Transcript Highlights:

• Individual high school students may be excused from participating in physical education.
• Individual high school students may be excused from participating in physical education on account of
• and equitable for all students in the state because we believe that student athletes should be able
• students want flexibility too.
• The student should. The IEP transition plan is created by the IEP team, not the student.

Summary: The committee began with a work session on Washington’s child care oversight and subsidy system, focusing on Working Connections Child Care, licensing, audits, and fraud prevention. DCYF officials said the program serves over 63,000 eligible families, with about 6,600 licensed providers and roughly 2,200 license-exempt family, friend, and neighbor providers. They described annual unannounced licensing visits, complaint investigations, attendance tracking, eligibility verification, random and focused audits, and referrals to the Office of Fraud and Accountability or Office of Financial Recovery when needed. Senators asked about voucher amounts, visit frequency, and what happens when children are not present; officials said the average subsidy is about $2,200 per month, providers are paid directly, and repeated failed visits can lead to license closure. Child Care Aware and provider testimony emphasized the quality system, Early Achievers, and a virtual provider described the practical realities of home-based care and unannounced inspections. The committee then heard Senate Bill 5952, which would standardize the process for waiving high school physical education requirements. The bill’s sponsor said the goal was to make PE waiver decisions consistent across districts so students who move schools are not disadvantaged, especially in six-period schedules with limited room for electives. Student supporters said a uniform process would improve fairness and help students fit in AP, career, or other coursework. Opponents, including PE teachers and the Washington Association of School Principals, argued that PE is a core academic subject, that athletics is not interchangeable with PE, and that local flexibility should remain. The State Board of Education supported the bill, saying current district policies vary widely and a standardized process would improve equity and transparency. Next, the committee took testimony on Senate Bill 5961, which would transfer the Imagination Library of Washington from DCYF to OSPI. The sponsor called it a simple administrative move to align the book-gifting program with early literacy and K-12 education, noting the program serves about 120,000 children in all 39 counties. OSPI and program representatives supported the transfer, saying it better fits the birth-to-grade-three literacy continuum and strengthens accountability. Testifiers highlighted the program’s role in school readiness, early brain development, and access to physical books for young children. Finally, the committee opened Senate Bill 5969, which would allow a student’s IEP transition plan to satisfy high school and beyond plan requirements if the IEP team chooses. The sponsor, a special education teacher, said the bill would reduce duplication and better support students with disabilities as they transition to postsecondary life. The committee then began hearing testimony on the proposal.

Transcript Highlights:

• to become involved and students to become involved and participate<00:36:38.160><c> and</c> participate
• Um, I see students participating in model UN, urban debate.
• Um, I see<00:43:14.079><c> students</c><00:43:14.480><c> participating</c><00:43:15.119><c> in</c><00
• :43:15.359><c> model</c><00:43:15.839><c> UN,</c> see students participating in model UN, see students
• </c> determine ADM and uh student determine ADM and uh student participation<01:35:50.719><c> in</c><

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• This past year alone, Construct Tomorrow had 5,200 students participate in 10 events statewide, with
• c> events</c> 5,200 students participated in 10 events 5,200 students participated in 10 events Statewide

Committee: Senate Labor

Keywords: 1187, senate, all

Transcript Highlights:

• The student doesn't have to participate.
• The student doesn't have<00:16:53.360><c> to</c><00:16:53.440><c> participate.
• I think about the students sitting in those classrooms: the Christian student, the Muslim student, the
• I think about the students sitting in those classrooms: the Christian student, the Muslim student, the
• I think about the students sitting in those classrooms: the Christian student, the Muslim student, the

Bills: SB271 , HB511 , SB271 , HB511

Committee: House State Government

Keywords: SB271, Alabama, municipalities, city fees, town fees, franchise fees, utility franchise, natural gas, manufactured gas, gas utility, public streets, public places, right-of-way, municipal consent, gross receipts tax, license tax, privilege tax, Public Service Commission, PSC, utility regulation

Transcript Highlights:

• at $5,000 a student.
• And, Madam Chair, Representative, would say one student starts at year one, would that student be able
• Do you have a sense of how the students will be selected to participate?
• Will a student be allowed to participate for three years?
• Will a student have to be— is there a limit to the participation overall?

Summary: The committee first addressed a procedural dispute over House Bill 280, with one member arguing it had already been heard and tabled in another committee earlier that day. The chair ruled the bill was properly before the House Labor, Veterans and Military Affairs Committee because it had been assigned there and published in the notice. HB 280 would create a three-year pilot program to support paid internships for students through grants to school districts, nonprofits, and tribal entities, with the Department of Workforce Solutions administering the program, collecting data, and reporting outcomes. Supporters said it would help build a sustainable funding source for school-year internships, expand access in rural and tribal communities, and connect internships to graduation credit and workforce pathways. Committee members asked about administrative costs, student selection, matching funds, program duration, and whether government entities and land grants could participate. The bill was described as flexible enough to allow different local program designs, including stipends or payroll arrangements. The committee voted do pass on HB 280. The committee then heard House Memorial 46, which honors the Hurley family, especially Major General Patrick Hurley and his son Wilson Hurley, for military service and public contributions to New Mexico. The memorial highlighted Patrick Hurley’s service in World War I and World War II, his diplomatic roles, and his decorations, as well as Wilson Hurley’s military service and later career as an artist. There was no opposition, and the memorial received a do pass recommendation. Finally, the committee took up House Bill 270, a public works apprenticeship bill that would require contributions to apprenticeship and training programs or the Public Works Apprentice and Training Fund on most public works construction projects, while exempting trades with no approved program. Supporters argued the bill would close loopholes, strengthen workforce development, and ensure contractors benefiting from public projects contribute to training. Opponents from asphalt, utility, and contractor groups said they already support existing training programs, warned the bill could raise costs and create participation problems for contractors without access to suitable programs, and noted the Transportation Committee had already considered the bill earlier that day. Sponsors responded that the earlier Transportation action was a procedural glitch and that the bill was a cleanup measure to make the existing law more effective and fair. After extended debate over costs, workforce shortages, and the effect on highway contractors, the committee voted do pass on HB 270 by a 5-3 tally.

Transcript Highlights:

• Growing from 12,123 participants to 13,610 participants. And that's another 12% increase.
• So 137,610 students.
• from 25,693 students to 27,000, 476 students.
• about $1900 per student.
• Both participation and the average award values rose slightly from the previous year when 582 students

Transcript Highlights:

• students.
• And then our counseling program, we had 19 students, but we also have distant students—students who are
• And we have many students who participate in our program from the reservations.
• In Santa Rosa, we had 62 students out of 200 that participated in the CTE program.
• Committees that get to choose what students are going to participate in these programs.

Committee: House Legislative Health & Human Services Committee

Transcript Highlights:

• The second section examines how deeply students, families, educators, staff, and community partners participate
• District-wide, close to 40% of high school students participate in dual-enrollment classes, with 90%
• And about 20% of students participate in work-based learning.
• Asian Pacific Islander students.
• A few years in, students now find the space so welcoming that they bring their parents to participate

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:

• that participated in the survey.
• of transition age students.
• It's for all students.
• It's for all students.
• So I'm not familiar so much with the mayoral program, but our students do participate in YouthWorks over

Keywords: 995, all

Summary: The Employment Subcommittee of the Permit Commission on Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes before hearing a presentation from the Lawrence Partnership for Transition to Employment (LPTE). Presenters from UMass Boston’s Institute for Community Inclusion, the Arc of Greater Haverhill-Newburyport, Northeast, and Lawrence Public Schools described LPTE as a five-year grant focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence through community partnerships, work groups, and family engagement. A major focus was a family survey designed to better understand barriers to transition planning and IEP participation. Presenters said the survey response rate increased sharply after Lawrence Public Schools helped distribute it, rising from about a dozen responses to more than 200. Survey findings showed common barriers such as scheduling conflicts, language access, childcare, transportation, and limited understanding of IEPs and transition planning. The data also suggested that many families expect college or employment outcomes for their children, but fewer reported access to pre-employment training, indicating a communication gap rather than a lack of services. Lawrence school staff explained that the district has a five-person transition team, bilingual resources, workshops, and a developing online transition hub, and that they are using the survey results to improve visibility and access to existing supports. Committee members discussed the need to start transition planning earlier, expand real-world work experiences, improve outreach to Latino families, and better connect students with college, trade, and employment pathways. Several members suggested partnerships with summer youth employment, volunteer programs, and college or alumni panels. The presenters said the grant ends in September, but the resource hub will continue through the Arc and they are exploring ways to sustain the consortium model. The meeting ended with thanks to the presenters, an update that committee members would meet with Seed on Massachusetts as a model employer, and notice that the next meeting would feature the Office of Veteran Affairs before adjournment.

Transcript Highlights:

• So our goals are to increase student participation.
• So our goals are to increase student participation.
• How many students participated this past year?
• Then we had seven students in September and three returning participants in October.
• just the number of students that have participated, is the goal and the idea to get to, like, a weekly

Committee: All TASK FORCE ON AUTISM

Summary: The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives. Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff. The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.

Transcript Highlights:

• Specifically, it would reduce the requirement from 240 minutes to 180 minutes for students participating
• Research consistently shows that students who participate in dual enrollment are more likely to complete
• students of color.
• Research consistently shows that students who participate in dual enrollment are more likely to complete
• been historically left out, particularly first-generation students, low-income students, and students

Keywords: 987, senate, all

Transcript Highlights:

• So again, students can participate in some of the local teams.
• We want, again, every student to have an opportunity to participate in their community.
• We want, again, we want every student to have an opportunity to participate in their community.
• On the Tim Tebow Law, can a homeschool student can participate in public schools, athletic sports, and
• wanted to participate in an opportunity that that wasn't available. say that a student wanted to participate

Committee: All ALC-ADMINISTRATIVE RULES

Summary: The Administrative Rules Subcommittee reviewed a long agenda of agency rules, with most items approved without objection after brief presentations and no public comment. Early items included Department of Energy and Environment rules on landfill post-closure trust fund spending thresholds and liquefied petroleum gas standards, DFA’s electronic odometer disclosure rule, and several Department of Health rules covering ionizing radiation, mobile home and RV parks, lead-based paint, counseling board revisions, hearing instrument dispensers, athletic training, dental examiners, nursing, pharmacy, medical board, speech-language pathology and audiology, radiologic technology, massage therapy, community health workers, doula certification, and cosmetology/body art. Most of these changes were described as updates to match recent acts, federal standards, compact participation, fee adjustments, or cleanup/clarification, and the committee repeatedly approved them without objection. A substantial portion of the meeting focused on the Arkansas State Board of Nursing’s broad set of rule changes implementing multiple 2025 acts. Those changes included creating a dialysis patient care technician registry, updating contact information requirements, expanding APRN authority to delegate certain tasks, clarifying death certificate and pronouncement authority, allowing substitution of therapeutically equivalent medications, permitting purchase of compounded products, and updating certified medication assistant rules and training standards. Members asked detailed questions about the meaning of therapeutically equivalent substitutions, delegation limits, compounded products, and how often medication lists would be updated; the board said it would review rules annually and use future rulemaking as needed. The committee also approved new nursing rules for declaratory orders and the new dialysis registry. The Department of Education’s rules drew the most discussion, especially the Arkansas Children’s Educational Freedom Account Program. The department said the revisions, based on Act 920 of 2025, were intended to add guardrails, clarify eligible expenses, and streamline approvals. Changes included defining core educational expenses, limiting sports-related spending, adding an intentional misuse standard, restricting certain technology purchases and requiring extra justification over $1,000, capping carryover funds at $8,500, and creating a reconsideration process for denied expenses. Members raised concerns about oversight, appeal timelines, sports equipment, provider credentialing, and whether the rules were too restrictive; department officials said the rules were meant to protect taxpayer funds while preserving flexibility, and they noted the program had received extensive public comment. The committee also approved Education rules for scholarships, residency classification, teacher programs, accelerated learning, and graduate medical education, as well as Labor and Licensing rules on wage and hour standards, boiler rules, motor vehicle commission requirements, professional wrestling regulation, appraiser qualifications, and military recruiting incentives.

Transcript Highlights:

• that participated were represented in the largest student body.
• Because of this, more students feel supported, more students feel like they belong, and more students
• . students, middle and high school students are left out.
• Because of this, more students feel supported, more students feel like they belong, and more students
• of color, low-income students, especially Black students and English learners.

Keywords: 987, senate, all

Transcript Highlights:

• FOR FPS UA STUDENTS.
• BEFORE THE PASSAGE HOUSE BILL ONE IN 2023 THERE WERE MORE THAN 250,000 STUDENTS PARTICIPATED BEFORE THE
• PASSAGE HOUSE BILL ONE IN 2023 THERE WERE MORE THAN 250,000 STUDENTS PARTICIPATED ACROSS ALL THE STATES
• FOR YOUR PARTICIPATION.
• SEPARATING PUBLIC STUDENTS FROM SCHOLARSHIP STUDENTS IN OUR FUNDING MODEL.

Transcript Highlights:

• student.
• will be selected to participate?
• DWS puts students on their payroll.
• Will a student be allowed to participate for three years?
• Will a student have to be— is there a limit to the participation? Have to be, is there a limit?

Keywords: 996, all

Summary: The House Labor, Veterans and Military Affairs Committee met with a quorum and first addressed a point of order over whether HB 270 could be heard after being taken up earlier in the Transportation Committee. The chair ruled the bill could proceed because it was assigned to this committee and had been properly noticed. The committee then heard HB 280, which would create a three-year pilot program to support paid student internships through grants administered by the Department of Workforce Solutions. Supporters said the bill would help fund internships, mentoring, and transportation, and could improve workforce development, graduation outcomes, and pathways into apprenticeships or higher education. Members asked about administrative costs, student selection, rural and tribal access, payment mechanisms, and whether public entities, land grants, and dual credit could be included. The bill sponsor and witnesses said the program would likely serve about 100 students, use a sliding-scale matching model, and allow local flexibility in program design. The committee voted due pass on HB 280. The committee then heard House Memorial 46, honoring the Hurley family and especially Major General Patrick Hurley and his son Wilson Hurley for military service and artistic contributions in New Mexico. The memorial was presented as a tribute to a family of heroes, and members expressed support. The committee voted due pass on the memorial. Finally, the committee heard HB 270, which would amend the Public Works Apprentice and Training Act to require contributions to apprenticeship and training programs on most public works projects, including road and utility work, while exempting trades without approved programs. Sponsors said the bill would close loopholes, broaden participation, and strengthen the workforce pipeline. Opposition came from asphalt, contractor, and utility groups, which argued the bill would raise costs, duplicate existing training programs, and create access problems for nonunion and geographically distant contractors. Supporters from mechanical contractors, building trades, and labor groups said the bill would improve workforce development and keep training dollars in New Mexico. After debate over the earlier Transportation Committee action and the bill’s cost impacts, the committee voted due pass on HB 270 by a 5-3 roll call.

Transcript Highlights:

• and enroll in Minnesota colleges compared to similar students that did not participate.
• Participants<00:07:57.600><c> include</c><00:07:57.960><c> students</c><00:07:58.280><c> from</c> Participants
• include students from Participants include students from diverse<00:07:59.200><c> racial</c><00:07:59.560
• groups, students Across these groups, students participating<00:08:06.360><c> in</c><00:08:06.400><c
• did not similar students that did not participate. participate. participate.

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• that participated in the survey.
• that participated in the survey.
• transition age students.
• It's for all students.
• So I'm not familiar so much with the mayoral program, but our students do participate in YouthWorks over

Keywords: 1212, all

Summary: The Employment Subcommittee of the Commission on the Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes. The main presentation was from the Lawrence Partnership for Transition to Employment (LPTE), a five-year grant project focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence. Presenters described the project’s community conversations, consortium, and four work groups, with emphasis on the family-partnership work group and a family survey designed to better understand engagement barriers and transition needs. The survey results showed that family participation increased sharply when Lawrence Public Schools helped distribute the survey, rising from about a dozen responses to more than 200. Key findings included barriers such as scheduling conflicts, language access, childcare, and limited understanding of the IEP and transition process. Many families said they wanted their children to pursue college or employment after high school, but fewer reported access to pre-employment training, suggesting a gap between expectations and awareness of available services. The Lawrence team also described a bilingual transition website, workshops offered at different times with interpretation and childcare, and efforts to make transition planning more visible and accessible. Committee members responded with questions and comments about cultural barriers, early transition planning, college and community college pathways, trades, summer youth employment, and how to reach families earlier, especially in middle school. Presenters said Lawrence has a strong transition team and existing resources, but needs more real-world work experiences and better communication so families understand and use them. The meeting ended with thanks to the presenters, a note that committee members would meet with SEED later in the week about Massachusetts as a model employer, and an announcement that the May meeting would feature the Office of Veterans Affairs.

Transcript Highlights:

• consider that just because a student is not receiving a degree does not mean that they are not participating
• We are pro-student.
• students.
• How does this proposed ordinance not impede students’ rights to participate in First Amendment activities
• participate in long-standing and cherished campuses to preserve the ability of students to participate

Summary: The committee held public hearings on several bills related to higher education, workforce training, student protections, campus encampments, and EMT recertification. HB 2427 would require tattoo artists to complete annual human trafficking awareness training through the Department of Licensing; the prime sponsor and supporters said tattoo artists may be among the few people trafficked survivors encounter and could help identify and refer victims, while one opponent argued the bill imposes compelled speech and burdens small businesses. HB 2458 would expand Washington College Grant eligibility to approved non-degree credential programs; supporters from community and technical colleges, workforce organizations, and employers said it would help low-income students access short-term training tied to high-demand jobs, while one member raised concerns about short-term credentials and their long-term value. The committee also heard HB 2474, which would strengthen consumer protections when a private institution or program closes by expanding use of the Student Achievement Council tuition recovery trust fund, requiring teach-out or transfer options, and voiding certain student debts if closure rules are violated. The sponsor and agency witnesses said the bill responds to recent closures and gaps in federal oversight, while Independent Colleges of Washington opposed the bill as overly broad and potentially harmful to program innovation, and asked that private nonprofit campuses be excluded. Testifiers from student groups and a national higher-education advocacy organization supported the measure and argued that protections should also apply to public institutions. HB 2589 would regulate campus encampments at institutions of higher education by requiring advance notice, limiting authorization to registered student organizations or recognized bargaining units, and allowing institutions to impose content-neutral time, place, and manner restrictions to protect safety and access. The sponsor said it codifies existing practice and does not ban protest, but several testifiers described recent encampments as disruptive or unsafe, while others warned the bill could chill student expression and should not apply to private nonprofit campuses. Finally, HB 2540 would extend EMT recertification intervals from every three years to every six years for EMTs certified in Washington for at least 10 years; firefighters and EMS supporters said it would reduce administrative burden without changing training requirements. The committee took no votes and adjourned after hearing all testimony, with a reminder about amendment deadlines for upcoming bills.

Transcript Highlights:

• 370 students participating in our freshman seminar course, which is our exploratory children.
• 370 students participating in our freshman seminar course, which is our exploratory children.
• In Quincy, career and technical education students participate in a variety of work-based learning initiatives
• In our program, my program, healthcare technology, students participate in clinical placements.
• Students completed activities such as developing a local area network security plan and participating

Committee: Joint Joint Committee on Education

Keywords: 1212, all

Transcript Highlights:

• unless a student receives an exemption.
• A-BOR believes that this bill will help increase participation and provide students with the information
• Each participating student completes any missed school work due to the course.
• It's totally optional, up to them, but if students want to participate in release time, this guarantees
• This would coerce other students who are not religious into participating.

Committee: Senate Senate Education Committee of Reference

Summary: The committee heard and advanced several education-related bills. SB 1572, the Return to Civics Instruction Act, would require Freedom Week, civics instruction on the Declaration of Independence and Constitution, and a Declaration recitation for grades 3-12; it passed 3-2 after some members argued schools already provide civics instruction and that the legislature should not mandate curriculum. SB 1798, as amended, would require each high school to designate a FAFSA point person, post contact information, and implement a FAFSA awareness strategy; the Arizona Board of Regents supported it, while some members raised concerns about mandates on charter schools and staffing burdens. The committee also passed SB 1711, which directs the State Board of Education to develop and post age-appropriate resources on preventing and recognizing inappropriate contact, with testimony split between support for parent-accessible safety materials and concerns about sex-education compliance issues.