Transcript Highlights:

• assessments.
• They take a mental health assessment, a substance abuse assessment.
• How are we able to show that the assessments, how are we able to show that the assessments are being
• We, you mean like how many that are committed have an assessment? Yes. So if the assessment...
• And so just over a period of time of assessing what we are today and looking at the four to 500 students

Summary: The Senate and House Joint Committee on Children and Youth met to approve prior minutes, confirm Representative Mary Bentley to the Child Maltreatment Investigations Oversight Committee, and receive several presentations. The Arkansas Infant and Child Death Review team reported on unexpected child deaths in Arkansas, saying its 2023 review covered 148 of 170 non-natural deaths, with the remainder unavailable due to criminal investigations or missing records. Of the reviewed deaths, 69 were accidents, 14 suicides, 18 homicides, and 47 undetermined, and members discussed how the report’s recommendations could be used by agencies and nonprofits for prevention work and grant applications. Committee members also asked about age breakdowns and how the data could be shared without identifying individual cases. The committee then took up HCR 1010 and a broader discussion of juvenile justice reform. Representative Shepard said the resolution was intended to confront data on juvenile incarceration and system outcomes. Senator Missy Irvin, judges Troy Braswell and Kathy Hess, and AOC Juvenile Division Director Burke Steen described the state’s long-running reform efforts, including the SAVRY risk assessment, diversion programs, and efforts to keep more youth in their communities. They said the reforms have reduced delinquency filings, DYS commitments, and revocations, while increasing diversions, but also emphasized ongoing gaps in mental health, substance abuse, and school-based supports. Members raised concerns about school data sharing, behavioral health access, and how to better identify youth with disabilities or trauma earlier. Judge Braswell and others stressed that many youth in the system have significant trauma, family instability, or unmet treatment needs, and that judges need individualized information to make decisions. Several members discussed the role of schools, the school safety dashboard, and the need for stronger community providers, especially in rural areas. The committee then heard from DYS Director Michael Crump, who provided data on commitments, facility use, demographics, offense levels, length of stay, education outcomes, recidivism, dual DCFS/DYS custody, and costs. He said commitments rose after the pandemic and then began to decline, while secure and detention costs increased with the need for more beds; he also noted that most youth in custody have behavioral health needs and that DYS works closely with DCFS, courts, and providers. No final action was taken on HCR 1010 during the discussion.

Transcript Highlights:

• The initiative is designed to ensure all students receive quality education regardless of their district
• SB2406 focuses on expanding access to mental health services for students in Texas public schools.
• Providing mental health resources is crucial for the well-being of our students, and this bill aims to
• Members, SB 11 protects religious liberty and freedom, supports the Constitution, provides for students
• Our teachers and our students do not shed their constitutional rights.

Bills: SB2405 , SB2406 , SB2407 , SB6 , SB7 , SB36 , SB38 , SB815 , SB1856 , SB379 , SB1171 , SB1121 , SB1061 , SB1036 , SB1019 , SB890 , SB11 , SB868 , SB1188 , SB1120 , SB1254 , SB2778 , SB2543 , SB2443 , SB1333 , SB1259 , SB1401 , SB1404 , SB2139 , SB2165 , SB2237 , SB2268 , SB1202 , SB1198 , SB1212 , SB1451 , SB1470 , SB1498 , SB965 , SB1547 , SB1667 , SB1818 , SB1902 , SB2129 , SB2078 , SB2069 , SB1737 , SB1589 , SB1318 , SB387 , SB1150 , SB1574 , SB2127 , SB3034 , SB860 , SB1278 , SB263 , SB370 , SB663 , SB924 , SB1939 , SB1937 , SB1598 , SB2798 , SB2801 , SB2580 , SB2569 , SB2514 , SB2064 , SB1940 , SB1621 , SB2601 , SB1379 , SB1376 , SB1372 , SB1353 , SB2216 , SB552 , SB2405 , SB2406 , SB2407 , SB2166 , SB2148 , SB535 , SB777 , SB827 , SB1141 , SB1330 , SB1352 , SB1664 , SB1612 , SB1862 , SB1936 , SB1453 , SB1448 , SB1398 , SB2137 , SB2111 , SB53 , SB226 , SB1677 , SB1723 , SB1839 , SB6 , SB7 , SB36 , SB38 , SB815 , SB1856 , SCR5 , SCR32 , SCR8 , HCR88 , HCR91 , HCR129 , HCR130 , HCR131 , HCR133 , HCR137 , HCR138 , HCR139 , HCR140 , HCR143 , HCR145 , HCR147 , HCR150 , HCR152 , HR6 , HR105 , HR112 , HR124 , HR146 , HR151 , HR158 , HR221 , HR222 , HR237 , HR469 , HR543 , HR571 , HR605 , HR702 , HR703 , HR704 , HR705 , HR706 , HR707 , HR708 , HR709 , HR710 , HR713 , HR714 , HR715 , HR716 , HR717 , HR718 , HR719 , HR720 , HR721 , HR722 , HR723 , HR724 , HR725 , HR726 , HR727 , HR728 , HR729 , HR730 , HR731 , HR732 , HR733 , HR734 , HR735 , HR736 , HR737 , HR738 , HR739 , HR740 , HR741 , HR742 , HR743 , HR744 , HR745 , HR746 , HR747 , HR748 , HR749 , HR750 , HR751 , HR752 , HR782 , HR787 , HR789 , HR796 , HR798 , HR799 , HR800 , HR801 , HR802 , HR804 , HR807 , HR812 , HR813 , HR814 , HR817 , HR819 , HR820 , HR821 , HR822 , HR824 , HR827 , HR828 , HR830 , HR831 , HR832 , HR833 , HR837 , HR839 , HR840 , HR841 , HR842 , HR843 , HR844 , HR847 , HR849 , HR850 , HR851 , HR852 , HR853 , HR854 , HR855 , HR856 , HR858 , HR859 , HR861 , HR865 , HR871 , HR873 , HR874 , HR875 , HR876 , HR880 , HR881 , HR884 , HR886 , HR887 , HR890 , HR892 , HR894 , HR895 , HR898 , HR900 , HR901 , HR903 , HR904 , HR905 , HR908 , HR910 , HR912 , HR913 , HR915 , HR916 , HR917 , HR918 , HR919 , HR920 , HR921 , HR922 , HR923 , HR924 , HR925 , HR926 , HR927 , HR928 , HR930 , HR931 , HR932 , HR936 , HR937 , HR938 , HR939 , HR940 , HR941 , HR942 , HR943 , HR946 , HR947 , HR948 , HR949 , HR952 , HR953 , HR954 , HR955 , HR956 , HR960 , HR964 , HR965 , HR967 , HR968 , HR969 , HR970 , HR972 , HR973 , HR974 , HR975 , HR976 , HR977 , HR978 , HR979 , HR980 , HR981 , HR982 , HR983 , HR984 , HR985 , HR987 , HR988 , HR989 , HR990 , HR991 , HR992 , HR993 , HR994 , HR995 , HR996 , HR997 , HR998 , HR999 , HR1000 , HR1002 , HR1003 , HR1004 , HR1005 , HR1006 , HR1007 , HR1008 , HR1009 , HR1010 , HR1011 , HR1012 , HR1013 , HR1014 , HR1015 , HR1016 , HR1017 , HR1018 , HR1019 , HR1020 , HR1024 , HR1025 , HR1026 , HR1027 , HR1028 , HR1029 , HR1030 , HR1032 , HR1034 , HR1035 , HR1036 , HR1038 , HR1040 , HR1041 , HR1042 , HR1043 , HR1044 , HR1046 , HR1047 , HR1048 , HR1049 , HR1050 , HR1051 , HR1052 , HR1053 , HR1055 , HR1056 , HR1057 , HR1059 , HR1064 , HR1067 , HR1068 , HR1069 , HR1070 , HR1071 , HR1073 , HR1074 , HR1075 , HR1077 , HR1078 , HR1079 , HR1080 , HR1081 , HR1083 , HR1086 , HR1087 , HR1088 , HR1089 , HR1090 , HR1091 , HR1092 , HR1093 , HR1094 , HR1095 , HR1096 , HR1098 , HR1099 , HR1100 , HR1101 , HR1103 , HR1104 , HR1105 , HR1106 , HR1109 , HR1111 , HR1112 , HR1115 , HR1116 , HR1117 , HR1118 , HR1119 , HR1121 , HR1123 , HR1125 , HR1128 , HR1130 , HR1131 , HR1132 , HR1139 , HR1140 , HR1143 , HR1144 , HR1146 , HR1147 , HR1148 , HR1149 , HR1151 , HR1153 , HR1154 , HR1155 , HR1156 , HR1157 , HR1158 , HR1159 , HR1160 , HR1161 , HR1162 , HR1163 , HR1164 , HR1165 , HR1166 , HR1167 , HR1168 , HR1169 , HR1170 , HR1171 , HR1172 , HR1173 , HR1174 , HR1175 , HR1176 , HR1177 , HR1178 , HR1179 , HR1180 , HR1181 , HR1182 , HR1183 , HR1184 , HR1185 , HR1186 , HR1187 , HR1188 , HR1189 , HR1190 , HR1191 , HR1192 , HR1193 , HR1194 , HR1195 , HR1196 , HR1197 , HR1198 , HR1199 , HR1200 , HR1201 , HR1202 , HR1203 , HR1204 , HR1205 , HR1206 , HR1207 , HR1208 , HR1209 , HR1210 , HR1211 , HR1212 , HR1213 , HR1214 , HR1215 , HR1216 , HR1217 , HR1218 , HR1219 , HR1220 , HR1221 , HR1222 , HR1223 , HR1224 , HR1225 , HR1226 , HR1227 , HR1228 , HR1229 , HR1230 , HR1231 , HR1232 , HR1233 , HR1234 , HR1235 , HR1236 , HR1237 , HR1238 , HR1241 , HR1243 , HR1244 , HR1245 , HR1246 , HR1247 , HR1248 , HR1249 , HR1252 , HR1253 , HR1255 , HR1256 , HR1257 , HR1260 , HR1261 , HR1262 , HR1263 , HR1264 , HR1266 , HR1267 , HR1268 , HR1269 , HR1270 , HR1271 , HR1272 , HR1273 , HR1274 , HR1275 , HR1278 , HR1280 , HR1281 , HR1282 , HR1283 , HR1284 , HR1285 , HR1286 , HR1287 , HR1288 , HR1289 , HR1290 , HR1291 , HR1293 , HR1294 , HR1295 , HR1299 , HR1300 , HR1301 , HR1302 , SCR49 , HCR134 , HCR136 , HR18 , HR247 , HR428 , HR494 , HR538 , HR540 , HR786 , HR791 , HR803 , HR805 , HR808 , HR809 , HR811 , HR816 , HR825 , HR826 , HR836 , HR838 , HR845 , HR846 , HR862 , HR869 , HR870 , HR878 , HR879 , HR896 , HR899 , HR902 , HR911 , HR914 , HR933 , HR934 , HR935 , HR951 , HR958 , HR959 , HR986 , HR1021 , HR1022 , HR1039 , HR1054 , HR1058 , HR1061 , HR1062 , HR1065 , HR1072 , HR1107 , HR1108 , HR1110 , HR1114 , HR1120 , HR1122 , HR1129 , HR1142 , HR1145 , HR1239 , HR1242 , HR1250 , HR1251 , HR1254 , HR1258 , HR1259 , SCR21 , HB3228 , HB2802 , HB45 , HB1318 , HB5560 , HB2894 , HB4344 , HB4238 , HB 130 , HB2775 , HB34 , HB33 , HB 12 , HB148 , HB4273 , HB4850 , HB2733 , HB4783 , HB4187 , HB39 , SB2155

Keywords: criminal justice, parole, medical supervision, rehabilitation programs, Texas Board of Pardons and Paroles, Texas Department of Criminal Justice, offenders with medical impairments, Windham School District, Sabine River Authority, board of directors, term limits, removal grounds, government oversight, training requirements, Texas Sunset Advisory Commission, Lower Neches Valley Authority, Sunset Advisory Commission, public participation, complaints resolution, electric power

Transcript Highlights:

• I do want to call out, it's fairly obvious, but not all students with disabilities take the alt assessment
• It is reserved It's fairly obvious, but not all students with disabilities take the alt assessment.
• It is reserved. it's fairly obvious, but not all students with disabilities take the alt assessment.
• in a typical year-to-year situation on these types of assessments with this many students, you don't
• And where my brain is going, you know, obviously our alternate assessment is our 1% of students.

Committee: Joint Special Education Funding Committee

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• And again, that funding varies by student depending on the students they serve.
• Is this for all students? Mr.
• , how technology is being used for instruction and assessment, and then assess.
• was that we're appropriately assessing kids but not over-assessing them.
• But my students use AI to pass a lot of my assignments, and then when they are assessed without a computer

Transcript Highlights:

• As well as assessment and the general usage.
• assessments as often as a week, every week.
• be looking at how our districts are using AI in assessment.
• For math because we're wanting to do math assessments and look at another assessment for math.
• So we have some students walking in. We have some students that have been here.

Bills: SB194 , SB200 , SB203 , SB204 , SJR3

Committee: House House Education

Keywords: appropriation, higher education, sports facilities, community college, Luna Community College, KANW, educational radio, rural news, public education, funding, education, documentary, historical figure, Padre Antonio Jose Martinez, cultural heritage, research funding, federal funding, New Mexico, University of New Mexico, New Mexico State University

Summary: The committee first announced that House Bill 161 would be rolled over until Monday so the sponsor could work out unintended errors and bring back a clean amendment. The committee then heard House Memorial 2, which calls for a Legislative Education Study Committee study of screen time in elementary classrooms, including instruction, assessment, and general use. The sponsor and supporters said the memorial is intended to examine the effects of screen use on young children’s learning, attention, literacy, social-emotional development, and physical well-being, and to develop research-based guidance rather than rely on anecdotes. Testimony in support came from educators and school leaders, including AFT New Mexico, NEA New Mexico, and the superintendent of Carlsbad Municipal Schools, who argued that screens are being used too heavily in elementary settings and that hands-on learning and direct interaction are being displaced. Committee members raised questions about whether the study should extend beyond elementary grades to secondary education, online books, and AI-related assessment issues such as voice recording and accessibility. The sponsor and legislative staff said the memorial is currently limited to elementary classrooms but could potentially be expanded; they also noted that assessment-related AI concerns would fall within the study. The committee then approved HM2 on a do-pass motion with no opposition. The committee next heard House Memorial 16, recognizing the New Mexico State University Physical Science Laboratory for 80 years of service and contributions to research, innovation, national security, workforce development, and economic prosperity. Support testimony highlighted the laboratory’s role in southern New Mexico and its status as one of eight FAA test sites for unmanned aerial systems. A member of the public also testified in support as an NMSU alum and STEM advocate. The committee approved HM16 on a do-pass motion with no opposition. The meeting also included introductions from visiting high school students and a reminder that Monday is NMSU Day at the Capitol.

Transcript Highlights:

• Some of our students with disabilities also take the alternate assessment or are on access point standards
• , and there is an assessment specifically developed to measure students' progress that may have more
• Or are on access point standards, and there is an assessment specifically developed to measure students
• I was astonished when I found out how many students we had that we had assessed in new head disabilities
• I was astonished when I found out how many students we had that we had assessed in new head disabilities

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• </c> across to the students. across to the students.
• </c> the statewide assessment. the statewide assessment.
• . assessment. assessment.
• </c> see that within our state assessment. see that within our state assessment.
• </c> students seem to really struggle with. students seem to really struggle with.

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• Last year, Student Homes sponsored AB 893 to expand those opportunities to students by extending those
• Special assessments used to be not very common, and now we're setting up special assessments on a monthly
• It was a $32,000 assessment on Alameda County homeowners, a $35,000 assessment.
• in regular assessments, a bill by Senator Menjivar, for example, and emergency assessments, which I
• Recent legislation has allowed student housing affordable to low-income students to receive the basic

Summary: The committee heard several housing-related bills. AB 2002 would clarify and extend the REAP 1.0 regional housing planning grant program, with the author and regional planning groups arguing it provides needed technical assistance for housing elements and RHNA compliance; the California Building Industry Association opposed unless amended over concerns about local constraints. The committee discussed accepted amendments on regulations, suballocation to subregions, and spending deadlines, and then passed the bill on a do pass as amended motion to Senate Appropriations. AB 1684 would prohibit HOAs from restricting homeowners’ ability to install or replace cooling systems, with supporters citing heat safety and opponents focusing on building integrity, electrical capacity, permits, and common-area placement; the committee adopted amendments on licensed electrical contractors, disclosure, and permit requirements, and passed the bill to Senate Judiciary. AB 1710 would extend SB 330-style vesting protections to state and regional agencies so housing projects are not subject to later regulatory changes, with supporters emphasizing predictability and opponents warning it could conflict with later state, regional, and federal requirements, especially for water and environmental rules; the bill was passed as amended to Senate Local Government. The committee also heard AB 2263, which would authorize the Santa Clara Valley Transportation Authority to provide employee housing on its land with a preference for VTA workers while keeping units open to the public and compliant with fair housing law. VTA said the bill would help employees facing long commutes and high housing costs, and the committee discussed financing through transit-oriented development partnerships and existing land holdings; the bill was passed as amended to Senate Appropriations. AB 2270 would require the state tax credit committee to account for rural realities when scoring farmworker housing projects for low-income housing tax credits; supporters said current amenity-based scoring disadvantages rural farmworker developments, and the bill was passed as amended to Senate Appropriations. Later, AB 2118 would refine AB 2011 by limiting local objective standards that can block mixed-use and affordable housing projects, with supporters saying cities still use loopholes to delay projects; the committee discussed possible state mandate reimbursement issues and passed the bill to Local Government. Finally, AB 2050 would require HOA reserve funding based on reserve studies, add notice and safeguards for reserve transfers, and phase in funding over six years; supporters argued it would prevent large special assessments and protect homeowners, while opponents said enforcement remains weak and the bill could still burden owners. The committee did not take a final recorded vote on AB 2050 in the portion provided, but members discussed the need for stronger enforcement and the balance between reserve funding and affordability.

Transcript Highlights:

• students.
• How we assess students should reflect those same priorities.
• How we assess students should reflect those same priorities.
• During the 2024–25 school year, just 31.6% of Delaware students were proficient in mathematics, and students
• measure, even though we keep saying that all the students don't fit in... ...student is level on the

Bills: SB293 , SB279 , SB293 , SB279

Committee: House Education

Keywords: SB 293, youth camp, child care licensing, Office of Child Care Licensing, OCCL, American Camp Association, ACA accreditation, Purchase of Care, POC reimbursement, summer camp, school-age child care, child care exemption, Division of Public Health permit, Title 14, Delaware Department of Education, health and safety standards, child care provider reimbursement, summer child care, camp licensing, license exemption

Summary: The House Education Committee met and first heard Senate Bill 293, the Youth Camp Licensing Act, which would amend child care licensing rules for youth camps. The sponsor said the bill, with amendments, would remove accreditation language, clarify shelter requirements for outdoor camps, and eliminate limits that had restricted the number of children camps could serve, especially for families using purchase-of-care assistance. YMCA and school representatives testified in support, saying the measure would expand access to safe, affordable summer care for low-income working families. The committee voted to release the bill. The committee then approved Senate Bill 328, which would require the Department of Education’s school facility evaluation instrument to be established by regulation and to include lead-based paint hazards in the standard of good repair. The Childhood Lead Poisoning Prevention Advisory Committee supported the bill, explaining that lead had not been included in the original evaluation tool and that the new language would improve transparency and public comment. Senate Bill 318, updating the Delaware State Education Association special license plate program, also passed after DSEA testified that proceeds support scholarships for educators and students pursuing education careers. House Bill 443, dealing with background checks for education volunteers and mentors, passed as well. The sponsor said it would allow DOE to continue receiving wrapback reports for mentors in the state mentoring program and ensure state and federal criminal background checks remain in place. The committee also released Senate Joint Resolution 15, which directs DOE to reevaluate Delaware’s use of the SAT, modernize the accountability framework, and develop additional measures of student achievement and readiness; supporters argued the SAT does not capture career and technical pathways or other indicators of success. House Bill 459, which prohibits the sale of energy drinks on public middle and high school campuses during school hours or events, passed after discussion focused on whether the bill would affect possession versus sale and whether it could lead to student discipline; DOE said the bill only bans sales, and the sponsor said an amendment would clarify intent. Finally, House Concurrent Resolution 137 passed, directing DOE to review math instruction and MTSS supports statewide; testimony emphasized low math proficiency and the need for stronger, more coherent interventions. The committee also began hearing Senate Bill 279 on occupational therapist salary placement, with discussion centered on aligning OT compensation with other specialist roles and broader salary regulation updates, though the transcript cuts off before final action is shown.

Transcript Highlights:

• If you see the students doing this or drawing...
• Functional threat and vulnerability assessment.
• to assess behavioral issues in schools.
• exposed to traumatic training. educators and even students to assess behavioral issues on schools representative
• Well, we definitely appreciate your commitment to the students of Oklahoma, the students of your school

Summary: The committee heard extensive testimony on Oklahoma school safety from Commissioner Tipton, OSSI director Mike Fike, OACTIC director Alan Young, OSBI lieutenant Isiles Keene, and Rogers County Sheriff Scott Walton. The main focus was a statewide school-safety framework built around response, prevention, and recovery. Witnesses described training law enforcement in the LASER active-shooter response model, adding A-TURK training for coordinated law enforcement/fire/EMS response, expanding run-hide-fight and Stop the Bleed instruction for educators and staff, conducting risk and vulnerability assessments, and using the Rave panic-button system and the ProtectOK tip app to speed reporting and dispatch. They also emphasized behavioral threat assessment and management (BTAM) teams as a prevention tool to identify and support at-risk students before violence occurs. Members asked about administrator and teacher training, school counselor involvement, how apps are deployed on personal versus school devices, and whether schools are actually using the programs. Witnesses said administrators, counselors, and SROs should be part of BTAM, that training is most effective when it is realistic and repeated, and that Rave is geofenced and typically invited onto devices by schools. Several members stressed that school leaders must buy in for safety plans to work, and one member raised concerns about traumatic training and the need for mental-health support as part of prevention. Witnesses said mental-health referral and monitoring are part of BTAM, but the school and local partners must manage the process. OSBI’s lieutenant added broader context, comparing school safety to fire safety and noting that Oklahoma still lacks some statutory requirements for intruder drills and stronger penalties for school threats. He also discussed possible future tools such as surveillance analytics, gunshot detection, ballistic-rated doors and walls, and better access controls, while warning that technology should supplement, not replace, basic safety systems and training. Sheriff Walton closed by describing rural response challenges and his foundation’s effort to place ballistic shields in schools and police cars, arguing that human resources and rapid communication remain the biggest gaps. No votes or formal actions were taken in the meeting.

Transcript Highlights:

• It seems a little weird to then require schools to offer an assessment for the students who don't plan
• At the same time, if we're not requiring schools to administer a college assessment when most students
• are going straight to college, it would seem weird to require them to do an assessment for the students
• As we move... ...of those students that don’t want to go to college, they have this workforce assessment
• So we support things like this that give students another opportunity to assess their skills, to see

Committee: House Elementary and Secondary Education

Summary: The Committee on Elementary and Secondary Education met in executive session and first took up House Concurrent Resolution 31. A committee substitute was adopted after the sponsor explained revisions to the proposed civics and patriotism work group, including clearer qualifications, DESE’s role in producing seals, recognition levels for gold/silver/bronze, and a special recognition letter for students entering military service. Ranking member Steinhoff supported the substitute, saying the changes improved implementation and likely reduced fiscal impact. The substitute was then passed do pass, and the committee later corrected the recorded vote on HCR 31 from 15-0 to 16-0. The committee then considered a combined substitute for House Bills 21, 26, and 2197, focused on building-level administrator evaluations and nonrenewal procedures. The substitute required administrators to be evaluated at least once per contract year, required written notice of renewal or nonrenewal by March 1, and gave nonrenewed administrators the right to request written reasons and a closed-door hearing before the school board. Members discussed the removal of earlier language that would have created automatic renewal if deadlines were missed and the decision not to create tenure for principals. Concerns were raised about whether the hearing right gave administrators more protection than other employees, but sponsors said the intent was to ensure annual evaluations and transparency without granting tenure. The committee adopted an amendment, rolled it into a new substitute, and passed the substitute do pass by a 17-0 vote. After leaving executive session, the committee heard House Bill 3489 from Representative Hurlbert. The bill, patterned after Arkansas legislation, would expand access to workforce development assessments such as WorkKeys and allow up to nine hours of college credit for demonstrated workplace skills as recommended by the American Council on Education. Testimony from ACT, the Missouri Chamber, and DESE supported the goal of elevating career readiness, noting employer demand for skilled workers, existing use of WorkKeys in Missouri, and its role in career and technical education and accountability systems. Members asked about the bill’s relationship to the governor’s workforce executive order, whether the language should be mandatory or permissive, and how the credits would transfer. The hearing on HB 3489 concluded without a vote, and the committee adjourned.

Transcript Highlights:

• This bill modifies requirements for student assessments that lower the stakes for students on the Algebra
• Students with disabilities whose IEP indicates that participation in a statewide assessment program is
• ELA assessment.
• evaluate student performance. ...for those students to better measure and evaluate student performance
• But removing the requirement to pass the assessment in order to graduate will free up those students

Committee: Senate Education Pre-K - 12

Summary: The committee first took up Senate Bill 296, as amended by strike-all, on middle and high school start times. Senator Bradley explained that the amendment would repeal the statewide mandate for later start times and return scheduling decisions to local school boards, while still requiring districts to inform the community about the health, safety, and academic effects of sleep deprivation and to consider later start times when setting transportation schedules. Testimony and debate were largely in support, with several school district and education group representatives waiving in support, and members citing transportation, staffing, family logistics, and cost concerns under the existing mandate. The strike-all was adopted, and SB 296 was reported favorably by roll call vote, with Senators Berman, Osgood, and Chair Calatayud voting yes and Senator Gaetz voting no; other members were absent or not recorded in the excerpt. The committee then heard Senate Bill 356, which would designate January 27 as Holocaust Remembrance Day in Florida. Senator Berman said the date matches the UN’s Holocaust Remembrance Day and would require the governor to annually proclaim it, while allowing public observance and instruction about the Holocaust’s harms and its impact on the Jewish community and humanity. There was no substantive opposition in the excerpt, and the bill was reported favorably by roll call vote with yes votes from Senators Berman, Gaetz, and Chair Calatayud. Finally, the committee considered Senate Bill 166 on administrative efficiency in public schools. Senator Simon described a broad deregulation package affecting student assessments, grade promotion, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, internal audits, facilities planning, cost-per-student-station limits, emergency make-up days, federal fund timing, and VPK oversight. Testimony was mixed: school district and education organization representatives generally supported the flexibility, while some groups opposed or urged changes to the grade 4 promotion and graduation-related provisions, arguing they could weaken academic standards. After debate focused especially on third-grade promotion and testing requirements, the bill was reported favorably by roll call vote. At the end of the meeting, members recorded their votes on SB 296 and SB 356, and the committee adjourned.

Transcript Highlights:

• It's in my district, and I've had some students wondering why there isn't a student as part of this final
• It's in my district, and I've had some students wondering why there isn't a student. and I've had some
• students wondering why there isn't a student as part of this final group.
• And then we have this, in my view, misalignment of how we assess, that all students will take the same
• Allowing a student to, and their parents, have these conversations on matching the assessment that fits

Committee: Senate Education

Summary: The Senate Education Committee approved the January 20, 2026 minutes and then took up Senate Bill 1225, sponsored by Senator Den Hartog. The bill would codify a search committee process for public university president searches and add a 10-business-day waiting period before naming a sole finalist, with the stated goal of increasing transparency and allowing public engagement while also protecting candidates’ current jobs. Senator Den Hartog said the bill was prompted in part by the Boise State presidential search and asked that it be sent to the amending order so the waiting-period language would apply only to university president searches and not other government entities. After questions about student representation in the process, the committee voted to send SB 1225 to the amending order. The committee also heard a print request from Senator Carlson to rename Lewis-Clark State College as Lewis-Clark State University. The request was brief and was approved to print without objection. Later, Superintendent Debbie Critchfield introduced Idaho’s 2026 Teacher of the Year, Laron Johnson of Rigby High School. Johnson spoke at length about the importance of teacher-student relationships, mentoring, Holocaust and economics instruction, and keeping students connected to school. Committee members asked about growing school size, supporting new teachers, and rebuilding public respect for educators. Johnson emphasized relationships, administrative support, and staying focused on students. No formal action was taken on the Teacher of the Year presentation. Critchfield then presented an informational overview of proposed federal education waivers and an EdFlex-style request that would give Idaho more flexibility over reporting and assessment requirements. She said the state wants to reduce duplicative testing, especially for third graders, and allow students to choose from an approved list of high school assessments aligned to state standards and college/career readiness. Members asked about possible inclusion of ACT, NAEP, and other multi-measure assessments. Critchfield said the list is not final and that the State Board would evaluate options. The meeting ended with a reminder that the committee would take up rules the next day, and the committee adjourned.

Transcript Highlights:

• assessments.
• They take a mental health assessment, a substance abuse assessment.
• And I read through her risk assessment. And what I learned was that... ...her risk assessment.
• And a lot of times what you see with 12th grade students and 11th grade students are dropout prevention
• And so just over a period of time of assessing what we are today and looking at the 400 to 500 students

Summary: The Senate and House Joint Committee on Children and Youth approved the December 10 minutes and confirmed Representative Mary Bentley to the Child Maltreatment Investigations Oversight Committee. The committee then heard the annual Arkansas Infant and Child Death Review report, which said the state reviewed 148 of 170 non-natural child deaths in 2023; the reviewed deaths included 69 accidents, 14 suicides, 18 homicides, and 47 undetermined causes. Members asked about how the report’s recommendations could be used, grant opportunities tied to prevention work, and whether the data could be broken down by age; presenters said the report is intended as a prevention tool for agencies and nonprofits and that some age detail is available in later pages of the report. The committee next took up HCR 1010 and then a broader discussion of juvenile justice reform. Senator Missy Irvin, judges, and Administrative Office of the Courts staff described Arkansas’s use of validated risk assessments, including SAVRY, the Ohio Youth Assessment Tool, MAYSI, and substance-abuse screening, as part of a long-running effort to reduce juvenile incarceration and tailor services to individual youth and families. They said the reforms have contributed to fewer delinquency filings, fewer DYS commitments, and more diversions, while also emphasizing that mental health, substance abuse, school issues, and trauma often drive juvenile court involvement. Several members raised concerns about data gaps, school collaboration, and whether community-based services are sufficient, and presenters said more shared data and stronger school use of safety dashboards could help intervene earlier. Division of Youth Services Director Michael Crump then presented custody, education, recidivism, and cost data. He said DYS commitments rose after the pandemic, secure residential populations remain high, and detention-center use increased when intake beds filled; he also noted that DYS pays about $320 per day for secure custody and that detention beds cost roughly $90 to $100 per day. Crump said most youth in custody are older teens, about 80 percent are male, and many have behavioral-health needs or educational deficits; he reported 222 GEDs and 102 high school diplomas over six years. He also said about 15 to 19 percent of youth return to DYS within three years and that a larger share later enter the Department of Corrections, while members pressed him on how assessments relate to commitments, how low-risk cases are handled, and how to improve mental health and substance-abuse services statewide.

Transcript Highlights:

• assessments.
• are ready um upon um taking students are ready um upon um taking their<00:50:16.400><c> assessment.
• </c> their assessment. their assessment.
• If you're going to increase proficiency scores, if you're going to tailor academic assessments for students
• </c><01:20:39.600><c> to</c> assessments for students, you need to assessments for students, you need

Keywords: Call to Order and Roll Call - 00:13 Approval of Minutes - 4:07 Kentucky Academic Standards for Reading and Writing - 5:18 Math Improvement Committee Report - 21:02 ETS Praxis Exam - 41:47 KDE Performance Review Data - 1:15:04 Adjournment - 1:57:54, 958, all

Summary: The committee heard a presentation from KDE on the revised Kentucky academic standards for reading and writing. KDE explained the statutory six-year review process, the public comment periods, and the main revisions, including updates tied to the science of reading, decodable text, encoding/decoding, and an updated vision statement. KDE said 308 responses were received on the initial public comment, most respondents favored keeping standards as-is, and about 12% of standards were revised. The department also said the document was streamlined by removing repeated graphics and reducing its size by about 24%, and that a later comment period drew more than 400 responses. No new standards were flagged for review. Members asked about alignment between standards, curriculum, assessments, and NAEP, and KDE said instructional resources should be aligned to standards, KSA assessments are aligned to the standards, and screeners/diagnostics help identify student needs. Representative Truett raised the idea of a textbook-to-standards crosswalk, and KDE said publishers and a future repository partner should provide such crosswalks for local districts. Representative Bojanowski asked why foundational reading skills are not directly assessed on the third-grade KSA; KDE responded that the assessment is designed to measure end-of-grade expectations, while screening and diagnostics are used earlier to identify decoding needs. Representative Gel asked about early childhood supports, and KDE said it is working with early learning and special education offices and promoting LETRS professional learning for both teachers and preschool educators. The committee then received the mathematics improvement committee report. KDE said the mathematics committee unanimously approved a new strategic plan for improving math achievement from pre-K through grade 20 and adult education. The plan centers on six priorities: student empowerment, effective mathematics teaching and learning, continuous educator development and growth, a continuum of learning, community and family partnerships, and teacher recruitment and retention. KDE said the plan is intended as a living document with goals, recommended actions, and evidence bases, and that it aligns with the Kentucky Numeracy Counts Act by supporting high-quality instructional resources, professional learning, and family resources. In response to Senator Thomas, KDE explained that the professional learning recommendation means districts should tailor teacher training to classroom needs and instructional materials so math teachers are better equipped to implement standards and support students.

Transcript Highlights:

• Any assessment that you can provide? No specific comments or assessment. Comments or assessment?
• from being assessed for English proficiency using the state's existing English learner assessment.
• TK students.
• of the initial ELPAC assessment.
• That we prepare for our students, we will see more students wanting to eat those meals.

Keywords: 988, house, all

Transcript Highlights:

• And so students are having to go in groups of students and try to counsel them all about their career
• Madam Chair, members, this is House Bill 818 by Representative Riser, provides relative to student assessments
• , screeners, progress monitoring assessments, and the other assessments required.
• Assessments and the other assessments required.
• It would include the student group assessed, the subject or content area, type of assessment, purpose

Committee: House Education

Summary: The House Education Committee met on April 29, 2026, with a quorum present and heard several higher education and K-12 bills. SB 234 by Sen. Presley, which would provide grading for medical school students, was briefly discussed and reported favorably without objection. SB 142 by Sen. Reese, dealing with continued management and oversight of Board of Regents support fund matched endowments if a related constitutional amendment passes, drew questions about endowment matching, oversight, and the roughly $75 million in unmatched requests; it was also reported favorably without objection. SB 482 by Sen. Reese, expanding the role of career coaches in middle and high school graduation planning and reporting on career development fund spending, received support from BESE and others, with committee members discussing counselor workload and district flexibility; it was reported favorably without objection. The committee then took up SB 64 by Sen. Hodges, which would require two people to review initial video/audio recordings from cameras in self-contained classrooms when complaints arise, and the bill was reported favorably without objection. HB 1063 by Rep. Owen, a broad higher education governance bill that would increase board oversight of curriculum, hiring, faculty senates, and discipline, generated extensive discussion and testimony from Rep. Owen and a representative of Parents Defending Education Action, but the author said he did not want to vote on it yet and moved to voluntarily defer it; the committee agreed without objection. HB 818 by Rep. Riser, as amended, was converted into a reporting bill requiring public inventories and state reporting on assessments, with Cynthia Posey of the Louisiana Federation of Teachers explaining the amendments; the committee adopted the amendments and reported the bill favorably with one opposition card noted. Finally, SB 28 by Sen. McMath, carried by Rep. Carver, would lower the age for associate teachers from 25 to 21 to help address the teacher shortage; Department of Education staff said the change could expand the pipeline, and the bill was reported favorably without objection. The committee also announced it would meet the following week on Wednesday, May 6, and then adjourned.

Transcript Highlights:

• assessments.
• They take a mental health assessment and a substance abuse assessment.
• They take a mental health assessment, a substance abuse assessment.
• so making sure that we were able to give medical assessments so we could diagnose some of the students
• And so just over a period of time of assessing what we are today and looking at the 400 to 500 students

Keywords: 1204, all

Summary: The committee first approved the December 10 minutes and then approved Representative Bentley’s appointment to the Child Maltreatment Oversight Committee. Members then received the Arkansas Infant and Child Death Review annual report, which covered unexpected child deaths in 2023. Reviewers said 170 non-natural deaths were identified, but 22 could not be reviewed because of criminal investigations, prosecutions, or missing records. Of the 148 reviewed deaths, 69 were accidents, 14 suicides, 18 homicides, and 47 were undetermined causes, including sudden unexpected infant death. Members asked how the report’s recommendations could be used, and presenters said the report is intended as a prevention tool for agencies, nonprofits, and others; they also noted that child abuse prevention grant applications are being shaped by the report’s recommendations and offered to share the RFP with the committee. A question about suicide and homicide data by age was answered by pointing members to the age breakdown in the report, with most of those deaths concentrated among 15- to 17-year-olds. The committee then took up HCR 1010 and a broader discussion of juvenile justice reform. Representative Shepard said the resolution was meant to confront data on juvenile incarceration and the cost of the system, while Senator Irvin, Judge Troy Braswell, Judge Kathy Hess, and AOC Juvenile Division Director Burke Steen described years of reform efforts built around validated risk assessments, diversion, and community-based services. They said Arkansas adopted tools such as SAVRY, the MAYSI, and substance-abuse screening to individualize juvenile court responses, and they emphasized that the goal is to keep children at home and in their communities when safe to do so. Members discussed the need for more mental health and substance-abuse services, better school collaboration, and the role of school safety dashboards and FINS/truancy cases in identifying problems earlier. Judges and staff said the reforms have reduced delinquency filings, DYS commitments, and revocations, while increasing diversions, though they noted data gaps in some counties and the need for better reporting. They also stressed that some serious offenses still require detention or commitment, and that judges must balance public safety with rehabilitation. Representative Barnes and others asked whether the numbers might be worse without judicial discretion and community programs, and the presenters agreed that individualized decision-making and graduated sanctions matter. Representative Inatt asked about tracking youth with disabilities, and the presenters said that specific diagnoses are not currently tracked but that national court data efforts may soon add behavioral-health data points. The committee then heard from DYS Director Michael Crump, who provided detailed data on DYS commitments, secure and community-based placements, detention-center use, demographics, offense levels, average length of stay, education outcomes, recidivism, dual DCFS/DYS custody, costs, and interagency coordination. He said commitments fell sharply during COVID, have since risen and then begun to decline, and that the system is working to reduce detention use, improve education and treatment, and expand community-based providers statewide.

Transcript Highlights:

• assessments as often as every week.
• I do believe it'll have implications for older students.
• But also for math, because we're wanting to do math assessments and look. at another assessment for math
• All right, so we have some students walking in. We have some students that have been here.
• We have some other students that have just come in right on time.

Bills: SB194 , SB200 , SB203 , SB204 , SJR3

Committee: House House Education

Keywords: appropriation, higher education, sports facilities, community college, Luna Community College, KANW, educational radio, rural news, public education, funding, education, documentary, historical figure, Padre Antonio Jose Martinez, cultural heritage, research funding, federal funding, New Mexico, University of New Mexico, New Mexico State University

Transcript Highlights:

• and educators, invest in students that threat assessment programs, and bolster social emotional programs
• I don't have students that are one student.
• How are you assessing students?
• But what still exists is that students still have to take a final assessment in all of their courses.
• How we prepare the teachers, how the teachers are teaching to requirements and students and assessments