Transcript Highlights:

• SB 13 by relating to school districts' library materials and cataloging the creation of local school
• This aims to preserve school districts' funding entitlements under the Foundation School Program during
• ; H.R. 635 by Johnson, Penn Oak Middle School; H.R. 636 by Johnson, John the School.
• H.R. 637 by Johnson, Memorial Elementary School; H.R. 638 by Johnson, Lanier Middle School; H.R. 639
• This bill directs the Texas School for the Deaf to name its middle school gymnasium the Robert Rives

Bills: HJR99, HB1399, HB1400, HB 1094, HB365, HB 1109, HB647, HCR35, SB14, HB 12, HB1522, HB422, HB675, HB204, HB748, HB912, HJR99, HB1399, HB1400, HB 1094, HB365, HB 1109, HB647, HCR35, HCR123, HCR124, HR57, HR87, HR111, HR228, HR230, HR322, HR624, HR625, HR626, HR627, HR628, HR630, HR631, HR634, HR635, HR636, HR637, HR638, HR639, HR640, HR645, HR646, HR648, HR649, HR651, HR652, HR653, HR654, HR664, HR665, HR668, HR675, HR676, HR678, HR679, HR680, HR683, HR686, HR688, HR689, HR694, HR695, HR697, HR698, HR699, HR472, HR622, HR632, HR633, HR643, HR655, HR657, HR660, HR661, HR662, HR663, HR667, HR670, HR674, HR681, HR682, HR696

Keywords: animal feed, tax exemption, ad valorem taxation, retail, constitutional amendment, retail sale, tangible personal property, Texas tax code, groundwater, water conservation, financial assistance, Texas Water Development Board, innovation fund, local conservation districts, transportation protection agreement, funeral services, insurance exemption, regulation, deceased transportation, HB 365

Transcript Highlights:

• Hello, I'm Elizabeth Hogue, and I am a transition specialist with Lawrence Public Schools.
• Hello, I'm Elizabeth Hogue, and I am a transition specialist with Lawrence Public Schools.
• Lawrence High School, where we said we don't want to just have a specific time for the transition fair
• And families do value transition planning and post-school outcomes for their children.
• And families do value transition planning and post-school outcomes for their children, and they want

Summary: The Employment Subcommittee of the Commission on the Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes. The main presentation was from the Lawrence Partnership for Transition to Employment (LPTE), a five-year Administration for Community Living grant focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence. Presenters described the project’s community conversations, consortium model, and four work groups, with emphasis on the family-partnership work group and a survey designed to better understand family engagement, barriers, and expectations around transition planning. The survey results showed that family participation increased significantly after Lawrence Public Schools helped distribute it, rising from a small number of responses to more than 200. Key findings included barriers such as meeting times, language access, child care, and limited understanding of IEPs and transition timelines. Families generally expected college or employment outcomes for their children, but many reported limited awareness of pre-employment training and transition planning, especially for younger students. Lawrence Public Schools described its five-person transition team, bilingual resources, workshops, and a new transition website, while noting that even with added supports, engagement remained lower than hoped and requires ongoing relationship-building. Committee members asked about cultural outreach, early transition planning, college and trade pathways, summer youth employment, and how to expand real-world work experiences. Presenters said the district is trying to start transition conversations earlier, improve access to accommodations and postsecondary options, and expand employment experiences beyond simulated settings. They also noted that the LPTE resource hub will be transferred to the Arc and remain available after the grant ends in September, and that the consortium model may continue in some form. No votes or formal actions were taken beyond adjournment, and members were reminded of an upcoming meeting with Seed on Massachusetts as a model employer and a future presentation from the Office of Veterans Affairs.

Transcript Highlights:

• Hello, I'm Elizabeth Hogue, and I am a transition specialist with Lawrence Public Schools.
• Lawrence High School, where we said we don't want to just have a specific time for the transition fair
• Lawrence High School, where we said we don't want to just have a specific time for the transition fair
• And families do value transition planning and post-school outcomes for their children.
• And families do value transition planning and post-school outcomes for their children, and they want

Keywords: 1212, all

Summary: The Employment Subcommittee of the Commission on the Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes. The main presentation was from the Lawrence Partnership for Transition to Employment (LPTE), a five-year grant project focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence. Presenters described the project’s community conversations, consortium, and four work groups, with emphasis on the family-partnership work group and a family survey designed to better understand engagement barriers and transition needs. The survey results showed that family participation increased sharply when Lawrence Public Schools helped distribute the survey, rising from about a dozen responses to more than 200. Key findings included barriers such as scheduling conflicts, language access, childcare, and limited understanding of the IEP and transition process. Many families said they wanted their children to pursue college or employment after high school, but fewer reported access to pre-employment training, suggesting a gap between expectations and awareness of available services. The Lawrence team also described a bilingual transition website, workshops offered at different times with interpretation and childcare, and efforts to make transition planning more visible and accessible. Committee members responded with questions and comments about cultural barriers, early transition planning, college and community college pathways, trades, summer youth employment, and how to reach families earlier, especially in middle school. Presenters said Lawrence has a strong transition team and existing resources, but needs more real-world work experiences and better communication so families understand and use them. The meeting ended with thanks to the presenters, a note that committee members would meet with SEED later in the week about Massachusetts as a model employer, and an announcement that the May meeting would feature the Office of Veterans Affairs.

Transcript Highlights:

• He said they used that information in recent transition fairs in collaboration with Lawrence High School
• Lawrence High School, where we said we don't want to just have a specific time for the transition fair
• And families do value transition planning and post-school outcomes for their children.
• And families do value transition planning and post-school outcomes for their children, and they want
• Usually schools have at most one transition specialist or coordinator, or it's often a special educator

Keywords: 995, all

Summary: The Employment Subcommittee of the Permit Commission on Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes before hearing a presentation from the Lawrence Partnership for Transition to Employment (LPTE). Presenters from UMass Boston’s Institute for Community Inclusion, the Arc of Greater Haverhill-Newburyport, Northeast, and Lawrence Public Schools described LPTE as a five-year grant focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence through community partnerships, work groups, and family engagement. A major focus was a family survey designed to better understand barriers to transition planning and IEP participation. Presenters said the survey response rate increased sharply after Lawrence Public Schools helped distribute it, rising from about a dozen responses to more than 200. Survey findings showed common barriers such as scheduling conflicts, language access, childcare, transportation, and limited understanding of IEPs and transition planning. The data also suggested that many families expect college or employment outcomes for their children, but fewer reported access to pre-employment training, indicating a communication gap rather than a lack of services. Lawrence school staff explained that the district has a five-person transition team, bilingual resources, workshops, and a developing online transition hub, and that they are using the survey results to improve visibility and access to existing supports. Committee members discussed the need to start transition planning earlier, expand real-world work experiences, improve outreach to Latino families, and better connect students with college, trade, and employment pathways. Several members suggested partnerships with summer youth employment, volunteer programs, and college or alumni panels. The presenters said the grant ends in September, but the resource hub will continue through the Arc and they are exploring ways to sustain the consortium model. The meeting ended with thanks to the presenters, an update that committee members would meet with Seed on Massachusetts as a model employer, and notice that the next meeting would feature the Office of Veteran Affairs before adjournment.

Transcript Highlights:

• a student with social transitioning into the loss of state funding for a violation by a public school
• HB 1655 draws a line in the sand: if a school violates this policy and participates in social transitioning
• Transitioning.
• February about a minor student who has been socially transitioned by teachers at Bel Air High School
• Unfortunately, there is no Texas law that prevents schools from socially transitioning a minor without

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

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:

• the transit system.
• children to school.
• The Bisman Transit Board became the transit broker for the cities of Bismarck and Mandan.
• As the broker, Bisman Transit was responsible for administering the transit system.
• and rural transit.

Keywords: 908, all

Summary: The Government Finance Transportation Study Subcommittee met to review fixed-route transit systems and related funding needs. After approving the prior meeting minutes, the committee heard presentations from Cities Area Transit in Grand Forks/East Grand Forks, Bisman Transit in Bismarck-Mandan, and MATBUS/Fargo, along with comments from North Dakota Protection & Advocacy. The transit agencies described their routes, paratransit services, ridership trends, fare structures, fleet replacement needs, and rising operating costs, emphasizing that transit supports access to work, school, medical care, and other essential services. Testimony also noted that ridership fell during the pandemic and has been recovering, while vehicle and maintenance costs have risen sharply. Grand Forks transit reported 17 routes, a recent fare increase, and operating costs that exceed fare revenue, with paratransit service extending beyond the federal minimum service area. Bisman Transit outlined its fixed-route and paratransit operations, recent service expansions, local mill levies, sales tax support, and federal grant structure, and said it is seeking more stable funding and flexibility beyond paratransit-only support. Minot’s transit superintendent explained the state’s existing transit aid formula, the use of refurbished buses, and the challenges of driver recruitment and electric bus infrastructure. Fargo asked for additional state support for fixed-route urban transit. Committee members discussed whether ride-share services could replace transit, the cost per trip, local match requirements, and whether a separate state funding source should be recommended for the four urban fixed-route systems. The subcommittee ultimately approved a motion to have Legislative Council prepare a summary of its activities for inclusion in the full Government Finance Committee report, and members indicated they would seek more detailed funding figures from the transit agencies before making any specific recommendation.

Transcript Highlights:

• Transition program.
• Thank you. >> I am the assistant principal for the Leon County Schools Transition Program, which is the
• And I also assist all of our middle and high schools with transition planning.
• transition programs.
• That school is attending that school.

Transcript Highlights:

• after school, for summer school, and for our special education extended school year.
• Delta Transit.
• I'm the transit manager with the city of Union City, operating Union City Transit.
• I'm the transit manager with the city of Union City operating Union City Transit.
• Of a fairly 150,000, two school districts, one high school, one elementary.

Summary: The committee heard several audit requests and related testimony. The first major item was an audit of Coachella Valley Unified School District’s contract and fiscal management. The author and supporters described long-standing fiscal mismanagement, large budget shortfalls, layoffs, contracting concerns, and questions about the district’s foundation and use of public funds. District representatives and the Riverside County Office of Education said the district is already under fiscal oversight, has a stabilization plan, and is working to reduce deficits and improve student outcomes. After extensive debate and public comment, the motion to approve the audit was put on call because the committee did not have the required votes from both houses at that moment. The committee then approved an audit of East Bay transit agencies in Alameda and Contra Costa counties. Senator Wahab argued the region’s many overlapping transit agencies create fragmentation, duplication, and inefficiency, especially amid a fiscal cliff and possible future tax increases. Transit agencies and labor representatives opposed the audit, saying the agencies already undergo multiple audits, serve distinct local needs, and are implementing regional coordination efforts. After testimony from agency leaders and public commenters, the committee voted to approve the audit. The next item was an audit of California Community Colleges’ unrestricted reserves. Senator Archuleta and supporting faculty representatives said reserves have grown substantially and may be diverting resources from student services, instruction, and workforce programs. They argued there is little oversight when reserves become too high. The Chancellor’s Office and Calbright College were invited to respond, and the audit objectives focused on reserve growth, reasons for high balances, oversight by the Chancellor’s Office, and effects on students and staff. The transcript cuts off during the Chancellor’s Office response, so the final committee action on this item is not shown.

Transcript Highlights:

• the transit system.
• children to school.
• As the broker, Bisman Transit was responsible for administering the transit system.
• and rural transit.
• Transit. Yes, there is a permanent funding source for public transit statewide.

Summary: The Government Finance Transportation Study committee heard detailed presentations from transit officials in Grand Forks, Bismarck/Mandan (Bisman Transit), and Fargo about fixed-route and paratransit service. Grand Forks described Cities Area Transit’s routes, fare structure, ridership recovery after COVID, fleet replacement needs, and rising costs, noting fares cover only a portion of expenses and that the system relies on local, state, federal, and university funding. Bisman Transit outlined its history, service hours, route structure, recent expansion of hours, fare levels, ridership growth, funding sources including mill levies, federal grants, and new local sales tax revenue, and major challenges such as aging buses, driver recruitment, and the need for more stable operating support. Fargo’s representative briefly reinforced the importance of public transit and asked the committee to consider additional funding for urban fixed-route systems.

Transcript Highlights:

• the transit system.
• children to school.
• As the broker, Bisman Transit was responsible for administering the transit system.
• and rural transit?
• and rural transit?

Summary: The committee met as a study subcommittee on fixed-route public transportation and first approved the December 11 minutes. It then heard detailed presentations from transit leaders in Grand Forks, Bismarck/Mandan, and Fargo about their systems, including route structures, paratransit service, ridership trends, fare changes, funding sources, fleet replacement needs, and operational challenges. Grand Forks described Cities Area Transit’s 17 routes, university shuttle service, expanded paratransit coverage, a 2025 fare increase, and rising costs for labor, fuel, parts, and new buses. Bismarck/Mandan’s Bisman Transit outlined its fixed-route and paratransit operations, recent service expansions approved for April 1, fare structure, ridership recovery since COVID, and major funding streams including mill levies, federal grants, and new local sales tax revenue. Fargo’s MATBUS representative emphasized the importance of continued state support for urban fixed-route transit. Members asked extensive questions about cost per ride, fare increases, school transportation, veteran service partnerships, app-based ticketing, local funding formulas, and whether ride-share or microtransit could replace fixed routes. Transit officials said fixed-route service remains essential because it provides reliable capacity, supports jobs and access to services, and preserves federal funding tied to public transit operations. They also said paratransit is costly but necessary for riders with disabilities, and that vehicle and maintenance costs have risen sharply. Minot’s transit superintendent added context on the state’s existing transit aid formula, explaining that it is weighted more toward rural and paratransit providers and that urban fixed-route systems are seeking a separate, dedicated funding source rather than changes to the current formula. The committee also heard public testimony from North Dakota Protection & Advocacy supporting both fixed-route and paratransit service for disabled riders, and from Minot staff on refurbished buses, CDL driver recruitment, and why the agency is not pursuing full electric buses. Near the end, members discussed whether to recommend additional state funding for the four urban fixed-route systems. A motion passed to have Legislative Council prepare a summary of the subcommittee’s activities for inclusion in the Government Finance Committee’s report to Legislative Management. Members then continued discussing possible recommendations, including a separate funding source for urban fixed-route transit and whether the four urban systems should meet to develop a proposed amount.

Transcript Highlights:

• construction relief to support cities, towns, and school districts experiencing extraordinary school
• And the transitional escrow account, at the conclusion of this bill, And the transitional escrow account
• Today, boys are less prepared to start school and, at nearly every point in their K-12 school career,
• And she did this because she believed that no public school child should have to miss school or go to
• Without access to these products, students miss school. They miss after-school activities.

Keywords: 995, all

Summary: The Senate took up Senate House No. 4010, a fiscal year 2025 supplemental appropriations bill funded largely by surplus Fair Share revenues. The Ways and Means chair described the bill as a $1.28 billion package, with major investments in education and transportation, including special education circuit breaker aid, higher education deferred maintenance, career technical education capital grants, school construction relief, high-dosage tutoring, English language learning grants, MBTA reserve replenishment and safety training, commuter rail maintenance, Chapter 90 local road aid, regional transit authority support, ferry and micro-transit funding, and a small World Cup transportation appropriation. Members from both parties generally praised the bill’s one-time, regionally balanced approach while emphasizing fiscal discipline and the limited, surplus-based funding source. The minority leader and others questioned the fund balances and the use of the education and transportation innovation and capital fund, the Student Opportunity Act trust fund, and the transitional escrow account; the chair said the bill would zero out the innovation and capital fund, leave about $430 million in the SOA trust, and about $200 million in the escrow account. Several members highlighted specific priorities. Senator Cronin and Senator Feeney strongly supported the $100 million career technical education investment, arguing it would expand vocational opportunities in comprehensive high schools and help meet workforce needs. Senator Feeney also emphasized MBTA funding, special education, local road repairs, English language learning tied to workforce needs, and World Cup preparations in Foxborough. Senator Comerford praised the bill’s regional equity, higher education maintenance funding, special education support, and transportation investments, while also noting the need for broader future work on Chapter 70 and school finance. Senator Tarr supported the bill but repeatedly stressed that the spending was a unique one-time opportunity and that the Commonwealth should preserve fiscal reserves and continue to address school funding inequities and MBTA finances more broadly. The chamber then considered numerous amendments. Amendment 1 on tariff pricing transparency was withdrawn after brief remarks, and Amendment 14, proposing a DESE study on educational outcomes for young men and boys, was rejected. Amendment 182, funding Worcester Regional Transit Authority capital expenses, was adopted. Amendment 228, adding $500,000 for Free Period to expand access to menstrual products in schools, was adopted. Amendment 257, funding Springfield Public Schools communication and safety systems, was also adopted. Other amendments, including Tarr amendments on supplemental district aid, MBTA reporting, and the Foundation Budget Review Commission, were rejected. Amendment 308 concerning MBTA Communities and Milton was withdrawn, after which Senator Driscoll began a presentation arguing Milton was being misclassified under the MBTA Communities Act and should be treated fairly under the law.

Transcript Highlights:

• My wife and I lobbied that the school district should include the transition planning form in the IEP
• should be in school until he is 23.
• I know that when my son was in high school, it was essential for school to understand how his being a
• I'm a school adjustment counselor at Belchertown High School and the president of the Belchertown Education
• I’m currently in my eighth year as the superintendent of schools for the North Middlesex Regional School

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:

• At this moment in time, transitional kindergarten can only be offered by school districts.
• So since there is such a limitation on who can provide transitional kindergarten, unless the school district
• The transport that I provide is a family in the school. I pick up kids from school.
• Even if their mothers not always can— ...in school. I pick up kids from school.
• And I just want to stress this: we're not like the school, where a school has a janitor, where a school

Summary: The Assembly Select Committee on Child Care Costs held its third hearing, focused on how transitional kindergarten (TK) fits into California’s mixed-delivery early learning system, with an emphasis on the Central Valley. Opening remarks stressed that TK and child care should complement each other, not compete, and that families need both part-day school-based options and full-day, year-round care. Committee members outlined hearing goals around aligning TK with existing programs, understanding family needs, and examining the economic impact of early learning on workforce participation and local economies. Panelists from the Legislative Analyst’s Office, Every Child California, Early Edge, Children Now, and others described TK’s rapid expansion to all four-year-olds, the growth in enrollment, and related changes to state preschool and after-school programs. Witnesses generally supported TK but warned that its expansion has shifted enrollment away from community-based providers, especially centers and family child care homes, creating financial strain, vacant classrooms, and staffing challenges. They urged stronger partnerships between school districts and community providers, more flexible licensing and facilities support, higher and more uniform reimbursement rates, permanent authority for state preschool to serve two-year-olds, and better compensation and training for educators across settings. Parents and providers testified about the importance of trusted, culturally and linguistically responsive care, the need for infant-toddler and home-based options, and the difficulty of affording child care when TK is not full-day or does not fit family schedules. Several speakers emphasized that many families still face long waits for subsidies and that reimbursement and payment delays threaten provider stability. Public comment echoed these concerns, with providers calling for true cost-of-care rates, more vouchers, support for transportation and nontraditional hours, and protection from insurance and facility costs that can force programs to close. State education officials said California’s UPK system works best when TK, state preschool, Head Start, and community-based providers are treated as a shared system, and noted that planning and implementation grants and local coordination efforts have helped build mixed-delivery partnerships. The hearing ended without formal votes or actions, but committee members indicated they would continue gathering input to inform future policy and budget decisions.

Transcript Highlights:

• We're looking at nursery schools or daycares or home schools, correct?
• Schools or daycares or home schools, correct?
• school year.
• high school."
• high school."

Keywords: 928, house, all

Summary: The Finance Division 2 work session first took up HB 506, a bill dealing with the return of seized firearms. Members discussed how the measure would shift background-check processing for firearm returns through the Department of Safety, while the physical firearms would still remain with local police unless State Police had taken custody. The department said the bill would change which cases come to it, and members clarified that the bill concerns the background-check decision rather than possession of the firearms. The committee then voted OTP on HB 506 FN by a 7-0 roll call. The committee next discussed HB 671, establishing a kindergarten literacy readiness program. Department of Education staff explained that the bill grew out of a COVID-era Waterford contract that provided home-based early literacy support for families using federal relief funds, at a cost of about $600,000 per year, but that the program ended when those funds expired. Members raised concerns that the bill’s $1 appropriation was not realistic, that the prior program lacked sufficient outcome data, and that the references to ESSA tier-one benchmarks were unclear. The department said it was conducting a broader literacy needs assessment and updating the state literacy plan, including data from the zero-to-five range, K-5, and dyslexia-related work. Waterford representatives described the program as an early-literacy, pre-K readiness service for children ages zero to five, originally designed to work in homes with computers and internet provided where needed, and later expanded in some settings such as daycares and pre-K classrooms. They said the program used assessments at the beginning and end, had served hundreds of children, and was intended to support family engagement and kindergarten readiness. Despite that testimony, members remained concerned about funding and the lack of clear results, and one member moved to retain the bill for more information. The discussion ended with the bill retained rather than advanced.

Transcript Highlights:

• </c> transit riders.
• And my vow is to transit transit riders.
• </c> sustainable transit. sustainable transit.
• , the rural schools.
• for our schools.

Keywords: 1183, house

Transcript Highlights:

• Transit.
• to go to school.
• for our schools.
• We have in schools.
• While the additional two school districts this year, this coming school year, and 3% the next, our schools

Transcript Highlights:

• , such as the Bay Area Rapid Transit District, the Sacramento Regional Transit District, and most recently
• AC Transit remains...
• AC Transit remains one of the few transit districts under a separate framework requiring labor disputes
• Our partner transit agencies, including BART, VTA, Sacramento Regional Transit, and Santa Cruz Metro,
• What it does is add up to making it harder for schools to place those trusted adults in school settings

Summary: The Assembly Committee on Public Employment and Retirement heard several bills, beginning with SB 1166 by Senator Arreguín, which would allow AC Transit and its employees to use the Public Employment Relations Board to resolve unfair labor practice charges instead of the courts. The author and union supporters said PERB would provide a faster, fairer, and more specialized process, while no opposition testified. The committee members expressed support, and SB 1166 was approved on a due pass motion and re-referred to Appropriations. The committee also took up consent items SB 1024, SB 1207, and SB 1444, which were moved on consent and placed on hold for absent members. Later, SB 1083 by Senator Perez was heard; it would refine last year’s school misconduct database law by adding an administrative law judge review process for classified employees, requiring stronger employer notification and record-sharing procedures, and extending vetting requirements to certain contracted workers. Supporters, including classified employees and labor groups, argued the bill adds due process and fairness while preserving student safety. Opponents, including school administrators, school districts, and liability organizations, argued it could create gaps in misconduct records, increase liability, and weaken protections for students. After discussion, the author said he was continuing to work with opponents on amendments and emphasized the bill’s goal of balancing due process with child safety, referencing his own experience with grooming as a student. SB 1083 was passed on a due pass motion and re-referred to the Committee on Education. The chair then announced that all bills had passed and adjourned the meeting.

Transcript Highlights:

• Transitional classes, which is.
• Before school, after school, or even during school, some sort of like pullout sessions and intensive
• So, I see that as more of an option for different-sized schools for Small schools.
• or private school, especially as we know they often rotate back in through public schools throughout
• And for us to be neglecting our private school and home School students, especially since we're making

Bills: SB1778, SB1570, SB134, SB1966, SB1636, SB1725, SB1726, SB259, SB504, SB592, SB2030, SB1572, SB843, SB1242, SB1255, SB1262, SB1264, SB1286, SB1581, SB1290, SB1316, SB1319, SB1369, SB1379, SB1381, SB1400, SB1427, SB1436, SB1461, SB1496, SB1509, SB1534, SB1553, SB904, SB1592, SB1645, SB1684, SB1767, SB1772, SB1813, SB1894, SB1928, SB1946, SB1980, SB2040, SB2060, SB2061

Keywords: reading instruction, literacy, educational equity, intervention services, third grade retention, Strong Readers Act, child welfare, child safety, administrative transition, Department of Child Safety and Well-being, Oklahoma Commission on Children and Youth, juvenile justice, foster care, retirement, public employees, reemployment, benefit adjustment, Oklahoma Public Employees Retirement System, memorial highways, bridge designations

Transcript Highlights:

• , such as the Bay Area Rapid Transit District, the Sacramento Regional Transit District, and most recently
• AC Transit remains...
• AC Transit remains one of the few transit districts under a separate framework requiring labor disputes
• Our partner transit agencies, including BART, VTA, Sacramento Regional Transit, and Santa Cruz Metro,
• What it does is add up to making it harder for schools to place those trusted adults in school settings

Keywords: 988, house, all

Transcript Highlights:

• School of Dentistry in the state.
• . school. school.
• </c> graduates who graduate from our school graduates who graduate from our school and<00:10:35.480><
• Transit. Transit.
• </c><00:58:49.520><c> transit</c><00:58:49.880><c> services</c> is that uh transit transit services is

Keywords: 1187, senate, all