Transcript Highlights:

• for students.
• Teachers for respecting students and providing an environment that feels safe for students, and we're
• assessment that is aligned with the statewide assessment rather than a benchmark assessment or an end-of-course
• a benchmark assessment that is aligned with the statewide assessment rather than a benchmark assessment
• It also adjusts the property tax that can be assessed.

Summary: The caucus reviewed a long list of House bills with Senate amendments, with members generally indicating the sponsors intended to concur on most measures. Topics included public health and medical regulation (HB 2086 on face coverings/vaccinations, HB 2140 on gold and silver bullion investments, HB 2195 on nursing facility complaint timelines, HB 2189 on licensed health aides, HB 2932 on Access reimbursement and prior authorization, HB 2557 on medical records timing, and HB 2641 on PFAS firefighting foam), criminal justice and courts (HB 2673 creating an inmate mental health study committee, HB 2028 on community restitution for indigent homeless defendants, HB 2662 on expert testimony in parenting-time cases, HB 2440 on prisoner transition services, and HB 2594 on address confidentiality in family court), and education-related bills (HB 2830 on prenatal development instruction, HB 2249 on parents’ rights and social transitioning, HB 2481 on school district financial record compliance, HB 2482 on school construction job-order caps, HB 2895 on Native American language proficiency, HB 2423 on automatic advanced math enrollment, HB 2621 on special education and certificates of educational convenience, HB 2592 on AI rules, HB 2379 on school board training, and HB 2380 on out-of-state travel and public meeting materials). Other bills addressed transportation, development, housing, and local government issues, including HB 2909 on distracted driving, HB 2369 on photo enforcement citations, HB 2745 on legislative subpoenas, HB 2946 on development fees, HB 2999 on infrastructure finance districts, HB 2244 on eviction record sealing, HB 2342 on HOA shade structures, and HB 2752 on Commerce Authority trade offices. Several members raised concerns or asked questions on bills such as HB 2932, HB 2249, HB 2830, and HB 2028, but no formal votes were taken in the transcript; the meeting ended with adjournment after brief discussion of the final bills on Caucus Calendar 19, including HB 2248 on medical intervention requirements for businesses and schools.

Transcript Highlights:

• Academic assessments, such as the Forward Exam, need to be updated when academic standards Academic assessments
• the needs of our students was a multi-year effort.
• So I'm trying to suss out: is that the issue, the outcome, student outcomes, or the assessments or the
• 3 to 4 points for economically disadvantaged students, and 5 to 10 points for special needs students
• , private school students, choice students.

Committee: House Assembly Committee on Government Operations, Accountability, and Transparency

Keywords: 970, all

Transcript Highlights:

• WICHE offers three major student access programs. WICHE offers three major student access programs.
• over 49,000 students across the West.
• students used WUE to attend college in other Western states, and 5,094 students from across the region
• exchange programs do excuse me student access programs they were called student exchange program but
• we are excuse me, student access programs, they were called student exchange program.

Committee: Senate Senate Education Committee of Reference

Keywords: 1182, all

Transcript Highlights:

• We have some of our great student athletes here today with us in gymnastics: Carolyn Bounds.
• We have some of our great student athletes here today with us in gymnastics: Carolyn Bounds.
• So I want to commend the TW administration, the coaches, especially the amazing student athletes.
• Winston-Herveyes, and students Leila Dickerson, Diana De Leon, Andrew Ponce, and Eric Madrid.
• And it's an assessment on each home so that that's rolled into the cost of the home.

Bills: SJR85 , SCR29 , SCR38 , SCR42 , SB23 , SB39 , SB209 , SB227 , SB240 , SB330 , SB527 , SB584 , SB618 , SB619 , SB636 , SB663 , SB715 , SB732 , SB758 , SB801 , SB825 , SB826 , SB843 , SB844 , SB847 , SB870 , SB884 , SB912 , SB957 , SB1013 , SB1020 , SB1065 , SB1143 , SB1152 , SB1164 , SB1183 , SB1257 , SB1299 , SB1325 , SB1349 , SB1413 , SB1455 , SB1539 , SB1558 , SB1574 , SB1583 , SB1624 , SB1642 , SB1643 , SB1667 , SB1717 , SB1718 , SB1727 , SB1734 , SB1756 , SB1757 , SB1784 , SB1789 , SB1832 , SB1868 , SB1870 , SB1883 , SB1896 , SB1920 , SB1924 , SB1963 , SB2010 , SB2018 , SB2024 , SB2037 , SB2052 , SB2073 , SB2111 , SB2161 , SB2196 , SB2207 , SB2253 , SB2268 , SB2322 , SB2323 , SB2332 , SB2349 , SB2371 , SB2533 , SB2570 , SB2601 , SB2626 , SB2692 , SB2705 , SB2717 , SB2774 , SB2788 , SB2877 , SB2920 , SB2 , SB260 , SB1786 , SB1 , HJR4 , SJR36 , SJR50 , SJR63 , SJR85 , SJR84 , SCR12 , SCR39 , SCR38 , SCR42 , SCR29 , SCR4 , SCR18 , SCR43 , SCR46 , SB2023 , SB825 , SB2010 , SB1870 , SB62 , SB666 , SB847 , SB284 , SB854 , SB1073 , SB810 , SB1539 , SB1505 , SB583 , SB957 , SB1502 , SB507 , SB1026 , SB1349 , SB1433 , SB1434 , SB1376 , SB1585 , SB1772 , SB2016 , SB1163 , SB619 , SB1122 , SB732 , SB731 , SB397 , SB508 , SB1436 , SB287 , SB261 , SB1882 , SB618 , SB393 , SB1791 , SB826 , SB1257 , SB870 , SB529 , SB209 , SB1883 , SB2024 , SB2429 , SB1999 , SB511 , SB2309 , SB510 , SB1860 , SB2037 , SB1924 , SB2253 , SB2018 , SB2206 , SB1963 , SB1643 , SB1299 , SB841 , SB668 , SB584 , SB1085 , SB2431 , SB1490 , SB1868 , SB2314 , SB434 , SB2046 , SB1667 , SB1727 , SB2127 , SB1975 , SB1760 , SB1734 , SB1335 , SB2246 , SB2439 , SB1624 , SB1244 , SB1468 , SB2717 , SB1612 , SB1262 , SB604 , SB2395 , SB1832 , SB1745 , SB1746 , SB2207 , SB1784 , SB1524 , SB528 , SB437 , SB269 , SB1137 , SB968 , SB636 , SB747 , SB1325 , SB1789 , SB1455 , SB2056 , SB1940 , SB2052 , SB1579 , SB2068 , SB3034 , SB844 , SB1920 , SB1558 , SB1236 , SB1044 , SB884 , SB463 , SB227 , SB240 , SB517 , SB1200 , SB1410 , SB1626 , SB1845 , SB1863 , SB2216 , SB2681 , SB1717 , SB2141 , SB2323 , SB2200 , SB2332 , SB2199 , SB1642 , SB1757 , SB2050 , SB1138 , SB2626 , SB2458 , SB1864 , SB2201 , SB1862 , SB1583 , SB1055 , SB2660 , SB1898 , SB2662 , SB2161 , SB2964 , SB2881 , SB1065 , SB801 , SB2743 , SB2533 , SB1413 , SB2073 , SB3014 , SB3013 , SB2774 , SB2702 , SB2629 , SB2443 , SB2349 , SB2167 , SB2145 , SB2121 , SB758 , SB648 , SB647 , SB512 , SB438 , SB1721 , SB2268 , SB1495 , SB2705 , SB2366 , SB1422 , SB1369 , SB1013 , SB682 , SB2692 , SB2570 , SB2797 , SB2111 , SB1896 , SB1164 , SB1020 , SB663 , SB2371 , SB1152 , SB2196 , SB2383 , SB2581 , SB2798 , SB330 , SB646 , SB843 , SB1998 , SB1418 , SB2788 , SB1169 , SB2873 , SB1754 , SB1534 , SB1718 , SB2779 , SB2004 , SB1143 , SB1756 , SB912 , SB2119 , SB2032 , SB527 , SB1580 , SB1952 , SB2601 , SB2322 , SB2448 , SB1777 , SB1283 , SB407 , SB2392 , SB2076 , SB2786 , SB3031 , SB2877 , SB2876 , SB2284 , SB2225 , SB1540 , SB2920 , SB2929 , SB1395 , SB1972 , SB2540 , SB1183 , SB2742 , SB2595 , SB2217 , SB2117 , SB715 , SB2330 , SB1964 , SB1383 , SB500 , SB1640 , SB39 , SB2001 , SB2080 , SB2722 , SB506 , SB2514 , SB2623 , SB2658 , SB1574 , SB2900 , SB23 , SB2753 , SB2398 , SB401 , SB1241 , SB2927 , SB2173 , SB2538 , SB898 , SB467 , SB1449 , SB2529 , SB1531 , SB2846 , SB2476 , SB2031 , SB986 , SB1181 , SB2075 , SB2154 , SB2864 , HB135 , HB1109 , SCR48 , SB31 , SB2880 , SB1359 , SB2386 , SB771 , SB2844 , SB2550 , SB1351 , SB1423 , SB1931 , SB2245 , SB2589 , SB2707 , SB2807 , SB2351 , SB410 , SB659 , SB816 , SB2776 , SB2693 , SB2580 , SB1980 , SB1886 , SB1234 , SB739 , SB482 , SB456 , SB127 , SB1666

Keywords: Texas constitutional amendment, property tax relief, school district taxes, ad valorem tax, homestead exemption, residence homestead, elderly homeowners, senior citizens, disabled homeowners, age 65 or older, school finance, tax exemption increase, local school taxes, property tax exemption, homestead tax relief, voter approval, school district revenue, tax rollback, disabled persons exemption, El Paso

Summary: The Senate opened with a quorum, an invocation by Rabbi Kelly Levy, a gubernatorial message naming appointees to the Red River and Nueces River Authority boards, and several ceremonial recognitions, including Texas Woman’s University athletes, the Doctor of the Day, Balch Springs Day, St. Mary’s University, Austin Oaks Church’s centennial, and a memorial resolution for Marie Flickinger, which was adopted after remarks from members and a moment of silence. The chamber then moved to the calendar and took up a series of bills and resolutions. Several measures dealing with water and taxes were passed: Committee Substitute for SB 1413 on procedures for amending or revoking certificates of public convenience and necessity for certain water utilities; SB 1583 on groundwater conservation district management plans, amended by Blanco; SB 23 and SJR 85 to increase the school district homestead exemption for elderly and disabled homeowners, both passing with one nay; SB 2774 to classify industrial uniform and linen rental businesses as retail trade for franchise tax purposes; and SCR 29 designating El Paso as the official boot capital of Texas for 10 years. Members also adopted SCR 49 recognizing Austin Oaks Church’s 100th anniversary and SR 424 recognizing Balch Springs Day. The Senate also advanced a package of insurance and regulatory bills. Committee Substitute for SB 1643 would require prior approval from the Texas Department of Insurance for certain property and casualty rate changes over 10%, and Committee Substitute for SB 1642 would restructure TDI from a single commissioner to a three-commissioner model; both passed after debate about rising insurance costs, inflation, labor, reinsurance, and litigation. Committee Substitute for SB 1883, on land use assumptions, capital improvement plans, and impact fees, passed after discussion of transparency and local development costs. SB 826, enhancing penalties for DWI in an active school zone, passed with strong support. Two other controversial measures were also advanced: Committee Substitute for SB 1257, requiring health plan coverage for complications, reversals, and related care tied to gender transition procedures, passed to engrossment but was held there after a 20-11 vote; and Committee Substitute for SB 2024, banning disguised vape pens and, by amendment, hemp vape pens and other intoxicating-substance vape pens, passed. The final item shown was Committee Substitute for SB 240, the Texas Women’s Privacy Act, which was laid out by Senator Middleton and described as restricting access to sex-specific private spaces in public facilities based on biological sex, with civil penalties for violations; the transcript cuts off during the presentation of that bill.

Transcript Highlights:

• structures in utilities align with national safety guidelines and create a classification system to assess
• This has been used. block developments here in Texas, including Dallas Hospital expansion, student housing

Bills: SJR85 , SCR29 , SCR38 , SCR42 , SB23 , SB39 , SB209 , SB227 , SB240 , SB330 , SB527 , SB584 , SB618 , SB619 , SB636 , SB663 , SB715 , SB732 , SB758 , SB801 , SB825 , SB826 , SB843 , SB844 , SB847 , SB870 , SB884 , SB912 , SB957 , SB1013 , SB1020 , SB1065 , SB1143 , SB1152 , SB1164 , SB1183 , SB1257 , SB1299 , SB1325 , SB1349 , SB1413 , SB1455 , SB1539 , SB1558 , SB1574 , SB1583 , SB1624 , SB1642 , SB1643 , SB1667 , SB1717 , SB1718 , SB1727 , SB1734 , SB1756 , SB1757 , SB1784 , SB1789 , SB1832 , SB1868 , SB1870 , SB1883 , SB1896 , SB1920 , SB1924 , SB1963 , SB2010 , SB2018 , SB2024 , SB2037 , SB2052 , SB2073 , SB2111 , SB2161 , SB2196 , SB2207 , SB2253 , SB2268 , SB2322 , SB2323 , SB2332 , SB2349 , SB2371 , SB2533 , SB2570 , SB2601 , SB2626 , SB2692 , SB2705 , SB2717 , SB2774 , SB2788 , SB2877 , SB2920 , SB2 , SB260 , SB1786 , SB1 , HJR4 , SJR36 , SJR50 , SJR63 , SJR85 , SJR84 , SCR12 , SCR39 , SCR38 , SCR42 , SCR29 , SCR4 , SCR18 , SCR43 , SCR46 , SB2023 , SB825 , SB2010 , SB1870 , SB62 , SB666 , SB847 , SB284 , SB854 , SB1073 , SB810 , SB1539 , SB1505 , SB583 , SB957 , SB1502 , SB507 , SB1026 , SB1349 , SB1433 , SB1434 , SB1376 , SB1585 , SB1772 , SB2016 , SB1163 , SB619 , SB1122 , SB732 , SB731 , SB397 , SB508 , SB1436 , SB287 , SB261 , SB1882 , SB618 , SB393 , SB1791 , SB826 , SB1257 , SB870 , SB529 , SB209 , SB1883 , SB2024 , SB2429 , SB1999 , SB511 , SB2309 , SB510 , SB1860 , SB2037 , SB1924 , SB2253 , SB2018 , SB2206 , SB1963 , SB1643 , SB1299 , SB841 , SB668 , SB584 , SB1085 , SB2431 , SB1490 , SB1868 , SB2314 , SB434 , SB2046 , SB1667 , SB1727 , SB2127 , SB1975 , SB1760 , SB1734 , SB1335 , SB2246 , SB2439 , SB1624 , SB1244 , SB1468 , SB2717 , SB1612 , SB1262 , SB604 , SB2395 , SB1832 , SB1745 , SB1746 , SB2207 , SB1784 , SB1524 , SB528 , SB437 , SB269 , SB1137 , SB968 , SB636 , SB747 , SB1325 , SB1789 , SB1455 , SB2056 , SB1940 , SB2052 , SB1579 , SB2068 , SB3034 , SB844 , SB1920 , SB1558 , SB1236 , SB1044 , SB884 , SB463 , SB227 , SB240 , SB517 , SB1200 , SB1410 , SB1626 , SB1845 , SB1863 , SB2216 , SB2681 , SB1717 , SB2141 , SB2323 , SB2200 , SB2332 , SB2199 , SB1642 , SB1757 , SB2050 , SB1138 , SB2626 , SB2458 , SB1864 , SB2201 , SB1862 , SB1583 , SB1055 , SB2660 , SB1898 , SB2662 , SB2161 , SB2964 , SB2881 , SB1065 , SB801 , SB2743 , SB2533 , SB1413 , SB2073 , SB3014 , SB3013 , SB2774 , SB2702 , SB2629 , SB2443 , SB2349 , SB2167 , SB2145 , SB2121 , SB758 , SB648 , SB647 , SB512 , SB438 , SB1721 , SB2268 , SB1495 , SB2705 , SB2366 , SB1422 , SB1369 , SB1013 , SB682 , SB2692 , SB2570 , SB2797 , SB2111 , SB1896 , SB1164 , SB1020 , SB663 , SB2371 , SB1152 , SB2196 , SB2383 , SB2581 , SB2798 , SB330 , SB646 , SB843 , SB1998 , SB1418 , SB2788 , SB1169 , SB2873 , SB1754 , SB1534 , SB1718 , SB2779 , SB2004 , SB1143 , SB1756 , SB912 , SB2119 , SB2032 , SB527 , SB1580 , SB1952 , SB2601 , SB2322 , SB2448 , SB1777 , SB1283 , SB407 , SB2392 , SB2076 , SB2786 , SB3031 , SB2877 , SB2876 , SB2284 , SB2225 , SB1540 , SB2920 , SB2929 , SB1395 , SB1972 , SB2540 , SB1183 , SB2742 , SB2595 , SB2217 , SB2117 , SB715 , SB2330 , SB1964 , SB1383 , SB500 , SB1640 , SB39 , SB2001 , SB2080 , SB2722 , SB506 , SB2514 , SB2623 , SB2658 , SB1574 , SB2900 , SB23 , SB2753 , SB2398 , SB401 , SB1241 , SB2927 , SB2173 , SB2538 , SB898 , SB467 , SB1449 , SB2529 , SB1531 , SB2846 , SB2476 , SB2031 , SB986 , SB1181 , SB2075 , SB2154 , SB2864 , HB135 , HB1109 , SCR48 , SB31 , SB2880 , SB1359 , SB2386 , SB771 , SB2844 , SB2550 , SB1351 , SB1423 , SB1931 , SB2245 , SB2589 , SB2707 , SB2807 , SB2351 , SB410 , SB659 , SB816 , SB2776 , SB2693 , SB2580 , SB1980 , SB1886 , SB1234 , SB739 , SB482 , SB456 , SB127 , SB1666

Keywords: Texas constitutional amendment, property tax relief, school district taxes, ad valorem tax, homestead exemption, residence homestead, elderly homeowners, senior citizens, disabled homeowners, age 65 or older, school finance, tax exemption increase, local school taxes, property tax exemption, homestead tax relief, voter approval, school district revenue, tax rollback, disabled persons exemption, El Paso

Transcript Highlights:

• So we have some of our great student athletes here today with us in gymnastics: - Carolyn Bounds, raise
• They symbolize talent, hard work, commitment, and what’s possible when student-athletes receive the support
• I want to commend the TWU administration, the coaches, and especially the amazing student-athletes.
• We also have students Leila Dickerson, Diana DeLeon, Andrew Ponce, and Eric Madrid.
• And so it's an assessment on each home, so that's rolled into the cost of the home.

Bills: SJR85 , SCR29 , SCR38 , SCR42 , SB23 , SB39 , SB209 , SB227 , SB240 , SB330 , SB527 , SB584 , SB618 , SB619 , SB636 , SB663 , SB715 , SB732 , SB758 , SB801 , SB825 , SB826 , SB843 , SB844 , SB847 , SB870 , SB884 , SB912 , SB957 , SB1013 , SB1020 , SB1065 , SB1143 , SB1152 , SB1164 , SB1183 , SB1257 , SB1299 , SB1325 , SB1349 , SB1413 , SB1455 , SB1539 , SB1558 , SB1574 , SB1583 , SB1624 , SB1642 , SB1643 , SB1667 , SB1717 , SB1718 , SB1727 , SB1734 , SB1756 , SB1757 , SB1784 , SB1789 , SB1832 , SB1868 , SB1870 , SB1883 , SB1896 , SB1920 , SB1924 , SB1963 , SB2010 , SB2018 , SB2024 , SB2037 , SB2052 , SB2073 , SB2111 , SB2161 , SB2196 , SB2207 , SB2253 , SB2268 , SB2322 , SB2323 , SB2332 , SB2349 , SB2371 , SB2533 , SB2570 , SB2601 , SB2626 , SB2692 , SB2705 , SB2717 , SB2774 , SB2788 , SB2877 , SB2920 , SB2 , SB260 , SB1786 , SB1 , HJR4 , SJR36 , SJR50 , SJR63 , SJR85 , SJR84 , SCR12 , SCR39 , SCR38 , SCR42 , SCR29 , SCR4 , SCR18 , SCR43 , SCR46 , SB2023 , SB825 , SB2010 , SB1870 , SB62 , SB666 , SB847 , SB284 , SB854 , SB1073 , SB810 , SB1539 , SB1505 , SB583 , SB957 , SB1502 , SB507 , SB1026 , SB1349 , SB1433 , SB1434 , SB1376 , SB1585 , SB1772 , SB2016 , SB1163 , SB619 , SB1122 , SB732 , SB731 , SB397 , SB508 , SB1436 , SB287 , SB261 , SB1882 , SB618 , SB393 , SB1791 , SB826 , SB1257 , SB870 , SB529 , SB209 , SB1883 , SB2024 , SB2429 , SB1999 , SB511 , SB2309 , SB510 , SB1860 , SB2037 , SB1924 , SB2253 , SB2018 , SB2206 , SB1963 , SB1643 , SB1299 , SB841 , SB668 , SB584 , SB1085 , SB2431 , SB1490 , SB1868 , SB2314 , SB434 , SB2046 , SB1667 , SB1727 , SB2127 , SB1975 , SB1760 , SB1734 , SB1335 , SB2246 , SB2439 , SB1624 , SB1244 , SB1468 , SB2717 , SB1612 , SB1262 , SB604 , SB2395 , SB1832 , SB1745 , SB1746 , SB2207 , SB1784 , SB1524 , SB528 , SB437 , SB269 , SB1137 , SB968 , SB636 , SB747 , SB1325 , SB1789 , SB1455 , SB2056 , SB1940 , SB2052 , SB1579 , SB2068 , SB3034 , SB844 , SB1920 , SB1558 , SB1236 , SB1044 , SB884 , SB463 , SB227 , SB240 , SB517 , SB1200 , SB1410 , SB1626 , SB1845 , SB1863 , SB2216 , SB2681 , SB1717 , SB2141 , SB2323 , SB2200 , SB2332 , SB2199 , SB1642 , SB1757 , SB2050 , SB1138 , SB2626 , SB2458 , SB1864 , SB2201 , SB1862 , SB1583 , SB1055 , SB2660 , SB1898 , SB2662 , SB2161 , SB2964 , SB2881 , SB1065 , SB801 , SB2743 , SB2533 , SB1413 , SB2073 , SB3014 , SB3013 , SB2774 , SB2702 , SB2629 , SB2443 , SB2349 , SB2167 , SB2145 , SB2121 , SB758 , SB648 , SB647 , SB512 , SB438 , SB1721 , SB2268 , SB1495 , SB2705 , SB2366 , SB1422 , SB1369 , SB1013 , SB682 , SB2692 , SB2570 , SB2797 , SB2111 , SB1896 , SB1164 , SB1020 , SB663 , SB2371 , SB1152 , SB2196 , SB2383 , SB2581 , SB2798 , SB330 , SB646 , SB843 , SB1998 , SB1418 , SB2788 , SB1169 , SB2873 , SB1754 , SB1534 , SB1718 , SB2779 , SB2004 , SB1143 , SB1756 , SB912 , SB2119 , SB2032 , SB527 , SB1580 , SB1952 , SB2601 , SB2322 , SB2448 , SB1777 , SB1283 , SB407 , SB2392 , SB2076 , SB2786 , SB3031 , SB2877 , SB2876 , SB2284 , SB2225 , SB1540 , SB2920 , SB2929 , SB1395 , SB1972 , SB2540 , SB1183 , SB2742 , SB2595 , SB2217 , SB2117 , SB715 , SB2330 , SB1964 , SB1383 , SB500 , SB1640 , SB39 , SB2001 , SB2080 , SB2722 , SB506 , SB2514 , SB2623 , SB2658 , SB1574 , SB2900 , SB23 , SB2753 , SB2398 , SB401 , SB1241 , SB2927 , SB2173 , SB2538 , SB898 , SB467 , SB1449 , SB2529 , SB1531 , SB2846 , SB2476 , SB2031 , SB986 , SB1181 , SB2075 , SB2154 , SB2864 , HB135 , HB1109 , SCR48 , SB31 , SB2880 , SB1359 , SB2386 , SB771 , SB2844 , SB2550 , SB1351 , SB1423 , SB1931 , SB2245 , SB2589 , SB2707 , SB2807 , SB2351 , SB410 , SB659 , SB816 , SB2776 , SB2693 , SB2580 , SB1980 , SB1886 , SB1234 , SB739 , SB482 , SB456 , SB127 , SB1666

Keywords: Texas constitutional amendment, property tax relief, school district taxes, ad valorem tax, homestead exemption, residence homestead, elderly homeowners, senior citizens, disabled homeowners, age 65 or older, school finance, tax exemption increase, local school taxes, property tax exemption, homestead tax relief, voter approval, school district revenue, tax rollback, disabled persons exemption, El Paso

Transcript Highlights:

• And what what formative assessment.
• </c><00:07:49.199><c> is</c> determine whether or not the student is determine whether or not the student
• </c><00:10:28.480><c> could</c> practices or how many students could practices or how many students could
• </c><00:20:30.640><c> who</c> identify and support those students who identify and support those students
• , students, students, uh,<00:23:31.440><c> solutions</c><00:23:32.080><c> to</c><00:23:32.320><c> these

Committee: House Primary and Secondary Education

Keywords: 958, all

Transcript Highlights:

• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• sure that student doesn't get behind, and they do it on a student by student basis and they're going

Keywords: 958, all

Summary: The Senate Education Committee heard House Bill 132, which would change home and hospital instruction funding so schools can be reimbursed sooner when students miss school for short-term mental health-related stays. Representative Nick Wilson said current law requires a student to be out five days before funding begins, leaving schools unpaid when they provide instruction during 2- to 4-day absences. The committee gave HB 132 favorable expression unanimously. The committee then heard House Bill 193, a cleanup bill on dual credit scholarships. Representative J.T. Payne and KHEAA’s director explained that the bill consolidates academic and CTE dual credit scholarships into one statute to reduce administrative confusion, since the programs have been funded together in recent budgets. HB 193 passed unanimously with favorable expression. House Bill 241 drew the most discussion. The committee first adopted a substitute, which members said changed the bill to give the Commissioner of Education discretion, rather than a mandate, to grant calamity days. The bill and substitute centered on virtual instruction and Cloverport Virtual Academy: supporters said the school was a pilot project that needed more time and that a prior agency effort to cap virtual instruction would have effectively shut it down, while opponents argued the substitute would reward a low-performing virtual model and extend NTI/virtual learning too broadly. Testimony from an Oldham County parent criticized NTI quality and opposed adding more virtual days. No final vote on HB 241 was included in the portion provided.

Transcript Highlights:

• </c> EFA student. EFA student.
• . student. student.
• Uh, so, we're not aware of any district denying a student access to the state assessment.
• My assessment team instructs districts to offer EFA students access to the state assessment because the
• Assessments are the assessments.

Committee: Senate Education

Keywords: 1191, senate, all

Transcript Highlights:

• Schools want to support student well-being.
• the students in Washington.
• provide assistance and accommodations to students experiencing homelessness and to students who were
• students, in strong support of this bill.
• at $300 per assessment, the impact would be $15,000 for those assessments.

Summary: The committee first heard Substitute House Bill 1128, which would create a Child Care Workforce Standards Board within the Department of Labor and Industries to study child care workforce conditions and make recommendations on employment standards. Staff explained that the proposed second substitute narrows the board’s role from setting enforceable standards to making recommendations, with estimated ongoing costs for L&I staffing and smaller costs for board member stipends and possible DCYF support. Supporters, including child care providers, SEIU 925, and labor representatives, said the bill would help address understaffing, low wages, and retention problems; opponents, including child care industry groups and private schools, argued it duplicates existing work, adds bureaucracy, and creates unfunded costs. No vote was taken in the hearing. The committee then heard Second Substitute House Bill 1634, which would direct OSPI and ESDs to develop a technical assistance and training framework to help schools coordinate student behavioral health supports. Staff said the bill aligns with the Washington Thriving Strategic Plan and could largely be implemented with existing work and limited additional costs, though DOH would need some support. Testifiers from behavioral health and school counseling fields described severe youth mental health needs and urged passage, and OSPI said the work is doable with current resources. The committee also heard Substitute House Bill 2636, which would create a public education review advisory council to recommend K-12 policies and funding provisions for JLARC review; staff described JLARC, OSPI, and State Board costs, and no public testimony was offered. The committee next heard House Bill 1316, which would expand the Supporting Students Experiencing Homelessness program so additional university campuses can access funding. The sponsor said the program has strong retention outcomes, and student advocates testified that campuses such as UW Bothell need access to already appropriated funds for emergency aid, food pantries, and case management. Staff then briefed Substitute House Bill 2474, which would allow the Student Achievement Council Tuition Recovery Trust Fund to be used for refunds tied to broader consumer protection violations, with no expected fiscal impact; there was no testimony. The committee also heard Substitute House Bill 2365 on digital equity, which would expand the Broadband Office’s role, revise the digital equity forum, and rename the grant program; supporters emphasized rural access, affordability, and the loss of federal digital equity funding, while staff estimated significant Commerce staffing costs and some additional agency impacts. Finally, the committee heard House Bill 2401, creating a Washington State Boys and Men Commission contingent on non-state funding, with staff outlining OFM startup and fundraising costs and an estimated operating budget if fully funded. Supporters said boys and men face mental health, education, and mentorship gaps and that the commission would improve coordination; the bill drew testimony from rural school leaders, nonprofit advocates, and community members. The committee then heard Substitute House Bill 2475 on language access, which would require the Office of Equity to develop uniform language-access guidelines and a report on interpreter and translator shortages; staff said the office could absorb the work but other agency and local government impacts were uncertain. Substitute House Bill 2517, on permitting for high-capacity transit, would let regional transit authorities apply for permits earlier and streamline land-use processes; Sound Transit and the sponsor said it would speed delivery of major projects, while staff estimated Commerce technical-assistance costs and possible local government impacts. The last bill heard was Substitute House Bill 2145 on the 340B drug pricing program, which would bar manufacturers from restricting contract-pharmacy access and require reporting to DOH; supporters said it protects safety-net providers and patient services, while opponents warned of higher costs for employers, state health plans, and litigation burdens. No final committee action or votes were recorded in the transcript.

Transcript Highlights:

• are being assessed immersion programs are being assessed accurately<00:03:25.720><c> um</c><00:03:25.879
• </c><00:07:03.400><c> get</c> before those kindergarten students get before those kindergarten students
• We feel that by discontinuing the use of student assessment data, it is a practice that should not be
• By discontinuing the use of student assessment data, it is a practice that should not be continued, and
• </c><01:37:53.520><c> students</c><01:37:54.480><c> I</c> what's best for our student students I what's

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• So that division really helps oversee our suite of K-12 student assessments, including the Florida Assessment
• are they can then accelerate those students and then if a student needs remediation or interventions
• have other than some of the informal assessments we take on student learning each and every day.
• We do assessments, like there are many unit assessments every few weeks.
• , the teachers have collaborative planning meetings where each student—we go through student by student

Summary: The subcommittee first heard an overview from Department of Education Chancellor Paul Burns on Florida’s K-12 governance structure and major divisions, including early learning, public schools, safe schools, school choice, and accountability. He highlighted school readiness and VPK, teacher preparation and licensure, school safety functions, scholarship and virtual/home education programs, and FAST progress monitoring. Burns also cited statewide gains such as higher mid-year reading performance, a record graduation rate of 89.7%, and record CTE enrollment, while members questioned the meaning of Florida’s “number one” education rankings, teacher pay, post-COVID learning loss, vacancies, and chronic absenteeism. St. Lucie County Superintendent John Prince then described the scale and responsibilities of a mid-sized district, emphasizing student safety, transportation, meals, hurricane shelter operations, career and technical education, teacher recruitment and retention, progress monitoring, remediation, and mental health supports. Members asked about school shelter construction standards, remediation funding, late school start times, attendance, and concordance scores; Prince argued for more flexibility for CTE pathways and noted that local districts use a mix of state and federal funds to support remediation and staffing. The committee then moved to an early warning systems panel. Burns explained that Florida law requires districts to use attendance, behavior/suspensions, course performance, FAST results, and other academic indicators to identify students needing support, with districts and families developing intervention plans. Superintendents from Putnam, St. Johns, and St. Lucie counties said chronic absenteeism is tied to achievement and NAEP decline, but causes vary by district, including poverty, transportation, daycare, family instability, travel, and student athletics. They described MTSS, PBIS, home visits, attendance letters, and community partnerships as responses. Members also discussed VPK access, full-day VPK funding, excused versus unexcused absences, and the need for earlier intervention in pre-K and K-2. Finally, Vice Chancellor Darren Norris outlined Florida’s post-Parkland school safety measures, including armed school officers, anonymous reporting, behavioral threat assessment teams, mental health training, panic alert systems, emergency drills, active assailant response policies, and firearm detection canines. Superintendents said compliance is costly and often requires shifting local funds, but they praised state grants for mental health, hardening, and mapping. They noted ongoing challenges with new mandates, capital costs, manual reporting burdens, and the need to balance safety requirements with classroom resources.

Transcript Highlights:

• This includes student achievement reporting at the school level and This includes student achievement
• It prioritizes students with IEPs or needing social-emotional, behavioral supports, or students whose
• I guess the reading assessment is under 105 as well, so the reading assessment in third grade too.
• , teacher-developed assessments, or assessments aligned with the standards identified in the area the
• But what can we do about these students? We need these students.

Committee: Assembly Education

Keywords: 909, all

Transcript Highlights:

• Schools want to support student well-being.
• the students in Washington.
• provide assistance and accommodations to students experiencing homelessness and to students who were
• And support our students. Thank you. Thank you.
• at $300 per assessment, the impact would be $15,000 for those assessments.

Bills: HB1316 , HB2401 , HB2557 , HB2720 , HB1073 , HB2685 , HB2640 , HB2403

Committee: House Appropriations

Keywords: postsecondary education, homelessness, foster youth, education access, support programs, commission, gender equity, boys, men, advocacy, state policy, special education, parental rights, educational access, evaluation reports, disability services, behavioral health, emergency services, health insurance, provider access

Transcript Highlights:

• WICHE offers three major student access programs. WICHE offers three major student access programs.
• And we serve about 2,900 students.
• Excuse me, student access programs—they were called student exchange programs, but we are...
• exchange programs do excuse me student access programs they were called student exchange program but
• we are excuse me, student access programs, they were called student exchange program.

Committee: Senate Senate Education Committee of Reference

Summary: The Senate Education Committee of Reference first heard a sunset review of the Credit Enhancement Eligibility Board. Governor’s Office staff explained that the board was created in 2016 to lower borrowing costs for qualifying schools by providing a state guarantee that improves credit ratings, but the board has no dedicated staff or budget and is now largely in a monitoring role because it has reached its statutory leverage cap. Members discussed the long maturities of the approved financings, whether rural districts might benefit from additional capacity, and why a 10-year continuation was being requested. The committee voted to recommend continuing the board for 10 years until July 1, 2036. The committee then heard a sunset review of the Western Interstate Commission for Higher Education (WICHE). WICHE’s president described the interstate compact, its regional student access programs—WUE, WRGP, and PSEP—along with behavioral health fidelity reviews and cooperative purchasing savings. Testimony emphasized tuition savings for Arizona students, the return of health care graduates to Arizona, and the value of regional collaboration. The committee voted to recommend continuing WICHE for 10 years until July 1, 2036. Finally, the committee reviewed the Arizona Department of Education School Safety Program performance audit. The Auditor General reported that the program has grown substantially, but many sampled schools were not fully complying with requirements such as operational plans, safety teams, training, activity logs, and reimbursement documentation. The department agreed with the finding and said it would implement the recommendations. The school safety director responded that the department has already begun tightening monitoring, training, and documentation procedures, and he answered questions about emergency plans and campus safety. No further action was taken on the audit, and the meeting adjourned.

Transcript Highlights:

• additional funding based on enrollment for low-income students, English learners, and foster students
• LCFF base grant amounts are calculated on a per-student basis measured by student ADA according to grade
• So the grade span adjustment, the 10.4% that's applied to those students, it includes the students for
• To do that targeted assessment, looking at their students of greatest need, to better target those funds
• as well as in the state assessments.” “...well in the national assessments as well as in the state assessments

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• Department of Education to test every student. assessments because during our normal assessments because
• So, there is some individual student opt-out that occurs in all of our assessments.
• We do have some other assessments as well for students who have significant cognitive disabilities who
• for</c><01:59:52.000><c> students</c><01:59:52.320><c> who</c> assessments as well for students who assessments
• So, it's a different assessment but still designed to test students' reading, writing, math, and science

Keywords: 928, house, all

Summary: The committee first approved corrected minutes from October 6 after members noted and fixed several transcription and spelling errors, including a clarification that a comment about SAU numbers came from former Senator Jim Rubin. The vote to approve the corrected minutes was moved, seconded, and adopted with one abstention. The main presentation came from Chuck Bates of the New Hampshire Association of School Business Officials (ASBO), who described the organization, its certification program, and the role of school business administrators. He explained that ASBO members handle accounting and financial management, facilities, food service, HR, information systems, transportation, and risk management. He also outlined the certification program, which includes 21 courses, most online, plus four in-person workshops unique to New Hampshire, and noted that many members are not certified because the state licensure requirement was removed. Bates then addressed the committee’s interest in SAU consolidation and county-wide restructuring. He said business administrators often manage multiple budgets, attend school board meetings, and serve as a visible point of contact for the community. He argued that consolidation would create operational and financial challenges, including staff and facility relocation, differing accounting systems, lack of a standardized chart of accounts, and uncertain return on investment. He said the biggest obstacle would be local control, especially in small towns that do not want outside decisions affecting school closures, class sizes, or student transportation. Committee members questioned him about the distinction between administrative and academic control, the size of district offices in larger cities, and what might reduce administrative costs; Bates responded that many administrative costs stem from legislation and that consolidation would be difficult to implement without local support.

Transcript Highlights:

• Now, from the instructor's perspective, in a perfect world, a student is a student is a student.
• Now, from the instructor's perspective, in a perfect world, a student is a student is a student.
• student to student, and teacher to teacher.
• Methodology: We assess students in mathematics, English language arts, and science.
• You could probably guess that if our students get better on our state assessment, we will probably see

Committee: Joint Education Committee

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• Summative assessment.
• Well, when the students take the assessments, they're getting their results.
• student to provide ALEs. students, districts are still spending increasingly more per student to provide
• They are meant to be targeted to the needs of students based on the district's needs assessments.
• learner students but declined within enhanced student achievement, or ESA, per-student funding.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• And that support, um, also includes the helping of going through the goals assessment for the students
• And that support, um, also includes the helping of going through the goals assessment for the students
• And that support, um, also includes the helping of going through the goals assessment for the students
• And that support, um, also includes the helping of going through the goals assessment for the students
• students</c> the students three assess the students the students three assess the students are<02:43

Keywords: 910, house, all