Transcript Highlights:

• Threat assessment, mental health assessment, are critical, and our relationship with local law enforcement
• So I certainly think that threat assessment is an area for growth. threat assessment is an area for a
• wanting to alarm the students?
• No, this is for students.
• No, this is for students. Students.

Committee: House Emergency Management

Keywords: 988, house, all

Transcript Highlights:

• </c> to guide students. to guide students.
• </c> enhance how students learn. enhance how students learn.
• For students, it does their students.
• </c> our official AI guidance for students. our official AI guidance for students.
• For students, there are student actions.

Keywords: 912, senate, all

Transcript Highlights:

• For school districts with enrollments of fewer than 2,000 students instead of 3,000 students from the
• year in which the student turns age 22.
• student previously attended.
• I'm on the preschool assessment team, and I'm also the parent of a student with an IEP.
• As a preschooler who is not yet enrolled in school, they bring the student for assessment.

Bills: HB1662 , HB1683 , HB2534 , HB2557 , HB2594

Committee: House Education

Keywords: education agencies, administrative independence, superintendent, education reform, agency authority, education, school boards, district adjustments, administrative boundaries, educational governance, military families, child stability, transitional schooling, support services, special education, parental rights, educational access, evaluation reports, disability services, unhoused

Transcript Highlights:

• </c> indirect cost assessment D76,418,84989. indirect cost assessment D76,418,84989.
• For 5D indirect cost assessment, $67,042,591,523. Indirect cost assessment of 375,519.
• Longitudinal Analysis of Student Assessment Results, 5.1 FTE. 4.
• Indirect cost assessment, $55327.
• Indirect cost assessment.

Keywords: 981, all

Transcript Highlights:

• We are tracking student data.
• Yeah, student achievement is number one.
• Students are why we exist.
• You can't a friend or students.
• that's generated by those students.

Keywords: 999, senate, all

Transcript Highlights:

• </c><00:02:32.400><c> skills</c> students with the practical skills students with the practical skills
• incentive value, that student could generate as much as $3,144, one penny per student when, you know
• </c> incentives, that equates to a student incentives, that equates to a student being<00:08:50.800><
• </c> include special education students? include special education students?
• </c> doing on their eighth grade assessments? doing on their eighth grade assessments?

Keywords: 958, all

Summary: The subcommittee met without a quorum and first heard from Kentucky Department of Education officials on career and technical education funding. KDE explained that House Bill 499 created a CTE funding formula using 60% weighted full-time equivalent enrollment and 40% incentives, but House Bill 6’s budget language excluded area technology centers (ATCs) from that supplemental funding. KDE requested approval of an additional budget request of $14,789,352 in each fiscal year 2027 and 2028 to include ATCs in the formula and hold local districts harmless. Officials said ATCs serve students from 117 of Kentucky’s 171 districts and argued the change would reduce funding disparities and better reflect the return on investment from CTE programs, citing growth in dual credit and work-based learning participation. Members asked whether the issue would need to be revisited each budget cycle. KDE responded that the problem could be fixed by removing the notwithstanding language from the budget bill, which they said would allow ATCs to be included under the existing statute. Representative Klein supported the request, saying the current clause could lead to stagnation and that the committee should help the program continue to grow. No vote was taken on the CTE item during the portion of the meeting provided. The committee then heard a presentation from PreK for All on expanding preschool access in Kentucky. Advocates said the state’s preschool program has been funded since 1990 and currently serves about 14,200 children at roughly $84 million per year, but that many working families still fall into a coverage gap. They proposed expanding eligibility to 250% of the federal poverty line, which they said would add about 9,600 children at a cost of $40 million in year two, after a planning year. The proposal also included regulatory flexibility for classrooms and partnerships with private child care providers and nonprofits, with speakers emphasizing child care deserts in some counties and citing research that early learning improves kindergarten readiness and later outcomes. No action or vote was taken on the preschool proposal in the transcript provided.

Transcript Highlights:

• </c> first one is parents fume after students first one is parents fume after students at<00:04:02.480
• </c><01:45:19.440><c> because</c> take care of all the students because take care of all the students
• which would then end that assessment which would then end that current<01:55:42.079><c> assessment</
• again I'm concerned about students being again I'm concerned about students being put<02:05:17.480><c
• And yes, I had one school district that did have a student go around and survey other students, so I

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• Student Supports Protocol, which includes system-level needs assessments and cooperative policies between
• school, and statute also specifies certain interventions for those students and for any student who
• Today, over 40% of the students who read below grade level are the same students already facing systemic
• It's about catching students before they fall through the cracks and making sure that when students are
• The student connected with a student assistance provider for screening and early intervention.

Summary: The committee held public hearings on three K-12 bills focused on behavioral health, literacy, and review of education mandates. On House Bill 1634, staff and Rep. Milin Tai described a framework for OSPI and educational service districts to coordinate with state and local partners on behavioral health technical assistance and training for schools, aligned with the Washington Thriving prenatal-to-25 plan. Testifiers, including students and education/behavioral health representatives, said the bill would improve coordination, early intervention, and access to supports for students and families. The bill was presented as having no fiscal note because it relies on existing funding, and testimony emphasized parent and student engagement in the framework. On House Bill 2636, staff and Rep. Skyler Rude explained that the bill creates a Public Education Review Steering Committee to identify existing policies and funding provisions for JLARC review, with the goal of determining whether they achieve intended outcomes, improve student performance, are cost-effective, and should be maintained, modified, or repealed. Supporters said the bill is intended to help reduce burdensome or ineffective requirements on school districts and free resources for students, while some members questioned how the committee would define policy and whether it could affect future mandates. A representative of the Washington State School Directors Association supported the concept as a meaningful review of unfunded mandates. The committee also heard House Bill 1295, which would require evidence-aligned literacy curriculum updates after 2027, require comprehensive K-4 literacy programs using structured literacy practices, direct PESB to revise literacy endorsement standards, require literacy-related continuing education, and direct OSPI to develop educator literacy training. Supporters, including parents, educators, students, dyslexia advocates, and district staff, argued that structured literacy is supported by research and would improve outcomes for struggling readers and students with dyslexia. One witness from the Washington Education Association supported the bill but raised concern about adding another continuing-education requirement. Testimony on the bill was extensive and largely in favor, with some discussion about whether the approach would address older students and how it would interact with existing district and ESD efforts. After public hearings, the committee moved into executive session and approved three gubernatorial appointments for confirmation recommendation. It adopted an amendment to House Bill 1796 and advanced the bill to Ways and Means, passed Engrossed House Bill 2317 to Rules, and adopted a striking amendment to Substitute House Bill 2594 before advancing it to Ways and Means. All actions were taken by voice vote, with no opposition recorded.

Transcript Highlights:

• Recent legislation has allowed student housing for low-income students to receive the basic density bonus
• I'm here on behalf of the Student Homes Coalition.
• student housing.
• So we know students need affordable housing desperately.
• AB 2480 provides a way to integrate BMR students with students paying market rate by allowing rental

Summary: The committee hearing covered a long agenda of local government and housing-related bills, with the chair repeatedly noting the committee was operating without a quorum for much of the meeting. Several measures were heard with no opposition, including AB 2639 on Merced County flood control coordination, AB 1788 on allowing best-value contracting for general law cities and the San Gabriel Valley Council of Governments, AB 2058 on reducing duplicative permitting and inspection costs for factory-built housing, AB 2576 on clarifying historic resource protections in a housing law, AB 2568 on increasing the compensation cap for water district board members, AB 2224 on updating county recorder fees and requiring electronic recording, AB 2469 on water-supply review and cost responsibility for data centers, and AB 2397 on requiring local governments to justify denials of certain housing-finance decisions. Most of these bills were presented as targeted fixes to improve efficiency, reduce delays, or modernize outdated statutes, and the authors generally requested aye votes and noted committee amendments where applicable. The most extended debate centered on AB 1751, which would streamline approval of qualifying townhome projects while setting a $28 hourly minimum wage floor for construction workers on covered private projects. Supporters argued the bill would expand homeownership opportunities, raise wages for largely non-union residential workers, and preserve existing prevailing wage law while adding enforcement tools and developer liability. Opponents, including several building trades and labor organizations, argued it would undercut prevailing wage standards, create a race to the bottom, and potentially affect wage-setting more broadly. Committee members asked detailed questions about land-use barriers, the relationship to prevailing wage, and whether the bill would affect unionized work; the author and supporters responded that it applies narrowly to private for-sale townhome projects and does not alter prevailing wage requirements. AB 2469 also drew a substantive split. Supporters said data centers should be required to provide water-supply assessments before approval, pay for infrastructure they trigger, and account for impacts on overdrafted groundwater basins and local ratepayers. Opponents from the Chamber of Commerce, Data Center Coalition, counties, and tech groups argued existing law already covers water planning, that the bill imposes unique and burdensome requirements on one industry, and that some reporting provisions could raise security concerns. The author responded that the bill is about front-end planning and local accountability, not daily reporting, and emphasized the hyperlocal strain data centers can place on small water systems. No final votes were taken during the hearing because the committee lacked a quorum, though members repeatedly indicated support or intent to vote aye once a quorum was present.

Transcript Highlights:

• at such a crucial time that our students absolutely need resources.
• But when we specifically ignore a student, when in committee there was a student that was pleading to
• I highly commended that student. We're not even listening to the student.
• This bill is about mental health for our students.
• They're afraid that we might teach students that...

Summary: The Senate convened with prayer and the Pledge of Allegiance, approved the journal, and announced that several House messages and Senate bills had been transmitted to the governor. Members also noted a planned recess to recognize the University of Arizona men’s basketball team later in the morning. The chamber then moved into Committee of the Whole to consider bills on multiple calendars. On Calendar 4, House Bill 2812, dealing with accumulated sick leave payments and compensation/insurance issues, received a do-pass recommendation after an amendment, but it later failed on third reading by a vote of 15-11. House Bill 2032, on school assessment accountability and testing, was amended with a floor change extending a timeline from four to six weeks and then passed 26-0 on third reading. House Bill 2033, also on school assessment accountability and written versus digital testing, drew debate over a Diaz floor amendment limiting written-test authority to grades 3-8; the amendment failed on a 15-10 division vote, and the bill then received a do-pass recommendation and passed the Senate. House Bill 293, relating to school curricula and mental health instruction requirements, prompted extended floor debate, with supporters arguing it preserved evidence-based mental health and social-emotional learning instruction for students; it passed 16-10. House Bill 4033, concerning education bond elections, also passed 16-10. In a second Committee of the Whole, members considered House Bill 2016 on tax administration and late filing penalties, House Bill 2140 on depository state money and financial institutions, House Bill 2308 on the State Board of Dental Examiners, House Bill 2320 on school district bonds and financial advisors, House Bill 2439 on public health and exempting certain submissions, and House Bill 2873 on competitive bidding. HB 2320 was retained on the calendar, while the others received do-pass recommendations, with HB 2439 and HB 2873 amended. HB 2873 generated the most debate: a Bullock floor amendment added an emergency clause, and supporters said the measure was needed to allow withdrawal of referendum petitions before ballot qualification, while opponents argued it would undercut the referendum process and voter rights, especially in the Marana data center dispute. The amended bill ultimately received a do-pass recommendation. The Senate then adopted the Committee of the Whole reports, including a failed attempt by Senator Diaz to add her HB 2033 amendment back into the report by roll call (10-16). After third readings, HB 2032 and HB 293 passed, while HB 2812 failed. The chamber then recessed to honor the University of Arizona men’s basketball team with a proclamation recognizing its 2026 Final Four appearance and Big 12 championships. The Senate later reconvened briefly, received committee announcements, and adjourned until Monday, April 13, 2026.

Transcript Highlights:

• Suddenly a student will have both parents in the household be taken, and so then that student is suddenly
• experiencing homelessness... ...one-time for students to support students experiencing homelessness
• This impacts K-12 students. This impacts higher education students.
• I'm a political science student at UC Davis, and I am working with the UC Student Association.
• I'm a political science student at UC Davis, and I am working with the UC Student Association.

Keywords: 987, senate, all

Transcript Highlights:

• students, confidentiality, 218.
• House Bill by Representative Chassell, student discipline to prohibit students in certain grades from
• House Bill by Representative Chassell, student discipline to prohibit students in certain grades from
• House Bill by Representative Riser: student assessment and review; posting of schedules; information
• House Bill by Representative Riser: student assessments; annual review; posting of schedules; information

Summary: The House convened with a quorum, received and accepted multiple resignation notices from members representing Districts 37, 39, 60, 69, 97, and 100, and then recognized the election and qualification of the members-elect who filled those vacancies: Doyle Boudreau, Reese Broussard, Chasity Verrett-Martinez, and Edwin Murray. Each member-elect was sworn in, and the House also appointed committees to notify the Senate and the governor that it was ready to conduct business for the 2026 regular session. The chamber then handled a large number of procedural actions related to prefiled legislation. By motion and without objection, the House suspended rules to refer prefile bills to committee and introduced a broad slate of House bills and resolutions. Topics included the state budget and appropriations, retirement system changes, carbon capture and sequestration, criminal justice and bail, public safety, education, health care, local government matters, transportation, and several memorial or commemorative resolutions. Several resolutions and bills were noted as lying over, and some prefiled bills were withdrawn from the files. The House also received a Senate message that SCR 1 had been adopted, and the resolution was taken up without objection. The chamber then recessed for a joint session with the Senate to hear the governor’s address and a presentation honoring Technical Sergeant Adam W. Brister with the Distinguished Flying Cross. In his remarks, Governor Jeff Landry highlighted his administration’s priorities, including education, tax reform, workforce development, health and nutrition, insurance reform, transportation infrastructure, fiscal discipline, and criminal justice reform, while urging support for his agenda and several related bills and constitutional amendments.

Transcript Highlights:

• Native American students, English learners, students with disabilities, and low-income students.
• This means that I am here for the students And the students only.
• We want to make sure that our assessments are true measures of where our students are at and what the
• disabilities, Latino students, and Black students.
• When I was in graduate school, I was a student who created an organization, a student.

Transcript Highlights:

• </c> assessment district. assessment district.
• </c> student in Vermont. student in Vermont.
• > the</c><03:35:03.600><c> 13</c> all students all students from the 13 all students all students from
• </c> and enroll all students. and enroll all students.
• . students. students.

Keywords: 926, house, all

Transcript Highlights:

• Another requirement of the program was that these students did some student teaching at a school district
• or students with disabilities.
• Just so we have a ballpark of, that was 10 students, that was 100 students, just so we'd have an idea
• And so there again, over 107,000 students, because...
• So you would look at that student, the money that cost that student in state money?

Committee: Joint Legislative Audit and Fiscal Review Committee

Summary: The committee convened, approved the prior meeting minutes, and received a memo summarizing major audit items. The State Auditor’s office and outside auditors then presented a series of audits, many of which were clean with unmodified opinions and no findings, including the Bank of North Dakota, the Guaranteed Student Loan Program, the Office of the Governor, the State Treasurer, the Office of Management and Budget, the Department of Transportation, the Department of Environmental Quality, Lake Region State College, and the Office of the Governor. The North Dakota Stockmen’s Association audit was also clean overall, but it repeated findings about limited segregation of duties and auditor assistance in preparing financial statements, which the auditor said were expected to continue because of the organization’s small size. Committee members asked about out-of-state board addresses, and the association explained those members were North Dakota residents using South Dakota mailing addresses. Several audits did include findings. The Council on the Arts audit identified two issues: payroll charged to federal awards without supporting time records, and $12,825 in Cultural Endowment Fund spending that was not allowable under state law, including staff training, retreats, and executive director candidate travel. The Department of Public Instruction audit found unsupported scholarship applications in the paraprofessional-to-teacher program, but additional testing confirmed the funds were credited properly and students completed required school district work, so no improper payments were identified. The University of North Dakota audit found a lack of documentation and transparency in School of Law admissions decisions; the auditor said the law school used a holistic process but did not keep notes or evaluation tools to show why applicants were admitted, waitlisted, or denied. UND leadership said the school is in good standing with the American Bar Association and agreed better documentation is needed, and the auditor said the issue was the missing documentation, not ABA accreditation itself. The most extensive discussion centered on the North Dakota Racing Commission audit, which found four findings: overspending the promotion fund’s 25% operating cap, grant conditions not being met, improper breeder fund awards, and improper procurement. The auditor said promotion fund spending exceeded the cap by $327,447 and the fund balance dropped sharply over the audit period. Racing Commission director Bruce Johnson said the agency had become complacent, that grant requests were treated as routine, and that controls and documentation need to be tightened. He also explained that the breeder fund overpayments involved two horses whose ownership transfers were not properly documented before racing, and that the procurement issue stemmed from an advertising contract that proceeded without proper written procurement procedures after a misunderstanding with the State Procurement Office. The auditor said the Racing Commission will now be audited every two years because of the findings. The committee also received updates on Dakota College at Bottineau’s bank reconciliations, which Minot State University said had been brought current after an 18-month backlog, with only one account still needing cleanup; members asked for a written report on the corrective actions. The North Dakota Fair Foundation was reported to have dissolved, with remaining funds transferred to another nonprofit account for continued support of the state fair. Finally, the Department of Public Instruction provided an update on school meal debt, revising the earlier estimate to about $1.1 million based on incomplete district survey responses, and said the Anti-Lunch Shaming law likely increased meal debt because schools must feed students regardless of account balance. Members discussed the need for a more accurate year-end debt figure and possible future reporting at a later committee meeting.

Transcript Highlights:

• working for students, low-income students may also benefit from those innovative models.
• income students.
• Students.
• , and you know, parents choose where the student goes and that money follows that student.
• That student.

Transcript Highlights:

• Threat assessment and mental health assessment are critical, and our relationship with local law enforcement
• wanting to alarm the students?
• And those aren't limited to students.
• No, this is for students. Students.
• No, this is for students. Students.

Summary: The committee held a hearing on active and mass shootings in California, focusing on prevention, response, training, communications, and gaps in preparedness across law enforcement, schools, campuses, fire, EMS, and state agencies. Opening remarks emphasized the frequency and impact of gun violence, the need for faster coordinated response, and the importance of learning from recent tragedies such as the Stockton-area mass shooting described by Sheriff Patrick Withrow. The first panel included representatives from police, sheriff, and campus public safety agencies, who discussed incident command, interoperable communications, next-generation 911, threat assessment, emergency notification systems, and the value of joint drills and cross-agency planning. Witnesses also highlighted differences in training and authority across jurisdictions, especially for private university public safety departments versus public campus police. Campus representatives said they rely heavily on municipal law enforcement for armed response, while also using run-hide-fight protocols, text alerts, surveillance, and threat assessment teams. Members raised concerns about standardized training, after-action reviews, mental health resources, school resource officers, and whether campus safety plans and drills are sufficiently consistent or workable. Sheriff Withrow argued that early intervention and accountability are being weakened by well-intentioned laws, while other witnesses stressed prevention through relationships, diversion, and coordinated support services. The second panel from Cal OES, the Department of Education, POST, and EMSA described statewide systems and standards. Cal OES outlined its Reduce the Risk initiative, gun violence restraining orders, mutual aid, unified command, after-action reporting, and nonprofit security grants. The Department of Education explained California’s statutory school safety framework, annual safety plans, regulated armed assailant drills, and local flexibility, while acknowledging compliance gaps and the need for more mental health support. POST described the new requirement for 16 hours of standardized active shooter training for recruits and ongoing local training options. EMSA explained its role in medical response and terrorism training standards. No votes or formal actions were taken during the hearing.

Transcript Highlights:

• I have more total students, I don't need as much overhead per support unit, and my students are younger
• are more opportunities than ever for our high school students and pathways that our students are choosing
• I was referring to student housing.
• and students in relation to things like assessments and accountability, child nutrition, and other federal
• testing their student assessments that they provide for the state.

Keywords: 989, all

Summary: The committee heard a lengthy presentation on the K-12 public school support budget, including how support units, career ladder funding, health insurance, discretionary funding, transportation, facilities, and the Public Education Stabilization Fund (PSIF) work. Legislative Services explained that FY 2026 support units were revised downward, creating a $22.3 million ongoing general fund reduction, and walked through the FY 2027 agency request and governor’s recommendation. The governor recommended no increase for population forecast adjustments, but did recommend some statutory and policy changes, including shifting certain interest earnings to the general fund and reducing funding for some virtual school and IDLA-related items. The agency request also included one-time proposals for a high-needs special education fund and a regional service model for related services. Members asked extensive questions about how career ladder dollars are distributed, how health insurance and discretionary funds interact, why the health insurance increase in the budget differed from current plan estimates, and how facilities money under House Bill 292 is used. There were also questions about the size and use of the Idaho Career Ready Students fund, the maintenance-of-effort implications of special education funding, and whether some special education costs are being used for student housing or other noninstructional expenses. The superintendent and budget staff emphasized that many of the budget lines are formula-driven or statutorily required, that local districts determine actual staffing and spending within those formulas, and that special education costs continue to outpace available funding. Superintendent Debbie Critchfield then framed the budget request around enrollment trends, shifting demographics, and the need for more flexibility in how districts use existing dollars. She highlighted proposed categorical flexibility for some funds, changes to digital content and curriculum distribution, continued literacy gains, growth in career technical education programs funded through Idaho Career Ready Students, and the importance of endowment and Millennium Fund support. She also described the special education proposals as a temporary bridge while the state considers larger formula changes and noted a near $100 million gap between special education spending and funding. She further outlined planned federal waiver requests on assessments and flexibility, and said the department is seeking more state control over testing and reporting requirements. The committee did not take final action on the budget during this portion of the meeting. Members raised concerns about interest transfers from dedicated funds, the complexity of the funding formula, special education accountability, and whether the state should revisit the overall school funding model. Several follow-up data requests were made, including information on health insurance participation, regional special education service needs, and school contingency fund balances.

Transcript Highlights:

• $15 per student.
• and mark assessments, getting these students prepared for any state testing that might be out there.
• This includes $16.7 Three million for our student assessments.
• This is all of the student assessments that we provide in the state.
• Educator licensure, quality assessment, evaluations, and ensuring equitable student learning.

Transcript Highlights:

• The large portion of apportionment funding is based on student and staffing information.
• The large portion of apportionment funding is based on student and staffing information.
• So we are putting in a system a per-single-student, not a per-thousand-student.
• allocation rather than a per-thousand-student allocation because students don't come in nice round groups
• It's the same per-thousand students; you're just doing it as per-student funding.

Keywords: 904, all

Summary: The committee heard a State Auditor’s Office performance audit on OSPI’s school apportionment system, which distributes K-12 funding to districts. Auditors said the system and its underlying 2008-era infrastructure are outdated, unstable, inefficient, and at high risk of errors or failure. They also found weak controls over data input, documentation, oversight, and monitoring, with heavy reliance on a small number of staff and vendor knowledge. In limited testing of three districts, the system calculated 2023–24 funding correctly, but auditors identified small discrepancies between state budget inputs and underlying statutory language and said broader system risks remain unresolved. JLARC members asked about the scope of the district testing, whether smaller districts face greater risk, the meaning of the funding discrepancies, and whether the system could support a future change to a simpler per-student funding formula. Auditors said the discrepancies were small but could compound into millions statewide, and that the audit did not evaluate broader policy questions or alternative system owners. They recommended OSPI modernize or replace the system and address current control weaknesses while the new platform is developed. OSPI officials largely agreed that the current platform needs replacement and said a feasibility study completed in 2024 found the system at catastrophic risk of failure. They clarified that the Legislature had approved up to $16 million in the state IT pool for the project, but that funding is released through gated oversight and not all of it had yet been appropriated for the current biennium. OSPI disputed the auditor’s characterization of some rounding and budget-law issues, saying the calculations were consistent with agency rules and legislative inputs, and explained that some manual workarounds are used to handle newer statutory requirements. One member of the public testified in support of modernizing the system and strengthening controls. The committee then adjourned.