Transcript Highlights:

• Charter school students, students that go to charter school, they're left out of safe school aid.
• It's the students.
• Our students that happen to be students in charter schools, they should have a safe place to study.
• > to<00:05:08.160> be<00:05:08.320> students students that that happen to be students
• students that that happen to be students in<00:05:08.720> charter<00:05:09.120> schools,

Keywords: 1183, house

Transcript Highlights:

• We have reports of students completing CDL training programs, so they've gone through the whole training
• <00:04:26.120> completing we have reports of students completing we have reports of students
• just as they complete their training, and again, there's this gap we're talking about.
• They have a very consistent, continual flow of students.
• private instructors schools students private instructors schools students fleets<00:09:26.240>

Keywords: 1183, house

Transcript Highlights:

• were in a district and had an evaluation completed or you can be a student um with a disabling condition
• were in a district and had an evaluation completed or you can be a student um with a disabling condition
• were in a district and had an evaluation completed or you can be a student with a disabling condition
• were in a district and had an evaluation completed or you can be a student with a disabling condition
• It's 186C3 and it said it used to say in Completed, or you can be a student with a disabling condition

Keywords: 1189, house, all

Summary: The commission met to approve the May 18, 2026 minutes and then focused on how SB 57’s special education cost study should inform HB 1099, which creates a separate study committee on residential placements and related education costs. Members discussed sending the commission’s minutes and findings to that new committee, noting the short timeline for its work and the need to be specific about unresolved issues so the new group does not duplicate the same questions. A major topic was the cost and responsibility for students placed at Spalding and similar residential programs, especially transportation and whether costs are paid through the Department of Education’s episode-of-treatment (EOT) fund, local districts, DHS, or Medicaid. Staff explained that for students with disabilities, EOT funds cover special education and transportation costs tied to the placement, while students without disabilities are handled through DHS care-management and best-interest meetings. Members raised concerns about whether some students at Spalding are receiving no schooling, whether transportation costs are substantial, and whether Medicaid reimbursement could offset some expenses. The commission also discussed confusion over district responsibility when students placed in residential programs attend school in another district, using Winnisquam as an example. Several members said the receiving district was not notified that DHHS-approved programs could bring in additional students and costs, and they suggested DHHS or its care-management entity should notify both the district of residence and the receiving district when a program is approved. The group agreed this notification issue, along with transportation funding, privacy concerns in Medicaid-to-schools billing, and the distinction between special education placements, EOT placements, and other voluntary residential placements, should be passed to the HB 1099 study committee for further work.

Transcript Highlights:

• The number of students completing a baccalaureate and entry-level master's program in 2024 increased
• by 28 percent, and the number of students completing practical nursing programs in 2024 decreased by
• <00:42:03.599> completing<00:42:04.079> an the number of students completing an the
• <00:42:11.119> completing 21.5% the number of students completing 21.5% the number of students
• 28% and the number of students 28% and the number of students completing<00:42:19.200> practical

Keywords: 1183, house

Transcript Highlights:

• And a lot of times what you see with 12th-grade students and 11th-grade students are dropout prevention—kids
• And a lot of times what you see with 12th grade students and 11th grade students are dropout prevention
• Why are those students not at school?
• Why are those students not at school?
• Is there a way for us to know how many students are returning to school after an expulsion and completing

Summary: The Senate and House Joint Committee on Children and Youth met to approve prior minutes, confirm Representative Mary Bentley to the Child Maltreatment Investigations Oversight Committee, and receive several presentations. The Arkansas Infant and Child Death Review team reported on unexpected child deaths in Arkansas, saying its 2023 review covered 148 of 170 non-natural deaths, with the remainder unavailable due to criminal investigations or missing records. Of the reviewed deaths, 69 were accidents, 14 suicides, 18 homicides, and 47 undetermined, and members discussed how the report’s recommendations could be used by agencies and nonprofits for prevention work and grant applications. Committee members also asked about age breakdowns and how the data could be shared without identifying individual cases. The committee then took up HCR 1010 and a broader discussion of juvenile justice reform. Representative Shepard said the resolution was intended to confront data on juvenile incarceration and system outcomes. Senator Missy Irvin, judges Troy Braswell and Kathy Hess, and AOC Juvenile Division Director Burke Steen described the state’s long-running reform efforts, including the SAVRY risk assessment, diversion programs, and efforts to keep more youth in their communities. They said the reforms have reduced delinquency filings, DYS commitments, and revocations, while increasing diversions, but also emphasized ongoing gaps in mental health, substance abuse, and school-based supports. Members raised concerns about school data sharing, behavioral health access, and how to better identify youth with disabilities or trauma earlier. Judge Braswell and others stressed that many youth in the system have significant trauma, family instability, or unmet treatment needs, and that judges need individualized information to make decisions. Several members discussed the role of schools, the school safety dashboard, and the need for stronger community providers, especially in rural areas. The committee then heard from DYS Director Michael Crump, who provided data on commitments, facility use, demographics, offense levels, length of stay, education outcomes, recidivism, dual DCFS/DYS custody, and costs. He said commitments rose after the pandemic and then began to decline, while secure and detention costs increased with the need for more beds; he also noted that most youth in custody have behavioral health needs and that DYS works closely with DCFS, courts, and providers. No final action was taken on HCR 1010 during the discussion.

Transcript Highlights:

• THESE ARE HOW SOME OF THE JOB PATHWAYS OUR STUDENTS CAN GET INTO ONCE THEY COMPLETE THE PROGRAM AND THAT
• GOT STUDENTS TOGETHER. POWERING THE BLUE ECONOMY.
• OUR STUDENTS GOT TOGETHER.
• WE HAD ENGINEERING TECHNOLOGY STUDENTS, MARINE SCIENCE STUDENTS GET TOGETHER AND SEMINAR BUSINESS PROGRAMS
• FOLLOWING COMPLETION ON THE U.S.

Keywords: 999, senate, all

Transcript Highlights:

• We broke that down by the number of students per grade level.
• The highest grade level there is you're going to see are 12th grade students.
• And a lot of times what you see with 12th grade students and 11th grade students are dropout prevention
• So what to do with some students that are violent in their school?
• Is there a way for us to know how many students are returning to school after an expulsion and completing

Summary: The Senate and House Joint Committee on Children and Youth approved the December 10 minutes and confirmed Representative Mary Bentley to the Child Maltreatment Investigations Oversight Committee. The committee then heard the annual Arkansas Infant and Child Death Review report, which said the state reviewed 148 of 170 non-natural child deaths in 2023; the reviewed deaths included 69 accidents, 14 suicides, 18 homicides, and 47 undetermined causes. Members asked about how the report’s recommendations could be used, grant opportunities tied to prevention work, and whether the data could be broken down by age; presenters said the report is intended as a prevention tool for agencies and nonprofits and that some age detail is available in later pages of the report. The committee next took up HCR 1010 and then a broader discussion of juvenile justice reform. Senator Missy Irvin, judges, and Administrative Office of the Courts staff described Arkansas’s use of validated risk assessments, including SAVRY, the Ohio Youth Assessment Tool, MAYSI, and substance-abuse screening, as part of a long-running effort to reduce juvenile incarceration and tailor services to individual youth and families. They said the reforms have contributed to fewer delinquency filings, fewer DYS commitments, and more diversions, while also emphasizing that mental health, substance abuse, school issues, and trauma often drive juvenile court involvement. Several members raised concerns about data gaps, school collaboration, and whether community-based services are sufficient, and presenters said more shared data and stronger school use of safety dashboards could help intervene earlier. Division of Youth Services Director Michael Crump then presented custody, education, recidivism, and cost data. He said DYS commitments rose after the pandemic, secure residential populations remain high, and detention-center use increased when intake beds filled; he also noted that DYS pays about $320 per day for secure custody and that detention beds cost roughly $90 to $100 per day. Crump said most youth in custody are older teens, about 80 percent are male, and many have behavioral-health needs or educational deficits; he reported 222 GEDs and 102 high school diplomas over six years. He also said about 15 to 19 percent of youth return to DYS within three years and that a larger share later enter the Department of Corrections, while members pressed him on how assessments relate to commitments, how low-risk cases are handled, and how to improve mental health and substance-abuse services statewide.

Transcript Highlights:

• We are seeing an increase in students going to community colleges.
• We are seeing an increase in students going to community colleges.
• We are seeing an increase in students going to community colleges.
• No new positions are needed to complete the project.
• PERS has completed the police and fire benefits changes within scope, within scope, PERS has completed

Summary: The Emergency Board approved a series of consent federal grant applications from the Natural Resources and Public Safety subcommittees, along with several budget and position requests. The board approved grant applications for parks, transportation, judicial, emergency management, higher education, school nutrition, and other programs, including retroactive approvals where deadlines had passed. One member objected to the Natural Resources consent grants over concerns about future funding needs, but the motion still passed. The board also approved a one-time increase for Judicial Department court security, including digital privacy protections, circuit court security, and a statewide facilities assessment. A major discussion centered on Southern Oregon University’s financial stability. The Higher Education Coordinating Commission reported on SOU’s structural deficits, declining enrollment, and projected cash shortfall. The subcommittee recommended, and the board approved, allocating $7.5 million from the special appropriation for short-term stability, with a required update at the September 2026 Emergency Board meeting and a future request for the remaining funds. Members debated the broader crisis in higher education, with several saying SOU’s situation reflects systemwide enrollment and funding pressures and that long-term restructuring will be needed. The board also approved an AmeriCorps volunteer generation grant, an apprenticeship expansion grant, and a Department of Education nutrition equipment grant. In public safety, it approved funding for Oregon Military Department readiness facilities, a statewide evacuation planning tool, and a juvenile justice information system modernization report, while requiring a follow-up viability report. The Department of Justice received approval for additional antitrust positions and expenditure limitation, though several members raised concerns about the funding structure and incentives tied to settlement revenues; the motion passed despite objections. In natural resources, the board approved funding for the Water Resources Department’s well abandonment, repair and replacement grants, an assistant water master position in Washington County, groundwater data collection in the Lower Umatilla Basin, a wetlands remote sensing pilot, and parks-related grant applications for operations, maintenance, and capital improvements. Members generally supported the requests but raised concerns about geographic equity, long-term sustainability, and whether some county responsibilities were being shifted to the state. The meeting also included discussion of a Department of Emergency Management evacuation tool as an urgent wildfire preparedness measure, with members emphasizing its potential to save lives.

Transcript Highlights:

• AT THE END OF THE DAY, IT IS BASED ON THE STUDENT AND WHAT THE STUDENT DOES WITH THAT.
• BUT THE PERCENTAGE OF STUDENTS PASSING REQUIRE AND/OR INCENTIVIZE THE STUDENTS TO TAKE THE TEST THE
• A SUBPART EDUCATION WASTES FINANCIAL RESOURCES BY HAVING STUDENTS COMPLETE A CURRICULUM THAT DOES NOT
• NURSING PROGRAMS HAVE A RESPONSIBILITY TO THE STUDENTS.
• WHEN YOU TAKE A STUDENT CAN ACCEPT A STUDENT INTO YOUR PROGRAM YOU ARE RESPONSIBLE FOR EDUCATING THEM

Keywords: 999, senate, all

Transcript Highlights:

• And provided essentially cash payments to students who are unhoused, homeless students.
• Obviously, those students are the most at risk of not completing high school in that moment, so that's
• So internships for students, other work-based types of learning where students are actually going out
• Is it mostly for student engagement and graduation?
• That the department uses to keep track of all student data.

Transcript Highlights:

• every 250 students. every 250 students.
• those students. those students.
• associated with these students. associated with these students.
• <00:43:23.119> And students to each teacher. And students to each teacher.
• um be in another complete district. um be in another complete district.

Keywords: Meeting start 00:00:09 Roll call 00:00:24 Election of Co-Chairs 00:01:11 Office of Education Accountability Annual Report 00:04:41 Office of Education Accountability District Data Profiles, School Year 2024 00:23:50 Update from the Education Professional Standards Board 00:58:19 Adjournment 01:08:00, 958, all

Summary: The subcommittee opened its first meeting with roll call and procedural business, including elections of co-chairs. The House elected Representative Truett as House co-chair, and the Senate elected Senator Denine as Senate co-chair. After the organizational votes, the committee heard the Office of Educational Accountability’s annual report, beginning with Brian Jones and Deborah Nelson describing OEA’s investigations and research divisions and recent staffing turnover. On the investigations side, OEA said it handled complaints only when submitted in writing and generally opened cases only when it had enough facts to evaluate. Jones reported complaint volume declined from 805 in 2023 to 738 in 2024, with 325 in the first half of the current year. He outlined the kinds of matters OEA investigates, including school-based council issues, open meetings, board eligibility, nepotism, conflicts of interest, certification, activity funds, and surplus property, while noting that routine personnel matters, bullying, child interviews, and cases tied to litigation are generally handled locally or referred elsewhere. He also said OEA refers special education, assessment/testing, discrimination, and serious misconduct matters to the appropriate agencies, and that he did not see a need for statutory changes to improve OEA’s work, though he said cases should move more quickly. The research division presentation focused on OEA’s district data profiles and annual research agenda. Nelson explained that OEA reviews KDE-reported data and underlying datasets to verify accuracy, analyze trends, and produce reports for the General Assembly. She highlighted 2024 publications on district governance models and student achievement, and said this year’s agenda includes district data profiles, student discipline analysis, and a review of early childhood regional training centers. She also noted OEA received an NCSL notable document award for its 2023 staffing shortages report, its 10th such award. Sabrina Smith then walked through the district data profiles, which compile demographic, staffing, finance, and performance data for all 171 districts, plus statewide and comparative data. She noted changes in the report format, the continued availability of an online interactive version, and several trends: adjusted average daily attendance declined statewide from 2015 to 2024; the counselor-to-student ratio has improved but has not yet reached the statutory goal of one counselor per 250 students; the share of teachers moving from rank three to rank two has declined; special education identification has risen from 13% to 16%; and starting teacher salaries vary widely by district, with Kentucky’s average starting salary around $40,000 ranking near the bottom compared with surrounding states and the nation. Members asked about the history of the research division and whether the paper copies of the district profiles would continue, and staff said the printed versions would continue unless legislators asked otherwise.

Transcript Highlights:

• students.
• students.
• students.
• success for all supporting student success for all students. students. students.
• to student success. to student success.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met to hear updates from Kentucky public universities and the Kentucky Community and Technical College System on compliance with House Bill 4, which restricts DEI-related activities and requires institutional and viewpoint neutrality. The chair emphasized that the hearing should focus on both compliance and the financial effects of the law. Eastern Kentucky University said its board adopted a House Bill 4 compliance resolution and an institutional neutrality policy. KCTCS reported systemwide reviews of programs, websites, scholarships, personnel, and admissions language, along with board actions removing a cultural competency course requirement, adopting institutional neutrality, and certifying compliance. KCTCS said about $2.5 million annually had been reallocated to other needs, and that no personnel were eliminated, though some roles were reassigned and DEI-related offices closed. Kentucky State University said it had already dissolved DEI offices before the bill passed, ended DEI-specific training, revised policies and gift acceptance rules, adopted a viewpoint neutrality policy, and was conducting ongoing reviews of programs, job descriptions, and web content. KSU said it had achieved substantial compliance, expected full operational integration by August 1, and had not terminated staff or closed academic programs because of the law. In response to questions, KSU said it was broadening outreach to all students rather than targeting specific populations and that its prior diversity finding was tied to not meeting a diversity quota. Morehead State University said it had no DEI office before House Bill 4, amended its non-discrimination statement to include political and social viewpoint neutrality and condemnation of religious and ethnic discrimination, and remained focused on serving its largely low-income student body. Murray State University reported reviewing scholarships, expenditures, training, and academic programs to ensure no differential treatment or indoctrination, revising its neutrality policy, and updating non-discrimination posters and training. When asked about a statement that DEI would “look different,” the university said it meant student support services would continue in a different form. Northern Kentucky University said it dissolved its diversity office and chief diversity officer position in 2024, reviewed programs, events, scholarships, and employee affinity groups, adopted a statement on intellectual diversity and viewpoint neutrality, and reviewed about 2,000 courses for compliance. NKU also said its new Center for Belonging would focus on first-generation and commuter students rather than rebrand prior DEI efforts. The University of Kentucky began its presentation by describing earlier changes made in August 2024, including disbanding its office of institutional diversity, removing diversity statements and mandatory training, adopting institutional neutrality, and ending race-based consideration in admissions and scholarships; the transcript cuts off before the rest of UK’s testimony and any committee votes or formal actions beyond receiving the presentations.

Transcript Highlights:

• So to have prosthetics for activities like gymnastics, you will pay completely out of pocket at this
• It gives parents relief and students the chance to run, play, and grow alongside peers.
• This is important so they know and students know where they are and they're ready to take this.
• Senator Harrell: That is the very complicated complete amendment. Chair: Very well verbalized.
• This is a step forward to helping students do that and with that I ask for your favorable support.

Keywords: 999, senate, all

Transcript Highlights:

• <00:02:41.599> through 150 projects have been completed through 150 projects have been completed
• 00:09:40.160> and here representing our students and here representing our students and community
• <00:10:08.640> or<00:10:08.880> bicycle students traveling by foot or bicycle students
• <00:10:37.760> allowing would complete this connection allowing would complete this connection
• students from all the different schools.

Bills: HF1972, HF229, HF1090, HF1084, HF1307, HF1274, HF1609, HF2110, HF211, HF216, HF222, HF224, HF225, HF203, HF206, HF207, HF208, HF227, HF246, HF427, HF466, HF502, HF680, HF971

Keywords: community center, Breckenridge, capital investment, state bonds, economic development, HF229, North Branch Area Hockey Association, Stacy Ice Arena, Chisago County, general fund appropriation, grant, ice arena, hockey rink, youth sports, recreational facility, community arena, nonprofit, DEED, Department of Employment and Economic Development, local infrastructure

Transcript Highlights:

• High school students each year.
• That matching of the professionals with the students is beneficial to the students and to their next
• They're not just students coming out wondering where am I going to go to work.
• I have students that try to get away with giving me AI-generated scripts, and guess what?
• Please give our budget request. ...23% completion rate.

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future Is Creative,” developed under AB 127 and related legislation. Chair Allen framed the plan as a response to California’s large but vulnerable creative economy, citing workforce losses, federal funding headwinds, and the need to support artists, cultural organizations, public media, museums, cultural districts, and film/TV production. He also highlighted budget asks including support for California Humanities, museums, public media, cultural districts, a post-production incentive proposal (AB 2319), and funding to implement the strategic plan. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and CWDB’s Michael Weoff described the planning process, which included a 30-plus-member work group, interagency coordination, and a phased approach from framework development to implementation and evaluation. They identified major forces shaping the sector over the next decade, including AI, climate disruption, affordability, access to capital, and social cohesion, and outlined six action areas: workforce preparation, business stabilization, cultural identity/tourism, cross-sector incentives, ROI/data tracking, and state capacity/infrastructure. Members and panelists repeatedly emphasized that the plan must be resourced and integrated across agencies rather than left siloed. A second panel of practitioners and advocates focused on workforce pathways and local implementation. Ricarlo Handy described the Handy Foundation’s registered apprenticeship pipeline into film and TV jobs and argued that current data systems undercount gig, 1099, and LLC-based creative work. Joanna Reynolds discussed Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030, while Alejandro Gutierrez Chavez urged embedding artists in health, aging, and behavioral health systems as community problem-solvers. Roxanne Messina Kaptur spoke about the need to normalize arts careers and expand residency and school-based models. Senator Rubio, who joined later, shared her own arts and teaching background, supported arts access in schools and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 statewide town halls with more than 1,100 attendees, which confirmed support for the plan but also highlighted needs for better information access, new financial models, stronger definitions and data, and more partnerships. Julie Baker of California for the Arts and California Arts Advocates urged sustained public funding, saying the plan is actionable only if the Legislature and administration provide resources, including increased California Arts Council funding and support for implementation. No formal votes were taken; the hearing was informational and concluded with calls for continued legislative and cross-agency collaboration.

Transcript Highlights:

• be to that student, I guess.
• be to that student, I guess.
• be to that student, I guess.
• be to that student, I guess.
• , students with disabilities, students learning English, and students of color into lower-level math

Keywords: 1187, senate, all

Transcript Highlights:

• We are very much we we beaches or if we're getting the students beaches or if we're getting the students
• But in terms of like a students.
• studies of US public school students studies of US public school students nationwide<00:20:37.840
• As drop in student growth percentile.
• There was a 2025 student absences.

Keywords: 910, house, all

Summary: The Committee on Education heard three tandem resolution packages. HCR 13 and HR 15 sought collaboration among the Department of Education, the State Public Charter School Commission, and DLNR to develop a student coral stewardship program. DOE said it was willing to work with DLNR, and DLNR supported the measure but said it did not want to be the lead agency for reporting or curriculum development because of existing reporting burdens and because it was already active in school outreach. Testimony in support was received, and the committee later amended the measure to restore DLNR as the lead for the report while keeping DOE and the Charter School Commission as collaborators. The committee then voted to pass HCR 13 HD1 and HR 15 HD1 with amendments. HCR 91 and HR 83 proposed a long-term collaborative program between DLNR and DOE to expand and sustain tree canopy coverage at public schools statewide. DLNR strongly supported the measure, DOE offered comments, and the Boys and Girls Public Health Institute testified in support, citing research on heat reduction, student health, and academic impacts of shade trees. Additional supportive testimony came from the Kaululu Nani Urban and Community Forestry Program Advisory Council and others. The committee voted to pass HCR 91 and HR 83 unamended. HCR 183 and HR 183 addressed guidance and protections related to immigration enforcement in schools. DOE said it supported the resolution but noted it already had guidance in place; the Hawaii State Commission on the Status of Women, the Boys and Girls Public Health Institute, Roots for Warren Maui, ACLU, 50501 Hawaii, General Strike Hawaii, and others testified in support, emphasizing student safety, attendance, and the effects of enforcement-related fear. A committee member asked about a reported Konawaena Elementary incident, and DOE clarified that the student was not deported and the event occurred off campus, with some newspaper details said to be inaccurate. After discussion, the committee deferred HCR 183 for further work with DOE and the Board of Education on definitions, enforcement, and guidance.

Transcript Highlights:

• One is the input around data, student information, student data, and achievement data.
• that work for all students.
• homeless student populations.
• Students in foster and homeless student populations.
• Scaling Student Success.

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• Thrive with Autism in Magnolia has 150 students and a 350-student wait list.
• It will provide new opportunities for students and all students with better, safer classrooms.
• How many students have you had there? We have 830 students. What percent is African American?
• And it bothers me that my students get less than what other students get. ...me, that my students get
• to private school students.

Bills: HB2

Keywords: disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace, medical examiner, county judge, sheriff, mayor, emergency coordinator, emergency manager license, volunteer management system, volunteer registration, criminal history check, background check, Texas Division of Emergency Management

Summary: The committee continued public testimony on House Bill 2, which would make major changes to public school funding, teacher pay, special education, early learning, school safety, and related programs. Many superintendents and education advocates supported the bill’s overall direction but urged changes, especially a larger basic allotment and more flexible funding for rural and small districts. Witnesses from Paint Creek, West Hardin, Cushing, Blooming Grove, Mildred, Buffalo, Plano, and rural school groups said the bill’s targeted raises and new requirements would not fully cover inflation, TRS/Medicare costs, transportation, insurance, or support staff salaries, and several asked the committee to restore the House version’s higher basic allotment and small-school allotment. Charter school representatives supported the facilities funding changes and said charter schools need state help because they cannot levy taxes, while also noting the funding gap with ISDs. Fine arts advocates asked the committee to restore the fine arts allotment, arguing arts improve engagement, attendance, and academic outcomes, especially in rural and at-risk communities. Early learning and special education witnesses supported parts of the bill but raised concerns about pre-K restrictions, disability-related pre-K access, and the need to preserve or clarify special education provisions and mental health oversight language. Several witnesses praised the teacher pay raise, teacher incentive allotment expansion, and teacher preparation investments, saying they would help recruit and retain educators and improve student outcomes. Others, including counselors and support staff advocates, argued the bill should also include raises for counselors, nurses, librarians, bus drivers, custodians, aides, and other non-teaching employees who keep schools running. One witness from the Texas Counseling Association opposed the substitute because it removed a counselor pay provision, warning of counselor shortages and inequities. A parent and special education advocate said the bill’s structure creates too many strings attached and asked for a larger basic allotment instead of more targeted funding. Another witness from Mental Health America urged keeping the collaborative task force on public school mental health services through 2031, and a disability rights advocate said the committee substitute appears to omit some special education items that were in the House version. The committee also briefly took up House Bill 6, a school discipline bill. After questions about automatic mandatory expulsion for vape possession and concerns about younger students, the committee adopted the substitute and voted to report HB 6 favorably to the full Senate by a 9-1 vote, with Senator Menendez voting no and Senators West and Menendez expressing reservations but supporting further discussion. After that vote, testimony on HB 2 resumed. Senators used the hearing to ask about the bill’s cost, the difference between the basic allotment and the bill’s targeted funding buckets, and whether the permanent teacher pay increase shifts pressure off districts. The bill’s supporters emphasized that it represents an historic, roughly $8 billion investment and that many of the new funding streams are intended to be permanent or to address specific district needs.

Transcript Highlights:

• Our lit review, again, is in process and actually nearing completion.
• So communication plans is completed. That's been submitted.
• On the literature reviews, we're mostly complete with those.
• Interview scripts are completed right now.
• This is for students—special education students with behavioral health issues, right?

Keywords: 962, all

Summary: The meeting began with approval of the May minutes and then moved into administrative updates on several 2025 legislative workstreams. Staff reported progress on two marketing efforts tied to the youth mental health crisis: one focused on increasing awareness and use of urgent crisis centers, and another broader crisis-continuum campaign led by United Way. Both projects are refining materials based on working-group feedback and aim to have materials ready before the start of the school year. Updates were also given on the UCC private insurance review and the crisis continuum review, both of which are gathering data and reconvening working groups over the summer. The main discussion centered on a Civic Solutions Group update on Medicaid school billing. The contractor explained that the project is examining why Connecticut schools are not billing for behavioral health and related services, with the goal of maximizing federal reimbursement. Members clarified that the study is about schools billing for services, not private providers billing in schools. Questions focused on whether Medicaid has caps or authorization issues when students receive services both in school and in the community, and whether recent federal or state changes affect billing. The contractor said the work is still in data collection and analysis, and that some issues, such as reauthorization procedures, were outside his scope. Participants also raised concerns about perceived barriers, fee-for-service limitations, and the need to distinguish school-based billing from provider billing. A second major presentation came from Disability Rights Connecticut on a separate legislative study concerning behavioral health issues affecting students receiving special education. The subgroup is examining the feasibility and impact of requiring evidence-based interventions, especially for challenging behaviors that can lead to restraint and seclusion, and is also looking at monitoring and random audits of restraint and seclusion practices. The team described its project plan, including literature reviews, interviews, focus groups, surveys, and data requests from the State Department of Education and other stakeholders. Members emphasized that the work is aimed primarily at private providers under the statute, but may have broader relevance. Questions from the group focused on whether the study would include public schools, how evidence-based practices apply to students with intellectual disabilities and autism, and whether caregivers or parents would be interviewed; the presenters said caregiver input is not currently part of the charge. The meeting ended with reminders about the July 15 meeting, which will include a Solnit briefing, and a note that August TCB meetings will not be held, though a workshop on the Connecticut Children’s Behavioral Health Provider Survey is being planned for late July or early August.