Bills: SB48, SB64, SB100

Keywords: State Fairgrounds District, fairgrounds bonds, public financing, bond authorization, gross receipts tax, gaming tax, tax-backed bonds, infrastructure funding, Albuquerque fairgrounds, State Fair Tid, economic development, municipal bonds, revenue pledge, capital projects, New Mexico finance, special education, office of special education, deputy secretary, public education department, IEP

Bills: SB48, SB64, SB100

Keywords: State Fairgrounds District, fairgrounds bonds, public financing, bond authorization, gross receipts tax, gaming tax, tax-backed bonds, infrastructure funding, Albuquerque fairgrounds, State Fair Tid, economic development, municipal bonds, revenue pledge, capital projects, New Mexico finance, special education, office of special education, deputy secretary, public education department, IEP

Bills: HB2, SB48, SB64, SB100

Keywords: general appropriation, budget, Medicaid, education funding, public safety, State Fairgrounds District, fairgrounds bonds, public financing, bond authorization, gross receipts tax, gaming tax, tax-backed bonds, infrastructure funding, Albuquerque fairgrounds, State Fair Tid, economic development, municipal bonds, revenue pledge, capital projects, New Mexico finance

Bills: SB64, SB19, SB44, SB83

Keywords: special education, office of special education, deputy secretary, public education department, IEP, individualized education program, students with disabilities, IDEA, Individuals with Disabilities Education Act, dyslexia, dyslexia screening, structured literacy, reading intervention, multilayered system of supports, MTSS, student assistance team, free appropriate public education, FAPE, special education compliance, charter schools

Bills: SB29, SB64

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Bills: SB29, SB64

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Bills: HB40, HB100, HJR1, SB64, SB19, SB44, SB83

Keywords: educational retirement, annuity adjustments, cost of living, non-compounding payments, retirement benefits, STEM funding, education, innovation, public education, New Mexico, nominating committees, boards of regents, student representation, political party registration, New Mexico constitution, special education, office of special education, deputy secretary, public education department, IEP

Transcript Highlights:

• So, I public duty to pay for a FAPE.
• When getting payment for FAPE services.
• You violated the principles of FAPE You violated the principles of FAPE because<01:13:08.480>
• So that's the IEP FAPE side of this, right?
• So that's the IEP FAPE about Medicaid.

Keywords: 928, house, all

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

Transcript Highlights:

• important visions of this law was the requirement for every student with a disability to receive a FAPE
• :03:35.239> a student with a disability to receive a student with a disability to receive a fape
• a free and appropriate public fape a free and appropriate public education<00:03:38.280> in<00
• Pennsylvania* that said FAPE is free, but then *Mills* made it, it's also funding FAPE, right?
• Thank you for your time. for his commitment to fape and uh just a for his commitment to fape and uh just

Keywords: 1187, senate, all

Transcript Highlights:

• And I can't remember the exact basis, but there were concerns that doing that might violate FAPE in some
• And I can't remember the exact basis, but there were concerns that doing that might violate FAPE in some
• And I can't remember the exact basis, but there were concerns that doing that might violate FAPE in some
• <00:43:18.480> And<00:43:18.640> I might violate FAPE in some way.
• And I might violate FAPE in some way.

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its previous meeting by motion and vote. Members then began discussing a set of proposed recommendations submitted by Woodward, Havman, and Hull aimed at addressing concerns about the use of seclusion in special education settings. The recommendations focused on several areas: requiring a mental health professional on the IEP team before seclusion is added to a student’s plan; replacing passive parental consent with explicit written consent in the parent’s native language; limiting seclusion to students receiving setting 3 or setting 4 services; requiring annual review of seclusion frequency and duration data by the IEP team; and creating stronger monitoring and accountability through a reporting system modeled on Minnesota’s existing disproportionality process. The group also proposed mandatory annual staff training, more preventive crisis-intervention supports such as CPI and Ukeru, direct funding and technical assistance for districts, and incorporating restraint/seclusion data into disproportionality calculations. Members discussed how the proposed accountability system might work in practice, including whether a third party or parent reporting mechanism should be added. Woodward explained Minnesota’s current disproportionality framework, including year 1, year 2, and year 3 notifications and the possibility of required coordinated early intervening services if problems persist. Participants also raised concerns about whether schools should track law-enforcement involvement as an alternative or related response to student behavior; some noted that such data is already collected in certain district reporting systems and could be useful to monitor alongside seclusion data. The discussion remained ongoing, with no final action taken on the recommendations during this portion of the meeting.

Transcript Highlights:

• student resides is responsible for providing free appropriate public education, commonly known as FAPE
• Both federal and state laws require that school districts provide a FAPE to all eligible students, and
• Both federal and state laws require that school districts provide a FAPE to all eligible students, and
• Both federal and state laws require that school districts provide a FAPE to all eligible students, and
• It is only after this consideration in the first that a student may receive FAPE in a more restricted

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on HB 222, which would repeal the requirement that a chartered public school and the resident school district sign a memorandum of understanding on how students with disabilities will receive special education services. The prime sponsor, Rep. Peggy Balboni, said the bill was requested by the New Hampshire Association of Special Education Administrators and the New Hampshire Alliance for Public Charter Schools. She argued that federal and state law already require districts to provide FAPE and that the MOU requirement has created extra work, legal costs, and delays without improving services. She said many MOUs remain unsigned, but students are still receiving services and complaint numbers have not changed. Rep. Mooney also supported repeal, calling the MOU duplicative and impractical because IEPs and 504 plans already govern services. Testimony from Jane B. Brulu of the special education administrators’ association and Beth McLure of the charter schools alliance echoed that view, saying the MOU has not helped students, has added hours of work and legal fees, and has mostly been a source of disputes over funding and service costs. McLure said her school has worked with more than 15 districts and has always been able to reach agreements, though the first year of the requirement took substantial time and money. Committee members asked about the original purpose of the law, unsigned MOUs, and whether disputes could be resolved without the requirement. A representative from the Department of Education said the MOU was originally proposed to address reports that some students were not getting services on time and to provide some oversight, but the department has no authority to order charter schools or districts to agree and no appeal process if they cannot. The department also said it does not currently audit charter school special education services because it lacks authority to monitor charter schools directly, and it urged the committee to consider some alternative oversight if the MOU requirement is repealed. The hearing on HB 222 was then closed, and the committee announced it would begin the hearing on HB 699 after a short break.

Transcript Highlights:

• EIDBI interact, we are obligated as schools to provide a free and appropriate public education, or FAPE
• 00.399> of free and appropriate public education of free and appropriate public education of FAPE
• <00:10:02.480> And FAPE to all of our students. And FAPE to all of our students.
• <00:13:54.000> is<00:13:54.399> needed<00:13:54.720> for<00:13:54.959> FAPE
• that that necessarily is needed for FAPE that that necessarily is needed for FAPE for<00:13:55.519

Bills: HF4893

Keywords: education finance, student support, aid allowances, appropriation, school funding

Transcript Highlights:

• How does this intersect with FAPE law as well then when we talk about free and appropriate public education
• How does this intersect with FAPE law as well then when we talk about free and appropriate public education
• 00:47:44.480> this<00:47:44.640> intersect<00:47:45.119> with<00:47:45.520> FAPE
• <00:47:45.920> law<00:47:46.160> as does this intersect with FAPE law as does this
• intersect with FAPE law as well<00:47:46.560> then<00:47:46.800> when<00:47:46.960>

Keywords: 1189, house, all

Summary: The commission to study special education costs under SB 57 met for its second meeting, with members introducing themselves and reviewing background materials on New Hampshire special education identification rates, NAEP results, and a Wall Street Journal article about the rise in autism diagnoses. The chair explained that the commission is examining special education aid formulas, including how New Hampshire’s current catastrophic aid threshold works and how changes to that threshold might affect school districts, but noted that the needed data on how many students would shift into the aid system at lower thresholds is not yet available. The main testimony came from Henry Litman of HHS on Medicaid reimbursement in schools. He explained that school-based Medicaid funding is tied to health-related services, not all special education services, and that federal rules are changing in state fiscal year 2027. Under the new approach, schools will move away from an in-kind methodology to a certified public expenditure model that may also allow recovery of some overhead costs, such as support staff time. He said the state won a federal grant to help build the new system, hired a vendor, and is setting up training and a help center for districts. Members asked about why Medicaid claims have declined and whether districts are leaving money on the table. Litman said claims are down about 25% from pre-pandemic levels, with declines tied to federal and state rule changes, documentation requirements, provider qualification rules, and the end of temporary pandemic flexibilities. He said some districts adapted better than others depending on local medical-provider access and administrative capacity. He also said the new federal legislation does not directly affect schools, while New Hampshire’s return to pre-pandemic eligibility rules has reduced enrollment somewhat. No votes were taken, and the discussion ended with agreement that the commission needs better data to determine how much special education spending is truly Medicaid-eligible and whether additional legislation is needed.

Transcript Highlights:

• showing them that they can deny them their free appropriate public education, which goes by the acronym FAPE
• We went on FAPE for inappropriate education.
• We went on FAPE for inappropriate education.

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:

• choice, they must waive their child's right to a free, appropriate public education, also known as FAPE
• . ...waive their child's right to a free, appropriate public education, also known as FAPE.

Summary: The committee first heard the proposed Pre-K-12 education budget for fiscal year 2025-26, totaling $34.7 billion. The chair highlighted major increases for the FEFP, including $29.6 billion for public schools and K-12 scholarships, a $984 million year-over-year increase, along with higher per-FTE funding, $4 billion for the Family Empowerment Scholarship, $431.4 million for VPK, funding for school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. With no public comment, the committee adopted a motion for staff technical corrections and then approved the budget proposal as a recommendation to the full Senate Appropriations Committee. The committee then considered SB 1402 on dropout retrieval programs. The bill expands eligibility so any individual who has withdrawn from high school may enroll in dropout retrieval services and clarifies how school grades are calculated for virtual instruction providers that offer those services. An amendment clarifying the grading calculation was adopted, and the committee reported the bill favorably. Next, the committee took up SPB 7030 on educational scholarship programs, a broad measure addressing school choice funding and administration. The bill would fund the Family Empowerment Scholarship as a separate categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, standardize payment timing to monthly installments, require continued eligibility verification, and add Level 2 background checks for providers receiving state funds. Members raised questions about background-check enforcement, payment timing, data sharing, and the impact on homeschool and private-school families. Public testimony included support from school-choice advocates and concerns from private-school representatives about added regulatory burdens and deadlines. The committee adopted the bill as a committee bill and reported it favorably, with Senator Osgood voting no. Finally, the committee considered SB 508 on the Family Empowerment Scholarship Program, which requires private schools to disclose in writing what accommodations, modifications, and services they will provide to students with existing plans such as IEPs, EEPs, 504 plans, or ELL plans before enrollment. An amendment was adopted to require public schools to consult with private schools about equitable services. Testimony was mixed: supporters said the bill would give parents needed information for informed choice, while private-school representatives said the language could be burdensome and vague. The committee reported the bill favorably.

Transcript Highlights:

• trying to figure out what we were doing with the kids, but we knew that we had to continue to provide FAPE
• When we look at FAPE, right, the last FAPE standard that we look at is that a student is making appropriate
• The last FAPE standard that we look at is that a student is making appropriate growth, right, in light

Keywords: 908, all

Transcript Highlights:

• trying to figure out what we were doing with the kids, but we knew that we had to continue to provide FAPE
• When we look at FAPE, right, the last FAPE standard that we look at is that a student is making appropriate
• The last FAPE standard that we look at is that a student is making appropriate growth, right, in light

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:

• Students are entitled to a free appropriate public education, FAPE, in the least restrictive environment
• 06.440> appropriate<00:13:07.080> public<00:13:07.400> education,<00:13:08.280> FAPE
• , free appropriate public education, FAPE, free appropriate public education, FAPE, in<00:13:09.160

Keywords: 1183, house

Summary: The committee heard House File 3493, the Safe Schools Revenue Increase bill, and first adopted the DE amendment before moving the bill on for re-referral to Ways and Means. Representative Lawrence described the bill as a multi-layered school safety package for all students and schools, including public, nonpublic, charter, and tribal schools, with increased safety funding, mental health support, anonymous threat reporting, school safety plans, and student discipline changes. Several supporters emphasized the need for flexible safety funding and cited real-world safety concerns, including anonymous tip systems that had generated many reports, classroom evacuations, staff injuries, and the need for more resources for mental health and safety infrastructure. Some supporters, including charter school leaders and Catholic Conference testimony, argued the bill’s flexibility and broader safety approach were important, while others supported the K-3 suspension language as a needed tool in severe cases. Opponents focused heavily on the bill’s repeal of Minnesota’s K-3 suspension ban and non-exclusionary discipline requirements. Legal aid, disability advocates, and education groups argued that suspensions harm young children, worsen disparities, and disproportionately affect students of color and students with disabilities, and they urged the committee to keep restorative and non-exclusionary practices in place. Disability advocates also asked that any safety planning explicitly account for students with disabilities and that the bill remain aligned with IDEA protections and individualized education decisions. Several testifiers opposed using public funds for private schools, saying public money should stay in public programs. Other testimony came from school administrators and staff who supported restoring limited suspension discretion, describing serious elementary incidents, classroom evacuations, and injuries that they said required a short-term removal option to stabilize classrooms and plan for students’ return. Mental health and school support personnel witnesses stressed that safety and mental health funding should remain distinct and that more counselors, social workers, and related staff are needed to address student crises. No final vote on the bill itself was taken in the portion provided beyond adoption of the DE amendment and the motion to re-refer the bill.

Transcript Highlights:

• showing them that they can deny them their free appropriate public education, which goes by the acronym FAPE
• We won on FAPE, Free and Appropriate Education.

Bills: SB205, SB582, SB625, SB1884, SB1903, SB2600, SB2617, SB2751, SB111, SB3061, SB1908

Keywords: fetal development, health curriculum, public schools, middle school health education, grade 7, grade 8, State Board of Education, school health advisory council, Texas Education Code, pregnancy, reproductive health, infertility, birth defects, prenatal development, unborn child, trimester, medically accurate instruction, age-appropriate instruction, drug and alcohol effects, lead exposure

Transcript Highlights:

• placements, you have access to all sorts of different systems and supports that can serve you and provide FAPE
• c><01:09:14.239> you<01:09:14.480> and<01:09:14.799> provide<01:09:15.279> FAPE
• that can serve you and provide FAPE that can serve you and provide FAPE when<01:09:17.199> public

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its November 5, 2025 meeting and then heard presentations from Jessica Heiser and Aaron Sansmark of Solutions Not Suspensions and the Minnesota Disability Law Center on the misuse and illegal use of seclusion in schools. They described illegal seclusion as including use outside emergencies, for discipline or noncompliance, beyond the emergency period, in unregistered rooms, without parent notice, without required observation or documentation, for students outside the grade-limit rules, when meals/restroom/water are withheld, or when staff are not properly trained. They emphasized that Minnesota lacks a single reliable data source for identifying illegal seclusion and that families often learn about incidents late, if at all, making complaints and legal action difficult because of barriers such as time, cost, language, and access to advocates. The presenters summarized Minnesota Disability Law Center records, saying they receive about one seclusion-related case per month during the school year, statewide, and that in the cases reviewed over the last year the children were all boys with disabilities, including autism, ADHD, developmental delay, or emotional disabilities; three were white and two were children of color, and four of the five were age 10 or younger. They said all of those families pulled their children from school afterward, and that five of five cases potentially had valid illegal-seclusion claims, though only three pursued legal action. They also noted PACER reports many discipline and behavior calls involving seclusion but does not keep hard records. The presenters proposed better statewide data collection, including identifying school buildings, staff, or students involved, reporting incident duration, and adding a checkbox on MDE complaints to flag restraint/seclusion allegations. A substantial portion of the discussion focused on disproportionality. The presenters cited national research showing students with disabilities and students of color, especially Black boys, are disproportionately restrained or secluded, while acknowledging Minnesota does not have a single statewide racial aggregate for seclusion. Members discussed whether banning seclusion would reduce misuse and disproportionality, whether it could increase physical holds or injuries, and whether the issue should be viewed in the broader context of emergency interventions. Heiser argued Minnesota is moving in the same direction as federal actions and other states that have restricted or banned seclusion, and noted that the current birth-through-third-grade ban has reportedly reduced seclusion by 40%. Other members agreed disproportionality is a serious systemwide problem, but emphasized the need to keep the conversation focused on seclusion and emergency use. No additional votes or formal actions were taken beyond approval of the minutes.