’s Behavioral Health Provider Survey is being planned for late July or early August.

Transcript Highlights:

• with Disabilities Education Act.
• Certain populations will not even admit that their child has a disability or suspect a disability.
• So I'm Andrew Orlando with the UF Center for Autism and Related Disabilities.
• It is a complex disability that requires the services of many disciplines.
• It is a complex disability that requires the services of many disciplines.

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• So if I have guardianship over my son, he has developmental disabilities.
• So if I have guardianship over my son, he has developmental disabilities.
• So if I have guardianship over my son, he has developmental disabilities.
• So if I have guardianship over my son, he has developmental disabilities.
• One with a developmental disability, one with MS on the onset of dementia.

Bills: HB0101, HB0062, HB0109

Keywords: guardianship, monitoring, ward protection, financial independence, case management, governmental claims, liability limits, inflation adjustment, public safety, local government insurance, property tax, tax exemption, homeowner, armed forces, residency requirement, 916, all

Transcript Highlights:

• foster children, struggling families, along with vulnerable populations of people like my son with developmental
• disabilities.
• foster children, struggling families, along with vulnerable populations of people like my son with developmental
• disabilities.

Summary: The Justice Budget Committee met with a quorum present and took up four bills. The first, PCS for CS for HB 309 on controlled substances, addressed xylazine (“tranq”), exempting veterinary use and creating criminal offenses related to trafficking and misuse. The sponsor explained changes from the prior version, including removal of a federal-order-related concern and raising the threshold for base possession/trafficking concerns from 4 grams to 28 grams. Public testimony was in support from law enforcement and advocacy groups, and the bill passed 14-0. The committee then heard HB 1467 on penalties for prostitution-related acts. The sponsor said the bill increases penalties for those who solicit, operate prostitution establishments, transport, coerce, or traffic others for prostitution, while not increasing penalties for the people being prostituted. Supporters included Florida Family Voice and the Florida Smart Justice Alliance. The bill passed unanimously, 14-0. Next, CS for HB 1159 on sexual offenses was presented as a broad update to criminal law involving sexual offenses, especially crimes involving minors, child pornography, and sentencing/classification changes. A member asked about a possible Romeo and Juliet issue, and the sponsor said staff was working on clarifying language but did not believe the bill created that problem in its current form. The bill received support from the Florida Sheriffs Association and Florida Smart Justice Alliance and passed 14-0. Finally, CS for HB 485 on petitions for injunction added a checkbox for marriage-fraud allegations in domestic violence injunction petitions, defined marriage fraud for that purpose, and required clerks to notify the State Board of Immigration Enforcement within 24 hours when such an injunction is issued. The sponsor and co-sponsor described it as an accountability measure, it drew support from Florida Smart Justice Alliance, and it also passed unanimously, 14-0. The meeting ended after the chair noted budget recommendations had been submitted and no further business remained.

Transcript Highlights:

• Today we're going to start with a presentation from Director Grom for the early intensive developmental
• We'll also touch on what EIDBI is, or early intensive developmental behavioral intervention.
• For example, when children or youth have intellectual developmental disabilities or are coupled with
• <00:01:11.000> behavioral intensive developmental behavioral intensive developmental behavioral
• developmental disabilities or um coupled developmental disabilities or um coupled with<00:03:41.400

Keywords: 1183, house

Transcript Highlights:

• Developmental Disabilities. Developmental Disabilities.
• intellectual and developmental disabilities.
• with intellectual developmental with intellectual developmental disabilities<00:32:02.240> in
• <00:33:08.159> disabilities,<00:33:08.960> parents, developmental disabilities, parents
• But again, I developmental disabilities.

Keywords: 1189, house, all

Transcript Highlights:

• D.B. is executive director for the Hawaii State Council on Developmental Disabilities, and we stand in
• <01:42:01.880> disabilities Council and developmental disabilities Council and developmental
• We have the Hawaii State Council on Developmental Disabilities in support.
• Thank you, DCHBIS Executive Director for the Hawaii State Council on Developmental Disabilities, and
• disabilities in our state.

Keywords: 910, house, all

Transcript Highlights:

• It's by the Governor's Commission on Disability.
• So, it's you have to have a disability, and just about everybody who's aging has got some kind of disability
• Congratulations for the Developmental Disabilities Council. My name is Carly Malone.
• Disabilities Council Program P727.
• disabilities who are seeking leadership training.

Keywords: 996, all

Transcript Highlights:

• They help some of our most vulnerable pediatric patients reach their developmental milestones, and they
• help adult patients for, reach their developmental milestones, and they help adult patients return to
• Florida also has 400,000 children and youth with emotional, behavioral, and developmental issues, but
• paranoid personality disorder, postpartum depression, and schizophrenia, and individuals with developmental
• disorders due to genetic problems. ...and individuals with developmental disorders due to genetic problems

Summary: The Health Professions and Programs Subcommittee heard and advanced several health care bills. HB 909, joining the Occupational Therapy Licensure Compact, was presented with a strike-all amendment and reported favorably as amended by a 13-0 vote. HB 911, the related public records exemption protecting certain biological information, was also adopted and reported favorably as amended by a 14-0 vote. CS for HB 597, allowing schools to procure and administer glucagon for students with diabetes under trained personnel, passed unanimously 14-0 after a technical amendment. HB 519, aligning state law with federal language on controlled substances administered by paramedics, passed as amended 14-0. The committee then took up HB 919 on nursing education programs. Sponsor Rep. Overdorf argued the bill would create accountability for underperforming nursing schools by requiring remediation, tuition refunds in the lowest-performing programs, and public reporting of passage rates. Supporters said it would improve quality and protect students from debt without licensure success, while opponents from private nursing schools warned it could close programs and reduce nurse supply. After extensive debate, the bill was reported favorably 15-0. HB 1553, which would require health care providers to submit identified uterine fibroid data so the Department of Health can implement the research database previously authorized by law, passed unanimously 15-0. The final bill, HB 883, would allow psychiatric mental health nurse practitioners to practice autonomously; supporters said it would expand access to mental health care, especially in rural and underserved areas, while opponents raised concerns about quality and physician oversight. After lengthy testimony and debate, the bill was reported favorably 14-3.

Transcript Highlights:

• I'm a programs manager for Developmental Disability Services Division of Oklahoma Human Services.
• peers than there are disabled peers.
• So we have around 70 that actually have a disability.
• People with intellectual developmental disabilities have historically been absent from the community,
• People with intellectual developmental disabilities have historically been absent from the community.

Keywords: 914, all

Summary: The committee/task force met with several disability service providers to discuss integrated employment, transition services, and barriers to community jobs for people with intellectual and developmental disabilities. Robin Arder and Belinda Stevens of ThinkAbility described creating their own businesses when community employers were not hiring their clients, and said rigid service rules, employer readiness, bullying, and reimbursement structures often force the person to fit the service rather than the service fitting the person. They said they have not seen clients lose benefits, but they do closely manage reporting to Social Security and related supports. Tina Hannah of South Central Industries described a broad business model that includes manufacturing, janitorial work, city beautification, state-use contracts, a food truck, and an entertainment trailer, along with an adult day program and residential services. She said many employers are hesitant because of productivity and cost concerns, and that businesses are often more open to contracting with her agency than hiring individuals directly. Miranda Figueroa of A New Leaf said her agency is moving toward a more person-centered model with sheltered work, volunteer sites, paid contracts, and a Transition Academy. She said the academy is a two-year program focused first on independent living and then on employment, with internships and an 85% placement rate, but funding is a major barrier because the program is not accredited and students cannot access traditional aid. She also cited dual diagnoses, inconsistent job coaches, and employer uncertainty as major obstacles. Angela Decker and Deborah Copeland of DRTC described DRTC’s long-running enclave contracts, a new Community Skills and Connections program, and a plan to phase out 14(c) subminimum wage use by the end of the year. They said the new program is designed to keep people engaged in community-based skill-building and networking while families still need day supports, and that DRTC has developed more than 100 community partnerships. Senator Kirt, Rep. Hefner, and participants discussed broader system issues, including the need for better school-to-work transition, more social integration, transportation, safety, and employer education. DRS staff said the agency is already required to provide pre-employment transition services in schools starting at age 14 and offers employer accommodations support and job-carving assistance, though they acknowledged federal reporting expectations and service rules can be restrictive. Several participants raised concerns about line-of-sight restrictions, congregate living rules, benefit cliffs, and the difficulty of moving from DDS to DRS services. The group also discussed the need for better data and possible working groups focused on in-school transition, program support and blending services, and community integration. No formal votes were taken.

Transcript Highlights:

• <01:44:14.080> Disabilities,<01:44:15.119> the<01:44:15.280> American Developmental
• Disabilities, the American Developmental Disabilities, the American Psychiatric<01:44:16.320> Association
• disabilities.
• <01:49:21.679> However,<01:49:22.080> I developmental disabilities.
• However, I developmental disabilities.

Keywords: 958, all

Summary: The committee first approved the minutes and then recognized a staff member’s birthday and a guest shadowing Senator Adams. It then moved into informational review of Education and Labor Cabinet, Department of Education regulation 702 KAR 3:30, which sets insurance coverage requirements for school district buildings and structures. Department of Education officials explained that districts are expected to carry coverage at replacement cost and said they understand some districts participate in self-insurance pools with backup policies, but they deferred detailed insurance questions to the Department of Insurance. Senators raised concerns that pooled coverage could leave districts exposed if claims exceed pool limits, and the chair asked KDE to follow up with DOI to confirm districts are adequately covered, especially for bondholders. No vote was taken on the informational review. The committee then reviewed emergency ABC regulations 804 KAR 130:01 through 130:04 implementing Senate Bill 100’s new licensing requirements for tobacco, nicotine, and vapor product businesses. ABC and Public Protection Cabinet representatives outlined the emergency rules governing enforcement, license applications, denial criteria, and transitional licenses. Retail industry witnesses Shannon Stiglet and Brian Clark said they support licensure in principle but argued the rules add duplicative requirements borrowed from alcohol licensing, create confusion about transitional licenses, and may be too burdensome for the roughly 7,000 affected businesses to meet by the January 1 deadline. They also said guidance has been inconsistent and requested the agency revise the regulations, remove requirements not grounded in law, and provide clearer, separate processes for new and existing businesses. Committee members asked whether the industry had worked directly with ABC and noted the public comment period was still open. Witnesses said they had communicated with ABC and the Public Protection Cabinet, but responses had been uneven and they wanted written guidance. Members expressed concern about the short timeline and the need to avoid disruption so businesses can operate legally on January 1. Representative Marzian asked for clarification that the discussion concerned emergency regulations already in effect while ordinary regulations remain in process. No formal action was taken beyond receiving the informational testimony and discussion.

Transcript Highlights:

• He is autistic and intellectually disabled. He loves music and spending time outdoors.
• Even though he has significant disabilities, my son is able to attend our local public school.
• She is an advocate in our community for disability rights, a mom with an incredible story, who has a
• She is an advocate in our community for disability rights, a mom with an incredible story, who has a
• Disabilities Council for this session.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with most testimony focused on two main topics: improving access to augmentative and alternative communication (AAC) for students with disabilities, and raising educator pay statewide. On the AAC bills (House 514/Senate 418), parents, advocates, and attorneys described how AAC devices and communication books help nonverbal or minimally verbal children communicate, participate in class, and reduce frustration and behavioral issues. Testimony emphasized that while districts are generally required to provide devices, many teachers and school staff lack training to use them effectively; the bill would direct DESE to update licensure and training requirements so newly licensed teachers are prepared to support AAC users. Committee members asked about current teacher-prep practices, implementation, and whether DESE could act without legislation, and witnesses said the proposal was intended as a long-term solution and had previously received some support and compromise language. The committee also heard extensive testimony on House 733/Senate 370, which would set a statewide minimum salary of $70,000 for teachers and $55,000 for education support professionals (ESPs/paras), with inflation adjustments and a phase-in structure that would shift costs over time from the state to municipalities. Supporters, including the bill sponsor, MTA leaders, and school employees from several districts, argued that current pay is not a living wage, contributes to staffing shortages and turnover, and forces many educators to work multiple jobs or rely on public assistance. They said the bill would help recruit and retain staff and better reflect the importance of the work. Committee members raised questions about how the state would fund the mandate, how it would interact with Chapter 70 school aid and local budgets, whether other states have similar mechanisms, and whether the proposal could create disincentives for districts already paying above the floor. Witnesses pointed to the Student Opportunity Act, the Fair Share Amendment, and the need for a broader school funding formula review as possible parts of the solution. The committee also briefly heard and discussed Senate Bill 435/House Bill 736, which would require de-escalation training for school bus operators, with the training paid for by employers. The sponsor and a parent advocate said the bill was prompted by a school bus incident involving a child with cerebral palsy and epilepsy and would improve safety and reduce reliance on law enforcement. Members asked whether the bill should also cover bus monitors and other transportation staff, and whether private contractors and public operators currently provide similar training. At the end of the hearing, the chairs closed testimony on the full list of bills and adjourned the hearing without taking any votes.

Transcript Highlights:

• Sections 7 to 11 and 40 relate to tribal vulnerable adult and developmental disability targeted case
• Sections 7 to 11 and 40 relate to tribal vulnerable adult and developmental disability targeted case
• Sections 7 to 11 and 40 relate to tribal vulnerable adult and developmental disability targeted case
• Sections 7 to 11 and 40 relate to tribal vulnerable adult and developmental disability targeted case
• Sections 7 to 11 and 40 relate to tribal vulnerable adult and developmental disability targeted case

Keywords: 1187, senate, all

Transcript Highlights:

• support those individuals with intellectual and developmental disabilities aging into our adult system
• , and that disability is a brain injury.
• And 60% of those individuals have a psychiatric disability.
• So you see that we are moving perhaps away from physical disability only to more invisible disability
• As a legislature, you have always supported individuals with disabilities.

Keywords: 995, all

Summary: The hearing opened with remarks from Senate Chair Robyn Kennedy and House Chair Chynah Tyler, who emphasized that the fiscal year 2026 hearing was focused on the Health and Human Services budget, asked members to keep questions budget-related, and noted that no public testimony would be taken. They also highlighted the choice of Doherty Memorial High School as the venue to showcase Worcester’s investment in career and technical education. Committee members then introduced themselves before the first panel, the Executive Office of Veterans Services and the state veterans homes, began testimony. Secretary John Santiago said the governor’s FY26 proposal would support implementation of the HERO Act, which he said is now about 95% implemented, including higher disabled veteran annuities, expanded behavioral health benefits, and other service expansions. He described efforts to reduce veteran homelessness, including nearly $20 million in ARPA-funded housing and outreach initiatives, and said the agency has delivered more than 100,000 supportive services to nearly 8,500 veterans. Leaders from the Chelsea and Holyoke veterans homes reported on staffing, quality measures, electronic medical records, and major construction projects at both facilities, including a new Chelsea campus and the new Holyoke home. Members asked about funding transfers, geographic equity in access to the homes, outreach to women veterans and veterans of color, suicide prevention, Gold Star family support, and the impact of federal uncertainty; Santiago said the homes are now licensed and certified, that the current budget is sufficient, and that the agency is expanding engagement and data collection. The second panel, the Office of the Veteran Advocate, testified that its FY26 request is about $3.3 million, up from the current $2 million, to cover staffing, a larger office, and higher technology costs. Veteran Advocate Bob Notch said the office is a new independent oversight agency created in 2022 to examine systems, coordinate with local veteran service officers, and investigate fatalities or serious harm involving veterans in state care. He said the office’s work depends on research, data, and collaboration with other agencies, and that current funding is only enough for minimum operations. In response to questions, Notch and Deputy Commissioner David O’Callaghan discussed the difficulty of tracking veteran suicides, the need for better data across agencies, and the office’s role as an oversight body rather than a direct service provider. No votes or formal actions were taken during the hearing.