Transcript Highlights:

• or Y school.'
• So the test itself is the thing. The test itself is the thing. The kid has a bad testing date.
• Barr schools work differently. In Barr schools, selected teachers, Barr schools work differently.
• The three schools that started, we had our two elementary schools and then our middle school, central
• school board.

Keywords: 908, all

Transcript Highlights:

• PM test takers.
• Excuse me and clicks aren't test takers. We have fewer can collect. Aren't test takers in 2024.
• So you can see the number of test takers from 2020 through 2024. for our end and pn test takers.
• Where are those test?
• We do have test takers that are testing 61 plus months since graduation.

Keywords: 999, senate, all

Transcript Highlights:

• We've tested shellfish. We've tested water samples for lead in the schools.
• We've tested shellfish. We've tested water samples for lead in the schools.
• Quick question on slide 48: on the 203 water samples tested for lead in schools, is that... has to go
• And I guess the question is, if you test a school, is that... I'm not sure what the process is.
• The old schools are either been tested and remediated or eventually you would hope that it disappears

Keywords: 928, house, all

Summary: The Finance Division III work session focused on the Department of Health and Human Services’ Division of Public Health Services budget. Department staff said Public Health has a relatively small budget compared with other DHHS divisions, is supported mostly by federal and other non-General funds, and contains nearly 100 accounting units and more than 50 federal grants. They emphasized that the governor’s budget did not include significant cuts, but that federal funding uncertainty and the winding down of pandemic-era resources were major factors affecting the division. The division also explained that some apparent budget growth reflects reorganizations, including moving the Bureau of Emergency Preparedness, Response, and Recovery and some programs from other DHHS divisions into Public Health. The presentation described Public Health’s mission as serving the entire state through food and water safety, disease surveillance, emergency response, maternal and child health, chronic disease prevention, WIC, community health center support, and public health data collection. Members asked about bird flu, and staff explained that human-health response would involve Public Health’s lab, infectious disease, and emergency preparedness units, while animal-health issues are handled with the Department of Agriculture; they also noted ongoing milk testing requested by FDA and USDA. The division said its organizational structure includes bureaus for Family Health and Nutrition, Infectious Disease Control, Public Health Protection, Emergency Preparedness, Prevention and Wellness, Statistics and Informatics, and Public Health Laboratories, with about a 15% vacancy rate. Committee members questioned whether the division’s budget and staffing had really grown since pre-COVID, and staff responded that full-time authorized staffing is about the same as in 2018, with the increase largely due to federal pandemic funding that has since receded and to program transfers between divisions. They said Public Health’s General Fund share is about $24 million out of roughly $1.1 billion in DHHS General Fund spending, or about 2.2% of the department total. Members also asked about the 3,000-position cap and unfunded positions; staff explained that the cap remains in chapter law through June 30, 2025, that 394 positions were unfunded in the governor’s budget, and that the division expects flexibility to move money from personnel lines and fill unfunded positions to manage changing needs. No votes or formal actions were taken in this portion of the work session.

Transcript Highlights:

• liquid testing.
• That test is known as the Declinolivine field test.
• Because of those things, the testing—I want to get to the testing real quick—GCS testing is why law enforcement
• That means he tested it. He tested that product.
• That means he tested it. He tested that product.

Summary: The House Committee on Public Health heard House Bill 5, a proposal to ban THC products outside the Texas Compassionate Use Program while allowing non-intoxicating CBD and CBG products under tighter regulation. Chair Van Deaver gave a lengthy background on the 2018 federal Farm Bill and Texas’s 2019 hemp law, arguing that the lack of guardrails allowed a large, unregulated THC market to develop. HB 5 would impose licensing fees, product registration, testing and inspection requirements, and restrictions intended to keep products away from children. Invited witnesses from law enforcement strongly supported the bill. Steve Dye of the Texas Police Chiefs Association and Brian Hawthorne of the Sheriffs’ Association of Texas argued that THC consumables are widely mislabeled, often far more potent than advertised, and linked to youth access, impaired driving, and organized crime. Both said regulation would be ineffective and would amount to legalization, while a ban would be easier for officers to enforce. They also emphasized support for the Texas Compassionate Use Program and said medical THC should remain available. Dr. Peter Stout of the Texas Association of Crime Lab Directors and Alice Amelot of Texas DPS testified as resource witnesses about forensic testing. They said current lab resources are already stretched thin, that quantitative testing for THC and related cannabinoids is expensive and time-consuming, and that a ban would simplify enforcement because labs could focus on presence/absence testing rather than concentration. Amelot said DPS labs are neutral on the bill but explained that mislabeled products and inaccurate certificates of analysis are common. Committee members asked about traffic safety, impairment, youth use, and the costs of enforcement and lab testing; witnesses repeatedly said the bill would reduce complexity for law enforcement but that any approach would still require more resources for labs.

Transcript Highlights:

• or Y school.
• So the test itself is the thing. The test itself is the thing. The kid has a bad testing date.
• Now, we at Drake Anamoose High School are a small school.
• Bar schools work differently. In bar schools, selected teachers, Bars schools work differently.
• Elementary, middle school, and high school.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• I feel like for our high school test, that's number one.
• I believe it's around 70 standards that we are assessing on the high school math test.
• And I do believe through most of the time periods that the ACT test did have a majority of our high school
• And so when you look at the testing data for our school in Harvey, our requirement says you have to at
• Also, we have school psychologists, especially for testing every three years. They are included.

Keywords: 908, all

Transcript Highlights:

• I feel like for our high school test, that's number one.
• I believe it's around 70 standards that we are assessing on the high school math test.
• And so when you look at the testing data for our school in Harvey, our requirement says you have to at
• And so when you look at the testing data for our school in Harvey, our requirement says you have to at
• Also, we have school psychologists, especially for testing every three years. They are included.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• So we did reach out to all of the schools. The school districts.
• So does that mean that you actually have air quality tests from around all of these schools?
• Chair, Representative, we don't have air quality tests from those sites around all those schools.
• We do have air quality testing that was done around Lybrick Elementary, a state school out in the Eastern
• The testing was done right at the school; it showed fencing levels that were off the charts.

Transcript Highlights:

• . test. test.
• and the ABOC test, the certification test.
• test, the certification test. test, the certification test.
• that testing currently? that testing currently?
• test. I have to do all this. test. I have to do all this.

Keywords: 958, all

Summary: The subcommittee considered an emergency regulation from the Kentucky Board of Optometric Examiners, 201 KAR 5021E, along with a staff amendment to conform the text to KRS Chapter 13A. The regulation was described as implementing an Attorney General opinion and a review of optometrists licensed during the 2020–2023 period when alternative testing and waivers were used during the COVID-19 era. The board explained that the rule requires affected licensees to complete specified examinations or an alternative certification before renewing in 2027, and that it now removes the OEBC Canadian exam as a future pathway while preserving recognition of OEBC results submitted during the period when that option was in effect. The staff amendment was approved without objection. Testimony was sharply divided. Board representatives and the Attorney General’s office said the regulation is needed to protect public health and to bring the licensure review into the formal administrative process. They said the NBEO Part 3 exam is the nationally recognized hands-on clinical licensure test, while the American Board of Optometry certification is a post-licensure credential for already licensed practitioners and is not a substitute for initial licensure testing. They also said no other state uses the ABOC certification for licensure, and that the board’s approach balances fairness, due process, and public protection. Opponents argued the regulation would allow individuals who were improperly licensed to continue practicing without meeting the same standards as other Kentucky optometrists. A representative from the Kentucky School for the Blind Charitable Foundation described cases of alleged inadequate care and urged the committee to require full national board passage before independent practice. Representatives from ARBO and NBEO said the emergency regulation is not justified as an emergency, does not adequately address public safety or fiscal impacts, and exceeds the board’s authority by creating a renewal path for licensees whose initial licensure was challenged. They emphasized that NBEO Part 3 is a practical, hands-on exam and that the ABOC certification is not designed or validated for initial licensure. The committee asked several questions about the differences between the exams, and no final vote on the regulation itself was described in the transcript beyond approval of the staff amendment.

Transcript Highlights:

• At the end of it, they give them a test called the HESI A2 test. It's a very difficult test.
• At the end of it, they give them a test called the HESI A2 test. It's a very difficult test.
• And it counts against the school because it was the first time they took the test.
• It goes all the way back to 2014 where schools closed and these students are still taking the test.

• “14 where schools closed and these students are still taking the test and it counts against them

Summary: The Health Professions and Programs Subcommittee heard and advanced several health care bills. HB 909, joining the Occupational Therapy Licensure Compact, was presented with a strike-all amendment and reported favorably as amended by a 13-0 vote. HB 911, the related public records exemption protecting certain biological information, was also adopted and reported favorably as amended by a 14-0 vote. CS for HB 597, allowing schools to procure and administer glucagon for students with diabetes under trained personnel, passed unanimously 14-0 after a technical amendment. HB 519, aligning state law with federal language on controlled substances administered by paramedics, passed as amended 14-0. The committee then took up HB 919 on nursing education programs. Sponsor Rep. Overdorf argued the bill would create accountability for underperforming nursing schools by requiring remediation, tuition refunds in the lowest-performing programs, and public reporting of passage rates. Supporters said it would improve quality and protect students from debt without licensure success, while opponents from private nursing schools warned it could close programs and reduce nurse supply. After extensive debate, the bill was reported favorably 15-0. HB 1553, which would require health care providers to submit identified uterine fibroid data so the Department of Health can implement the research database previously authorized by law, passed unanimously 15-0. The final bill, HB 883, would allow psychiatric mental health nurse practitioners to practice autonomously; supporters said it would expand access to mental health care, especially in rural and underserved areas, while opponents raised concerns about quality and physician oversight. After lengthy testimony and debate, the bill was reported favorably 14-3.

Transcript Highlights:

• The bill reduces regulations on school board operations to align school district board meeting requirements
• The bill reduces regulations on school board operations to align school district board meetings requirements
• We're not doing away with the tests for those that are concerned that we're just getting rid of all testing
• standardized tests.
• My kid graduated from high school.

Summary: The Senate convened with an opening prayer, pledge, and several recognitions, including visiting student groups, chambers of commerce, and apprenticeship participants. Senators also observed a moment of silence for a fallen Walton County deputy and later for the late John Pasadoma. The chamber then moved through a long third-reading calendar and special order calendar, with most bills passing overwhelmingly and several amendments adopted along the way. Among the major measures, SB 234 on criminal offenses against law enforcement officers passed 37-0 after debate and an amendment clarifying “good faith” in an officer’s duties; SB 7020 on open government and cybersecurity information passed 37-0; SM 1488 urging Congress to create a U.S. sovereign wealth fund was adopted by voice vote; SB 944 reducing insurance overpayment claim deadlines for psychologists passed 37-0; SB 878 expanding misdemeanor probation treatment provisions to controlled substances passed 36-1; SB 538, the state court system package, passed 37-0; SB 480 on nonprofit agricultural organization medical benefit plans passed 32-4; SB 472 on correctional-facility education credit for licensure passed 37-0; and SB 56 on geoengineering and weather modification passed 28-9 after extensive debate about enforcement, federal preemption, and the bill’s purpose. Later, the Senate passed CS/HB 421 on peer support for first responders 37-0 after substituting the House companion, and SB 164 on vessel accountability advanced with a technical amendment. SB 166 on administrative efficiency in public schools drew the most extended debate and multiple amendments; it changes testing, promotion, teacher evaluation, certification, and facilities rules, and passed 37-0. The chamber also passed SB 282 on warranty association financial requirements 36-0, SB 316 creating series LLCs 35-1, and SB 384 on annexing state-owned lands 36-0. At the end of the day, the Senate waived rules to immediately certify all passed bills to the House, received budget schedule guidance from Appropriations Chair Hooper for SB 2500 and SB 2502, and adjourned until April 9.

Transcript Highlights:

• school? school? >> Yeah. >> Yeah.
• <00:55:31.359> and state test to um change the test and state test to um change the test and
• Kids that are missing more than 10% of school are seeing 30-point drops in their test scores.
• the school day. the school day.
• to the school. to the school.

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• high school. high school.
• across all schools, not just the School across all schools, not just the School of<00:35:12.440>
• offered at my school. offered at my school.
• it—it’s a computer test-based test.
• flabbergasted by this test. flabbergasted by this test.

Keywords: 1187, senate, all

Transcript Highlights:

• > and<00:03:27.480> and school buses used for um testing and and school buses used for
• So, this would expand the use of that school bus to those testing schools, like a CDL testing school,
• use of that school bus to those those those testing<00:04:31.640> schools,<00:04:32.280> um
• testing schools, um like a CDL testing testing schools, um like a CDL testing school,<00:04:33.600
• Uh, when they're on school bus testing?

Keywords: 1187, senate, all

Transcript Highlights:

• currently schools or school districts currently schools or school districts currently don't<00:20
• <01:08:43.640> is testing is imposed and then testing is testing is imposed and then testing
• c> culture with school climate and school culture with school climate and school culture and<01:44
• illegally gave the test to the children, and I got a phone call from both of my kids at school, horrified
• to the school whether you know school to the school whether you know school should<04:17:07.760>

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• There is no imposition of the STAAR test on private schools.
• So you look at many private schools offer the Iowa test today.
• Public schools offer norm-referenced tests to seniors in high school.
• In states with school choice, public school test scores improve at faster rates.
• Norm-referenced tests are not a pass-or-fail type test for schools to take.

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• they're incomparable in test security. they're incomparable in test security.
• > the<00:25:49.440> test<00:25:49.679> integrity test centers upholds the test integrity
• It’s around $1,400 or so to take this test. What’s the difference in cost for the Canadian test?
• around $1,400 or so to take this test. around $1,400 or so to take this test.
• Canadian test? Canadian test? It's<00:36:50.800> comparable.

Keywords: 0:22 – Roll Call 0:30 – Approval of minutes 1:04 – Department of Veterans Affairs 2:06 – Board of Pharmacy 3:20 – Board of Optometric Examiners 39:26 – Board of Nursing 40:07 – Board of Emergency Medical Services 41:52 – Department of Fish & Wildlife Resources 44:36 – Transportation Cabinet: Department of Vehicle Registration 45:36 – Department of Alcoholic Beverage Control 47:00 – Cabinet for Health & Family Services: Department for Medicaid Services 49:59 – Cabinet for Health & Family Services: Department for Community-Based Services, 958, all

Summary: The subcommittee approved the minutes from the previous meeting and then took up several regulations. The first was a Department of Veterans Affairs regulation, with a staff amendment, to allow nurse practitioners to apply for the Veterans Affairs nurse loan repayment program year-round and to make technical drafting changes. The committee heard from the Office of Kentucky Veteran Centers, then adopted the staff amendment and approved the regulation without objection. The main item of the meeting was the Board of Optometric Examiners’ proposed amendment to 201 KAR 5:010, which would allow applicants to use the Optometry Examining Board of Canada written exam in place of part one of the National Board of Examiners in Optometry exam for licensure. The board said the change would improve access to care, provide an additional pathway for Canadian-trained candidates, and still require applicants to pass the remaining national board parts. Opponents, including NBEO officials, ARBO, Pearson VUE, and several optometrists, argued the Canadian exam is not equivalent, does not test the same biomedical science content, is not validated for U.S. scope of practice, and raises concerns about test security, transparency, and portability across states. They urged the committee to find the amendment deficient or vote no. Committee members questioned both sides about prior communication with the board, whether Kentucky would be the first state to adopt such a change, the rationale for the proposal, and the cost difference between the exams. Supporters said the board had received some written comments and one phone call, and that the proposal was driven by access concerns and the presence of Canadian students. Opponents said they had not had direct discussions with the Kentucky board before the hearing. No final vote on the optometry regulation is reflected in the transcript excerpt, but the committee heard extensive testimony and rebuttal before moving on.

Transcript Highlights:

• So could that be interpreted to mean I have been to school or I have not been to school versus I'm currently
• or I have not been have been to school or I have not been to<00:05:37.840> school<00:05:38.639
• So it would be school enrollment status. Um, or St. A. So it would be school enrollment status.
• <00:11:41.120> enrollment subcommittee on this school enrollment subcommittee on this school
• testing um especially for subdivisions. testing um especially for subdivisions.

Keywords: 928, house, all

Summary: The subcommittee on SB 170 opened with the Pledge of Allegiance and then worked through the bill section by section, focusing first on a housing-related provision that would prohibit municipalities from requiring occupants to be related by blood or marriage. The chair proposed adding “school enrollment status” as a protected class to prevent towns from limiting where students may live, especially in Durham. Members debated whether that phrase was too vague and whether “educational status,” “enrollment status,” or “school enrollment status” was the best wording. Public testimony raised concerns that adding a new protected class could have broader implications under the state’s anti-discrimination law and could also affect municipal zoning authority, while supporters argued the bill was aimed at preventing local rules that restrict student housing and group living arrangements. The subcommittee did not take a final vote on that language during the discussion. The committee then turned to land-use and subdivision provisions. The Department of Environmental Services testified that its test-pit and related land-development rules are already protective of groundwater and surface water, and that municipalities sometimes impose stricter setbacks or other requirements locally. Builders and housing advocates argued that more stringent local requirements for test pits, well siting, and related approvals add time and cost and can impede housing development, while some municipal concerns were raised about aquifer and wellhead protection overlay districts and local groundwater safeguards. Public testimony also supported making state standards uniform across municipalities, though one speaker noted that local and state review processes can differ and that the bill could simplify approvals. The subcommittee also discussed a road-length provision, with one member supporting limits on municipal caps that could impede development and another suggesting a possible water-and-sewer-capacity qualifier. Additional sections were explained as allowing utilities and infrastructure to be placed in subdivision open spaces or perimeter buffers, and requiring municipalities to act quickly on plan changes after initial review. The chair indicated support for several of the sections as drafted, and the discussion ended with the committee moving through the remaining provisions without recorded final votes in the transcript.

Transcript Highlights:

• School District.
• But even if TEA applies the same testing, you know, litmus test, if you will, to their school as they
• for testing for the school?
• sounds like you're there the application for testing for the school that I mean three different this
• And I would suggest that school districts use these in the schools.

Summary: The Committee on Education K-16 heard several bills focused largely on special education transparency, school safety, and student support services. Senate Bill 1908, by Senator Zaffirini, would direct the Higher Education Coordinating Board to study the feasibility of a statewide system for coordinating clinical training placements, including regional portals for healthcare clinical slots, with a report due by December 1, 2026. A representative of the Texas Nurses Association and the Nursing Legislative Agenda Coalition testified in support. The bill was left pending subject to the call of the chair. The committee then took up Senate Bill 111, by Senator Hall, which in its committee substitute was narrowed to a reporting bill requiring school districts to disclose legal proceedings involving special education due process complaints when legal fees exceed $10,000, rather than capping spending. Several parents and advocates testified that districts spend large sums on litigation against families of children with disabilities and that greater transparency is needed; some senators raised concerns about unintended consequences, including possible pressure to settle cases. The committee adopted the substitute and left the bill pending. The committee also heard Senate Bill 1551 on automated external defibrillators in public schools, Senate Bill 865 on CPR instruction requirements for certain volunteers, Senate Bill 1032 on the Governor’s University Research Initiative, and Senate Bill 571 on school employee misconduct reporting and access to the Do Not Hire Registry; each was reported favorably after committee substitute adoption and roll-call votes. Additional bills discussed included Senate Bill 1884, which would formalize and expand dedicated staff support for the State Board of Education and give the board chair hiring authority over that staff; members questioned whether it duplicated TEA functions, while a witness argued the workload increase justified the change, and the bill was left pending. Senate Bill 625 would replace the current half-credit economics requirement with a half-credit in personal financial literacy; educators and advocates strongly supported making the course required, and the bill was left pending. Senate Bill 582 would make TEA settlement agreements in special investigations publicly available when sanctions are imposed, and Senate Bill 2600 would bar transportation fees for students living within two miles of campus unless districts do not receive state transportation funding; both were left pending. The committee also heard Senate Bill 2751, which would require TEA inspections of non-public special education programs to consider medical standards of care and crisis-prevention training; testimony from a program operator described severe student behaviors and the need for more flexibility, and the bill was left pending after the substitute was adopted.

Transcript Highlights:

• For instance, there are some school districts that use the MAP test, the beginning, the middle, and then
• do test prep in our classrooms and they enjoyed the school experience more.
• My own son tried to run away from school because of all the test prep that was happening in his school
• So we have more students passing the TSI test as they're getting into high school.
• They go to private schools because of too much testing that this state puts on our kids.

Keywords: 1184, house, all