+ − Summary
+ − Full Texts (2)
+ − Actions (28)
- Rule 3-9(a) / Re-referred to Assignments
- To Subcommittee on Special Issues (ED)
- Assigned to Education
- Referred to Assignments
- First Reading
- Chief Senate Sponsor Sen. Napoleon Harris, III
- Placed on Calendar Order of First Reading April 30, 2019
- Arrive in Senate
- Third Reading - Short Debate - Passed 069-039-000
- Placed on Calendar Order of 3rd Reading - Short Debate
- House Committee Amendment No. 1 State Mandates Fiscal Note Filed as Amended
- Held on Calendar Order of Second Reading - Short Debate
- Second Reading - Short Debate
- House Committee Amendment No. 1 Fiscal Note Filed as Amended
- Held on Calendar Order of Second Reading - Short Debate
- Second Reading - Short Debate
- House Committee Amendment No. 1 State Mandates Fiscal Note Requested as Amended by Rep. Tom Demmer
- House Committee Amendment No. 1 Fiscal Note Requested as Amended by Rep. Tom Demmer
- Placed on Calendar 2nd Reading - Short Debate
- Do Pass as Amended / Short Debate Elementary & Secondary Education: School Curriculum & Policies Committee; 012-007-000
- House Committee Amendment No. 1 Adopted in Elementary & Secondary Education: School Curriculum & Policies Committee; by Voice Vote
- House Committee Amendment No. 1 Rules Refers to Elementary & Secondary Education: School Curriculum & Policies Committee
- House Committee Amendment No. 1 Referred to Rules Committee
- House Committee Amendment No. 1 Filed with Clerk by Rep. Camille Y. Lilly
- Assigned to Elementary & Secondary Education: School Curriculum & Policies Committee
- Referred to Rules Committee
- First Reading
- Filed with the Clerk by Rep. Camille Y. Lilly
+ − Adopted Amendment
House Amendment 001
Requires the Roundtable on Educational Opportunity and Development to, in addition to other areas, study the ways to expand educational opportunities and sources of private funding for students by (i) developing a before-school, in-school, or after-school drama therapy program that is designed for vulnerable youth with histories of exposure to familial and community violence, school bullying, intolerance or hate crimes, maltreatment or neglect, disrupted caregiving, or any other life adversities and that focuses on the core components of complex trauma intervention, including, but not limited to, a student's safety, self-regulation, healthy attachments, discovery and development of his or her identity, self-worth, esteem, and competency and (ii) developing a school model for students in kindergarten through grade 6 that integrates an identity-affirming pedagogy with a rigorous, intentional curriculum that utilizes a no-nonsense nurturing framework and prioritizes an arts education.
