Education Committee
February 11, 2025
Committee Chair: Sen. Senator Dave Murman | Bills Heard: 5 | Full Transcript (PDF)
LB408: Special Education Teacher Forgivable Loan Program Act
Introduced by: Sen. George Dungan | Testimony: 5 proponents, 0 opponents, 0 neutral | Read bill text (PDF)
Dungan's special education teacher loan program targets Nebraska's most acute teacher shortage. The bill creates a pilot program offering forgivable loans to up to 25 students per institution who commit to teaching special education in Nebraska, with loans forgiven over five years if recipients stay in-state.
Why it matters: Special education has a 100% vacancy rate nationally and Nebraska has 150 unfilled positions. Teachers testifying described unsustainable paperwork loads and burnout. The program costs just $144,000-$250,000 per institution annually—a fraction of what schools spend contracting out-of-state for teachers.
What they're saying: - Proponents: "We need more teachers, period, but we absolutely need more special education teachers and we need them yesterday," Dungan said. Nicole Lopez-Bettendorf, a special education teacher, emphasized financial barriers prevent many from entering the field. Omaha Public Schools reported 85 unfilled special education positions despite offering a 10% wage premium. - Opponents: None testified in opposition.
By the numbers: Nebraska has 669 total teacher vacancies; 150 are special education. The state colleges alone have 279 special education students with 92% placement rate in-state. The program caps at 25 per institution, roughly 150 statewide.
What's next: No vote was taken. Sen. Lonowski suggested amendments to use fixed dollar amounts rather than percentage-based forgiveness for equity. Sen. Sanders raised concerns about non-citizen eligibility language that may exclude Filipino teachers. Dungan indicated willingness to work on amendments before advancing the bill.
Committee sentiment: Supportive: Sen. Dan Lonowski, Sen. Glen Meyer, Sen. Rita Sanders, Sen. Jana Hughes
Sentiment estimated from questions and comments — not stated positions.
LB598: Special Education and English Language Learner Funding; Plan Time for Elementary Teachers; Section 504 Plan Compliance
Introduced by: Sen. Wendy DeBoer (presented by Brian Murray, legislative aide) | Testimony: 10 proponents, 0 opponents, 0 neutral | Read bill text (PDF)
DeBoer's bill addresses three distinct funding gaps in special education and English language learner support. The legislation creates dedicated funding for LEP student expenses, incentivizes elementary teacher plan time, and reimburses districts for Section 504 compliance costs—currently unfunded despite federal mandate.
Why it matters: Nebraska has 26,000+ ELL students with rapidly growing populations, especially in rural areas. School counselors spend 40+ hours annually on 504 coordination without training, creating legal liability. Teachers report working until 7 p.m. most days to complete required paperwork. Non-compliance with Section 504 triggers loss of all special education funding.
What they're saying: - Proponents: Lee Perez, an ESL teacher with 18 years experience, testified that "when all these things are in place, our ELL students thrive both linguistically and academically." Katie Cameron, a school counselor, described 504 coordination as "incredibly detailed" work that should not fall on counselors: "When I asked some of my colleagues where they source accommodations for 504 plans, they all said 'Google.'" - Opponents: None testified in opposition.
By the numbers: Nebraska had 26,000+ ELLs enrolled in April 2024 (8% of total student population). Benson High School has 62 students with 504 plans; one counselor spent 40+ hours on just 20 cases. Raymond Central has 36 504 students with one counselor and one part-time school psychologist.
What's next: No vote was taken. Sen. Lonowski suggested clarifying plan time language. The bill was presented by a legislative aide as Sen. DeBoer was in another committee hearing.
Committee sentiment: Unclear: Sen. Dan Lonowski
Sentiment estimated from questions and comments — not stated positions.
LB589: Special Education Teacher Professional Leave for Documentation
Introduced by: Sen. Daniel Conrad | Testimony: 12 proponents, 1 opponents, 0 neutral | Read bill text (PDF)
Conrad's bill provides four days of on-site documentation time for special education teachers drowning in paperwork. The legislation requires school districts to provide substitute coverage so special education staff can complete federally mandated IEP meetings, progress reports, and case management documentation during the school day rather than evenings and weekends.
Why it matters: Special education teachers testified they work until 7 p.m. most days, weekends, and holidays completing required paperwork on top of full teaching loads. One teacher with 27 years experience plans to retire early due to burnout. Documentation is federally mandated and essential for ensuring students receive appropriate services, but the current system forces teachers to choose between teaching and paperwork.
What they're saying: - Proponents: Megan Andrews, a 27-year special education teacher, testified: "I often have a choice to make. Do I spend my plan time working on progress reports...or do I call students in to work with them?" She plans to retire at rule of 85 despite loving her job. Melissa Burke described staying at school until 7 p.m. three days weekly and still not catching up. - Opponents: Jeff Schneider, superintendent of Hastings Public Schools, opposed the blanket approach, noting a behavior teacher with 8-10 students has vastly different paperwork burden than an art teacher with 25. He worried about substitute availability and unintended consequences.
By the numbers: Megan Andrews holds 15-20 IEP meetings yearly, attends 30+ others, completes progress reports four times yearly on every goal. Melissa Burke has 20-student caseload with three high-needs students, stays at school until 7 p.m. most days. Fiscal note: $7 million statewide.
What's next: No vote was taken. Conrad indicated willingness to work with districts on implementation details. The bill was modeled on Omaha Public Schools' successful pilot program negotiated between management and employees.
Committee sentiment: Supportive: Sen. Daniel Conrad, Sen. Glen Meyer, Chair Dave Murman Skeptical: Sen. Jana Hughes Unclear: Sen. Dan Lonowski
Sentiment estimated from questions and comments — not stated positions.
LB653: Option Enrollment for Students with IEPs
Introduced by: Sen. Dave Murman | Testimony: 2 proponents, 3 opponents, 0 neutral | Read bill text (PDF)
Murman's bill requires schools accepting option students to accept IEP students proportionally, addressing stark data showing special-needs children are systematically denied. The legislation mandates that IEP student denial rates match the statewide IEP population (approximately 16%), keeps siblings together, improves reporting, and provides upfront funding for high-cost students.
Why it matters: Data presented shows special-needs students face dramatically higher denial rates. Bellevue rejected all 30 IEP applicants while accepting 5,800+ total applications. West Side rejected 89 of 350 IEP applicants. Families report feeling discriminated against when non-disabled siblings are accepted but disabled siblings are denied. This is a civil rights issue undermining public school credibility in school choice debates.
What they're saying: - Proponents: Elizabeth Eynon-Kokrda, Education Rights Counsel, testified: "The data shows clearly that special-needs children are often disproportionately denied option enrollment." Angela Gleason, represented by Arc of Nebraska, shared her story: "If this bill is made law, my kids may actually get to be in the same school." - Opponents: Colby Coash, school boards association, supported reporting improvements and funding increases but opposed the 16% threshold, arguing IEP populations aren't evenly distributed. Jeff Schneider, Hastings superintendent, warned the mandate might force districts to close option enrollment entirely.
By the numbers: Bellevue: 30 IEP applicants rejected, 5,800+ total accepted. West Side: 89 of 350 IEP applicants rejected. Millard: 27 of 34 total denials were IEP students. Tri-County: 5 of 6 denials were special-needs students. Statewide IEP population: approximately 16%.
What's next: No vote was taken. Murman indicated willingness to work on exemptions for extremely small districts. Sen. Hughes emphasized need for more data before mandating acceptance, noting 80% special education funding was added two years ago and impact should be measured.
Committee sentiment: Supportive: Sen. Dave Murman, Sen. Daniel Conrad Skeptical: Sen. Rita Sanders, Sen. Jana Hughes, Sen. Dan Lonowski
Sentiment estimated from questions and comments — not stated positions.
LB507: Special Education Transportation for Resident Students
Introduced by: Sen. Megan Hunt | Testimony: 1 proponents, 1 opponents, 0 neutral | Read bill text (PDF)
Hunt's bill clarifies that school districts must provide IEP transportation for resident students even if placed outside district boundaries. The narrow legislation addresses situations where foster children or court-placed children in residential facilities remain legally enrolled in their home district but live outside geographic boundaries.
Why it matters: Federal and state law require children to remain in their school of origin unless not in best interest. Some districts have recently taken position that geographic boundaries override IEP requirements, denying transportation to vulnerable children. This clarification ensures resident students receive all mandated IEP services.
What they're saying: - Proponents: Elizabeth Eynon-Kokrda, Education Rights Counsel, explained the bill addresses "a very vulnerable population of children" and clarified legislative history: "'Within the district' words...were related to residency of the children as opposed to a geographic limitation." - Opponents: Jeff Schneider, Hastings superintendent, worried about unintended consequences: "If somebody is placed in Kearney, my job to get them to Kearney." He noted districts already struggling with bus routes and special education staffing.
By the numbers: Affects narrow population of resident students placed outside boundaries due to foster care or court placement. Hastings provides door-to-door bussing for special education students and transports more homeless students than special education students.
What's next: No vote was taken. Hunt clarified in closing that bill affects only IEP-required transportation for resident students, not option enrollment. Sen. Conrad noted confusion between option enrollment and resident student transportation; Hunt's clarification helped distinguish the issues.
Committee sentiment: Supportive: Sen. Megan Hunt, Sen. Daniel Conrad Skeptical: Sen. Jana Hughes
Sentiment estimated from questions and comments — not stated positions.
Session Notes
Committee met February 11, 2025, with Sen. Dave Murman as chair and Sen. Jana Hughes as vice chair (Murman was at another event initially). Committee used four-minute light system for all testifiers. Five bills were heard: LB408 (special education teacher forgivable loans), LB598 (LEP funding, plan time, 504 compliance), LB589 (special education documentation time), LB653 (option enrollment for IEP students), and LB507 (special education transportation). Sen. Wendy DeBoer was absent presenting LB598 through legislative aide Brian Murray. No votes were taken on any bills. Committee took a 5-10 minute break between LB598 and LB589. Online testimony counts were recorded for each bill.
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