Transcript Highlights:

• </c> terms of reporting for the student terms of reporting for the student that's<00:18:56.720><c> um
• ><c> in</c><00:19:34.480><c> residential</c> had students which were in residential had students which
• students students and<00:29:27.679><c> how</c><00:29:27.919><c> do</c><00:29:28.000><c> we</c><00:29
• </c> district that may be sharing a student. district that may be sharing a student.
• </c> practices that that met students needs? practices that that met students needs?

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• So they say Newport will accept your students, and this will be the cost per student.
• So they say Newport will accept your students, and this will be the cost per student.
• or the amount of students.
• the average cost per student.
• Typically around 20% of students have IEPs. “Around 20% of students have IEPs.

Keywords: 928, house, all

Summary: The committee first discussed HB 443, which would change terms and vacancy language for members of a higher education commission. Members raised concerns that the bill was too narrow to address broader issues with commission membership, including expired appointments, attendance expectations, and whether the Department of Education could replace the commission’s role. Several members suggested the bill was not ready for action and favored holding it for further work, possibly through a subcommittee or work session. One member suggested that if attendance standards were added, no more than two unexcused absences should trigger removal, given the commission’s meeting schedule. The chair said he would defer action and form a small subcommittee to report back before the committee deadline. The committee then moved to HB 484, dealing with repurposing Career and Technical Education classroom space after 20 years of exclusive use. The chair explained that the bill was aimed at the Milford CTE project, where shared use of space could allow a school to repurpose part of a CTE facility while still using it for CTE-related instruction. Members discussed other possible situations around the state, including Claremont, North Conway, and Jaffrey/Rindge, and whether the bill should be limited to Milford or broadened to allow local districts more flexibility. Some members favored passing the bill now to help CTE projects move forward, while others argued for an amendment removing the requirement that the space be vacated specifically to expand the CTE program occupying it. Testimony and discussion emphasized that the Milford project had state approval but reduced funding, requiring a smaller scope and repurposing of existing space. Supporters said the bill could help preserve CTE programs while also benefiting general education space needs, and that local districts should have flexibility after 20 years. Opponents or cautious members noted that the language might not fit every district situation and asked for feedback from Director Beard and Steve Rothenberg before final action. The committee did not take a final vote in the portion provided, and instead discussed waiting for an amendment and additional input before acting.

Transcript Highlights:

• But that student from Egan today, how can we instill that in all of our students?
• But that student from Egan today, how can we instill that in all of our students?
• But that student from Egan today, how can we instill that in all of our students?
• But that student from Egan today, how can we instill that in all of our students?
• But that student from Egan today, how can we instill that in all of our students?

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• That's $36,000 per student.
• Students are using AI to generate sexually explicit photos of other students, and child predators are
• Students are using AI to generate sexually explicit photos of other students, and child predators are
• An example from Senate District 10: A student used AI to generate nude photos of another student, a 14
• Did the student get caught?

Committee: Senate Education K-16

Summary: The Senate Education K-16 Committee heard several bills focused on school finance, transparency, student safety, and educator misconduct. SB 843 by Senator Kolkhorst would create a centralized TEA database for school bond elections, tax rates, and project details; supporters said it would improve transparency for taxpayers, while members discussed the fiscal note and suggested adding charter schools. SB 1224 by Senator Sparks would require superintendents to report alleged romantic, sexual, or abusive conduct between staff and students directly to law enforcement within 48 hours, with penalties for failure to report; testimony from advocates and survivors strongly supported the bill and urged that it also apply to private and charter schools. SB 747 by Senator Paxton on behalf of Senator King would require school district policies addressing AI-generated sexually explicit images of minors as cyberbullying and direct the School Safety Center to develop guidance; the committee heard emotional testimony from a student victim and discussed school authority to discipline off-campus conduct and the role of cell phones. The committee also heard SB 1636 by Senator Hinojosa, which would limit use of interest and sinking tax revenues to debt service for voter-approved capital projects and not deferred maintenance; school finance witnesses raised concerns that the bill’s language could restrict needed facility maintenance spending and asked for a clearer definition of deferred maintenance. SB 2185, also by Senator Hinojosa, would expand access to the bilingual education allotment for dual-language programs; district officials and educators testified in support, saying it would remove barriers to funding and better support bilingual instruction. SB 604 by Senator West would require the Permanent School Fund Corporation to publicly track bonds backed by the state guarantee program that are downgraded to speculative or junk status, with West arguing the information would provide an early warning sign of district financial distress. Across the hearing, much of the testimony centered on student protection and accountability in schools. Multiple witnesses described educator misconduct cases, failures to report abuse, and the need for outside law enforcement involvement rather than internal district investigations. Committee members repeatedly discussed extending reporting and safety requirements to private and charter schools, and several witnesses urged independent oversight. No bills were voted out; each measure heard was left pending, and the committee recessed subject to the call of the chair.

Transcript Highlights:

• for students who take and families they for students who take and pass<00:08:19.159><c> the</c><00:08
• We had nine students take it, and seven of those nine students passed.
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income

Committee: Senate Labor

Keywords: 1187, senate, all

Transcript Highlights:

• </c> performing students internationally. performing students internationally.
• This disadvantages students who are English learners, students with communication challenges, and students
• </c> that for all students in the state? that for all students in the state?
• what the students teaching the students what the students are<00:32:20.000><c> eventually</c><00:32:
• Students do take a test.

Committee: House Education Policy and Administration

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• The first is student behavior.
• So we work to place students in rural schools during their student teaching semester and other early
• But I don't think students should be excluded from schools because of their behaviors.
• And we want students to frankly understand their responsibility in the educational process.
• Students are different. Parents are different. Expectations are different.

Committee: Senate Education

Keywords: 989, all

Transcript Highlights:

• ghost students funding students that ghost students funding students that used<01:05:48.079><c> to</c
• </c> home education students is negligible. home education students is negligible.
• Most students when hundred students.
• </c><01:31:42.000><c> Any</c><01:31:43.040><c> other</c> students um not EFA students.
• Any other students um not EFA students. Any other questions?

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• And so do you have pushback from students? Mr. Jones. Mr.
• Current students, if you're talking to the senator about current students, we do have a student representative
• And so do you have pushback from students? Mr. Jones. Mr.
• Currents, if you're talking to Senator about current students, we do have a student representative on
• More importantly, their student learning outcomes are increasing as well, so their student scores are

Committee: Senate Education

Summary: The Senate Education Committee approved the minutes from February 18, 2026, and then heard Senate Bill 1335 from Senator Tammy Nichols. The bill would require students receiving state-appropriated support for veterinary education to return to Idaho for four years and spend 600 hours per year, or about 30% of their time, treating agricultural animals. Supporters said the measure is meant to address Idaho’s shortage of large-animal veterinarians and ensure a return on existing taxpayer-funded veterinary seats, with testimony from the Idaho Farm Bureau, Idaho Veterinary Medical Association, Idaho Cattle Association, and Idaho Wool Growers. The IVMA said it was neutral, citing concerns about the bill’s detailed requirements, pay differences, and whether enough jobs would be available, while some senators questioned whether the bill was more of a mandate than an incentive and whether the requirement should apply to current or future students. Committee members also discussed technical questions about the bill’s timing, the mixed-animal training requirement, and whether service could occur outside Idaho. Senator Nichols and testifiers said the intent was to apply the bill beginning with the 2027-28 academic year and to ensure students receive training in mixed-practice agricultural veterinary medicine. After closing remarks from the sponsor, Senator Burtenshaw moved to send SB 1335 to the floor with a due pass recommendation, Senator Carlson seconded, and the motion passed despite Senator Zito stating she would vote no because she opposed using state money in this way. The committee then received a presentation from Dr. Sally Brown of the College of Idaho on behalf of the Idaho Higher Education Literacy Partnership. She described the group’s work to strengthen teacher preparation in the science of reading, revise literacy standards, develop competency guides and assessments, and support literacy partnerships across Idaho’s higher education institutions. Whitney Ward of Northwest Nazarene University and Carolyn Court of Boise State University highlighted school-district partnerships, literacy summits, and clinical placements for teacher candidates, emphasizing that principals and district leaders also need literacy training to improve systems and support classroom instruction. Committee members asked about why administrators need this training, and presenters said principals play a key role in coaching, walkthroughs, and supporting schoolwide literacy systems.

Transcript Highlights:

• </c><00:07:29.000><c> nursing</c><00:07:29.280><c> student</c> I'm a kctcs student nursing student I'm
• a kctcs student nursing student student<00:07:30.080><c> interested</c><00:07:30.400><c> in</c><00:07
• :30.560><c> transferring</c><00:07:31.080><c> into</c> student interested in transferring into student
• </c><00:12:17.399><c> and</c> I'm mainly looking at student demand and I'm mainly looking at student
• more is from high school students.

Keywords: 958, all

Summary: The committee first heard House Bill 305, which would clarify and expand a healthcare workforce bill to explicitly include physician assistants and dietitians in efforts to address shortages, especially in rural areas. Rep. Fleming said the change was intended to help with Medicaid-related needs such as diabetes care and noted a decline in dietitian internship applications. Rep. Roarx supported the bill, emphasizing the value of dietitians in helping patients make practical nutrition changes. The bill received a unanimous favorable expression, 14-0, and was reported to the House floor. The committee then considered House Bill 427, which would create statewide 60-credit-hour transfer pathways for high-demand bachelor’s degree programs under the Council on Postsecondary Education. Rep. Grossl explained the bill is meant to prevent students from losing major credit when transferring between KCTCS and four-year institutions, using nursing as an example. Questions focused on rigor, dual credit, how high-demand programs would be selected, and the July 1, 2026 implementation date; the sponsor said CPE and faculty would map curricula and align standards. The Kentucky Student Rights Coalition testified in support, saying the bill would help students complete degrees faster and make credits count toward majors. HB 427 also passed unanimously, 14-0, with favorable expression. The committee then took up House Bill 424, as amended by a committee substitute. Rep. Tipton said the substitute removed language allowing up to six-year contracts and instead set up a process for four-year contracts and periodic performance reviews for faculty, including presidents, at public postsecondary institutions. He said the bill is intended to give universities clearer authority to remove underperforming employees and be more efficient with taxpayer dollars. Several faculty witnesses opposed the bill, arguing it would erode tenure protections, create arbitrary performance standards, and harm recruitment, retention, and academic freedom. The committee adopted the substitute and heard testimony, but no final vote on HB 424 is shown in the transcript excerpt.

Transcript Highlights:

• Students have had a 9% increase.
• Structured literacy helps all students, but particularly has been impactful with Native students.
• Structured literacy helps all students, but particularly has been impactful with Native students, and
• We are building strong support for students with dyslexia in addition to students on IEP and 504 plans
• Students with disabilities, 4.9. And Native American students increased by 12.7 percentage points.

Summary: The committee met with a quorum and heard three measures: H.J.R. 5 on legislative compensation, Senate Bill 29 as amended on math instruction, and Senate Bill 37 on literacy instruction. H.J.R. 5 was presented as a constitutional amendment to create a paid legislature tied to New Mexico’s median household income, with supporters arguing it would broaden access to public service, reduce conflicts of interest, and better reflect the realities of modern legislative work. Public testimony was overwhelmingly in support, including from advocacy groups, civic organizations, faith groups, and veterans; one member raised concerns about fairness, attendance, and whether outside employment would still be allowed. The committee adopted an amendment to move the ballot question from 2028 to 2026, then approved H.J.R. 5 on a 5-1 vote. Senate Bill 29, endorsed by the Legislative Education Study Committee, would strengthen math instruction by improving teacher preparation, requiring PED to set up statewide math supports, and creating early screening and family engagement for students. Supporters, including educators, business groups, and education nonprofits, said New Mexico’s math outcomes are too low and that early intervention and better teacher preparation are needed. Members asked about teacher licensure requirements, parent support, standardized testing concerns, and district implementation. The committee heard that the bill’s screenings are intended to be developmental rather than high-stakes tests, and that parents would be supported through school-based guidance. The bill passed unanimously. Senate Bill 37 would codify a science-of-reading framework, require high-quality instructional materials, add literacy coaches and assessments, and expand support for bilingual and dual-language instruction. Supporters said the bill builds on recent gains in reading proficiency and strengthens teacher preparation and early intervention. Opponents, including tribal leaders, bilingual education scholars, and advocacy groups, argued the bill was too English-dominant, could conflict with existing bilingual and tribal language laws, and did not go far enough to protect indigenous languages and community-based approaches. Sponsors said amendments were being developed to clarify biliteracy, culturally responsive instruction, and protections for native language learning, and the committee advanced the bill on a vote with several members noting their support was contingent on those promised amendments.

Transcript Highlights:

• </c> very successful program for um students very successful program for um students in<00:03:38.879>
• One student that we mentored about eight years ago may have been one of the students that didn't make
• One student that we mentored about eight years ago may have been one of the students that didn't make
• One student that we mentored about eight years ago may have been one of the students that didn't make
• Competition teams require tryouts due to high student interest.

Keywords: 1183, house

Transcript Highlights:

• We have not had six hearings on student discipline.
• Should student outcomes be better?
• Many private schools who are whose students or. low-income students.
• Parents are happy, students are happy. The students are learning.
• Not the student.

Bills: HB3 , HB3

Committee: House Public Education

Keywords: education savings account, educational expenses, certified educational assistance organization, school choice, funding, special education, tuition reimbursement, emergency communication, public safety, interoperability, Texas Interoperability Council, grant program, emergency communications, public safety radio, first responders, radio system, dispatch, 911, emergency management, Texas Division of Emergency Management

Transcript Highlights:

• Charter school students, students that go to charter school, they're left out of safe school aid.
• It's the students.
• Our students that happen to be students in charter schools, they should have a safe place to study.
• ><c> to</c><00:05:08.160><c> be</c><00:05:08.320><c> students</c> students that that happen to be students
• students that that happen to be students in<00:05:08.720><c> charter</c><00:05:09.120><c> schools,</

Keywords: 1183, house

Transcript Highlights:

• Students work to get by, to be able to survive in Los Angeles.
• Most students now are working over. They're working over.
• So like we said, we had an over-representation of UCLA students. majority of LSRP students go to UCLA
• Students aren't just balanced.
• So really allowing students to work less.

Committee: House Economic Development, Growth, and Household Impact

Keywords: 988, house, all

Transcript Highlights:

• WE HAVE MANY STUDENTS WHO NEED A LEG UP.
• STUDENTS ARE HOME EDUCATION STUDENTS THAT PARTICIPATE IN DUAL ENROLLMENT.
• SYSTEM AVERAGE STUDENT.
• STUDENT.
• SO WE DON'T ALWAYS KNOW WHY A STUDENT IS IN BIOLOGY BUT THERE ARE MANY STUDENTS IN BIOLOGY.

Keywords: 999, senate, all

Transcript Highlights:

• </c> bring positive effects in student bring positive effects in student learning<00:07:05.080><c> and
• </c> inflicted upon public school students inflicted upon public school students when<00:26:57.399><c
• Are you speaking about students? Absolutely not all students.
• </c><00:43:52.880><c> with</c> represents the students with represents the students with disabilities
• </c><01:14:03.560><c> our</c> targeting a 14-year-old student our targeting a 14-year-old student our

Keywords: 928, house, all

Summary: The committee heard testimony on HB 129, which would redefine “evidence-based” in public education to require objective, science-based evidence for pedagogical methods. The prime sponsor said the bill is a verbatim reintroduction from the prior session and argued that current federal definitions are too vague, allowing subjective surveys and other weak evidence to justify teaching methods. He said the bill is limited to pedagogy, not subject matter, and is intended to improve student outcomes, reduce fad-driven practices, and potentially save money by limiting unnecessary retraining and new materials. Members asked repeatedly about the bill’s scope, including whether it would affect classroom teachers, curriculum content, and existing instructional approaches such as phonics versus whole language or queuing. The sponsor said the bill applies to state and local education bodies and educator training policies, not individual teachers in their classrooms, and that teachers would retain flexibility. He also said standardized testing could be part of a scientific study but is not itself a study, and that textbook providers could be asked to furnish the studies supporting instructional guidance included in their materials. Several members raised concerns about the fiscal note and possible cost shifts to local districts and taxpayers. The sponsor disputed the idea that the bill would necessarily create major new costs or require additional staff, saying any costs would likely be limited and that the department is already applying federal evidence-based rules. He also said if some current methods are not science-based, updating them would be justified even if there were some initial expense. No vote or final action was taken in the portion of the meeting provided.

Transcript Highlights:

• The average cost per student is exactly the same whether the student leaves or the student stays.
• If they allocated for 100 students and they end up with 100 students, then they got the money per student
• Maybe a student in Bington, maybe a student somewhere else.
• all of our students.
• > who</c><02:03:43.520><c> may</c> students, out ofstate students who may students, out ofstate students

Keywords: 1191, senate, all

Transcript Highlights:

• . student. student.
• . students. students.
• </c> that student. that student.
• . student. student.
• students? students?

Keywords: 928, house, all

Summary: The meeting began with approval of the October 15 minutes and a brief discussion of the committee’s report process, including the likelihood of a minority report and a deadline of November 1 for any separate report. Members then heard from Jod Adams of the New Hampshire Alliance for Public Charter Schools, who gave an overview of charter schools in the state: there are 37 charter schools, with 6,034 students last year, and schools are formed by certified teachers, parents, or nonprofit organizations. She said charter schools receive about $9,180 per pupil in adequacy aid and charter school grant funding, must fundraise for additional money, and are governed by their own boards under their charters and bylaws. Members asked about admissions, governance, transportation, and special education. Adams said charter schools are open enrollment, not geographically based, and may use lotteries when applications exceed available seats. She explained that districts and charter schools coordinate on special education and busing, with the sending district responsible for special education coordination and certain transportation obligations depending on where the student lives and attends. She also said charter schools are public schools, not selective, and that each school’s board operates independently of the local district school board, though some schools may have special arrangements. A substantial portion of the discussion focused on funding and statutory obligations. Adams and members discussed how special education aid follows the student, while charter schools do not receive some district-level aid such as catastrophic aid; free and reduced lunch funding and Title funds can go to charter schools. Members also raised concerns that some state laws and administrative rules do not clearly specify whether they apply to charter schools, creating confusion and, in some cases, causing districts to perform services such as dyslexia screening for charter students without additional funding. Adams agreed that clearer statutory language would help and noted that charter schools are subject to many state requirements, including testing and reporting, even though not every public-school rule applies to them.

Transcript Highlights:

• </c> pencil sharpeners to food for students pencil sharpeners to food for students who<00:02:53.959><
• Thank you for your time. supplies for their students by the supplies for their students by the middle
• </c><00:03:56.200><c> with</c> Statewide providing all students with Statewide providing all students
• </c><00:04:29.720><c> students</c><00:04:30.560><c> many</c> supplies for student students many supplies
• /c><00:11:00.480><c> and</c><00:11:00.600><c> I'm</c> students for all students um and I'm students for

Committee: Senate Education

Keywords: 912, senate, all