Transcript Highlights:

• ESPs include the paraprofessionals who ensure students with disabilities get the support they need and
• Teachers, paraprofessionals, custodians, and other school employees would all be eligible for the pool
• Um, next up, I believe we have another paraprofessional.
• dated count of paraprofessionals. dated count of paraprofessionals.
• Anyone who is an employee of a school, so, you know, bus drivers, teachers, paraprofessionals, people

Bills: HF3119

Keywords: teacher compensation, educational staff, unlicensed staff, minimum wage, inflation adjustment, education finance, 1183, house

Transcript Highlights:

• Section 3 is from Senator Clark's Senate File 3368 regarding the paraprofessional qualifications and
• commissioner for the paraprofessional commissioner for the paraprofessional credential.<00:34:34.480
• paraprofessional paraprofessional qualifications<00:34:50.080> and<00:34:50.240> competencies
• And additionally, we look forward to continued collaboration on paraprofessional proposals included in
• proposals included in paraprofessional proposals included in this<00:54:17.320> bill.

Keywords: 1187, senate, all

Transcript Highlights:

• Paul Public School staff members, most of whom are paraprofessionals working full time with students
• It is surrounded by supports for the apprentice, who is the paraprofessional, and has their local labor
• It is surrounded by supports for the apprentice, who is the paraprofessional, and has their local labor
• In our apprenticeship program, a cohort of 21 paraprofessionals engaged in a two-year program of job-embedded
• /c><01:44:58.000> in Val Bo continued: “In our apprenticeship program, a cohort of 21 paraprofessionals

Bills: HF1538, HF1965, HF2251, HF2838

Keywords: teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district, cooperative unit, teacher pipeline, alternative licensure, apprenticeship program, labor and industry, union representation

Transcript Highlights:

• autism service providers, qualified autism service professionals, and qualified autism service paraprofessionals
• Under current statute, behavior analysts, qualified autism service paraprofessionals, and qualified autism
• provider qualifications requirements for qualified autism service providers, professionals, and paraprofessionals

Summary: The Assembly Business and Professions Committee heard several measures, including SB 402 by Senator Valadares, which would move existing qualification requirements for qualified autism service providers and related professionals from the Health and Safety Code and Insurance Code into the Business and Professions Code without changing the standards. Supporters said it was a technical cleanup that would improve consistency and legislative oversight, while an opponent argued the bill was unnecessary and could create access issues; another witness urged inclusion of the QABA credentialing board. The committee approved SB 402 on a due pass motion to the Committee on Health. The committee also heard SB 378 by Senator Wiener, aimed at online platforms that facilitate sales of illicit cannabis and intoxicating hemp products. Supporters, including labor, local government, and cannabis industry representatives, said the bill would help protect consumers, minors, legal businesses, and tax revenue by creating accountability for online marketplaces. Opponents from the hemp industry and TechNet argued the bill was overly broad, could sweep in legitimate platforms and payment services, and should better distinguish bad actors from compliant hemp businesses; members discussed implementation, enforcement through a private right of action, and coordination with AB 8. The committee passed SB 378 to the Committee on Privacy and Consumer Protection. Senator Arreguín presented SB 779, which would establish minimum enforcement fines for Contractors State License Board citations where minimums are currently very low or absent, and would raise the board’s reserve cap from six months to 12 months. The sponsor said the changes would better match penalties to violations and help support consumer protection and board operations during economic downturns. There was no opposition, and the committee approved SB 779 as amended to the Committee on Appropriations. The committee also approved the consent calendar, which included SB 344 and AB 652, both sent to Appropriations. SB 508 was not heard because it had been pulled by the author.

Transcript Highlights:

• I started as a paraprofessional. That's great. I'm a little over 30. I am 13.
• I was curious as to the pathway—you are paraprofessional.
• You mentioned you're from paraprofessional to teacher, and I work with the Grow Your Own program in my
• Are you referring to, for example, paraprofessionals, just as an example?
• So it needs to improve the knowledge and skills of teachers, administrators, and paraprofessionals.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• Prior to me being a teacher in the East Longmeadow Public School system, I was a paraprofessional at
• Those two years as a paraprofessional will add significantly to my retirement.

Keywords: 995, all

Summary: The Public Service Committee heard testimony on a series of retirement, public safety, and personnel bills. House Bill 5054 would allow a public safety employee in Peabody to use an affidavit when pre-employment medical records are missing, so a firefighter’s disability/retirement application can proceed. Representative Tom Walsh, Mayor Ted Bettencourt, Fire Chief Thomas Griffin, Fire Chief Jay Dowling, and Senator Joan Lovely all supported the bill, describing it as a fix for an administrative gap that has delayed a 27-year firefighter’s retirement. No committee questions were raised. The committee also heard testimony on House Bill 4698, which would authorize retirement benefits for Dale Kylie after a divorce altered the original beneficiary arrangement tied to his retirement option. Representative Donald Potham said the retirement board could not make the change without legislation. House Bill 3900 would raise the maximum age for Kingston special police officers to 70, with Representative Kathy LaNatra citing staffing shortages and unmanned details. House Bill 5159 would grant credible service to educator Sarah Shebelli for two years she worked as a paraprofessional at a charter school; she said the additional service would help her retire despite a degenerative eye disease. The committee then listed several other bills with no additional testimony, including measures involving continued employment or retirement issues for police officers in Pelham, New Bedford, Petersham, and Dayton, a retirement benefit transfer for a Massachusetts Maritime Academy professor, and a sick leave bank for a Department of Corrections employee. After confirming there was no further testimony, the committee voted to adjourn.

Transcript Highlights:

• I've seen an increase in the needs of those students: more one-on-one need, more paraprofessionals are
• We cannot hire paraprofessionals that we need because we can't pay them.
• We're fighting right now for a dollar more an hour for our paraprofessionals that are engaged in physical
• We cannot hire paraprofessionals that we need because we can't pay them.
• We're fighting right now for a dollar more an hour for our paraprofessionals that are engaged in physical

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• establish and maintain both general qualifications for personnel and specific qualifications for paraprofessionals
• The specific qualifications provide that paraprofessionals, or educational assistance or instructional
• This federal specific qualification for paraprofessionals requires ODE to establish training and supervision
• This federal specific qualification for paraprofessionals requires ODE to establish training and supervision

Keywords: 907, all

Transcript Highlights:

• In our LFT issues survey, 1,498 educators responded, including teachers, paraprofessionals, bus drivers
• In our LFT issues survey, 1,498 educators responded, including teachers, paraprofessionals, bus drivers
• No bus driver, paraprofessional, cafeteria worker, custodian, clerk, nurse, or teacher should be punished
• No bus driver, paraprofessional, cafeteria worker, custodian, clerk, nurse, or teacher should be punished

Summary: The House Appropriations Committee met on May 26, 2026, and first took up Senate Bill 433, which would provide Medicaid coverage for certain weight-loss medications. After adopting a House amendment adding customary subject-to-appropriation language, the committee heard from LDH Secretary Bruce Greenstein, who said the state currently spends about $240 million a year on GLP-1 drugs for Medicaid patients with obesity and certain other conditions, and that the bill would let the department expand coverage gradually while controlling costs and negotiating better pricing. Members spoke in strong support, and SB 433 was reported favorable as amended. The committee then considered Senate Bill 157, which creates paid parental leave for eligible public K-12 educators and staff. An amendment was adopted to adjust fund language and make the bill proper for Appropriations. Senator Jenkins and supporters, including the Louisiana Federation of Teachers, described the bill as providing six weeks of paid leave for birth, adoption, fostering, and related family-building events, while members discussed whether medical leave should also be included and confirmed the leave applies to fathers as well. The bill drew broad support and was reported favorable as amended. Senate Bill 250, requiring the Office of Group Benefits to offer a comprehensive weight management plan with employees paying the full premium and medication costs, was briefly discussed and reported favorable without objection. The committee then spent considerable time on Senate Bill 237, a child welfare measure from Senator Barrow that would expand notification, access, and investigative procedures for the Child Ombudsman and DCFS, including child-on-child sexual abuse cases and multidisciplinary fatality reviews. Members and agency officials debated the fiscal note, with estimates ranging from about $525,000 to $3.2 million and disagreement over whether some costs were already covered or could be absorbed; after a roll call, the bill passed 10-9 and was reported favorable as amended. Finally, the committee began Senate Bill 155, which requires insurance coverage for medically necessary dental care tied to cancer treatment. Senator Talbot and medical and cancer advocacy witnesses said the bill would remove a barrier to timely chemotherapy or radiation and could prevent more expensive complications later. Members expressed support and discussed a relatively small fiscal note, but the transcript cuts off before final action on the bill.

Transcript Highlights:

• THIS IS A GOOD BILL AND I'M HOPING WE CAN HAVE CONVERSATIONS ABOUT PARAPROFESSIONALS SPECIFICALLY THOSE
• SPECIFICALLY SENATOR OSGOOD I LOVE TO WORK MORE WITH YOU ON THAT SUPPORT FOR PARAPROFESSIONALS.

Keywords: 999, senate, all

Transcript Highlights:

• What we did last night is we adopted Senate language that includes highly qualified paraprofessional
• Last year's omnibus education bill included language allowing paraprofessionals in special education
• This bill extends that same provision to paraprofessionals in Title I programs.
• paraprofessionals in title one programs. paraprofessionals in title one programs.
• <02:42:05.760> to pathway for all paraprofessionals to pathway for all paraprofessionals to

Keywords: 918, senate, all

Summary: The Senate convened under call, opened with prayer and the Pledge of Allegiance, and then took the roll, establishing a quorum. The chamber received a House message announcing passage of Senate File 3720, a workers’ compensation bill adopting 2026 recommendations of the Workers’ Compensation Advisory Council, and then moved through routine author changes and motions, including sending House File 3825 to the Finance Committee and advancing House File 3298, which was described as funding the removal and replacement of underground tanks to protect water supplies. A major floor item was Senate File 4282, the education forecast-adjustment bill. Senator Kunish explained that the conference committee updated appropriations to reflect forecast changes, added language on highly qualified paraprofessionals for Title I special education, provided tribal contract aid if a permanent school fund amendment passes, allowed districts to use operating capital for utility costs, extended grants for gender-neutral bathrooms, and made two school district fund transfers. The Senate adopted the conference report and passed the bill 34-33. The Senate then considered House File 3489, which would establish a felony offense of grooming, require reporting to licensing boards, update school and mandated reporter rules, and add funding for investigators. Supporters framed it as a child-protection measure based on a survivor’s testimony and a teacher-abuse case; one member also spoke in favor, while another offered a strongly partisan critique of public education. The Senate adopted the A11 amendment, gave the bill third reading, and passed it 66-0, then recessed briefly to honor guests in the gallery. After recess, the Senate took up House File 5074, the annual claims settlement bill. Senator Clark said it appropriates just over $5.1 million for claims including exoneration payments and a permanent injury claim, highlighting compensation for James Lamar Davis, Clayton Douglas Groves, and Marvin Haynes. The bill drew some debate over the Haynes payment and the calculation for an ankle injury claim, but it ultimately passed 64-2. The final item was House File 4074, the 2026 omnibus pension bill, described as improving public safety and other public employee retirement benefits, removing a COLA delay, creating work groups on duty disability, and addressing pension provisions for probation officers, 911 telecommunicators, St. Paul teachers, and other groups; the discussion was underway when the transcript ended.

Transcript Highlights:

• As paraprofessionals, there are a multitude of duties and positions we may be asked to fill.
• Retaining well-trained paraprofessionals is essential to having schools that work for our children.
• As paraprofessionals, there are a multitude of duties and positions we may be asked to fill.
• Retaining well-trained paraprofessionals is essential to having schools that work for our children.
• Retaining well-trained paraprofessionals is essential to having schools that work for our children.

Bills: HF1048, HF1049, HF745, HF2210

Keywords: charter schools, education funding, revenue calculation, general education revenue, special education, school library aid, education finance, school districts, funding eligibility, compensatory revenue, task force, free meals, school funding, education equity, HF2210, school unemployment aid, Minnesota Department of Education, general fund appropriation, unemployment insurance, unemployment claims

Transcript Highlights:

• Assembly Member Subur... ...by ensuring that teachers and paraprofessionals are involved in the evaluation
• Additionally, software and applications are used by administrators, paraprofessionals, and parents to
• communicate, send notices... ...administrators, paraprofessionals, and parents to communicate, send
• ... ...local education agencies to provide for substantial teacher and paraprofessional involvement and
• But we are trying to make sure that any application that students, teachers, paraprofessionals, and that

Summary: The Assembly Education Committee heard AB 84, a charter school accountability measure focused on non-classroom-based charter schools and fraud prevention. The author and supporters said the bill was intended to respond to the A3 charter fraud case and related scandals by strengthening audits, transparency, authorizer oversight, and funding determination rules, while ensuring public education dollars are used for public education. Supporters included FCMAT, CSEA, CTA, and CSBA, who argued the bill would improve oversight and protect taxpayers. Opponents, including the California Charter Schools Association, Green Dot, many charter parents, educators, and charter operators, said the bill was too broad, would impose major new costs and bureaucracy on all charter schools, and could reduce options for families, especially those using flexible, homeschool, or special-needs charter programs. After extensive testimony and committee discussion, the bill passed on a 5-1 vote and was sent to Appropriations, with the item left open for additional votes. The committee then approved a consent calendar of 11 education bills, including AB 542, AB 563, AB 731, AB 753, AB 784, AB 964, AB 988, AB 1034, AB 1233, AB 1255, and AB 1381, all moving to Appropriations. The consent calendar passed unanimously. Later, the committee heard AB 1454, a literacy and reading instruction bill authored by Assembly Members Rubio and Revis. The bill would require the state to create professional development resources for evidence-based literacy instruction, update English language arts and English language development instructional materials, and revise administrator preparation standards to include literacy training. The authors and a broad coalition of supporters, including CTA, EdVoice, Families in Schools, Decoding Dyslexia, school administrators, and parent advocates, described the measure as a compromise aimed at improving reading outcomes and addressing California’s literacy crisis. There was no opposition testimony at the hearing, and members voiced strong support for the bill and its collaborative approach.

Transcript Highlights:

• We are allowing paraprofessional support specialists at MDE.
• We um are allowing<00:51:07.400> paraprofessional<00:51:08.400> support allowing paraprofessional
• support allowing paraprofessional support specialists<00:51:09.440> at<00:51:09.600> MDE.
• Line 21 displays the additional costs for one FTE at the Department of Education to support paraprofessional
• <00:56:15.720> uh uh to support paraprofessional uh uh to support paraprofessional uh requirements

Keywords: 1187, senate, all

Transcript Highlights:

• So, I would suggest that the other thing we need to be thinking about is how we train paraprofessionals
• So, I do think this paraprofessional category actually has been a topic the last several years.
• But this limited scope paraprofessional idea for things that are, you know, sort of standard and almost
• cookie-cutter practice, we can and should be developing paraprofessionals who do that.
• who do that, and when they take on those responsibilities for, Developing paraprofessionals who do that

Keywords: 1184, house, all

Transcript Highlights:

• We, as you, as those of you know, the triple L program was a licensed paraprofessional program that the
• Since that time, other states have adopted licensed paraprofessional programs.
• Since that time, other states have adopted licensed paraprofessional programs.
• dialogue with the court around whether something should change in our state's approach to licensing paraprofessionals

Summary: The work session began with a discussion of expanding opportunities in the legal profession, especially in response to shortages of lawyers in rural Washington and in public service roles. Washington State Bar Executive Director Tara Nevitt described a slowly growing but aging attorney population, noted that younger attorneys have declined, and outlined efforts such as supervised practice pathways to bar admission, reduced admission-by-motion experience requirements, expanded law clerk capacity, rural job fairs and grants, and a pilot program allowing innovative legal service delivery models. Members asked about bar passage score changes, loan repayment assistance, and the former Limited License Legal Technician program; Nevitt said the bar is monitoring other states and remains in dialogue with the court about paraprofessional licensing. Law school representatives from UW, Seattle University, and Gonzaga emphasized public service pipelines, financial barriers, and rural legal deserts, citing LRAPs, scholarships, stipends, clinics, and hybrid or regional programs designed to recruit and retain students in Washington. Seattle U highlighted its FlexJD and hybrid hub partnerships in underserved areas, while Gonzaga and UW reported substantial shares of graduates entering public service, though most still cluster in urban regions. The committee also heard from the Washington Association of Prosecuting Attorneys and the Office of Public Defense, both of which described severe recruitment and retention problems in rural counties, with vacancies, low applicant pools, and the need for higher salaries, housing help, internships, and loan support. The Office of Public Defense said its internship and fellowship program, created by SB 5780, has already placed interns in rural counties and produced some commitments to return after graduation. The Washington State Bar’s law clerk program was also presented as a pathway that helps people train locally and remain in their communities, including by supporting succession for aging solo practitioners. The committee then shifted to family law and guardianship issues. On Title 26 guardian ad litem practice, presenters from Northwest Justice Project and private family law practice said GALs can play an important role but that training, oversight, and consistency remain major concerns, especially in domestic violence cases. They described problems such as inadequate training, bias, inconsistent recommendations, high fees, and lack of accountability, and suggested stronger, standardized training, more use of mental health professionals for custody evaluations, and better oversight mechanisms. Members asked about county practices, including rotation systems for GAL appointments and whether King County’s family court assessors provide a useful model. The discussion then moved to minor guardianships under the Uniform Guardianship Act. A Superior Court judge said the 2021 changes increased the need for court visitors and appointed counsel, but courts are struggling to find qualified attorneys and visitors, especially in rural areas. A former commissioner said most of the bill under discussion was technical cleanup to align prior amendments, though it would add some fiscal burdens. Administrative Office of the Courts staff reported that the statewide reimbursement program for UGA implementation has repeatedly run out of money earlier each year, with minor guardianship costs making up most of the expense. The Office of Public Guardianship then described rapid growth in demand for adult guardianship and less restrictive alternatives, noting that referrals and caseloads have risen sharply, but that the office is constrained by a shortage of certified professional guardians and low compensation levels. Finally, the committee began an update on Blake implementation from the Office of Civil Legal Aid, which funds civil legal services related to the decision, before the transcript cut off.

Transcript Highlights:

• Rebecca Fett continued that paraprofessionals are not part of this.
• Rebecca Fett responded that the paraprofessional may be there to reinforce or reteach the skills that
• If the speech pathologist worked on a skill with the student and then oversaw the paraprofessional to
• So it's the conversation about whether paraprofessionals, professionals, teachers, the goals are set
• There were paraprofessionals to vent to or get help from when spiraling.

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on HB 222, which would repeal the requirement that a chartered public school and the resident school district sign a memorandum of understanding on how students with disabilities will receive special education services. The prime sponsor, Rep. Peggy Balboni, said the bill was requested by the New Hampshire Association of Special Education Administrators and the New Hampshire Alliance for Public Charter Schools. She argued that federal and state law already require districts to provide FAPE and that the MOU requirement has created extra work, legal costs, and delays without improving services. She said many MOUs remain unsigned, but students are still receiving services and complaint numbers have not changed. Rep. Mooney also supported repeal, calling the MOU duplicative and impractical because IEPs and 504 plans already govern services. Testimony from Jane B. Brulu of the special education administrators’ association and Beth McLure of the charter schools alliance echoed that view, saying the MOU has not helped students, has added hours of work and legal fees, and has mostly been a source of disputes over funding and service costs. McLure said her school has worked with more than 15 districts and has always been able to reach agreements, though the first year of the requirement took substantial time and money. Committee members asked about the original purpose of the law, unsigned MOUs, and whether disputes could be resolved without the requirement. A representative from the Department of Education said the MOU was originally proposed to address reports that some students were not getting services on time and to provide some oversight, but the department has no authority to order charter schools or districts to agree and no appeal process if they cannot. The department also said it does not currently audit charter school special education services because it lacks authority to monitor charter schools directly, and it urged the committee to consider some alternative oversight if the MOU requirement is repealed. The hearing on HB 222 was then closed, and the committee announced it would begin the hearing on HB 699 after a short break.

Transcript Highlights:

• In particular for us, the livelihoods of teachers, paraprofessionals, counselors, and other support personnel
• Because their principal or their school district has pulled the paraprofessional that should be there

Transcript Highlights:

• instructional personnel to help equip more teachers, especially at that preschool level, and paraprofessionals
• In terms of the paraprofessionals and their microcredentials, it's so important.

Summary: The Senate Education Pre-K-12 Committee heard and passed two autism-related bills. SB 112, by Senator Harrell, would expand autism screening and referral grants, extend Early Steps services from age three to age four, designate the University of Florida autism center as a statewide hub, create grants for autism-focused charter schools and summer programs, and establish an autism microcredential for educators and paraprofessionals. Three technical or clarifying amendments were adopted, and the bill received support from Autism Speaks, The Arc of Florida, Foundation for Florida’s Future, and Miami-Dade County Commissioner Raquel Regalado, who emphasized early intervention and the need for training and expanded services. The bill was reported favorably by committee vote. The committee then considered SB 102, by Senator Gaetz, which would direct the Department of Education to create a workforce credential for students with autism spectrum disorder, including badges for job skills and workplace safety, and require reporting on outcomes such as employment after graduation. An amendment was adopted to allow students on a modified curriculum before formal diagnosis to participate and to require coordination with the Florida Center for Students with Unique Abilities and OSHA. Testimony from Amy Weatherby of the FSU Autism Institute and CARD strongly supported the bill, stressing the importance of employment outcomes and early preparation, while other organizations also supported it. SB 102 was reported favorably, and the committee adjourned after Senator Harrell was recorded as voting in the affirmative on SB 112.

Transcript Highlights:

• Back those days they really didn't call them paraprofessionals yet. They called them teacher aides.
• Back those days they really didn't call them paraprofessionals yet. They called them teacher aides.
• You know, some districts are increasing dramatically in the cost of a paraprofessional.
• In the district I have, a small district, we had over a half a million dollars in paraprofessionals.
• Um, paraprofessionals, that one is a legal obligation in many, many IEPs.

Keywords: 1189, house, all