Transcript Highlights:

• They cover topics such as early literacy, early numeracy skills, and then also some positive behavior
• <00:51:31.839> skills, early literacy, early numeracy skills, early literacy, early numeracy
• As a foundational principle, these killers that are in our schools, they have access, and you got to
• Uh, I mean, as a foundational control.
• So, we kind of want to take back and look at the foundation of what we're talking about today.

Keywords: Call to Order and Roll Call – 0:00:04 Approval of Minutes – 0:03:57 United Way of Southern Kentucky –0:04:30 Preschool Education – 0:36:46 School Safety Updates – 1:01:41 Kentucky Association of School Superintendents – 1:41:47 Educational Cooperatives – 1:55:18 Adjournment – 2:07:37, 958, all

Summary: The committee opened its sixth meeting of the 2025 Interim Joint Committee on Education, confirmed a quorum, recorded attendance votes, and approved the minutes. Chair Lewis reminded presenters to keep remarks brief because of the full agenda and limited time. The first presentation was from United Way of Southern Kentucky, with Anne Puckett, Craig Browning, and Warren County Schools Superintendent Rob Clayton introducing a regional early childhood initiative. The presenters argued that kindergarten readiness and early childhood support are critical to later academic and life outcomes. They cited research and statistics about brain development in the first five years, the effects of unprepared kindergarten entry, and links between low literacy, school discipline, dropout rates, and incarceration. They said their region’s readiness scores fell during COVID and after a tornado, and that the most effective response was in-home parent education to help families support children from birth to age five. They described the model as voluntary, community-based, and not requiring new buildings, and said similar programs have been successful in Missouri. The group said it had already raised more than $1 million in private donations and committed three years of funding for four additional staff, expanding service in Allen, Logan, and Warren counties. They requested $600,000 per year for the next two-year budget cycle to add 12 more educators, serve about 360 families and 660 additional children, and build evidence for a possible statewide model. Members generally expressed support for the concept, with Representative Tipton and Representative Jackson discussing a prior home-based preschool pilot and the importance of starting early. Representative Calloway questioned whether increased family chaos and government involvement justified the approach; presenters responded that the program uses community educators, not a government-run organization, and is aimed at helping overwhelmed families. Representative Stalker asked about eligibility and early intervention, and presenters said the program serves children from birth to age five and can help identify needs early enough to connect families with services such as First Steps.

Transcript Highlights:

• number, but we're also very concerned about particular strategies that we address, early literacy and numeracy

Keywords: 1185, senate, all

Transcript Highlights:

• critical period for cognitive and emotional development, and every day in class matters for literacy, numeracy
• students who benefit from supportive interventions during the early years will have a stronger foundation

Keywords: 995, all

Summary: The Joint Committee on Education held its sixth public hearing and took testimony on a large slate of bills, with the chair moving H. 542/S. 341 on family, friend, and neighbor (FFN) child care to the top of the agenda so young constituents would not have to wait. Witnesses from labor, community organizations, and FFN providers strongly supported the bill, saying FFN care fills critical gaps for families working nonstandard hours, especially in low-income, immigrant, and BIPOC communities. Testimony emphasized that FFN providers are currently underpaid, often receive only about $24 per child per day, and should be guaranteed at least the state minimum wage. Witnesses also backed changes to the voucher system to allow families to combine formal and FFN care more flexibly, and they supported creating an FFN advisory council. Committee members asked about the difference between FFN and center-based care, registration requirements, fingerprinting/background checks, EEC’s ongoing study group, and the fiscal impact; witnesses said the current annual cost is about $1.8 million and could rise to about $6 million if all current FFN providers were paid minimum wage, still under 1% of the EEC budget. The committee then closed testimony on that bill. The committee next heard testimony on several preschool and universal pre-K bills, including H. 707 on public preschool facilities, H. 687/S. 339 on universal pre-K and mixed delivery, and related bills such as H. 606, H. 523, H. 618, H. 522, H. 510, and H. 615, many of which were later closed without additional witnesses. A Lowell school official testified that space and facilities funding are major barriers to expanding preschool and that the city has hundreds of children on voucher waitlists. Other witnesses and organizations, including the Early Care and Education Consortium and AFT Massachusetts, supported mixed-delivery universal pre-K and warned that public-school expansion should not undermine community-based providers, whose preschool tuition helps subsidize infant and toddler care. Several witnesses also urged stronger standards for preschool teachers, better staffing ratios, and more integrated special education and support services. The committee accepted written testimony on some bills and closed testimony on the others when no one else came forward. A major portion of the hearing focused on H. 541/S. 373, which would ban school exclusion in pre-K through third grade. Advocates from Massachusetts Advocates for Children, Mass Appleseed, Citizens for Juvenile Justice, AFT Massachusetts, and the Mental Health Legal Advisors Committee argued that suspensions and expulsions at young ages harm learning, worsen inequities, and contribute to the school-to-prison pipeline. They cited data showing disproportionate impacts on Black and Latinx students, students with disabilities, and low-income children, and described personal stories of children whose behavior improved when schools kept them in class and addressed underlying needs. Committee members asked for updated data on the number of students and districts affected, and witnesses said they would provide more detailed written information. After testimony on this and a few other bills, including S. 372, S. 357, and H. 275/S. 133, the committee closed testimony and adjourned.

Transcript Highlights:

• strategies, examines how schools are building the core organizational, relational, and leadership foundations
• Figure 1 of your handout, it's a handout with all the blue colors, schools are indeed building this foundation
• Building on this foundation, we're currently conducting a comprehensive statewide outcome study, scheduled
• want to speak on behalf of the Anaheim Union High School District as well as E-Kedance Learning Foundation
• Trusting relationships are foundational for school transformation change.

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• kindergarten, there are many students who don't have that preparation, and they miss out on building the foundational
• skills in literacy, numeracy, and social-emotional development that might shape their academic success
• were in effect, and the school determined that that student did not have the requisite educational foundation

Summary: The Assembly Education Committee met without a quorum at first and began as a subcommittee, with the chair outlining hearing procedures and several bills on consent. The committee heard and advanced AB 1581, which would improve collection of tribal affiliation data for California students so Native students are more accurately counted and better served; supporters said current systems undercount Native students and erase their needs. AB 1586 also passed, requiring school resource officers who volunteer to carry naloxone to receive opioid overdose response training every two years; supporters emphasized student safety and the need for rapid response to overdoses on campus, while one school employees’ group raised concerns about retaliation protections for non-volunteers. Both bills were moved do pass as amended to Appropriations, with roll calls held open for absent votes. The committee then approved AB 1943, which updates school notices about secure firearm storage by making the information clearer, more visible, and more likely to reach families at key moments such as counseling or discipline interventions. Supporters from gun violence prevention groups, educators, and parents argued that many school shooters obtain guns from home and that plain-language, digital, and timely notices could help prevent child deaths and suicides; the author shared a personal story about a child accessing a gun at home. AB 1792 also advanced, directing the Instructional Quality Commission to consider updating health education to address digital safety issues such as deepfakes, extortion, grooming, and AI-generated exploitation; supporters said students need instruction that reflects modern online risks, while an opponent objected to language referencing LGBTQIA+ and gender-diverse students. AB 1653 passed as well, adding heat-illness guidance to the health framework after a young Girl Scout described students suffering during extreme heat and not recognizing symptoms. Later, the committee approved AB 1861, which would require the California Department of Education to create a public database of special education investigation reports with personal information redacted; supporters said families need better access to complaint outcomes and accountability, while an opposition witness warned of unintended consequences, misuse of incomplete information, and added burdens on districts. AB 1721 also moved forward, creating a stakeholder work group to review and streamline school safety plan requirements so plans remain practical and focused on emergency preparedness. AB 1631, which would make kindergarten mandatory, received mixed testimony: supporters argued it would help close achievement gaps and improve readiness, while opponents framed it as an intrusion on parental choice; the bill was held on call after a split vote. Finally, AB 1809, extending job order contracting authority for school and community college districts, was also held on call after opposition from contractors who argued project labor agreement requirements raise costs and reduce competition. The committee then began hearing AB 1659, aimed at improving transitions for court school students back to their home districts, with testimony describing re-enrollment barriers and the need for a designated district contact.

Transcript Highlights:

• state investments in the science of reading, and as this committee has seen some of my efforts in numeracy
• Reading Is a foundational skill set, regardless of what you choose to do with your education afterwards
• So again, I would vehemently disagree that an emphasis on reading as a foundational skill set is anything

Bills: SB1632, SB1594, SB2045, SB1251, SB1884, SB1250, SB1630, SB1262, SB1374, SB1292, SB1432, SB1199, SB1790, SB1481, SB1614, SB1734, SB1437, SB1489, SB1718, SB1778

Keywords: career readiness, education reform, high school assessments, workplace skills, state education, credentialing, teacher certification, principal requirements, education administration, special education, Oklahoma education law, SB2045, Grow Your Own Educator Program, teacher recruitment, teacher retention, alternative certification, alternative teacher certification, teacher preparation, tuition reimbursement, course fee reimbursement

Transcript Highlights:

• I mean, certain years are very, very important for the development of language and numeracy, et cetera
• And the first one that you see is It approaches the foundations of AI.
• Really, the work that we've been able to do to create the infrastructure and foundations to even be where

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• SB1360 is a numeracy bill for the Department of Education. For questions. This was part of this.

Bills: SB44, SB237, SB248, SB985, SB1204, SB1239, SB1307, SB1360, SB1390, SB1400, SB1405, SB1427, SB1428, SB1732, SB1832, SB1859, SB1989, SB2018, SB2143

Keywords: sales tax exemption, nonprofit organizations, contractors, charitable purposes, state law, ad valorem tax, manufacturing facilities, exemption, battery energy storage, employment, payroll, state tax regulation, tourism, revolving fund, Oklahoma Tourism and Recreation Department, real property, fund management, Oklahoma Local Food for Schools, school meals, local food procurement

Transcript Highlights:

• We also cover numeracy—how to apply mathematical knowledge—and all of that is applied into it.

Bills: SB140, HB102, SB133, SB34

Keywords: Coach Safely Act, youth athletics, noncompliance penalties, Department of Public Health, youth athlete, dual enrollment, high school, community college, university, educational access, high school credit, violence prevention, conflict resolution, mediation, public education, high school graduation, 1136, house, all

Transcript Highlights:

• We're the numeracy act, literacy act. We're the numeracy act, literacy act.
• making some um good foundational making some um good foundational movements.
• You could you could partner with a school foundation to do partner with a school foundation to do partner
• with a school foundation to do that potentially and they could be a that potentially and they could
• and something that's a foundation and something that's a foundation constitutional right that we all

Keywords: 1136, house, all

Transcript Highlights:

• And then finally, we made mention of this earlier: early literacy and numeracy are very big areas of
• There is an emerging emphasis now on early numeracy. it cheaper to have you know uh care and it cheaper
• ><00:30:22.000> and this earlier uh early literacy and this earlier uh early literacy and numeracy
• 23.760> big<00:30:24.039> areas<00:30:24.360> of<00:30:24.600> focus numeracy
• are very big areas of focus numeracy are very big areas of focus literacy<00:30:25.519> has<00

Keywords: 1191, senate, all

Transcript Highlights:

• Last year we passed the numeracy council act, offering this, so this is going to require professional
• Last year we passed the Numeracy Council Act, offering this, so this is going to require professional
• Last year we passed the Numeracy Council Act, offering this, so this is going to require professional

Keywords: 958, all

Summary: The House Primary and Secondary Education Committee met and first took up House Bill 14, which would establish Alyssa’s Law in Kentucky public schools. The bill, as amended by committee substitute, would allow districts to implement wearable panic alert systems for school staff beginning in the 2025-26 school year. Sponsor Rep. Kevin Jackson and supporters described the system as a silent badge/button that can alert school offices, 911, first responders, and other personnel, with different button sequences for different emergencies. Testimony from Lori Alade, Alyssa’s mother and founder of Make Our Schools Safe, emphasized that “time equals life” and said the technology can help in active threats, medical emergencies, weather events, and other urgent situations. Students from St. Margaret Mary’s Kentucky Youth Assembly also supported the bill, citing the Georgia school shooting response as an example of how such systems can save lives. Members asked about vendor neutrality, costs, training, and whether the system could be used off campus; sponsors said the bill is intended to be vendor neutral, estimated statewide costs ranged from about $2 million to $6 million, training would be provided before the school year, and they would follow up on the off-campus question. The committee approved HB 14 with the committee substitute attached. The committee then reconsidered and approved House Bill 48, a cleanup measure related to school reporting requirements. The substitute was described as addressing department concerns about eliminating certain reporting forms while preserving district flexibility and reducing burdensome reporting. It would allow schools to maintain or use alternative reporting methods, provide KDE a timeline and guidelines for reporting on Cognia software used for CPS and C-dips, and require a written report to the LRC describing reporting requirements imposed on public schools and districts, with items not reapproved by the legislature sunsetting in 2026. The bill passed the committee with the committee substitute attached. Finally, the committee heard House Bill 190, as amended by committee substitute, which would shift the measure from a planning-and-action bill to a planning-only bill for advanced coursework and codify some gifted-student regulations. Rep. Duvall and Dr. Julia Link Roberts of WKU said the bill is intended to expand opportunities for high-potential students by requiring districts to set policies on advanced coursework or accelerated learning options for grades 4 through 12. The substitute changes the standard from “proficient” to “distinguished,” allows districts flexibility in how they implement the policies, and may require automatic enrollment for students scoring distinguished, with opt-out provisions and a principal exception if coursework conflicts with career pathways or CTE access. Members discussed how the proposal differs from current advanced programs, the broader inclusion of students, and district variation in available opportunities. No final vote on HB 190 was included in the transcript excerpt.

Transcript Highlights:

• Hogan affirmed my worthiness. of my worthiness of higher education and laid a strong foundation for my
• I'm here today for the Weston Mandrell Foundation and Weston Mandrell is my grandson.
• Our foundation has presented over 500 vices out in the public. So I request a view that.
• And I love what y'all are doing. doing with the foundation to try to prevent another tragedy.
• Foundation by administering these devices.

Bills: HB367, HB497, HB549, HB983, HB 1188, HB 1290, HB1368, HB2243, HB2310, HB2849, HB3099, HB3546, HB3629, HB3627

Keywords: education, absences, severe illness, life-threatening, school policy, verification, healthcare, insurance, affordability, coverage, patient rights, school health, respiratory distress, airway clearance devices, medication training, public health, HB 983, Texas Education Agency, TEA, educator privacy

Transcript Highlights:

• There is a lot of work that's happening around Read to Succeed and numeracy counts, MTSS.

Keywords: This live stream stopped early and will be uploaded as a complete video later today or tomorrow morning., 958, all

Summary: The committee first considered a pulled contract involving the Department of Education and heard from KDE staff Karen Worth, Matthew Courtney, and later Mickey Ray Marinelli. Members asked about contract 42, which related to the 21st Century Community Learning Centers program and broader federal budget uncertainty. KDE explained that the program is forward-funded, so current-year and next-school-year funding were secure, but future funding remained unclear because federal decisions were still in flux. Members asked to be kept informed of any changes and expressed support for the program. The committee then discussed contract 43, a $105,000 general fund agreement for a communications/digital media consultant. KDE said the position was created to help increase awareness of resources for district staff, administrators, and teachers, including Read to Succeed, numeracy, MTSS, website usability, standards resources, and the Kentucky Learning Hub. Members questioned why the work was being routed through the Green River Co-op, whether the role was new, how long it had been vacant, how many similar positions existed, and whether the work amounted to internal marketing. KDE said the selected employee was coming from Thomas More University, the position had existed for about one year, the vacancy had been less than six months, and the role was intended to improve communication and online resources. Some members voiced concern about growing administrative spending and whether more positions were needed. Both contracts were ultimately approved as reviewed without objection after motions, seconds, and roll-call votes. The committee then announced that the September 25 meeting would instead be held on Tuesday, September 9 at 9:00 a.m., and adjourned after a motion.

Transcript Highlights:

• There is a lot of work that's happening around Read to Succeed and numeracy counts, MTSS.
• that's happening around read to succeed that's happening around read to succeed and<01:29:50.800> numeracy
• <01:29:53.520> And<01:29:53.760> so<01:29:54.000> part and numeracy counts um
• And so part and numeracy counts um MTSS.

Keywords: 958, all

Summary: The Government Contracts Committee met with a quorum and approved the July 8 minutes. It then deferred several items from the July agenda, including a Kentucky Education Television contract because the vendor was not yet registered with the Secretary of State, and a University of Louisville contract at the university’s request. The committee also deferred a behavioral health memorandum of agreement and later a Department of Community Based Services contract after questions were raised about the scope of services and the need for additional information. The most extensive discussion involved the Seven Counties Services contract with the Department for Behavioral Health, Developmental, and Intellectual Disabilities. Committee members questioned why the state continues to contract with Seven Counties despite its bankruptcy and pension-related liabilities, how the funding split was determined, whether the services are statutorily required, and whether the state or another provider could deliver the services more efficiently. Agency representatives said Seven Counties is the sole provider of core community mental health services in its region, serves about 24,500 people, and that service needs and acuity remain high even as the number served has declined. A cabinet attorney said the bankruptcy dispute is ongoing and involves roughly $20 million in contested retirement contributions, though members suggested the amount may be higher. Members also raised broader concerns about whether local governments, especially Metro Louisville, should contribute more toward services tied to social determinants of health, and whether the contract includes services beyond what statute requires. The committee requested additional information on the contract scope and possible offsets or recovery of unfunded liabilities, and then voted to defer the Seven Counties contract to the next meeting. The committee also heard a separate DCBS presentation on the Youth Villages Intercept program, where staff explained it was selected because it is an approved evidence-based Family First prevention service, provides intensive in-home and foster care stabilization services, and is headquartered in Tennessee but operates across Kentucky; members asked for clarification on Medicaid billing and additional funding needs.

Transcript Highlights:

• There was great work and research done on early literacy, and numeracy, on teacher preparation, on discipline
• So the teacher incentive allotment is is a sort of robustly structured portion of the foundation school
• The biggest one by far is the legislative funding formulas, the SPED funding formulas under Foundation
• Just y'all run this foundation school program, you write an adjustment in the law accordingly.
• So recapture is a function of how you have set entitlement under the Foundation School Program?

Keywords: 1184, house, all

Transcript Highlights:

• One of the primary goals of Pre-K is to build a strong academic foundation for students before entering
• Numeracy and spatial relations, aesthetic creativity, scientific conceptual understanding, self-family

Transcript Highlights:

• the uniqueness of Hawaii and the essential educational landscape that we offer, uh, children, a foundational
• the uniqueness of Hawaii and the essential educational landscape that we offer, uh, children, a foundational
• <00:34:41.919> for experiences which lay the foundation for experiences which lay the foundation
• revised vision builds on the foundation revised vision builds on the foundation and<01:22:26.239
• <01:59:40.159> and um or in addition to numeracy and um or in addition to numeracy and literacy

Keywords: 910, house, all

Transcript Highlights:

• <05:14:25.200> to community development foundations to community development foundations to
• Figures Leadership Experience going— >> where my foundation partnered with the University of Alabama
• <05:18:39.920> It's community development foundations.
• It's community development foundations.
• the community uh development foundation the community uh development foundation that<05:43:18.958

Keywords: 920, all

Summary: The Senate first recognized the Montgomery Academy boys basketball team for winning the 2026 Class 3A state championship, their second straight title. Senator Barfoot introduced the team and read a resolution commending the players, coaches, and school community for the 66-39 win over Southside Selma, noting standout performances by Braden Gordon, Mason Ellis, and Jarrett Friendley. Coach Jeremy Aant and school head John Williams thanked the Senate and emphasized the team’s selflessness, teamwork, academic standards, service, and leadership development. The Senate applauded the team, added all senators to the resolution, and arranged for a picture and challenge coins for the players. After the recognition, the Senate came to order, established a quorum, excused absent senators, and adopted the previous day’s journal. Committee reports followed. The Committee on State Government Affairs reported House Bill 541 favorably with one amendment; the bill would create the Safeguard Alabama Voter Engagement Act, requiring party registration for primary voting, restricting crossover voting, retaining voter history as a public record, revising voter registration forms, and requiring parties to publish candidate qualifications. The bill was ordered to a second reading and placed on the calendar. The Committee on Local Legislation reported House Bills 630, 631, and 632 favorably, all relating to Etowah County, including changes to tax exemptions and personnel board membership. These bills were also sent to second reading and the calendar. The Senate then took up Senate Joint Resolution 117, commending Dylan Nut for winning the 2026 Bass Pro Shops Bassmaster Classic, and added all members as co-sponsors. During discussion, one senator used the opportunity to speak at length about a separate concern involving alleged unlicensed real estate solicitation and the need for legislation to protect citizens from property-related scams; he also discussed the calendar process and other bills. The floor later included extended informal remarks about fishing and a separate discussion of a proposal to designate Miss America as an official state ambassador, with support expressed for a possible stipend amendment.

Transcript Highlights:

• could look at another Texan and say this is why we do what we do this bill simply provides that foundation
• 2252 by Creighton relating to measures to support kindergarten readiness and early literacy and numeracy
• parental support program and pre-kindergarten programs and public schools. and the funding under this foundation

Bills: HB29, HB 125, HB145, HB171, HB255, HB50, HB796, HB363, HB 116, HB491, HB589, HB1495, HB368, HB 1285, HB1905, HB1360, HB2002, HB917, HB2723, HB2067, HB 1238, HB2337, HB745, HB 1188, HB1606, HB2003, HB2147, HB2391, HB2355, HB2546, HB2495, HB2818, HB2249, HB1749, HB3109, HB3228, HB3240, HB1507, HB658, HB1748, HB1851, HB1922, HB2001, HB2798, HB 107, HCR29, SB5, SB262, HB 11, HJR72, HB 106, HB18, HB48, HB27, HB37, HB1481, HB581, HB1696, HB2216, HB 1035, HB1633, HB742, HB754, HB1689, HB1690, HB2669, HB391, HB517, HB 1024, HB1607, HB252, HB1716, HB1562, HB4116, HB1866, HB1741, HB2103, HB2637, HB2884, HB503, HB 1089, HB2986, HB972, HB502, HB29, HB 125, HB145, HB171, HB255, HB50, HB796, HB363, HB 116, HB491, HB589, HB1495, HB368, HB 1285, HB1905, HB1360, HB2002, HB917, HB2723, HB2067, HB 1238, HB2337, HB745, HB 1188, HB1606, HB2003, HB2147, HB2391, HB2355, HB2546, HB2495, HB2818, HB2249, HB1749, HB3109, HB3228, HB3240, HB1507, HB658, HB1748, HB1851, HB1922, HB2001, HB2798, HB 107, HCR29

Keywords: water audit, water loss, water loss mitigation plan, municipally owned utility, municipal utility, water conservation, Texas Water Development Board, TCEQ, Texas Commission on Environmental Quality, water leakage, leak detection, billing data accuracy, utility validation, water audit validation, water scarcity, water management, infrastructure, public utility, conservation plan, administrative penalty