Transcript Highlights:

• levees, including the state and federal water supply projects and all the highways and the river railroads
• Today, these projects are often planned separately, leading to a disjointed effect and missed opportunities
• Today, these projects are often planned separately, leading to a disjointed effect and missed opportunities

Committee: House Water, Parks, and Wildlife

Transcript Highlights:

• Transporters of railroad workers, and I'm sure you all know car sharing called Turo—they're an app that
• And I agree with you that common carriers maybe should be addressed on a separate individual basis, because
• fine is established by a For all violations in the calendar year, unless a fine is established by a separate

Committee: House Insurance

Summary: The committee first took up HB 774, which would extend required hearing-aid coverage for certain individuals up to age 26. Representative Boyer said the bill helps young adults maintain access to hearing aids during school and early work years. The Louisiana Academy of Audiology supported the measure, and the committee adopted technical amendments and reported the bill favorably as amended. The committee then heard extensive testimony on HB 702, which would require transportation network companies to provide uninsured/underinsured motorist coverage. Representative Landry and supporters argued that current law and court rulings have left injured drivers and passengers without meaningful coverage in some cases, especially for riders who do not own cars and therefore lack personal UM coverage. Insurance agents and legal witnesses said they cannot currently find a product to cover the driver in certain ride-share phases, while Uber representatives opposed the bill, warning it would raise fares and noting that drivers already have optional occupational accident coverage and that passengers’ own UM coverage would generally apply. After debate over costs, coverage gaps, and whether the issue should instead be studied further, the committee voted to voluntarily defer the bill. The committee next considered HB 477, as substituted, which would require coverage for prosthetic and custom orthotic devices and associated services. Representative Ebert and witnesses described the bill as a modernization of existing coverage rules so people with limb loss can obtain more than one medically necessary device, including activity-specific prosthetics. Testimony from amputees and a physical therapist emphasized the impact on mobility, work, sports, and quality of life. The committee adopted the substitute and reported the bill favorably by substitute. The committee also reported HB 76, which updates oral anti-cancer medication parity rules, by adopting amendments that clarify applicability and exempt certain limited-benefit and ERISA self-funded plans. HB 903, which increases the commissioner of insurance’s fine authority, was amended to set higher aggregate caps and then reported favorably. Finally, HB 291, which would prohibit health plans from penalizing hospitals when a member of the care team is out of network, drew support from the sponsor and the Louisiana Hospital Association as a preventative measure against insurer pressure tactics; Louisiana Blue opposed it, citing cost concerns and questioning the need for the bill. The transcript ends during that bill’s hearing, before final action is shown.

Transcript Highlights:

• If I gave you a grade and didn't tell you what I was grading you on or how you could get better, that
• But until you know what you are being graded on, why you ended up in that fire risk in the first place
• You don't know how I'm going to grade you, you know, based on all my prior knowledge and every other
• I've cleared the area, and I have a separate water system that covers the entire area and covers the
• If there's an outcry for information on how the insurance company grades risk, it seems to me like an

Committee: House Business

Transcript Highlights:

• legislature support efforts by public schools to ensure that each student in kindergarten programs and grades
• We have nothing to show for it in eighth grade achievement, but we do have an unprecedented one in three
• been an abject failure, producing no meaningful academic gains, particularly for those in middle grades
• Madam Chair and members, House Bill 2600 prohibits a public school from allowing any student in grade
• I think that would need to be separate legislation.

Committee: Senate Senate Education Committee of Reference

Summary: The committee approved the March 11, 2026 minutes and then heard several education bills. HCR 2015, which supports efforts for students to receive at least 60 minutes of daily physical activity and for schools to display dietary guidelines, drew strong support from advocates for recess, student health, and physical education, and passed 6-0 with one not voting. HB 2040, requiring adoption-related information when school employees discuss contraception or STI testing and adding adoption content to sex education curricula, drew opposition from Reproductive Freedom for All and the Arizona Education Association, but was still given a due pass recommendation 4-2. HB 2255, extending Arizona Teachers Academy eligibility for community college students from two to four academic years, passed unanimously with a due pass recommendation. HB 2764, creating a state seal of computer science proficiency for high school graduates, also passed unanimously after support from the Arizona Technology Council. The committee then considered HB 2600, which would require written parental permission for students in grades 6-8 to join school clubs or organizations. The ACLU of Arizona opposed it, arguing it could suppress participation in clubs involving sensitive identities such as LGBTQ, religious, or cultural groups; the bill received a due pass recommendation 4-2. HB 2379 would require school district governing board members to complete finance and governance training, with an amendment narrowing the requirement to newly elected or appointed members and adjusting reporting; the Arizona Association of County School Superintendents supported it, while the Arizona School Board Association opposed parts of it, and the amended bill passed 4-2. HB 2142 would create a School Safety Center and School Safety Council within ADE to provide training, technical assistance, and risk assessments; supporters said it would help schools, especially smaller and rural districts, while opponents raised concerns about funding and council composition, and it passed 4-2. Later, HB 4033, which would require more detailed school bond election pamphlets and separate ballot propositions for certain large or specialized projects, was supported as a transparency measure by the sponsor but opposed by education groups that warned it could make it harder for districts to fund facilities; it passed 4-2. HB 2482, limiting job order contracting on building renewal grant projects to $1 million and requiring verification against artificial splitting of projects, drew concerns from builders and school board groups about delaying repairs and limiting procurement flexibility, but the sponsor said it was needed to improve competition and transparency; it passed 4-2. Finally, HB 2575, the Anti-Semitism and Education Act, would prohibit public schools and higher education institutions from teaching or promoting anti-Semitism and set up reporting and discipline procedures; the sponsor said it was needed to protect students, while the ACLU and Arizona Education Association warned it could chill speech and expose educators to legal risk. The transcript cuts off during testimony on that bill, and no final committee vote is shown in the provided text.

Transcript Highlights:

• "Wonderful." um way at all grade levels um and uh and um way at all grade levels um and uh and and<01
• </c><01:30:42.800><c> level</c> consistent quality, clear grade level consistent quality, clear grade
• So those pieces are separate.
• There's eight lessons per grade, grades K through 5, and then there's sets of 15 for grades 6 through
• </c> the older grade lessons. the older grade lessons.

Committee: House Education Policy and Administration

Transcript Highlights:

• Now, when I was in his grade, and the fourth grade is when I decided I wanted to run for Senate, so I
• Now, when I was in his grade and the fourth grade is when I decided I wanted to run for Senate, so I
• It starts at grade 6. It's grades, I think it starts at grade 6 or 7 all the way to high school.
• By the time it gets to 8th or 9th grade, it goes back up.
• We've required that from kindergarten through fifth grade.

Transcript Highlights:

• So I would encourage you early grades.
• </c><00:38:04.640><c> our</c> throughout the SAU and we separate our throughout the SAU and we separate
• </c> combination of instead of separating combination of instead of separating special<02:08:14.239><
• </c> reading at the first and second grade reading at the first and second grade level,<02:08:50.800>
• I think we we separate our that.

Summary: The subcommittee opened its second meeting on House Bill 742, which would require catastrophic special education aid to be drawn from the education trust fund, and discussed whether to also examine differentiated aid within the adequacy formula. The chair said the committee had previously heard from HHS/Medicaid officials and now wanted to hear from local special education directors about how the aid system works in practice, including billing, training, data collection, and whether districts handle claims consistently. Members also referenced Arkansas as a possible comparison state and said they hoped to develop ideas by November to address the current funding process. Committee members focused on the current special education aid thresholds and the impact of proration. The chair described the existing formula as requiring districts to absorb costs up to 3.5 times the state average per student, with the state paying 80% from 3.5 times through 10 times and paying above that, and said FY25 appropriated about $34 million while actual claims were about $50.1 million, leaving roughly a $16 million shortfall that caused proration. Members also raised the possibility of lowering the threshold to 2.5 times and asked how that would affect the number of eligible students and costs. Another member asked about how districts decide whether services are education-related or medical-related and how Medicaid or private insurance reimbursement affects later state aid claims. District representatives from Boothby Therapy Services, Bedford, and Guilford introduced themselves and described their roles. Guilford’s director said the district tracks students with paraprofessional support, nurses, transportation, or specialized programming, uses a data system to log every service touchpoint, and tries to maximize both Medicaid and special education aid; she said a lower threshold would likely capture all students with paras or nurses and that rising staffing and service costs would increase the number of students over the cap. Bedford’s assistant director said the district uses a different system, tracks roughly 60 to 80 students a year, and pursues Medicaid and special education aid simultaneously but does not pursue private insurance if it would affect FAPE; she said reducing the threshold to 2.5 times would likely double the number of qualifying students. Members asked follow-up questions about software, data entry, and how districts decide whether to bill Medicaid or seek state catastrophic aid, and the directors explained that their systems log services by staff type and student, with some districts using the same data for both Medicaid and state reimbursement claims.

Transcript Highlights:

• So is this, I'm thinking of the younger grades.
• math and in fourth grade reading.
• How high we are in the state in fourth grade math and in fourth grade reading.
• At the end of the day, I think every student, kindergarten, sixth grade, eighth grade, needs to have
• At the end of the day, I think every student, kindergarten, sixth grade, eighth grade, needs to have

Bills: HB28 , HB50 , HB196 , HB268 , HB271 , HB285 , HB316 , HB649 , HB807

Committee: House Education

Keywords: teacher certification, certification appeals, BESE, State Board of Elementary and Secondary Education, Teacher Certification Appeals Council, educator licensure, teaching license, teacher licensure, appeals process, certification denial, administrative appeal, special meeting, board president, retroactive application, education board, Louisiana teachers, Department of Education, statutory entities, re-creation, termination date

Transcript Highlights:

• We use the term field grade officer.
• A major is a field grade level.
• Yes. major is a field grade level. major is a field grade level.
• </c> your command authority as a field grade your command authority as a field grade officer<00:31:19.600
• I was a field grade officer.

Committee: House State-Federal Relations and Veterans Affairs

Transcript Highlights:

• So that would be separate from the Meals on Wheels.
• So do we need to continue to just have a separate program, or should that be rolled into something that
• Is that a separate fund balance, or...? I'm going to defer to Misty on what that is named exactly.
• They do not have a separate line.
• The pay plan that was adopted in the 2025 session changed the titles and grades for the positions.

Committee: All JOINT BUDGET COMMITTEE

Transcript Highlights:

• I thought we should separate those two bills.
• Why are we stopping at third grade? At that point, we did this K through 12.
• It said from kindergarten through grade 3, and then it has, or in a manner that is not age appropriate
• The defining line is 'or age appropriate,' because originally this was stopping at third grade.
• Representative Hawkins: Or age appropriate, because originally this was stopping at third grade.

Committee: House Education

Transcript Highlights:

• Their grades are fine. Like midterm grades, they were fine.
• Their grades are fine. Like midterm grades, they were fine.
• So it begins in 7th grade and ends obviously their senior year.
• We have about 282,000 of the roughly half a million students in grade 7 through 12 as actively rostered
• So it begins in 7th grade and ends obviously their senior year.

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• In math, fourth grade scores fell by five points and eighth grade scores fell by eight points.
• I went to four different elementary schools by the fourth grade.
• No, sorry. 99% of the kids cannot perform at grade level.
• to read, and then after the third grade reads to learn.
• graduation ceremonies or Hispanics need separate ceremonies.

Committee: Senate Health, Education, Labor, and Pensions Committee

Keywords: educational reform, federal grants, bureaucracy, wealth disparity, public testimony

Summary: The committee meeting engaged in discussions focused primarily on educational reform, the influence of federal grants on local education systems, and the growing disparities in wealth and access to quality education. Members expressed concerns about the bureaucracy surrounding federal funding that hampers schools' ability to obtain necessary resources for improvement. Several members highlighted personal anecdotes from constituents, emphasizing the urgent need for reform to help students succeed in both K-12 and higher education environments. The meeting included public testimonies that provided insights into various community perspectives on these pressing issues.

Transcript Highlights:

• Uh, HB 124 has to do with lumber grading and mostly lumber grading to do with home building.
• </c> has to do with gr uh lumber grading has to do with gr uh lumber grading and<00:22:51.200><c> uh<
• I live on in the way it's graded now. I live on route<00:25:11.520><c> three.
• I start to drift down into the dark art of lumber grading.
• </c> agriculture geared at the third grade agriculture geared at the third grade level<01:10:01.040><

Committee: Senate Executive Departments and Administration

Transcript Highlights:

• But the rest of the world is using separate entity accounting.
• That activity is fully separate from California. Does it make sense?
• That activity is fully separate from California. Does it make sense?
• So to go to the separate reporting concept, or then the double tax...
• Hello, I'm Brooke Sims, a first grade teacher from Stockton, California.

Summary: The joint informational hearing examined California’s taxation of multinational corporations, especially the state’s water’s-edge election versus worldwide combined reporting. The LAO and Franchise Tax Board explained the basic mechanics of unitary taxation, apportionment, and how water’s-edge generally excludes most foreign subsidiaries while worldwide reporting includes the full unitary group. FTB officials said water’s-edge filers are a small share of corporate filers but account for a large share of tax liability, and they described filing trends, industry mix, and the administrative steps needed to administer either system. Members and witnesses debated the policy trade-offs. Supporters of moving away from water’s-edge argued that it enables profit shifting, especially for large multinational and IP-heavy firms, and that eliminating it could raise significant revenue and improve fairness for smaller domestic businesses. They cited estimates of billions in potential revenue and said California already has the audit and reporting infrastructure to handle worldwide reporting, though some transition time would be needed. Opponents argued that worldwide reporting would tax foreign activity unrelated to California, create double taxation, increase compliance burdens and litigation, and could be difficult for foreign-based multinationals to document. They also warned that some of the revenue estimates are highly uncertain because foreign affiliate income is not directly observable. Committee members asked about foreign government pushback, the risk of companies leaving California, the effect on intellectual property shifting, and whether federal or Supreme Court action could block a change. Witnesses generally said major firms would be unlikely to leave because California taxes sales rather than physical presence, but some costs could be passed on to consumers. The panel also discussed alternatives such as conforming to federal international tax rules like NCTI/GILTI and adding anti-abuse rules. No vote or bill action was taken; the hearing was informational only.

Transcript Highlights:

• </c> funds however we have also in a separate funds however we have also in a separate program<00:40:
• </c><00:52:04.720><c> budget</c><00:52:05.079><c> authority</c> to um have a separate budget authority
• to um have a separate budget authority to<00:52:06.000><c> track</c><00:52:06.240><c> and</c><00:52:
• This headquarters will bring six separate currently metropolitan sites, uh, that are in leased space
• This headquarters will bring six separate currently metropolitan sites, uh, that are in leased space

Bills: HF5

Committee: House Transportation Finance and Policy

Transcript Highlights:

• Yes, you're proficient in reading, but are you reading on a third-grade, fourth-grade, or fifth-grade
• Yes, you're proficient in reading, but are you reading on a third-grade, fourth-grade, or fifth-grade
• Where were the third and fourth grade?
• We're going to report that separately.
• </c> going to report science out separately going to report science out separately to<00:21:59.840><c

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• DOE manages Title I versus IDEA laws—that's why they're in separate codes.
• </c> requirement that when students in grades requirement that when students in grades 4<01:25:31.920
• </c><01:25:35.040><c> level,</c> who are not reading at grade level, who are not reading at grade level
• </c><01:25:43.520><c> And</c> students in grades K through three.
• And students in grades K through three.

Bills: HF3698 , HF3067 , HF3730

Committee: House Education Policy

Transcript Highlights:

• Of course, Orleans has a separate traffic court, so they don't hear any traffic court in either of the
• Yeah, because it’s a separate government.
• Yeah, and my office is in the city of West Monroe, which has a separate city government.
• Yeah, they're separate. Okay. All right. Thank you. Thank you. All right. Thank you.
• I'm no longer in Orleans Parish, but I do stay in my railroad.

Bills: SB256

Committee: House Judiciary

Summary: The Judiciary Committee heard Senate Bill 256, which would combine the Orleans Parish clerks of criminal district court and civil district court into one office, with the bill taking effect upon gubernatorial signature. Senator Jay Morris said the change would align Orleans with other parishes, improve efficiency, and eventually help consolidate funding and operations, noting that Orleans is the only parish with two clerks and that the criminal side lacks the civil-side revenue streams used elsewhere. Committee members questioned the timing because the election for the next term had already been held and certified, and repeatedly raised concerns that the bill would effectively eliminate an office after voters had already chosen Calvin Duncan as criminal clerk. Much of the discussion focused on whether the bill would be constitutional or fair if enacted before the new term began. Opponents argued it would disenfranchise voters, target Duncan personally, and set a dangerous precedent by abolishing an office after an election. Supporters and witnesses for Duncan said the bill was rushed, lacked a fiscal note, and would create confusion about staffing, records, training, and the transition between the two court systems. Several witnesses also argued that the criminal clerk’s office is essential to access to justice and that the data and efficiency rationale did not justify the timing or effect of the bill. Calvin Duncan testified that he ran to improve access to court records after his own wrongful conviction and incarceration, and said the bill sends the message that votes do not count. Other witnesses, including teachers, voters, attorneys, former officials, and advocacy representatives, echoed that the measure undermines democracy and appears aimed at preventing Duncan from taking office. Senator Morris denied personal targeting and said the bill was about abolishing an unnecessary office, but acknowledged litigation was likely. The committee also adopted a three-minute rule for testimony by a 10-3 vote, then began hearing public testimony, with the first witnesses overwhelmingly opposing the bill.

Transcript Highlights:

• So I would like to see in the future a real, I would say, separate scale, and I taught English, so I'm
• scale and I taught I would say separate scale and I taught English<00:26:56.720><c> so</c><00:26:57.039
• ,</c> defined by military rank or pay grade, defined by military rank or pay grade, your<00:32:39.120
• </c><00:32:52.000><c> We</c><00:32:52.240><c> allow</c> Retirement pay grade.
• </c> get nth grade credit for those classes. get nth grade credit for those classes.

Summary: The committee heard an Office of Education Technology presentation on the Kentucky Education Technology System (KTS) and a request to increase its annual budget from $15.4 million to $30 million, including an additional $14.6 million. The witness described KTS as a statewide service model that provides districts with student information and financial systems, internet bandwidth, regional support, cybersecurity, online registration, learning management and email services, and collaborative instructional technology support. He argued the state’s centralized purchasing saves districts 40% to 60% compared with buying services individually, and said federal internet discounts and district matching funds create a strong return on investment. He also said KTS has faced long-term funding cuts, has not received a cost-of-living increase since 1992, and is now at a “breaking point” where some services may have to be shifted to districts at higher cost. The request was broken into six main items: restoring funding for the computer science and information technology academy; strengthening cybersecurity defenses in response to sharply rising attacks on K-12 systems; funding online registration through Infinite Campus; stabilizing ongoing support costs for Infinite Campus; providing cost-of-living increases for KTS services; and increasing the KTS financial assistance sent to districts, which requires local matching funds. Members asked about the current appropriation, and the witness said it is $15.4 million. One member praised the office’s work and support for districts, while another noted the district had been an early adopter of one-to-one technology. The committee then received an overview of the KRS 156 salary schedule and step-and-rank system for state-operated career and technical education staff at area technology centers. Officials explained that salaries are set under statute and regulation based on years of service and educational rank, with annual calculations tied to statewide teacher salary averages and retroactive adjustments to July 1. They said the current ABR request is $325,000 over the biennium to cover step and rank increases. The presentation noted that KRS 156 salaries are generally comparable to local districts but are less competitive with business and industry, making recruitment and retention difficult, especially for instructors coming from the trades. Members agreed that trade instructors are underpaid relative to the market and said the issue deserves further review, with department officials indicating they are considering possible statutory revisions and a delayed implementation in a future biennium.