Video & Transcript Research : 'IEP'
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NH
Transcript Highlights:
- mean, two of them have sat in front of the Senate and served as a page, and I have experience with IEPs
- I have seen with my eyes that school administrators are really big fans of IEPs.
- but it details a list of all the SAUs and how many students, what percentage of students are issued IEPs
- is that some administrators have gotten to be very good at coming up with reasons to keep kids on IEPs
- with reasons to keep kids on IEPs with reasons to keep kids on IEPs because<00:29:39.679>
they're
MN
Minnesota 2025 1st Special Session
House Children and Families Finance and Policy Committee considers HF628 2/25/25
Transcript Highlights:
- :18:19.960>
their have the authority to be given their have the authority to be given their IEPs parent <00:18:21.919>and <00:18:22.840>school <00:18:23.320>Personnel IEPs- without parent and school Personnel IEPs without parent and school Personnel giving<00:18:24.159>
- <00:18:57.640>
I parent with a child that needs an IEP I parent with a child that needs an - IEP I would<00:18:57.960>
hope <00:18:58.280>as <00:18:58.440>the <00:18:58.799>
KY
OK
Oklahoma 2026 Regular Session
Senate Legislative Session Mar 10th, 2026 at 01:30 pm
Oklahoma Senate Floor Meeting
Transcript Highlights:
- I think this is an important piece of legislation in order to align our state definitions on IEPs with
- well, because we do need to make these fixes so that we can protect the services for our children on IEPs
- if we don't fix our state definitions with the federal, if the block grants come down from federal, IEP
- an improvement on the language, and I'm happy to vote yes on it in Order to protect our students on IEPs
- don't take an action on this today, that we could end up being in a situation where our students on IEPs
Bills:
HB1427, SB1403, SB1448, SB1489, SB1546, SB1557, SB1614, SB1377, SB1990, SB1439, SB1630, SB1632, SB1696, SB1796, SB1824, SB1362, SB1849, SB2066, SB2071, SB2104, SB933, SB1633, SB1224, SB1246, SB1280, SB1303, SB1346
Keywords:
tax credit, clean-burning fuel, hydrogen fuel cells, compressed natural gas, liquefied petroleum gas, environmental impact, vehicle modification, renewable energy, job incentives, tax rebates, Oklahoma Quality Jobs Program, employment growth, wage requirements, Oklahoma Consumer Protection Act, consumer protection, unfair trade practices, deceptive practices, exemptions, statutory exemptions, Corporation Commission
MA
Massachusetts 2025-2026 Regular Session
Joint Committee on Education Jun 21st, 2026 at 01:00 pm
Joint Committee on Education
Transcript Highlights:
- They're entitled to an accommodation, an IEP or otherwise, under our current law, right?
- That's—they're entitled to an accommodation and then an IEP or otherwise under our current law, right
- His IEP was supportive, but it keeps him tied to a baseline meant for all students without room to move
- It ensures that even students with IEPs or learning differences can access acceleration when it fits
- We know that at DYS, about half of young people have an IEP and are getting services toward that.
Summary:
The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks.
A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda.
The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact.
Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.
OK
Bills:
HB1937, HB2153, HB3674, HB2978, HB3885, HB3671, HB3261, HB3021, HB3029, HB4274, HB3701, HB3076
Keywords:
HB1937, Oklahoma schools, student communications, electronic communication, digital communication, parent notification, legal guardian, school personnel, teachers, coaches, administrators, charter schools, public schools, administrative leave, corroborated report, investigation, employee file, discipline, termination, school board
OK
Oklahoma 2026 Regular Session
Common Education REVISED: SB1614 - Added Apr 8th, 2026 at 03:00 pm
Common Education
Bills:
SB1734, SB1630, SB1894, SB1975, SB1432, SB1437, SB1812, SB346, SB1250, SB710, SB1489, SB2045, SB1614
Keywords:
artificial intelligence, AI, schools, public school districts, education technology, edtech, student privacy, FERPA, data privacy, data security, emerging technologies, machine learning, generative AI, classroom technology, instructional technology, teacher oversight, human-in-the-loop, student data, parental consent, opt-out
CA
Transcript Highlights:
- Existing law requires that when a student with an IEP transfers between schools within the state the
- This would help reduce delays in adopting a new IEP upon receipt of records.
- Hi, Florentina DeGennaro in strong support of this bill and also a parent with a child with IEP.
- I had two kids with IEPs. We took those IEPs to California. They said you had to start all over.
- And then when they did the new IEP it was almost the exact same thing.
NH
New Hampshire 2025 Regular Session
House Education Policy and Administration Subcommittee Work Session (03/03/2025)
Transcript Highlights:
- Yeah, well, you have the... it was just, um, there are exceptions for 504 if you have an IEP.
- there it also mentions the grant IEP there it also mentions the grant program<00:11:59.399>
to - If we take that away, the only exception is, hey, if the kid has an IEP, has a 504, English learners,
- If we take that away, the only exception is, hey, if the kid has an IEP, has a 504, English learners,
- If we take that away, the only exception is, hey, if the kid has an IEP, has a 504, English learners,
Summary:
The subcommittee work session of the Education Policy and Administration Committee focused on House Bill 131 and House Bill 781, which were described as nearly identical bills addressing student cell phone use in schools. Members noted that HB 781 is an early bill and therefore needed committee action by Wednesday, while HB 131 did not face that deadline. The chair and members discussed the bills’ shared goal of requiring school boards to develop and adopt policies on student personal device use, with debate over whether the state should set minimum standards or leave more to local control.
A major topic was funding. One member urged the committee to avoid creating an unfunded mandate and asked for some funding support, while others argued it was too early to commit money and that the committee should first establish the policy framework. The governor’s proposed funding was discussed, including a $1 million figure in the budget and a separate $250,000 amount referenced in the bill, but several members said the money would likely be insufficient to cover all students or pouch systems statewide. The committee also reviewed a handout reflecting proposed budget language that would require school boards to adopt policies on personal device use during the school day, with schoolwide implementation and exceptions for medical disability or language proficiency needs, and a DOE-administered grant program.
Members spent considerable time on drafting details, especially deadlines and exceptions. They debated whether the bills should require school boards to “develop,” “adopt,” or also “implement” policies, and whether the effective date of the act should also serve as the deadline for school boards. They also discussed whether exceptions for classroom instructional use should be mandatory or merely encouraged, and whether the bills should explicitly include or exclude charter schools. Additional proposed exceptions included IEPs, 504 plans, English learners, and medical needs such as glucose sensors or insulin pumps, with some members suggesting medical issues be certified by a physician. No final vote or formal action was taken in the work session.
NM
New Mexico 2025 Regular Session
IC - Legislative Education Study May 29th, 2025
Transcript Highlights:
- been in special ed though I wasn't gifted, that didn't count other than I still had to do a lot of IEPs
- Uh, served special education students, students on IEP through the whole spectrum for more than 20 years
- factor, just having enough time to do all of the, um, the paperwork, the work associated with, with IEPs
- the things that we are doing at the department is our efforts to create the, the statewide unified IEP
- It's easier to implement IEPs, so that is one of the things that we're doing at the department.
HI
Transcript Highlights:
- Okay, so would predetermining placement for IEPs be against...
- Placement for IEPs be against the idea? Predetermination is contrary to the idea, right?
- Again, those are IEP team decisions.
- The IEP team determines what would be appropriate for each individual student.
- only determined by the I for the IEP only determined by the I for the IEP team<00:36:20.560>
TX
Transcript Highlights:
- An IEP is a very detailed written document. informed both by federal law and state law.
- If a student is in a private school and has an IEP and the parents feel the student's not getting the
- Schoolcraft just asked, does a private school have an obligation to do an IEP? No.
- It could be what we call IEP facilitation.
- We have IEPs. We do map testing, which our school district does map testing.
Keywords:
education savings account, educational expenses, certified educational assistance organization, school choice, funding, special education, tuition reimbursement, emergency communication, public safety, interoperability, Texas Interoperability Council, grant program, emergency communications, public safety radio, first responders, radio system, dispatch, 911, emergency management, Texas Division of Emergency Management
MN
Minnesota 2025-2026 Regular Session
Pre-K, kindergarten screen time prohibition 3/4/26
Minnesota House Floor Meeting
Transcript Highlights:
- >> Yes, so the two amendments clarify some of the language around IEP and 504 plans, and when students
- The one thing that I just worry about, though, is when kids are on an IEP and need to use some technology
- for assistance, and we ban it from everybody else, everybody knows who’s on an IEP.
- There is, you know, when kids are on a IEP, I need to use some technology is for assistance and we ban
NM
New Mexico 2026 Regular Session
IC - Legislative Education Study Dec 18th, 2025
Transcript Highlights:
- On the next row, we have $4 million for special education initiatives for training on the statewide IEP
- In the SPED context, you're seeing more students with IEPs, but the level of services that they need
- So you all know that you funded a statewide unified IEP.
- PED now wants to start training people on... ...you funded a statewide unified IEP.
- As far as, I don't say, dismantled, are they still going to be doing IEPs?
Summary:
The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs.
Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation.
The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.
KY
Kentucky 2026 Regular Session
Senate Legislative Session Day 33 (2-24-26)
Kentucky Senate Floor Meeting
Transcript Highlights:
- One is for a student who has an IEP as a result of a disability and if that assault is determined to
- One is for a student who has<00:08:37.039>
an <00:08:37.680>IEP <00:08:38.240>as - c> result<00:08:38.800>
of <00:08:38.959>a <00:08:39.680>disability has an IEP - as a result of a disability has an IEP as a result of a disability and<00:08:40.399>
if <00:08 - But um not every student that needs an IEP has one.
Summary:
The Senate convened with prayer, the Pledge of Allegiance, roll call, and a declared quorum. The chamber excused an absent senator, approved the prior journal, received House communication that the House had passed HB 168, 185, 249, and 455 and requested concurrence, and heard committee reports advancing SB 37 and SB 214 from Agriculture, SB 157 and SB 189 with a committee substitute from Banking and Insurance, and SJR 54 with a committee substitute from Families and Children. The Senate also introduced SB 226 on pre-need burial contracts and SR 113 honoring Robert Connley Young.
The main floor debate centered on SB 101, an act relating to children, which would require a mandatory 12-month expulsion for students in grades 6-12 who assault a school employee, with exceptions for certain students with disabilities under an IEP and for incidents involving provocation by a school employee. The bill also creates a mandatory reporting requirement for assaults and penalties for intentionally failing to report them. The sponsor argued the measure responds to widespread, underreported assaults on teachers, citing 25,000 reported incidents since 2021 and sharing testimony from a teacher whose career ended after repeated assaults. Supporters said the bill would improve school safety, accountability, and classroom control, while opponents argued it is too harsh for children, could permanently remove students from school, and should leave more discretion to principals and districts.
After debate, the Senate adopted Senate Committee Substitute 1 for SB 101 and then proceeded to final passage. Several senators spoke for and against the bill during roll-call explanation, with supporters emphasizing teacher safety, parental responsibility, and consequences for repeat offenders, and opponents warning about lost educational opportunities and the need for second chances. The transcript cuts off during the roll call, but the chamber had already adopted the committee substitute and moved to vote on SB 101 as amended.
KY
Kentucky 2026 Regular Session
Juvenile Justice Oversight Council. (2-6-26)
Transcript Highlights:
- Um, was there—you mentioned another bill that you're working on dealing with IEP students.
- Um, I don't have the data that says how many were committed by students with IEPs.
- It will make a distinction as to whether a student has an IEP or not, but also, and I'm not great at
- Um, I'm not working on a with with IEPs.
- IEP or not, and if they have an IEP, was this behavior a manifestation of their disability or not a manifestation
Keywords:
Meeting Start: 00:00:00
Agency Updates: 00:01:45
26RS SB 125: 00:02:10
26RS SB 101: 01:14:58, 958, all
Summary:
The Juvenile Justice Oversight Council met on February 6, 2026, took roll, approved a motion to convene, and heard agency updates from materials in the packet. The council then took up Senate Bill 125 out of order because Senator Carol was present. The bill was presented as a collaborative effort focused on creating a secure, state-run high-acuity mental health facility for justice-involved youth who need specialized psychiatric care and cannot be appropriately served in detention or by private hospitals. Speakers said the facility would fill a gap in services, improve safety and treatment outcomes, and be designed with trauma-informed, medically equipped spaces rather than a jail-like setting.
The presenters also outlined other parts of the bill, including a placement process in which DJJ and CHFS would evaluate youth and provide recommendations before the judge makes the final decision, with certain hospital-declination provisions to be delayed until the new facility is operating. They described payment incentives for hospitals treating high-acuity youth, confidentiality and escape-related disclosure provisions, and contracts with a public teaching university for clinical services. The proposed facility was described as a 24-bed center at Central State, with staffing to include mental health professionals and juvenile detention staff receiving enhanced training. Dr. Clark Lester said staffing needs would vary by youth and could include one-to-one supervision for some patients.
The bill also addressed female juvenile detention capacity. Speakers said the number of detained girls has risen sharply since 2024, peaking at 51 in 2025, and that current facilities cannot meet the separation requirements for boys and girls or high- and low-level youth. The proposal would build two female detention centers, with possible locations discussed in central Kentucky and western Kentucky, and a third or fourth center could be added if population data show the need. Members asked about hospital placement authority, staffing, and average length of stay for girls; the presenters said the current court-order process would remain until the new facility is built and that they would provide additional data later. No vote was taken during the portion of the meeting provided.
MA
Massachusetts 2025-2026 Regular Session
Joint Committee on Children, Families and Persons with Disabilities Jun 21st, 2026 at 01:00 pm
Joint Committee on Children, Families and Persons with Disabilities
Transcript Highlights:
- cannot make new programs for you, they cannot push you off a wait list, and they cannot attend your IEP
- If it's a school making a filing, they would say, has this child had an IEP?
- They also found that in 60% of the school-based petitions, what a youth needed was really an IEP or a
- And it will ensure that schools actually comply with state and federal laws regarding IEPs.
- It will ensure that schools actually comply with state and federal laws regarding IEPs and 504s before
Summary:
The Joint Committee on Children, Families, and Persons with Disabilities held a hybrid hearing on a series of child welfare bills focused on DCF, foster care, mandated reporting, educational records, and family support. Chair Kennedy and Chair Livingstone opened with accessibility and testimony rules, then heard testimony on bills including S.127 on expanding mandated reporters, S.107/H.235 on a Foster Children’s Bill of Rights, S.106/H.228 on transferring foster care review from DCF to the Office of the Child Advocate, H.258/S.125 on an electronic backpack for foster children’s educational records, H.205 on kinship foster care background checks, H.246/H.266 on minimizing trauma in care and protection cases, and S.159 on support for families after sudden unexpected infant death.
Supporters of the mandated reporter bill, led by Sen. Feeney and Foxborough advocates, described a local model that trains all adults who work with children and argued the state should scale that approach statewide to improve recognition and reporting of abuse. Testimony on the foster care bills emphasized the need for clearer rights, better notice to children and attorneys, stronger remedies, and independent oversight. Advocates, youth with lived experience, and legal organizations described placement instability, delayed notifications, abuse in care, poor educational continuity, and the need for rights around safety, family contact, culture, language, and access to records. Several witnesses urged that the Foster Children’s Bill of Rights include enforceable court remedies, not just reporting requirements.
On the oversight bill, supporters argued DCF should not review its own foster care system and pointed to poor outcomes, high placement instability, and recent investigative reporting as evidence for moving review responsibilities to the Office of the Child Advocate. On the electronic backpack bill, testimony focused on the need for real-time data sharing and a centralized system so schools can receive foster students’ records quickly and support continuity. On the trauma-minimization bill, Rep. Miskin framed the proposal as a set of practical changes to reduce harm during removals and court involvement. On the SUID bill, Sen. Lovely said families should be given information about available grief and support resources after an infant death. No votes were taken during the hearing; the committee primarily received testimony and questions.
NM
Transcript Highlights:
- I spent an entire school year attending IEP meetings, excuse me, attending IEP meetings.
- I spent an entire school year attending IEP meetings and parent conferences, planning units, grading
- the next year as an educational assistant in a special education classroom learning how to implement IEP
Keywords:
ecological monitoring, sustainability, tribal engagement, education, research funding, graduate scholarship, higher education funding, New Mexico, appropriation, financial aid, out-of-school programming, education funding, youth programs, affordability, nonprofit organizations, defibrillators, public schools, health and safety, emergency response, school elections
AR
Transcript Highlights:
- We've also gone to IEP meetings. We've also done the transition symposium.
- We've also gone to IEP meetings. We've also done the transition symposium.
- It's an area of data that we're working on in the Office of Special Ed, making sure that our IEPs are
- transition plans, I'm curious if you'd just speak to what you're seeing, maybe you said you've gone to some IEP
- luxury that sometimes is hard to find in special education because, man, if I had a lot, a number of IEPs
Summary:
The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives.
Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff.
The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.
FL
Florida 2026 Regular Session
Appropriations Committee on Pre-K - 12 Education Mar 11th, 2025
Appropriations Committee on Pre-K - 12 Education
Transcript Highlights:
- I'm a special education teacher and an IEP case manager.
- the bill is that it does not explicitly state that participation is voluntary or that it must be an IEP
- As someone who writes IEPs for a living, I cannot stress enough how dangerous it is to assume workforce
- of opens a can of worms to possible lawsuits for violating IDEA, which is the guiding principle for IEPs
- that our impact matches our intent: one, explicitly state that the participation is voluntary and an IEP
Summary:
The Appropriations Committee on Pre-K-12 Education met with a quorum present and observed a moment of silence for Senator Geraldine Thompson. The committee first took up CS/SB 102, a bill by Senator Gates directing the Department of Education to develop a workforce credential program for students with autism spectrum disorder or students on a modified curriculum, in coordination with the Florida Center for Students with Unique Abilities and OSHA. Supporters said the bill would help autistic students gain job skills and workplace safety credentials, while an opponent argued the bill should clearly make participation voluntary, expand to other exceptional student groups, include funding, and add stronger accountability. The bill was reported favorably.
The committee then considered SB 166, the Administrative Efficiency in Public Schools bill by Senator Simon. The bill would reduce or remove several state mandates and give districts more flexibility on testing, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, audits, facilities planning, emergency make-up days, federal fund use, and public VPK oversight. Senators asked about the impact on student proficiency, teacher evaluations, and the transfer of public VPK oversight to districts; Simon said the tests would remain but count as 30 percent of the grade, districts would retain flexibility in evaluation measures, and only public VPK would shift to districts. Public testimony was largely supportive, with some speakers praising reduced testing and local control, while one senator cautioned that Florida still has a math proficiency problem. The bill was reported favorably.
Finally, the committee heard CS/SB 296 by Senator Bradley, which would repeal the 2023 statewide mandate requiring later middle and high school start times and return the decision to local districts, while still requiring districts to inform the community about the health, safety, and academic impacts of sleep deprivation and consider later start times. Supporters argued the mandate created transportation, staffing, and scheduling problems and that local control was more practical, while opponents emphasized sleep science and the benefits of later start times for teens. Several senators discussed the tension between research and district resources, and the bill sponsor said the measure preserves the conversation about sleep while allowing local scheduling decisions. CS/SB 296 was reported favorably, and the committee then adjourned.