Transcript Highlights:

• The most eligible student groups are students with disabilities, students experiencing homelessness,
• The most eligible student groups are students with disabilities, students experiencing homelessness,
• Students experiencing homelessness, African American students, and foster youth.
• So students aren't students for one year; students for four years in some cases, ideally four years in
• student financial aid.

Summary: The committee heard testimony on three education budget items: the Expanded Learning Opportunities Program (ELOP), differentiated assistance/statewide system of support, and universal school meals plus kitchen infrastructure grants. For ELOP, the Department of Finance described the Governor’s proposal to provide $4.7 billion ongoing Proposition 98 funding and $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended instead fixing the Tier 2 rate at $1,579, and committee members questioned how the rate was determined, how much funding is actually spent, and whether overlapping funding from ELOP, ACEs, and 21st Century programs is being tracked. CDE said ELOP is showing positive attendance and math outcomes, but some requested data will not be available until mid-2027; members also raised concerns about double-funding, transparency, and whether middle and high school students are being equitably served. On differentiated assistance, CCEE outlined the statewide system of support and the various tiers of universal, targeted, supplemental, and intensive assistance. Finance explained the Governor’s proposal to replace the current DA structure with a more stable universal and targeted assistance model, funded at $131.9 million ongoing, with a three-year support cycle aligned to LCAP and ESSA timelines and broader State Board authority to revise eligibility criteria. The LAO objected to considering the proposal before the State Board finalizes the new performance criteria, and committee members expressed concern that moving to a three-year cycle could delay support for LEAs that newly fall into need mid-cycle. There was also discussion about whether the proposal would weaken subgroup-based equity guardrails or give the State Board too much discretion over who qualifies for support. For school meals and kitchen infrastructure, Finance proposed $1.8 billion ongoing for universal meals and an additional $100 million ongoing plus $100 million one-time for a fourth round of kitchen infrastructure and training grants. The LAO recommended rejecting the new kitchen grant round because prior rounds are still being spent and the unmet need is not yet clear. CDE said prior investments have improved meal participation, efficiency, and menu variety, but many schools still lack the facilities for scratch cooking and face construction, electrical, and procurement barriers. Members asked for more data on how prior grants were used, which schools are benefiting, and whether funds could also support lower-cost food access strategies such as pantries, while noting federal restrictions on some meal-service innovations.

Transcript Highlights:

• High-need students are low-income students, ELL students, and students with disabilities.
• for educating students.
• The class sizes vary between about 15 students and 30 students to...
• for that student?
• per student.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The hearing focused primarily on H. 517/S. 314, a bill to provide a sustainable future for rural schools, and H. 697, a bill to require full funding of regional school transportation. Witnesses from rural districts, school committees, superintendents, students, and local officials described chronic underfunding, declining enrollment, high fixed costs, special education and transportation burdens, and the loss of programs, staff, and extracurriculars. Several speakers argued that rural aid should be funded at $60 million annually and made non-discretionary, while others emphasized that transportation reimbursement for regional districts has repeatedly fallen short of the state’s promise and is driving budget crises and overrides. A number of students testified in support of rural aid, describing cuts to classes, counselors, and activities, and the impact on their schools and communities. Committee members also discussed whether transportation policy should be revisited to address underlying cost drivers, including bus bidding practices and whether regional districts should have more flexibility in transportation requirements. The committee also heard H. 515, concerning Hancock Elementary School and a school choice-related exemption from a state requirement that has created a large financial burden for the district. Hancock’s superintendent and Rep. John Barrett explained that a decades-old regulation, recently enforced by DESE, would require Hancock to pay tuition for choice-in students through high school graduation even though the district only serves pre-K through grade 6 and sends its own students elsewhere for middle and high school. They said the rule creates a significant per-student shortfall and has forced Hancock to opt out of school choice. Committee members asked for clarification about how the arrangement works and how the costs fall on Hancock. Additional testimony supported related transportation bills for non-regional districts, especially Plymouth/Carver and North Middlesex, describing high and rising bus costs, special education and McKinney-Vento transportation expenses, and the strain on local budgets. Speakers repeatedly said that state reimbursement has not matched actual costs and that communities are being forced to choose between transportation and classroom services. No votes or final actions were taken in the hearing; the committee simply received testimony and closed the hearing on the bills discussed.

Transcript Highlights:

• One of the students there is... One of the students there is Nazar. If Nazar can please stand.
• Who is a student? Okay.
• This morning, the Santa Fe High School students, there were five students with teacher Leslie Kerasic
• This bill does require PED to adopt a reading assessment for K-3 students... ...to measure the progress
• When growth is measured, our students are not behind.

Keywords: 996, all

Transcript Highlights:

• We also know that all students leaving our high schools to graduate have to take that assessment.
• We also know that all students leaving our high schools to graduate have to take that assessment.
• We also know that all students leaving our high schools to graduate have to take that assessment.
• We also know that all students leaving our high schools to graduate have to take that assessment.
• </c><01:51:04.880><c> for</c><01:51:05.040><c> students</c> results of the assessment for students results

Keywords: 928, house, all

Summary: The work session began with HB 656, as amended, which would treat federal funds received by school districts as unanticipated money unless already listed in the annual report, and would require notices and school board minutes to identify the grant and summarize any obligations attached to accepting it. Supporters said the bill was aimed at transparency so voters would understand the “strings attached” to grants, while opponents raised concerns that the amendment was new, potentially vague, and could require districts to publish lengthy or redundant information, increasing costs and administrative burden. Several members suggested alternative approaches, such as a state-level list of common grant obligations or posting grant documents online. No vote was taken, and some members argued the bill was not ready for action. The committee then moved to HB 665, which would expand eligibility for free school meals to households at up to 300% of federal poverty guidelines and use education trust fund money to cover the added cost. Representative Damon strongly supported the bill, citing food insecurity and arguing the fiscal note likely overstated costs because the bill requires at least one free meal, not necessarily both breakfast and lunch. The discussion was just beginning when the transcript ended, and no vote or final action on HB 665 was recorded in the excerpt.

Transcript Highlights:

• improve their engagement in learning, 75% of students improve their attendance, and 80% of students
• if a student is in respiratory distress and be able to administer that albuterol to students either
• if a student is in, in that standing order to be able to assess if a student is in respiratory distress
• school, which is why we feel it is important to include the provision authorizing nurses to assess students
• As a student in high school, this bill matters to me because I want to make sure that all students can

Summary: The committee first heard Senate Bill 5992, which would create a non-appropriated Youth Development Fund account to support grants for positive youth development programs serving ages 5 to 24. Staff explained that OSPI would administer grants to nonprofits, tribes, and local parks and recreation entities, with school districts and ESDs eligible mainly as partners; annual reporting would be required. The sponsor and many testifiers, including students, youth-serving nonprofits, tribal representatives, and agency partners, described after-school, mentoring, arts, sports, outdoor, and wraparound programs as important for mental health, belonging, safety, civic engagement, and prevention, especially for vulnerable and rural youth. The committee then moved to executive session and adopted a substitute and passed SB 5992 to the Rules Committee. The committee also took executive action on Senate Bill 5952, which would standardize the process for excusing high school students from physical education, and on Senate Bill 5961, which would transfer the Imagination Library of Washington from DCYF to OSPI. In both cases, the committee adopted proposed substitutes that narrowed or adjusted the bills, then voted them out of committee: SB 5952 was sent to Rules, and SB 5961 was sent to Ways and Means. The committee also heard Senate Bill 5969 on allowing an IEP transition plan to satisfy high school and beyond plan requirements; after discussion, a substitute was adopted that instead directs OSPI to reduce duplication in the statewide IEP system, and the bill was passed to Ways and Means. Later, the committee heard Senate Bill 5918, which would increase materials, supplies, and operating costs (MSOC) funding by $100 per student or $100,000 per district, whichever is greater, starting in the 2026-27 school year. Testimony from educators, administrators, school board members, PTA, and OSPI emphasized that districts are using local levy dollars to cover basic operating costs such as utilities, insurance, curriculum, and maintenance, leaving less for enrichment and forcing cuts or deferred purchases. One opponent argued against additional taxes and questioned the return on school spending. The sponsor framed the bill as necessary to meet the state’s paramount duty to fund basic education. The transcript then shifted to Senate Bill 5951 on school access to albuterol, which would allow schools to keep stock albuterol under a statewide standing order and let trained staff administer it under certain conditions; students, nurses, and advocates testified that stock albuterol could reduce absences and improve safety for students with asthma. Finally, the committee began hearing Senate Bill 6042 on school mapping, which would require school safety plans to include accurate, interoperable digital maps for first responders; the sponsor and emergency response witnesses said standardized maps are critical for coordinated, timely response in school emergencies.

Transcript Highlights:

• </c> we know that we have a lot of students we know that we have a lot of students that<01:25:48.080>
• </c> the fact that we had a lot of students the fact that we had a lot of students who<01:31:25.199><
• They have a number of assessments, but under assessment A is basically a property assessment.
• </c> They they have a number of assessments They they have a number of assessments but<02:05:25.199><
• a but under assessment A is is basically a property<02:05:27.760><c> assessment.

Keywords: 916, all

Transcript Highlights:

• for the airport assessing the fee.
• At that point, they had received a $16,000 assessment.
• There's a student in one of our high schools.
• So a student goes, I can't wear a ball cap in class.
• There's a student in one of our high schools.

Summary: The subcommittee first took up HB 387 on ADS-B airport billing. The sponsor and supporters said the bill would stop airports and third-party vendors from using federally required automatic dependent surveillance broadcast data to calculate landing or touch-and-go fees, arguing the technology was intended for safety and collision avoidance, not invoicing. An amendment clarifying touch-and-go landings and other fee calculations was adopted, and the bill was reported favorably 15-0. Members then heard several local and policy bills. CS/HB 803 on private-provider building permits and inspections drew broad support from industry groups and was reported favorably 14-1. HB 451 and HB 4053, local fire-district assessment bills, were presented as relief for homeowners and churches facing higher non-ad valorem assessments; both were reported favorably after amendments, with testimony emphasizing impacts on houses of worship and local communities. PCS/HB 1329 on local government spending transparency prompted extensive debate over searchable budget formats, posting requirements, and possible unfunded mandates; supporters framed it as taxpayer access and accountability, while opponents argued many local governments already provide this information and that the bill could impose costs. It was reported favorably 8-4. The committee also advanced PCS/HB 927 on local land planning and development, which would allow qualified professionals to assist with pre-application reviews; local government representatives raised concerns about preemption and environmental restrictions, but the bill was reported favorably 13-2. HB 929 on chickee huts, PCS/HB 4081 on expanding a local water and sewer district by referendum, and HB 489 conveying the Trenton Train Depot to the city and county all passed unanimously or near-unanimously. HB 1211, a Department of Military Affairs bill updating leave and assistance-program provisions, was amended and reported favorably. HB 1041, creating business incentives for veteran- and military spouse-owned businesses, also passed 13-0 after amendment and supportive testimony from members and veterans. The final item shown was HB 1001, a bill restricting county and municipal DEI-related actions and contracting; the sponsor described it as a response to division and waste, and members began questioning its definitions, scope, and potential effects on training and civil actions, but the transcript cuts off before any vote or final action on that bill.

Transcript Highlights:

• This bill appropriately recognizes that when a teacher acts reasonably to protect students, the assessment
• It sometimes spills over into what happens between students or students and teachers.
• It sometimes spills over into what happens between students or students and teachers.
• Any students getting in the way of the safety of our students, I think, is important. So thank you.
• Any students and getting in the way of the safety of our students, I think is important.

Committee: House Elementary and Secondary Education

Keywords: 959, house, all

Transcript Highlights:

• The cumulative impact will reduce employer assessments by 20 to 25% while maintaining the less...
• Every additional dollar spent on the SIBTF is a dollar that can't be spent on students.
• This is the AI Deployment and Workforce Development Assessment bill.
• There's no nurses evaluating that AI's assessment, right? It's the AI's assessment.
• It's the AI's assessment.

Committee: Senate Labor, Public Employment and Retirement

Keywords: 987, senate, all

Transcript Highlights:

• And the assessment is not based on how much, the total assessment is not based on how much.
• That the RNs have to do assessments.
• And we did head-to-toe assessments, where the doctors may do focused assessments that came in in the
• RNs still are able to do full-body assessments.
• health needs, higher-acuity needs in students.

Keywords: 1146, all

Transcript Highlights:

• proficient students.
• proficient students.
• All these different benefits that students get.
• but actually values the student.
• Then, students' performance outcomes will improve.

Transcript Highlights:

• If our state is serious about improving student outcomes and closing the student achievement gap, then
• The state's Black students and Latino students far underperform their White and Asian peers.
• The state's black students and Latino students far underperform their white and Asian peers.
• With students with autism, some who are nonverbal, students with significant emotional disabilities,
• And while schools and districts are working hard every day to support students, student progress has

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• , these first year wonderful students, these first year students<00:15:00.399><c> from</c><00:15:00.560
• </c> &gt;&gt; So, she's she's helping these students &gt;&gt; So, she's she's helping these students
• <c> agrees</c> each student whereby the student agrees each student whereby the student agrees to<00:
• Second reading of the Senate file. assessment is. Water conservancy assessment is.
• </c> little more authority to do assessments. little more authority to do assessments.

Keywords: 916, all

Transcript Highlights:

• Did you know that many rural school students and their families opt... school students and their families
• or reduce the dues assessment.
• I met with a student just yesterday from Regis... with a student just yesterday from Regis who came to
• My good colleague has indicated that those students would... indicated that those students would still
• Each student would have lost $500 instead of one population of students losing all of their money under

Keywords: 981, all

Transcript Highlights:

• </c><00:19:04.720><c> or</c><00:19:05.039><c> students</c> been threatened by students or students been
• </c> from students and parents. from students and parents.
• </c> student come the example is my student student come the example is my student comes<02:04:30.159
• assessments.
• They're all Wyoming students. Wyoming. They're all Wyoming students.

Committee: Joint Education

Keywords: 916, all

Transcript Highlights:

• We still know that low-income students and students of color and students from disadvantaged backgrounds
• to help students reduce debt and increase the chances of students going to college.
• English learners and foster youth students are 1 million of the K-12 students.
• and Latino students.
• of undocumented students and Latino students.

Keywords: 987, senate, all

Transcript Highlights:

• parents or guardians of students.
• real results for students.
• I didn't take on student loans because my mom still has student loans.
• some students, it takes years.
• , and we serve all students.

Committee: Senate Education

Keywords: 987, senate, all

Transcript Highlights:

• parents or guardians of students.
• real results for students.
• students contemplate suicide.
• For students who need...
• I didn't take on student loans because my mom still has student loans.

Summary: The committee began without a quorum and first heard AB 302, which would prohibit schools from requiring students to use addictive social media feeds as a condition of participating in extracurricular activities and would require schools to offer a non-social-media way to communicate with students and families. The author and a student witness argued the bill protects minors from being forced onto addictive platforms, while senators asked how coaches and clubs would communicate; the author said email, built-in messaging, and other direct methods would still be allowed. The bill was held on call for absent members. The committee then took up AB 2504, creating a pilot program to train creative-industry workers for AI-related changes through partnerships among community colleges, employers, unions, and tech companies. Supporters from WME and the Community Colleges Chancellor’s Office said the program would help workers adapt to rapid industry change, while senators discussed the pilot’s size, geographic diversity, and sunset date. The bill passed on a due-pass motion to the Senate Privacy, Digital Technologies, and Consumer Protection Committee. AB 1534 followed, adding state guardrails for federal Workforce Pell short-term training programs, including limits on tuition, restrictions on certain financing products, and transparency rules for partnerships with unaccredited entities. Support came from TICAS, EdTrust-West, and the Campaign for College Opportunity; senators questioned the scope of state authority and why private institutions were not clearly included, and the author said the broader approval framework was being handled in trailer bill language. The bill passed on a due-pass motion to the Senate Labor, Public Employment and Retirement Committee. The committee also heard AB 1381, a gut-and-amend proposal to strengthen screening for school teachers with histories of egregious misconduct while balancing due process and privacy concerns. Supporters and opponents both emphasized student safety and the need for reliable information-sharing, and members noted the bill was similar to a previously held measure; the author said amendments were still being worked out. The bill passed to the Senate Privacy, Digital Technologies, and Consumer Protection Committee. AB 2202, which would create a Closing the Achievement Gap Commission to coordinate statewide efforts, drew broad support from school board and education groups but also concern that it could duplicate existing work and add bureaucracy; after extended debate about whether the commission would identify causes or solutions, it passed to the Senate Appropriations Committee. Finally, AB 1547, requiring a UC feasibility study for a branch medical school in Kern County, drew local support but opposition from a senator who argued the Legislature cannot direct UC’s internal operations under the state Constitution; the chair said the Legislature can make recommendations and the bill remained under discussion.

Transcript Highlights:

• Are students happy to learn?
• Our students are accustomed to it.
• Louis, I'll have a student in a district where we spend $11,000 a year on that particular student.
• Louis, I'll have a student in a district where we spend $11,000 a year on that particular student.
• , and we don't have 40,000 students.

Summary: The House first approved the previous day’s journal by roll call vote, 116-0, and then spent a long portion of the morning recognizing visiting students, homeschool groups, professional associations, veterans, and other guests in the gallery. A moment of silence was held in honor of Conrad Ashcraft after a member introduced his grandmother, who was present to testify on a bill related to his death. The chamber also recognized a birthday page, a 90th birthday for a House staff member, and Chiropractic Physicians Day. The main floor debate centered on House Committee Substitute for House Bill 2710, which would create an A-through-F school grading system for public schools and charter schools. Supporters said the bill would give parents a simple, transparent way to understand school performance, while also preserving more detailed underlying data and adding a climate scorecard amendment covering suspension, restraint, and satisfaction measures. The bill sponsor and supporters emphasized that the measure was revised from earlier versions, that the A grade would be based on the top decile rather than a moving target, that literacy and growth measures were important, and that any teacher incentive funding would be handled through appropriations and the teacher retention and recruitment fund rather than direct bonuses. Opponents argued that letter grades would stigmatize schools, destabilize staffing, and oversimplify complex school conditions, especially in districts with high poverty, mobility, or special education populations. Several members questioned the fairness of comparing schools with different funding levels, demographics, and student turnover, and others argued that the bill would not solve concerns about the MAP test or broader school funding. One member objected that the bill applied only to public and charter schools while state dollars are also now going to private-school tuition support. Despite those concerns, the House adopted the amendment offered by the St. Louis member, then adopted the committee substitute and ordered House Bill 2710 perfected and printed. Afterward, the House took up House Committee Substitute for House Bills 2404 and 2172, a measure to remove deed restrictions on unused public school property and create a right of first refusal for public entities, including charter schools. Supporters said the bill would allow vacant school buildings to be reused for education rather than sit unused or be demolished, and could generate revenue for school districts. The bill was advanced after discussion, with members citing examples from St. Louis and other areas where unused buildings could have been repurposed for charter or other educational use.

Transcript Highlights:

• A significant disproportionate element of that was our students of color, our students that have IEPs
• , low-income students.
• If the student is around other educators, If the student is around other educators, you have eyes on
• I work with students.
• another student.

Committee: Senate Early Learning & K-12 Education

Keywords: 904, all