[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6629803,"mediaKeyId","2702559-bb6dd1853df91330c31d6732f82fbfad","parentId",2702559,"title","Committee hears testimony supporting law to require immediate academic accommodations after concussions","audioSeconds",519,"startMs",3178000,"endMs",3697000,"viewUrl","/Search/View?dp=1&key=2702559-bb6dd1853df91330c31d6732f82fbfad&start=3178&end=3697","thumbnailUrl","https://assets.pipeline.soar.com/2702559-bb6dd1853df91330c31d6732f82fbfad/thumbnail_3178000.jpg","articleUrl","/articles/6629803/Oregon/Committee-hears-testimony-supporting-law-to-require-immediate-academic-accommodations-after-concussions","mediaUrl","https://secure.pipeline.soar.com/6629803-ab1da747296a72eeb28f19c63c5867dd/orig.mp4?Expires=1771081465&Signature=ApZZuCc~ya0CqTZRq1bKXfpOy4Sluww-Jeu27MweFmlW0b2ccHiquUYTBcgySRwnAT-pk8IUC~AyO9hlQaJ9EqbQRYaO8CInrXWmnfXDAKTDXtuQ-299lRd5B9gKXWsXFjtN-vQ2r8TslqqOwXAoJ-7UB-L~wmLEsvZI6BLKjwlbKYv0njJk103lZxKz5ZjshsI2bf6~nhj~rHokuDg3FIqo6AL3mtpHOqrGTSQstk4AuYxUdSLTzeUBk-QTiXWadK6FW3OkVxWChj4MuQP3967D8Bul0odFdvgf7IXscBX8wHxlgc04KdkWH23OKJgVJVEcfBpTuVAOZj7Wx2f~dQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Oregon State Legislature","date","2025-03-19T00:00:00Z","article","The House Education Committee on March 19 took testimony on House Bill 3,007, a bill requiring Oregon school districts to implement immediate temporary accommodation plans for students diagnosed with concussions or other brain injuries.

Sponsor Representative Courtney Neron said the 18-month, multi-stakeholder effort behind HB 3,007 responds to gaps in existing law that left some students without timely school accommodations while their brains healed. The bill would require districts to implement immediate and temporary plans (ITAPs), provide an initial period of physical-activity restrictions where needed, set a five-school-day timeline for developing a full ITAP, require two-month plan reviews, and trigger a referral to special-education evaluation if accommodations remain necessary after six months.

Survivors and clinicians: Multiple witnesses, including Gwendolyn Lancaster and Brandina Lancaster (survivor and parent), David Kracke (Oregon Brain Injury Advocate Coordinator), Sam Johnson (Oregon Athletic Trainer Society), Andrew Ellis (clinical psychologist), and Melanie Grenz (speech-language pathologist), testified in support. Witnesses described real cases in which student injuries were visible (a broken collarbone) and accommodated, but concussions — which are not externally visible — often did not prompt immediate academic accommodations. Several witnesses described the harms of delayed accommodations, including academic failure, social isolation and longer recovery. They urged the committee to make accommodations mandatory rather than optional.

What the bill requires and clarifies: Testimony described the bill’s main elements — required immediate accommodations following a diagnosed concussion, guidance and a sample form to be provided by ODE, communication protocols among school staff (teachers, nurses, counselors, coaches), and periodic reviews with a clear referral pathway to Special Education if needs persist.

Supporters’ rationale: Witnesses said existing law (House Bill 41 40, passed earlier) allowed but did not require accommodations; stakeholders argued that making them mandatory would prevent students from \"falling through the cracks.\" Athletic trainers and clinicians said the bill strikes a balance between student safety, early activity where appropriate, and practical implementation by schools.

Ending: Supporters urged passage to ensure consistent school responses to concussions and other brain injuries so students can recover without losing academic ground. Committee members were invited to submit follow-up questions to staff and sponsors.","mediaType","Video","parentTitle","House Committee On Education 03/19/2025 3:00 PM","oneSentenceSummary","House Bill 3,007 would require Oregon school districts to implement immediate temporary accommodation plans for students diagnosed with concussions, and the House Education Committee heard broad expert and survivor support on March 19.","taxTitle","Education, House of Representatives, Committees, Legislative, Oregon","taxId",17513,"location","Oregon","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6629808,"Committee hears technical fixes to early-literacy initiative; bill would expand professional development and regional coaching",700,2462000,3162000,"/Search/View?dp=1&key=2702559-bb6dd1853df91330c31d6732f82fbfad&start=2462&end=3162","https://assets.pipeline.soar.com/2702559-bb6dd1853df91330c31d6732f82fbfad/thumbnail_2462000.jpg","/articles/6629808/Oregon/Committee-hears-technical-fixes-to-early-literacy-initiative-bill-would-expand-professional-development-and-regional-coaching","https://secure.pipeline.soar.com/6629808-8902071f0bf1ce4f09143efe14cee59e/orig.mp4?Expires=1771081465&Signature=hPW9-J3l~w0tdybIMrGcBzT5UQ~xIOAb0neMci0l6VonbiTc477xLxYmQAOCJm7yBrV1mD5mVMrmkamqY8Xj17zSbaBcjiCjwuPFEygIEw1HiM2KvhUvQX3yh0XZnVOb6ImopGnwGu9COZ2k7zXF70qUG372s30Yjmtx0pFph44yfiDzV3Vhcu9hSpC0YloUNcvnTxZ9sOIbVIqPiJFfcEvm1DS6mXgaSrY8YfnCcKWurCodQTt~vjg84sr02M2lC73V19MEUKHh6EW3eH7MKScdvtSoFw8FtgZBOG0tV8EoJEigj0vivo8fwsoYN3NoeERn7uH4l7Cs9Zxvh0sskw__&Key-Pair-Id=KUT5TJCACFTXG","The House Education Committee on March 19 considered House Bill 3,040 and a dash-1 amendment that supporters said would make technical changes to Oregon’s Early Literacy Success Initiative.

Representatives and witnesses — including Rep. Jason Kropp, the governor’s education initiatives director Jonna Timbs, and Oregon Department of Education Director Charlene Williams — described the bill as a follow-up to earlier literacy work (including HB 3,198) to expand professional development and coaching, broaden eligibility for curriculum purchases through grade 5, and create regional supports to build district capacity for evidence-aligned reading instruction.

Key provisions described by supporters: the dash-1 amendment would (1) expand professional development eligibility to include instructional assistants and other staff who play a role in early literacy instruction; (2) require districts to adopt research-aligned core instructional materials from a State Board–approved list; (3) establish a program to build regional networks of literacy experts (to be implemented by ODE with ESDs, universities or other qualified entities); and (4) adjust reporting requirements and the use of statewide education-initiative funds to support the program.

Why it matters: Witnesses said the changes would scale training and coaching to classrooms statewide, strengthen use of evidence-based curriculum, and support targeted interventions such as high-dosage tutoring and extended learning opportunities. ODE said hundreds of educators and thousands of students already participated in year-one activities supported by the early literacy grants and that additional coordinated regional supports would help districts replicate successful practices.

Requests from districts and ESDs: Testimony from COSA and the Oregon Association of Education Service Districts asked for some flexibility for fourth- and fifth-grade uses, emphasized the ESDs’ role as regional coaching hubs, and requested additional biennial funding to operationalize statewide coaching and professional development.

Ending: Supporters urged the committee to adopt the technical fixes to accelerate statewide adoption of evidence-based literacy practices and build a sustainable regional coaching model; some witnesses asked the committee to consider additional funding to support statewide scale-up.","House Bill 3,040 would refine Oregon’s early-literacy program by expanding professional development to include instructional assistants, requiring adoption of research-aligned materials, and building regional literacy coaching capacity.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6629811,"Lawmakers hear broad support and concerns for permanent summer-learning funding and design",1314,1436000,2750000,"/Search/View?dp=1&key=2702559-bb6dd1853df91330c31d6732f82fbfad&start=1436&end=2750","https://assets.pipeline.soar.com/2702559-bb6dd1853df91330c31d6732f82fbfad/thumbnail_1436000.jpg","/articles/6629811/Oregon/Lawmakers-hear-broad-support-and-concerns-for-permanent-summer-learning-funding-and-design","https://secure.pipeline.soar.com/6629811-ce0c593ddd52e14c3ecfc478467d7fe9/orig.mp4?Expires=1771081465&Signature=KHn0Co6RC-q4G1WrQYdPu0uWsN8ux9hVLsJ1568lKc0KZTIgJp0ihfcy1e-ekraZ9ehuAouAmXwuf2mshi77UAiLxZxzEhuP~892m1iPsz7Yfta89IP1Bc-Fguq4yz2XNQFatIyCuXywbWxxNHdNFUKwMe9Zr3ZAGHgJ1C6b-jHUt7U72FP7fi4lR08hOL68B9WkTemQyH~yhOr5yHKnpJrN5W~7wSPWxJdUr3N3uHjuU3nB3onvVuUpBOwRShYxXF0lszGKEqTtSBdFZ3s2gMWI5RdcsasKqIwsR8Levv3x8o-3GDU2ym-1H7cVcpj5BNep4XIG5mxs82DMxkSZ0w__&Key-Pair-Id=KUT5TJCACFTXG","The House Education Committee held a lengthy March 19 public hearing on House Bill 2,007, a bill to modify the Oregon Department of Education’s Summer Learning Program with a focus on improving reading proficiency. Lawmakers heard advocates, district staff and community partners emphasizing high-quality, evidence-based summer programming and urging sustainable funding and implementation clarity.

Representative Ricky Ruiz (HD 50), sponsor of the bill, framed the measure as building on the 2024 summer program to prevent the \"summer slide\" and target reading proficiency by third grade. Ruiz and several witnesses described research and pilot outcomes from 2024, including participant counts and reported academic gains from last year’s state summer grants. Supporters said summer programs interrupted learning loss and provided enrichment, credit recovery and social-emotional supports.

What supporters told the committee: Portland Public Schools and other district leaders described measurable gains among participating students — for example, district presenters cited high percentages of maintained or improved proficiency and improved foundational reading skills for elementary students. The Oregon Department of Education and the governor’s office said they have infrastructure and partnerships and were prepared to implement a literacy-focused summer program building on evidence-based models.

Concerns and requests from witnesses: Several community-based providers (including YMCAs, Foundations for a Better Oregon and culturally specific providers) requested flexibility to include enrichment activities, family engagement, social-emotional learning and culturally responsive programming; they also urged removing or easing matching-fund requirements that could exclude smaller or rural providers. Witnesses and some legislators also sought clarity on administrative cost caps, program reporting burden, access for fourth- and fifth-grade students, and how the bill would interact with existing summer/extended-learning funds such as credit recovery and federal grants.

Budget and implementation: Sponsors and agency staff discussed the governor’s proposed funding (cited in testimony at $35 million for the summer) and emphasized the goal of stable, ongoing funding for multiple years; one speaker asked the committee to consider consolidating related bills and work group recommendations into a single implementation plan.

Process note: Testimony included a mix of district and nonprofit leaders, the governor's education initiatives director and the Department of Education director. Several speakers said they supported the dash-1 amendment and were awaiting a forthcoming dash-2 that, they said, would clarify program details. The hearing closed with administrative matters.

Ending: Witnesses urged the committee to adopt a long-term, equitable approach that balances focused literacy gains with enrichment and family engagement; sponsors said they would continue to refine bill language and coordinate with ODE and community partners.
","The House Education Committee on March 19 received extensive testimony on House Bill 2,007, a proposal to expand and stabilize Oregon’s summer learning program with a primary focus on improving reading proficiency.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6629814,"Committee hears testimony on fix to foster-care school pilot; bill would shift grants to districts",196,86000,282000,"/Search/View?dp=1&key=2702559-bb6dd1853df91330c31d6732f82fbfad&start=86&end=282","https://assets.pipeline.soar.com/2702559-bb6dd1853df91330c31d6732f82fbfad/thumbnail_86000.jpg","/articles/6629814/Oregon/Committee-hears-testimony-on-fix-to-foster-care-school-pilot-bill-would-shift-grants-to-districts","https://secure.pipeline.soar.com/6629814-73b7b08e542e147ef6f17a835c123edf/orig.mp4?Expires=1771081465&Signature=ky4ah~pNLenBzwnRYxZUSf1KVWOmdluD1bnzdHgp~9IfEK1uHwiPEL1v4aDaZDrpfVE1kGzysR3LeEWqYjc8BOn5TCtF1AYdcKbFPvgfohagJUUDNCTDVNNXK0OS0IZ-d3dLPIAY905439s5xrCsbLyS3qXgKGYd5I~ntDRAEc6ZvRSv-4gK3TW5uFkWzHjaH2JSoqyUN1hvIdM22p2w2UtzLi3SGxhxpx8ziUH-Fhm098RFDvssm4z6MPChzIEwNG1prbaunb7fIodoodSLvTyuuhenP5hkDharXiNa4bvSeYvH8WFglF-WKpfBkM1o9avVnu33xlBww7PgjoEdCw__&Key-Pair-Id=KUT5TJCACFTXG","The House Education Committee on March 19 opened a public hearing on House Bill 3,449, a bill that sponsors described as a technical fix to a foster-care support pilot enacted in 2024.

Representative Paul McLean (Representative McLean presented the bill) and Elise Brown of Anthony's Circle testified that House Bill 3,449 would change grant recipients from specific named schools to the school districts that operate them, limit the pilot to middle and high schools, extend the pilot timeline to Jan. 2, 2028, and require the State Board of Education to review any rules the State Board adopted for the pilot with the Department of Human Services. The staff summary noted a dash-1 amendment that removed the Department of Human Services from the measure.

Why it matters: The pilot was created to improve graduation rates for students in foster care by providing education navigators and wraparound supports. Supporters said the pilot is intended to raise graduation rates for students who have historically had low graduation rates (cited figures: 34–42%). Proponents said the technical change is necessary because the original statute named specific schools and the districts could not get the funds to students under that language.

What supporters said: Elise Brown, appearing for Anthony’s Circle, said the pilot was established after testimony from Anthony Preston and others with lived experience in foster care and that the program surrounds students with an \"education navigator\" and supports intended to raise graduation rates toward a 75 percent goal. Representative McLean said the change would enable the three current pilot locations (described in testimony as Portland, Albany and Medford) to receive and spend the money at the district level rather than restricting funds to a single named school.

Process notes: The committee took public testimony, asked no formal questions that required amendments at the hearing, and closed the hearing later in the session. No formal committee vote on this bill was recorded in the transcript excerpt; the hearing was informational and focused on explaining the technical change and the pilot's goals.

Provenance: Testimony and staff summary for House Bill 3,449 appear in the March 19, 2025 House Education Committee transcript, beginning with a staff measure summary and testimony by Representative McLean and Elise Brown.

Ending: Supporters urged passage so that districts can receive and distribute funds as intended; the bill sponsor said the change is intended to be a \"fix-it\" to allow already-authorized dollars to reach the students and schools enrolled in the pilot.","A bill to modify a 2024 foster-care pilot would change grant recipients from named individual schools to school districts, extend the pilot timeline and (in earlier version) included DHS; supporters said the change is technical but necessary to ensure money reaches students.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6629821,"Committee advances several bills in work session; amendments adopted on school health and brain-injury language",751,382000,1133000,"/Search/View?dp=1&key=2702559-bb6dd1853df91330c31d6732f82fbfad&start=382&end=1133","https://assets.pipeline.soar.com/2702559-bb6dd1853df91330c31d6732f82fbfad/thumbnail_382000.jpg","/articles/6629821/Oregon/Committee-advances-several-bills-in-work-session-amendments-adopted-on-school-health-and-brain-injury-language","https://secure.pipeline.soar.com/6629821-bb2e8414b53f33a01948d4a2ddfa069d/orig.mp4?Expires=1771081465&Signature=Ef0EvMU7DnhRksAKUulswgiG10~AM9WBmFuQhFptD-MjQ~wwC2Arru1F2Y01CUZQN63jlt7koPBatXYoX4GWM2uD8YgdjR9FF-EHQdukzFfhLXe2yIymRPwVjgKhgwupG8ijpT2sbNtq3rQG4xnZF82FNhsXE2c9KoTBS49NPeEgobM5CmtLq3w57MwQlNyuYNdxB8K6~ExEkX3v72Rf24n8hgyFwkxlj9IahphLqwK0rP-u7U28jeLFAn~3z5rhe2di2lt8xnhR80GnlVy6sHlk5F~bKbngMSwEOo9YefZMNFQK5GRmb-CF3F45A9rKHJUN4pgL001IGJV3TqFrQw__&Key-Pair-Id=KUT5TJCACFTXG","The House Education Committee on March 19 advanced multiple education bills during a series of work sessions, adopting amendments on several measures and referring the bills to the floor or to the Joint Committee on Ways and Means as appropriate.

Across the work sessions committee members adopted technical changes to several bills and voted to move them forward. Notable actions included adoption of an amendment and a due-pass recommendation for House Bill 2,670 (traumatic brain injury definition), due-pass recommendations and referrals to Ways and Means for House Bills 2,510 (study of employee benefits for school employees) and 2,508 (student data standardization), and adoption of a dash-6 amendment and referral for House Bill 2,729 (school-based health centers).

Why it matters: The measures advanced in the work sessions would affect how state agencies define and deliver services to students and school staff, add study requirements, and allocate funding pending Ways and Means review. The committee adopted amendments intended to align statutory language with existing program structures and budget recommendations.

Key outcomes at a glance:
- House Bill 2,670 (Traumatic brain injury): Committee adopted the dash-2 amendment (which aligned definition language with ORS 410.750) and moved the bill to the floor with a due-pass recommendation. The amendment removes prior proposed changes to services required of DHS and clarifies the definition to include internal brain injuries. (Action: amendment adopted; outcome: moved to floor with due-pass recommendation.)

- House Bill 2,510 (Study of benefits packages for school employees): Committee voted to send the bill to the Joint Committee on Ways and Means with a due-pass recommendation. (Action: motion adopted; outcome: referred to Ways and Means.)

- House Bill 2,508 (Student data standardization): Committee voted to refer the bill to Ways and Means with a due-pass recommendation by prior reference. (Action: motion adopted; outcome: referred to Ways and Means.)

- House Bill 2,729 (School-based health centers): Committee adopted a dash-6 amendment that removed several sections (including base grant language and authorization for lottery bonds) and modified the appropriation; the bill as amended was moved to the floor with a due-pass recommendation and referral to Ways and Means by prior reference. A number of members recorded no votes on the final motion; the motion passed. (Action: amendment adopted; bill moved to Ways and Means by prior reference.)

What the committee recorded: Committee chairs read staff summaries and members briefly discussed implementation and costs; roll-call votes were recorded on each motion. Several members said they supported the measures while reserving specific votes or expressing concerns about scope and funding; one member announced a planned “no” vote on a school-health bill for reasons of prioritization.

Next steps: Bills referred to Ways and Means will be scheduled for budget committee review. Bills moved to the floor will be scheduled for House floor consideration.

Provenance: The committee read staff measure summaries and took votes during the March 19 work sessions; the actions and roll-call exchanges appear repeatedly in the transcript of the March 19, 2025 House Education Committee meeting.","The House Education Committee held multiple work sessions March 19, advancing bills on traumatic brain injury definitions, summer learning funding, school-based health centers and other education measures. Several technical amendments were adopted and each bill was referred as noted.","actionData","errors"]

Article not found

Committee hears testimony supporting law to require immediate academic accommodations after concussions

Committee hears technical fixes to early-literacy initiative; bill would expand professional development and regional coaching

Lawmakers hear broad support and concerns for permanent summer-learning funding and design

Committee hears testimony on fix to foster-care school pilot; bill would shift grants to districts

Committee advances several bills in work session; amendments adopted on school health and brain-injury language