Transcript Highlights:

• We shifted coursework online to support those working adults, and clear guidelines were established within
• going out into the field that have that knowledge around special education and working with diverse learners
• educators in general, knowing that they have that foundational knowledge of working with diverse learners

Committee: House Elementary and Secondary Education

Keywords: 959, house, all

Transcript Highlights:

• educators with the tools, knowledge, and strategies necessary to address the diverse needs of all learners
• He was an English language learner as a young student. and in his career was passionate about supporting
• including transportation, challenges at home, mental health, and whether or not they feel like the adults

Committee: Senate Senate Rules

Transcript Highlights:

• These young adults are the Commonwealth's future.
• Over time, he isolated me from friends, trusted adults, and even my own family.
• When adults hold authority over young people, these young people are inherently vulnerable.
• A minor can never truly consent when an adult holds institutional power over them.
• who holds such power over them, especially when the adult is a mandated reporter.

Committee: Joint Joint Committee on Children, Families and Persons with Disabilities

Keywords: 995, all

Summary: The committee hearing covered a wide range of child welfare, family support, and human services bills. Testimony strongly supported a guaranteed cash stipend for young adults aging out of foster care (S.161), with the Attorney General’s Office, youth advocates, and foster care providers describing high rates of homelessness and poverty after exit from care. Providers also urged action on a resolve to study the foster care liability insurance crisis (H.197/S.1280), saying premiums and coverage losses are forcing program cutbacks and could reduce foster care capacity statewide. Another major topic was a direct care worker medication administration program registry (H.237/S.162), which supporters said would help recruit and train workers, especially bilingual staff, to address workforce shortages in human services. Several bills focused on child protection and child welfare system practices. Supporters of H.267/S.145 called for advance notice to children’s attorneys when placements or other major events change, arguing that timely communication is essential to prevent unnecessary disruption and improve advocacy. Testimony also backed legislation to formally recognize and strengthen children’s advocacy centers and the Massachusetts Children’s Alliance (H.233/S.112), with prosecutors and CAC leaders describing the trauma-informed model as a longstanding, effective response to child abuse and trafficking. A bill to establish a Massachusetts children’s cabinet (S.115) drew support from advocates who said cross-agency coordination is needed to align policy and funding for children’s well-being. The committee also heard testimony on bills addressing safety, equity, and family support. Senator Lovely and survivors supported S.152, which would create a civil cause of action for sexual abuse by adults in positions of authority or trust, with witnesses describing grooming and power imbalances in schools and youth-serving settings. H.274, a bill of rights for people experiencing homelessness, was supported by advocates who said it would add anti-discrimination protections and voting and privacy rights amid rising criminalization of homelessness. H.272/S.171 to protect maternal health received support from Rep. Montaño, MLRI, and a physician, who said the bills would make cash assistance available earlier in pregnancy and remove the medical-verification barrier. H.4216 on equitable hair care for children in state custody was supported by social workers and advocates who said hair care is tied to identity, dignity, and mental health. H.255 on empowering early educators drew testimony about barriers faced by renters and condo owners trying to open home-based child care programs. H.217, concerning resources and support for pregnant and parenting families, drew testimony from anti-abortion pregnancy resource center advocates. No votes were taken during the hearing, and several bills had no one signed up to testify or were deferred when witnesses were unavailable.

Transcript Highlights:

• We focused on English language learners, homeless students, and special education students.
• The first table lists the requirements related to English language learners.
• populations in terms of the targeted student populations that we were looking at: English language learners
• On last year's SBAC, we saw multilingual learners outperform their statewide peers by 20% in ELA and
• Multilingual learners outperformed their statewide peers by 20% in ELA and 13% in math.

Summary: The committee meeting began with a brief explanation of the renamed Joint Legislative Audit Review Committee subcommittee, now called the Committee to Hear SAO Performance Audits, and a presentation from the State Auditor’s Office on its current biennium performance audit work plan. The auditor described how topics are selected from a large pool of potential audits and highlighted several ongoing or planned audits, including the Liquor and Cannabis Board, oversight of authorized entities serving students with disabilities, the Quality Home Care Initiative, Medicaid managed care versus fee-for-service costs, the Housing Commission tenant ownership follow-up, DSHS vendor payment patterns, implementation of the Since Time Memorial curriculum, and the Washington State ferry system. Members asked about coordination with JLARC to avoid duplication, and the auditor said the offices exchange work plans, monthly updates, and quarterly coordination meetings. The committee then heard the State Auditor’s performance audit on how charter schools identify and support at-risk students. Auditors reviewed four charter schools—Catalyst Public Schools, Innovation High School, Pinnacles Prep, and Rainier Prep—and focused on English language learners, homeless students, and special education students. The audit found the schools met nearly all legal requirements reviewed, with only one area where two schools partially met a language-access requirement. The schools also used several promising practices, including small-group instruction, culturally responsive environments, and multi-tiered systems of support, though the auditors recommended better documentation of procedures to improve consistency. Families interviewed generally reported positive experiences, while noting resource constraints. Committee members asked about how the four schools were selected, whether the audit compared charter populations to home districts, and how MTSS requirements applied to the schools reviewed. The State Auditor’s Office said the sample was chosen for geographic diversity, student population characteristics, and representation from both authorizers, and that K-2 MTSS requirements were not evaluated because they applied to only one school. Representatives from the Charter School Commission and charter school advocates responded positively, emphasizing technical assistance, collaboration, and sharing best practices across schools. Two public testifiers also supported the report and said it highlighted effective practices that could be expanded across charter and traditional public schools.

Transcript Highlights:

• And such policy shall require that an adult student be asked if they want their parents or guardians
• So it does make it challenging to ensure that those devices are available to learners.
• </c> devices are available to learners. devices are available to learners.
• </c><04:55:16.240><c> um</c> to have um our youngest learners um to have um our youngest learners um
• Um, and this actually gives you options on how you can do that to accommodate those learners or those

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• </c> >> Melissa White, division director for learner support at the Department of Ed.
• We told them that if they were around adults and their teachers, they would kill them.
• We told them that if they were around<01:30:41.520><c> adults</c><01:30:41.840><c> and</c><01:30:42.080
• , they around adults and their teachers, they would<01:30:43.120><c> kill</c><01:30:43.360><c> them.
• The biggest lie adults tell is that kids are resilient. They're not resilient.

Keywords: 928, house, all

Summary: The commission met to approve the November 21, 2025 minutes, making several clerical corrections before adopting them as amended. The edits included adding the date, correcting a misspelled name, clarifying references to a scholarship fund representative’s title, removing an incorrect “DOE” reference, and fixing a few wording errors. The minutes were approved with one abstention from members who were absent. The bulk of the meeting focused on organizing the commission’s work under SB 57 and identifying which special education cost issues should be prioritized for research and reporting. Members discussed a long list of topics, including student referral rates, why students are classified as other health impaired, increases in referrals since school closures, interventions before referral, costs of non-medically necessary services in IEPs and 504 plans, differences between federal and state requirements, reporting of special education costs, out-of-district and residential placements, dispute resolution, Medicaid and insurance use, graduation rates, and adult learning participation. Several members emphasized the need to combine or narrow topics and to gather better data before the report due July 1, 2026. Representative Ames highlighted HB 742, which would eliminate prorated special education aid payments when state appropriations fall short, and explained that the Education Funding Committee recommended interim study. He argued that local districts are bearing too much of the cost and that the state and federal governments should provide more support. Other members raised concerns about rising special education identification rates, possible overidentification, school climate and mental health factors, bullying, staffing, speech therapy access, and residential placements. One member cautioned that DOE website numbers may be inflated or at least difficult to interpret because of how students are counted. Department of Education staff then explained how special education data and costs are monitored. They said student counts are tied to IEPs and SASIDs in the state system, districts are checked through both desk audits and on-site monitoring, and billed services are compared against IEP requirements. They also described IDEA funding, noting that most DOE special education staffing is federally funded, with a large share of federal money flowing through to local education agencies and the remainder supporting administration, monitoring, and training initiatives. Members discussed whether more staff and more robust oversight would improve accuracy and accountability.

Transcript Highlights:

• So this is not only a really dangerous fatal issue for children and adults, but it also is an extremely
• To ensure parents can request, or now adult children, request a deletion of private student information
• The fact that an adult talking to our children without being consented, without a parent present, is
• As a physician, I can tell you, we cannot even treat a child without a family member, an adult, who's
• A group that maintains a myriad of unregulated chat rooms where adults posing as children can interact

Summary: The Assembly Education Committee heard a full agenda of bills, first adopting a consent calendar of 11 measures without individual presentations. The committee then took up AB 1412, which would require California schools to implement or adopt a transferred special education student’s IEP within 30 days for out-of-state transfers and to coordinate more quickly on records. The author and military-family witnesses said the bill would reduce delays for highly mobile students, especially military children; a school administrators group opposed it. The bill received initial support from committee members and was moved on call. The committee also reconsidered AB 281, which would require notice to parents when outside consultants provide sex education instruction; the author accepted amendments removing a copy-right provision, but the bill remained on call after a split vote. The committee heard AB 1005, which would create a statewide drowning-prevention education and swim-lesson voucher framework for underserved communities. The author and supporters described drowning as a preventable public health and equity issue, while the bill was clarified as developing a plan rather than immediately launching a voucher program. It was voted out on a 3-0 roll with the measure placed on call. AB 908, as amended, would add compliance monitoring for existing requirements that schools use LGBTQ-inclusive instructional materials and curriculum under the FAIR Act. Supporters said the bill would improve implementation and student safety; opponents raised concerns about privacy, girls’ sports, and school burdens. The committee approved the bill 5-2 and sent it to Appropriations. The committee then heard AB 1401, which would affirm parents’ access to school records, including unofficial records unless exempt by law. The author argued that parents need clearer access to information held by schools and vendors, while school officials and teachers’ union representatives warned the bill was too vague and could sweep in personal notes, journals, and other sensitive material. The bill failed on a 2-3 vote and was placed on call. Finally, AB 727 would require student ID cards to include the Trevor Project hotline for LGBTQ youth; supporters framed it as a suicide-prevention measure, while opponents argued it conflicted with parental rights and religious beliefs. Committee discussion focused on whether 988 already provides similar access and whether the Trevor Project is an appropriate resource to print on IDs; the hearing continued with the bill still under consideration.

Transcript Highlights:

• Could partner with a provider to provide an adult virtual program.
• So I agree adult education is important.
• So I agree adult education is important.
• But it also clearly is a good pathway for many adults, because many adults are graduating that way.
• consider yourself an adult.

Summary: The House convened with prayer and the Pledge of Allegiance, then approved the House Journal for the 40th day by roll call vote, 122-1. Members used points of personal privilege to recognize the departure of Scott Bell and to honor the life of Ernie Dempsey of St. Charles, and the chamber welcomed numerous special guests, including Child Advocacy Day participants, school groups, local civic leaders, and visitors from across the state. The main floor business centered on House Bill 3239, which would make the Missouri Workforce Diploma Program permanent and move it into the MOCAP framework with a $4 million annual cap and pay-for-performance funding. Supporters said the program has helped about 1,200 adults earn diplomas, especially women and parents needing flexible online access, while opponents argued it would divert foundation formula money from K-12 students and duplicate existing adult education options. An amendment adding a college admissions and financial aid task force was offered but failed, 55-82; the previous question was then ordered, and HB 3239 was perfected and printed. The House also perfected and printed House Bill 1786, which would prevent county assessors from reclassifying single-family homes used as short-term rentals from residential to commercial for tax purposes. Supporters framed it as a property-rights and tax-relief measure for homeowners and small LLCs, while opponents raised concerns about local control and the line between mom-and-pop rentals and larger business operations. House Bill 2944, dealing with the senior property tax freeze, was amended to clarify that the freeze applies across taxing districts and to simplify annual filing and notification requirements; a later amendment was ruled out of order, and the bill was perfected and printed as amended. The House then moved to announcements and recessed until 2 p.m.

Transcript Highlights:

• Going on to slide two, the primary functions of the Texas Department of Criminal Justice are adult probation
• And I'll talk more about each one of these as we go through it, but also prisons and then adult parole
• On the next slide, you see adult prisons. In Texas we have 102 prisons.
• learners, individuals who are ready to go to college. to come out and join our Texas workforces.
• We do have GED and adult basic education programming.

Committee: House Corrections

Keywords: 1184, house, all

Transcript Highlights:

• that our students can promote active learning, use technology to enhance learning, meet different learner
• screen that our students can promote active learning use technology to enhance learning meet different learner
• teachers, in-service teachers, to continue to improve their practice and meet the needs of today's learners
• teachers, in-service teachers, to continue to improve their practice and meet the needs of today's learners
• of reading and ensure that our educators are well-versed in it so that they can help the youngest learners

Committee: House Education

Summary: The House Education Committee heard testimony on House Bill 515, sponsored by Representative Chris Matthias, which would require school districts to adopt procedures for reporting suspensions related to bullying, harassment, intimidation, and related conduct to families, while removing a prior state-level reporting requirement. Matthias said the bill is intended to help families respond quickly and to keep the focus on local school-level accountability; he noted earlier versions had included language about limiting access to means of harm and notifying law enforcement, but those provisions were removed after prior defeats. Quinn Perry of the Idaho School Boards Association testified in support, saying the bill improves communication and trust with families and eliminates redundant reporting to the Department of Education. The committee then voted to send HB 515 to the floor with a due pass recommendation. The committee also received a presentation from Brooke Blevins of the Idaho Association of Colleges for Teacher Education and the University of Idaho on educator preparation programs. She described collaboration among Idaho’s colleges and universities and said programs have expanded coursework and field experiences in classroom management, educator ethics, career and technical education, rural school preparation, literacy and the science of reading, and the ethical use of AI. Members asked about literacy instruction and the earlier state literacy funding, with several expressing concern that phonics and the science of reading had not been emphasized enough in the past. Blevins said higher education institutions are aligning with state literacy efforts and that the $50 million literacy initiative primarily funds Department of Education programs rather than universities. Committee members also asked about teacher preparation pathways and workforce readiness. Blevins said Idaho has multiple routes to certification, including traditional undergraduate programs, alternative authorizations, alternative programs, apprenticeships, graduate programs, and CTE pathways, and estimated that about 63% of current Idaho teachers were educated through institutions like those represented. She emphasized early field experiences to help candidates determine whether teaching is the right fit and said institutions are studying student success across different educational settings. No further action was taken on the presentation, and the chair adjourned the meeting after reminding members to review the rules in their folders for the following week.

Transcript Highlights:

• weights um uh free and reduced learner weights um uh free and reduced price<00:10:12.160><c> lunch</
• In existing law, we have an English language learner weight, but that's been built out.
• weight, but that's been language learner weight, but that's been built<00:15:38.240><c> out.
• You now have that built-out English language learners weight, and then some decisions remain to be made
• You now have that built-out English language learners weight, and then some decisions remain to be made

Keywords: 926, house, all

Transcript Highlights:

• We have a high level of English language learners, which is an area that we focus on, and the way that
• Creative and critical thinker, responsible individual, effective collaborator, and lifelong learner.
• past session, making changes to the state's at-risk index, creating a standalone factor for English learners
• Carlson talked about, that we're providing opportunities for relationship building with at least one adult

Transcript Highlights:

• </c> language learner language learner population<00:47:14.720><c> we're</c><00:47:14.920><c> facing<
• </c> raised basic skills English learner raised basic skills English learner revenue<00:59:34.160><c>
• ELL students are our most vulnerable learners.
• ELL students are our most vulnerable learners.
• </c> shows it includes all English Learners shows it includes all English Learners and<01:43:03.320><

Bills: HF957 , HF877

Committee: House Education Finance

Keywords: education, mandate relief, school funding, local control, state laws, fund transfers, 1183, house

Transcript Highlights:

• Like so many students today and adult learners, I maxed out guaranteed federal aid, and I worked two

Bills: SCR7

Keywords: legislature, adjournment, permissions, Texas Constitution, session, legislative authority, 1185, senate, all

Transcript Highlights:

• The experience for our younger learners differs from that of our older students.
• The experience for our younger learners differs from that of our older students.
• The experience for our younger learners differs from that of our older students.
• The experience for our younger learners differs from that of our older students.
• The experience for our younger learners differs from that of our older students.

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and heard first from the Washway Nicotine Youth Advocacy Group, which urged stronger enforcement of Kentucky’s Tobacco 21 law. Youth advocates described the harms of flavored vaping products, argued that nicotine use is targeting children, and called for retailer licensing, annual compliance checks, harsher penalties for illegal sales, and more funding for enforcement. Committee members praised the presentation, and one senator said he had heard a bill on licensed retailers may be coming soon. The committee then heard a lengthy presentation from Cloverport Independent School District and the Kentucky Virtual Academy about the state’s virtual school model. Superintendent Keith Haynes and principals Brandy Fagan and Sally Johnson said KYVA serves about 2,800 students, many of whom are at-risk or have health, safety, behavioral, or family reasons for choosing virtual education. They emphasized that the program uses live synchronous instruction, provides devices and materials, and offers special education and related services. They also said the school had a large wait list and that virtual programs need more flexibility in staffing ratios, scheduling, and testing windows. School leaders acknowledged criticism of KYVA’s proficiency scores and said many students entered far below grade level, with 59% not proficient in English language arts and 79% not proficient in math on recent state testing. They argued the program is too new to judge solely on one year of data and pointed to growth in MAP scores, as well as middle and high school rankings in the top half of Kentucky schools. Fagan and Johnson outlined improvement efforts, including daily interventions, small-group instruction, literacy programs, staff training, and expanded clubs and student activities. No votes or formal committee actions were taken in the portion provided.

Bills: SB309 , HB192 , SB178 , SB179 , SB237 , HB10 , HB107 , HB189 , HB37 , HB226 , SB309 , HB192 , SB178 , SB179 , SB237 , HB10 , HB107 , HB189 , HB37 , HB226

Committee: Senate Judiciary

Keywords: automated driving systems, oversized vehicles, transportation, regulations, permits, HB192, international wire transfer, wire transfer fee, remittance fee, money transmission business, Alabama Securities Commission, Department of Revenue, Education Trust Fund, ELL instructors, English Language Learner, ESL teachers, income tax credit, remittances, international money transfer, migrant families

Transcript Highlights:

• Furthermore, when adult members of the community threatened to counterprotest our student walkout, it
• State Board of Education for Idaho's website, quoting that the civics education in Idaho empowers learners
• too many disruptions going on right now, but to have them as some political tool or cog for us as adults
• too many disruptions going on right now, but to have them as some political tool or cog for us as adults
• For us as adults in any political movement, I don't care if you're Trump or Biden, these children need

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• Achievement Council, and I think writ large in our higher education sector, we have a goal that 70% of adults
• attainment, the goal I mentioned earlier, which was established by WASAC in 2013, was that 70% of adults
• attainment, the goal I mentioned earlier, which was established by Wasak in 2013, was that 70% of adults
• Number one, increased enrollment, particularly at our community college system and for adult learners

Committee: Joint Joint Higher Education Committee

Summary: The Joint Higher Education Committee met for a work session on higher education accounting practices and financial transparency. OFM Deputy Director Sarah Rupp explained how state accounting rules and higher education reporting differ, including what data is captured in AFRS today and what will move into Workday, with universities generally reporting summary-level fund data, mandatory codes, and most balance sheet and income statement activity, but not transaction-level detail or vendor payment information. Representatives from the University of Washington and Washington State University described the complexity of their own accounting systems, the many entities and business lines they must track for audits and compliance, and the need to reconcile university-level accrual accounting with state reporting requirements. The committee also heard from the Education Research and Data Center on the public four-year finance dashboard created under Senate Bill 5512; ERDC said the dashboard is based on publicly available data, is best used to examine institutions individually rather than compare them directly, and will be updated with additional metrics in 2025 and 2026. The committee then received a presentation from the Washington Student Achievement Council on the Workforce Education Investment Account (WIA). Joel Anderson reviewed WIA’s creation under House Bill 2158, its revenue sources, and its intended uses for higher education, financial aid, and workforce development. He said recent legislation significantly increased WIA revenues and that, in the 2025–27 budget, the account is being used in new ways, including to replace general fund support for University of Washington operations and to fund a larger share of the Washington College Grant and some faculty compensation costs. Anderson said roughly 98% of current WIA appropriations go to higher education, but the share used to supplant other higher education funding has grown, and he estimated about 60% to 70% of current spending still aligns with the account’s original intent. He also described a new effort to track WIA appropriations across biennia in more detail and noted the WIA Oversight Board’s role in recommending uses of the account and monitoring outcomes. No votes were taken; the committee ended by moving into executive session for staffing issues and then adjourned.

Transcript Highlights:

• It's our role as adults to model acceptance and empathy to children of all ages.
• bullying, isolation, and suicide, this bill would take away one of their few lifelines: a supportive adult
• HB1655 would strip transgender students of safe adults to turn to.
• Support at school does help trans youth who disclose their gender identity to any adult who accepts them
• The only adult in my life I felt safe talking to.

Bills: HB1325 , HB1655 , HB3312 , HB5526 , SB13 , SB57 , SB207 , HB441 , HB591 , HB5019 , SB27 , SB843 , SB 13 , SB 27 , SB 57

Committee: House Public Education

Keywords: student transfer, public servants, education code, peace officer, servicemember, judicial officer, school security, volunteer program, retired law enforcement, veterans, public safety, school safety, criminal background check, school libraries, library advisory councils, parental rights, library materials, educational content, challenging materials, emergency operations plan

Transcript Highlights:

• to our higher ed learners that are saying we need support because this is crucial.
• for to have great education in our state for our<00:21:17.520><c> littlest</c><00:21:18.000><c> learners
• to</c><00:21:18.960><c> our</c><00:21:19.200><c> higher</c><00:21:19.520><c> ed</c> our littlest learners
• to our higher ed our littlest learners to our higher ed learners<00:21:20.080><c> that</c><00:21:20.320
• that are saying we need support learners that are saying we need support because<00:21:22.640><c> this

Keywords: 919, house, all

Summary: State Rep. Samakab Hussein and other Minnesota lawmakers held a press event focused on allegations of ICE misconduct in St. Paul and surrounding communities, using the case of Nasra Ahmed, a 23-year-old U.S. citizen, as the central example. Hussein and others said Ahmed was detained for two days, denied clear explanation and legal representation, and suffered trauma and injuries; Ahmed described being taken from a predominantly Somali neighborhood, called a racial slur, and physically restrained, while her father said the experience was unacceptable for any citizen or resident. Several lawmakers, including Reps. María Isa Pérez-Vega, Mahmud Nur, Dave Pinto, and St. Paul City Council Member Anika Buouie, said they were drafting or supporting legislation and local responses to provide behavioral health, mental health, and emergency assistance for affected families and businesses. They also said they were hearing from teachers, faith leaders, and community members about fear, disrupted work and school attendance, and broader economic harm, and that St. Paul’s city council would pursue a letter to Gov. Walz seeking an eviction moratorium. The speakers alleged that ICE actions were unlawful, racially targeted, and in some cases in violation of a recent federal court order limiting certain tactics. They urged people to document incidents, call 911, and use an attorney general portal to report constitutional-rights violations so data could be collected. No formal vote was taken at the event, but the lawmakers said they were working with county and state officials and referenced ongoing lawsuits and possible future court orders.