Transcript Highlights:

• Through CTSOs, students gain leadership, experience, professional skills, and real-world applications
• </c><00:04:04.400><c> skills,</c><00:04:04.879><c> and</c> experience, professional skills, and experience
• </c> dental students as well. So, welcome. dental students as well. So, welcome.
• ,</c> Maryland representing the students, Maryland representing the students, faculty,<00:09:08.959><
• </c><00:09:36.240><c> and</c> professionals, technically skilled and professionals, technically skilled

Keywords: Senate streaming session for Wednesday, February 18, 2026, 960, senate, all

Summary: The Maryland Senate met on Ash Wednesday, February 18, 2026, with a quorum present. The session opened with an invocation by Chaplain David Stadler, followed by journalization of his remarks and several introductions recognizing guests in the chamber, including dentists, an intern, a former legislative staffer, and representatives from the University System of Maryland and other groups. Senators also noted upcoming committee meetings and a Legislative Black Caucus photo the next day. The main floor action centered on a resolution honoring Maryland Career and Technical Student Organizations for Career and Technical Student Organization Week. The sponsor described the role of CTSOs in serving more than 12,000 students statewide and in building leadership, professional, and career skills. The resolution was read in full and adopted unanimously, with the Senate expressing congratulations and appreciation for the organizations’ work with young people. The Senate then took up layover items and calendar bills. Senate Bill 56, concerning Maryland Longitudinal Data Center external data sharing for multi-state reporting, was special ordered for one day after members raised privacy-related questions. Senate Bill 99, the Open Meetings Act/Local Board of Education Transparency Act measure, was also special ordered for one day after discussion of its committee amendment. The chamber also received administrative corrections from the Governor and referred them to the Executive Nominations Committee, and the majority leader later moved adjournment until February 19 at 10:00 a.m., which was adopted without objection.

Transcript Highlights:

• skills or the disadvantaged, socioeconomically disadvantaged students because they lack sufficient learning
• We need this many students because 20% of our students get a referral.
• It's adaptive, so student A is not necessarily taking the same test as student B.
• Your low-income students are the students who are often transient. They move from house to house.
• Your low-income students are the students who are often transient. They move from house to house.

Committee: House Joint Committee on Education

Summary: The Joint Committee on Education heard testimony focused on the effects of educational technology and screen time on K-12 students, with particular attention to House Bill 2230 and related policy changes. Dr. Mariam Mohamed Connie argued that one-to-one devices, digital instruction, and early screen exposure harm children’s learning, attention, physical development, and mental health, and that schools should return to more analog methods such as paper, handwriting, cursive, phonics, and print-based materials. She cited international and national assessments, research on handwriting versus typing, and her experience on the Springfield Public Schools board, saying the district saw improved MAP scores after scaling back Chromebook use in elementary grades and reintroducing books and cursive. Several witnesses and committee members discussed the practical and budgetary implications of reducing screen use. A Springfield administrator said many teachers were trained in technology-heavy environments and would need support to teach without relying on devices, and she estimated Chromebooks and related infrastructure cost more per student than textbooks, manipulatives, and paper. Another witness from the Missouri National Education Association supported the bill’s direction, saying elementary years are critical and that the state should signal a move away from overuse of screens while allowing districts time to adjust. Committee members emphasized local control, the need for a task force, and the importance of involving DESE because state testing and standards currently drive much of the digital use in schools. The discussion also covered Missouri Learning Standards, computer science requirements, and the tension between digital testing and classroom instruction. Speakers criticized the fact that MAP testing is digital and adaptive, arguing it forces schools to keep devices in elementary grades just to prepare students for state assessments. The chair and other members said the bill was intentionally nonprescriptive, aiming instead to create a task force and encourage local districts to develop screen-time policies, especially for elementary students. The hearing ended without a vote, and the committee adjourned after public comment.

Transcript Highlights:

• skills.
• . students.
• Say the student got an A.
• . students.
• I am a proud student leader.

Committee: House Higher Education

Keywords: 1184, house, all

Transcript Highlights:

• Right now, our student population, about 700 of those students, receive these career services.
• population about 700 of those student population about 700 of those students<00:08:31.440><c> receive
• </c> students receive these career services. students receive these career services.
• </c> students in the two years. students in the two years. &gt;&gt; Thank<00:08:47.040><c> you.
• We also have a coding class for students who are otherwise missing out on critical STEM skill sets.

Committee: Senate Jobs and Economic Development

Keywords: 1187, senate, all

Transcript Highlights:

• While my 25-year corporate career provided me with many skills, it did not give me the skills to launch
• </c><01:26:36.560><c> to</c> have a wait list of eager students to have a wait list of eager students
• </c><01:26:58.320><c> development,</c> training and soft skills development, training and soft skills
• </c> problem solving skills. problem solving skills.
• She's a ProStart student from left. She's a ProStart student from Cambridge<01:43:23.159><c> Isanti.

Committee: Senate Jobs and Economic Development

Keywords: 1187, senate, all

Transcript Highlights:

• in charge of 100 employees and 2,000 students.
• We're into helping all students succeed after high school.
• House Bill 3489 aligns with that guidance by allowing students to translate demonstrable workplace skills
• We have one called Essential Skills.
• And so we support things like this that give students another opportunity to assess their skills, to

Committee: House Elementary and Secondary Education

Keywords: 959, house, all

Transcript Highlights:

• We have a transfer student completion rate for economically disadvantaged students that significantly
• That's 98. faculty members, teaching 1,031 classes, affecting 6,999 students. students being paid with
• It also provides dedicated students support that focuses on student retention efforts such as first-year
• Providing a Bachelor of Science in Nursing program aligns with student skills and nursing. workforce
• . for them for other students.

Committee: House Appropriations - S/C on Article III

Keywords: 1184, house, all

Transcript Highlights:

• And these are precision skills. These are precision skills.
• A lot of the students do say here I receive Florida has a higher percentage of students are recruited
• I met a student.
• And each year we graduate right around 90 students, 80 to 90 students whose jobs have faded away because
• These wonderful students are all leaving the state of Georgia.

Keywords: 999, senate, all

Transcript Highlights:

• GMCS defines what student success actually looks like, and we find this in our graduate profile skills
• skills.
• Our students have opportunities for... exposure to career-based learning through employability skills
• Forming a high school experience and giving students the skills they need to succeed in college, careers
• Our students graduate with a unique combination of skills and experience that will help prepare them

Transcript Highlights:

• , which will provide students with important skill-building opportunities to prepare them for employment
• Overall, this bill will provide all students the integral opportunity to build important skills and job
• This bill seeks to help educators develop the skills to communicate efficiently with students and families
• very same students.
• Although Ryan has a fantastic teacher, they are not confident in their skills when working with students

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• It's a Skills Path program.
• It's a Skills Path program.
• but to skilled jobs.
• </c><00:10:33.680><c> data</c> as they're protecting student data as they're protecting student data
• </c> Senator test results show that students Senator test results show that students have<00:16:05.120

Keywords: 1187, senate, all

Transcript Highlights:

• Do we have retention rates on those student teachers as opposed to just a student teacher who really
• got to be a student teacher?
• And about 80% of our students, don't quote me on that specifically, but about 80% of our students do
• And so I have people, I have students, I have students that want to come back and work at our district
• And he was my cadet teacher, my student first, then my cadet teacher, came back and student taught with

Committee: House Elementary and Secondary Education

Keywords: 959, house, all

Transcript Highlights:

• Highly mobile students with exceptional needs.
• AB 1412 is about consistency and protecting access to services for students.
• As you know, military-connected students move frequently, often every two to three years.
• California's economic future depends on a skilled, inclusive workforce.
• Over 28,000 students. We stand in strong support of AB 1433. Good afternoon.

Summary: The Assembly Committee on Military and Veterans Affairs heard four bills after briefly opening as a subcommittee due to a lack of quorum. AB 571 by Assembly Member Quirk-Silva proposed a targeted CEQA exemption and urgency clause to help move forward the Southern California Veterans Cemetery at Gypsum Canyon in Anaheim. Supporters, including the Orange County Board of Supervisors, veterans organizations, and county veterans service officers, said the project has broad local backing, significant funding, and has been delayed for more than a decade; there was no opposition testimony. The committee later voted the bill out on a unanimous 8-0 vote to Appropriations. AB 1412 by Assembly Member Jeff Gonzalez would require school districts to implement a transferring special education student’s IEP within 30 days of receiving records from out of state, coordinate with parents and prior schools, and accept unofficial records pending validation. The author and a Department of Defense witness said military-connected children with special needs often face harmful delays when families move, while the Association of California School Administrators registered opposition and said it was working with the author on clarifying concerns. The bill passed 8-0 to Appropriations. AB 1433 by Assembly Member Sharp-Collins sought to expand eligibility for student support funding at non-credit centers and stand-alone community college institutions, especially those serving veterans and other non-traditional students. Support came from San Diego College of Continuing Education, Calbright College, the Department of Defense, and several students and staff who described non-credit programs as important pathways to jobs, certifications, and veteran transition support; there was no opposition. The committee approved the bill 8-0 to Appropriations. The consent item, AB 1346 by Assembly Member DeMaio, was also moved out on a unanimous vote.

Transcript Highlights:

• meet students where they are.
• meet students where they are.
• And it's really based upon what I experienced as a student.
• And of those, 31% still have openings for skilled labor.
• Someone specifically, however, wanting a skill set that they believe six months of developing that skill

Summary: The Careers and Workforce Subcommittee met with a quorum and took up four bills. The first, HB 875 on educator preparation, would align teacher-prep programs under a uniform core curriculum, create a competency-based coaching program (CERT), standardize mentor and clinical educator requirements, allow certain certification waivers, and establish a Florida Institute of Teaching Excellence at Miami-Dade College subject to appropriation. Debate focused heavily on language in the bill related to systemic racism, identity politics, privilege, and historical distortion, with supporters saying the bill is about pedagogy and opponents warning it could limit discussion of important historical and social topics. The committee adopted a strike-all amendment and then reported the bill favorably, 12-4. The committee then considered PCS for HB 541 on minimum wage requirements, which would allow employees to knowingly and voluntarily waive the state minimum wage for up to 12 months in certain structured work-based training settings. Supporters argued it would expand access to training and career pathways for inexperienced workers and help address labor shortages, while opponents said it could depress wages, invite coercion, and conflict with the state constitution’s minimum wage provisions. Public testimony included opposition from workers and labor groups and support from NFIB. The bill was reported favorably, 12-4. Next, PCS for HB 681 on apprenticeship and pre-apprenticeship program funding was presented as a transparency and accountability measure to improve funding reporting and address bargaining issues between education agencies and program providers. Support came from industry groups and the ranking member, and the bill was reported favorably without opposition, 16-0. Finally, PCS for HB 1105 on education and Bright Futures would broaden Gold Seal Vocational eligibility, align CTE diploma requirements with Bright Futures, add AP Capstone as an automatic qualifier, and remove barriers for certain military and public service families. The committee supported the bill, which was reported favorably, 15-0. The meeting ended after a correction to the record on one public comment card and adjournment.

Transcript Highlights:

• As skills grow, the physical support is slowly reduced.
• I learned to read, write, do math, and other basic skills on my own.
• The first is student behavior.
• So we work to place students in rural schools during their student teaching semester and other early
• Students are different. Parents are different. Expectations are different.

Committee: Senate Education

Summary: The committee first approved the January 21, 2026 minutes and then heard two print requests from Senator Carrie Semmelroth tied to code cleanup work that originated from House Bill 14 last session. RS 32-89 would remove obsolete references to regional library systems that no longer exist, and RS 32-91 would clean up Title 33 by removing redundancies and non-applicable provisions. Both RSs were moved to print and approved without opposition. The committee then held a special presentation on spelling to communicate (S2C) from Kara Sanders, followed by testimony from Jennifer Ruiz on behalf of her daughter Ray Ruiz. Sanders described S2C as a communication method for non-speaking people who can point to letters to spell their thoughts, emphasizing presuming competence, the role of a communication regulation partner, and the need for training and safeguards. Ray Ruiz testified that S2C opened communication and educational opportunities for her, including sharing her interests, languages, and goals in psychology and advocacy; committee members asked about when she began spelling, learning languages, and her education plans. Jennifer Ruiz said S2C allowed her to truly get to know her daughter after years of uncertainty. The final presentation was from Dr. Brooke Blevins on behalf of the Idaho Association of Colleges of Teacher Education. She outlined educator preparation efforts across Idaho’s colleges and universities, including work on student behavior, educator ethics, career and technical education, rural teacher preparation, early literacy, and generative AI. In response to committee questions, she said schools need more support personnel and tiered interventions to address behavior, stressed that education is a right, and said clear expectations, stable environments, and teacher retention are important. Members raised concerns that student behavior is becoming a crisis and urged the group to help develop new solutions; the presentation ended with the committee adjourned.

Transcript Highlights:

• As a teacher myself, I equip my students with life skills to navigate the world beyond my classroom.
• Financial literacy is really a life skill.
• And when students are denied access to opportunity, that's a challenge, right?
• they can reach and how many students are in Washington’s public schools.
• They are students.

Summary: Treasurer and legislative supporters held a press event to announce pre-filing of legislation that would require financial education for Washington students as a graduation requirement. Treasurer said the goal is to give young people a foundational understanding of personal finance so they are not dependent on their parents’ money knowledge and can better navigate loans, credit, interest, taxes, housing, and other financial decisions. Senator Adrian Cortes said he is leading the effort in the Senate and described the bill as important for preparing students for adult life and supporting working families and future small business owners. Testimony from an educator, a financial education nonprofit leader, and a credit union representative all backed the proposal. Vanessa Medina, a Vancouver public school teacher, said students need practical skills for student loans, car loans, leases, and job benefits. Christy Johnson said the financial system is increasingly complex and that financial literacy is a life skill and social justice issue, especially given the wealth gap and the pressures facing young people. Tracy Godat said her organization already has free materials and professional development ready for educators, and Joe Atomack said credit unions see the need every day and can help expand access through school branches and student work experience. In response to questions, Cortes said the new bill differs from a previous House-passed version mainly by reducing reporting requirements and therefore lowering fiscal impact for districts and OSPI. He said the bill would align with the State Board of Education’s Future Ready process and could take effect by 2033 or earlier, depending on integration. The treasurer said the issue has broad bipartisan support and argued that Washington is behind other states in not already requiring financial education.

Transcript Highlights:

• Strong math skills are foundational to student access into New Mexico's long-term economic competitiveness
• I didn't feel confident in my skills or have the strategies to help students with math at that level.
• Students have had a 9% increase.
• Structured literacy helps all students, but it has particularly been impactful with Native students.
• Structured literacy helps all students, but it has particularly been impactful with Native students.

Committee: House House Government, Elections & Indian Affairs

Keywords: 996, all

Transcript Highlights:

• Far too many students are reaching high school and even college without the foundational math skills
• It gives students a meaningful way to demonstrate the problem-solving, collaboration, and applied skills
• Our students deserve the opportunities to graduate with a credential that recognizes the knowledge, skills
• It gives students a meaningful way to demonstrate the problem-solving, collaboration, and applied skills
• I developed leadership skills that shaped me as a student and a person and made me better prepared for

Summary: The Assembly Education Committee heard a long slate of education bills, beginning with SB 685 on nonpublic schools for students with disabilities. Senator Cortese and the California Department of Education described the bill as a response to the Ninth Circuit’s Laughman decision, removing the obsolete “non-sectarian” requirement while preserving secular use of public funds, nondiscrimination protections, background checks, credentialing, and incident reporting. There was no opposition, and the bill later passed 7-0 to Appropriations. The committee also heard SB 1181, a pilot grant program for violence prevention, student wellness, and school safety in Central Valley and other schools. Supporters framed it as a prevention measure, while opponents from EFF, ACLU Cal Action, and community advocates warned it could increase law enforcement involvement, surveillance, and use of fusion centers; despite those concerns, it ultimately passed 5-0 to Appropriations. Members then considered SB 1067, which would create a statewide framework for annual K-2 math assessments starting in 2028-29 to identify students needing early intervention. The author and supporters argued California faces a serious math achievement crisis and that early assessment would help close gaps, while CTA and several educators and administrators sought additional clarity and amendments to ensure alignment with existing diagnostic practices and limits on high-stakes use. The bill drew broad support from educators, parents, and advocacy groups and passed 7-0 to Appropriations. SB 1107, a school shade-structure bill, would expand eligible shade projects and allow bundling through design-build to reduce costs; it received support from LAUSD, school boards, and climate-focused groups and passed 7-0. SB 1128, on take-home devices and screen time for kindergarteners, was presented as a modest first step to give families more flexibility and reduce early screen exposure, with support from early childhood advocates and no opposition, and it passed 7-0. The committee also approved SB 1048, creating a voluntary State Seal of Climate Literacy for students who complete climate coursework and hands-on projects. Supporters, including Ten Strands, students, teachers, and county offices, said it would recognize real-world climate learning and green career readiness; it passed 7-0. SB 1140, sponsored by CFT, would require LEA construction contractors to follow campus security provisions during school projects to reduce unauthorized access; it drew support from labor and gun violence prevention groups and passed 7-0. SB 930, requiring end-to-end encryption for proctoring companies handling K-12 exam data, was presented as a student privacy measure in response to cybersecurity risks and passed 6-0. Finally, SB 1083 was introduced by Senator Perez as a follow-up to last year’s Safe Learning Environments Act, with extensive committee amendments to refine the statewide misconduct data system, disclosure rules, contractor fingerprinting, and access requirements; the transcript cuts off before the bill’s full hearing and vote are shown.

Transcript Highlights:

• These are crucial skills that every student needs.
• These are crucial skills that every student needs.
• These are crucial skills that every student needs.
• These are crucial skills that every student needs.
• These are crucial skills that every student needs.

Bills: HF29 , HF921 , HF922 , HF1048 , HF1049

Committee: House Education Finance

Keywords: railroad, infrastructure, transportation funding, environmental remediation, capital investment, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization

Transcript Highlights:

• We're serving more students than ever, at 64,000 students, with less state resources and have already
• It allows families to plan, students to persist, and institutions to support students without relying
• When students can afford college, Washington benefits from a stronger workforce, lower student debt,
• Now, as a student, I'm working two jobs just to survive.
• that helps more students enroll, persist, and graduate.

Summary: The committee held its first meeting and heard four bills. HB 2286 would create an alternative route to social worker licensure by removing the exam requirement for advanced social workers and allowing enhanced supervision with supervisor attestation in place of the exam for independent clinical social workers. The sponsor and several social workers testified that the exam is a poor measure of clinical competence and can be a barrier to licensure, while opponents warned that removing the exam could affect public protection and Washington’s participation in the social work compact. Members asked follow-up questions about the compact, the exam format, and accreditation requirements, but no action was taken. HB 2363 would allow music therapy license applicants to practice under supervision for up to six months while waiting for exam verification. The sponsor described it as a technical fix to the new licensure system, and testimony from music therapists, educators, and a patient supported the bill as a way to avoid delays in hiring newly trained therapists while maintaining supervision and patient safety. The bill drew strong support in written testimony and no opposition in the hearing. HB 2324 would change tuition waiver rules for children of eligible veterans and National Guard members by giving eligible children eight years from the date of a parent’s disability determination to use the waiver when that determination occurs after the child turns 18. The sponsor said the bill is meant to align state law with federal dependency education benefits and prevent families from losing access because disability determinations can take years. The committee asked for clarification on how the new timing would work, and the hearing closed without a vote. HB 2098 would eliminate the cap on the advanced computing surcharge, expand Washington College Grant eligibility up to 100% of state median family income, and reduce resident undergraduate tuition by 10% for three years starting in 2027-28. Supporters, including students, labor, and advocacy groups, said the bill would improve affordability and access to higher education by asking large tech companies to pay more. Opponents from business and university groups argued the surcharge would be economically harmful, that the state already has substantial WEA funding, and that the bill would reduce tuition revenue without adequately backfilling institutional budgets. The committee heard extensive testimony and members raised questions about the surcharge cap, WEA spending, and the compacted funding structure, but no final action was taken.