Status Summary

Pre-filed for introduction on 1.8.21. 

First reading, referred to Education on 1.11.21.

Scheduled for public hearing in the House Committee on Education on 1.21.21.

Executive action taken in the House Committee on Education on 1.28.21; 1st substitute bill passed.

Referred to Rules 2 Review on 2.1.21.

Rules Committee relieved of further consideration.   Placed on second reading on 3.1.21.

1st substitute bill substituted. Floor amendment(s) adopted.

Rules suspended. Placed and passed on Third Reading on 3.3.21.

In the Senate

First reading, referred to Early Learning & K-12 Education on 3.6.21.

Public hearing in the Senate Committee on Early Learning & K-12 Education on 3.17.21.

Executive action taken in the Senate Committee on Early Learning & K-12 Education on 3.24.21; majority pass.

Passed to Rules Committee for second reading on 3.25.21.

Placed on second reading by Rules Committee on 4.7.21.

In the House

Speaker signed on 4.12.21.

In the Senate

President signed on 4.15.21.

Other than legislative action

Delivered to Governor on 4.20.21.

Governor signed on 4.26.21.

Chapter 119, 2021 Laws.

Effective date 7/25/2021*.

(updated 5.20.21)

Legislative Session






HB1113 requires the implementation of tiered supports in public schools to reduce absences and the number of students that are referred to juvenile court for truancy, with the goal of improving student social-emotional well-being and academic success.

Among other provisions, HB1113 refers to students in schools as “students” instead of “children.” In addition, the board to oversee student absences will now be a community “engagement board” as opposed to community “truancy board.”

The bill also requires parents and guardians to be informed, in a language the parent or guardian understands, each day the student is absent without communication from the parent or guardian.

The community engagement board and members of the local school community, will facilitate communication about student concerns and engagement when necessary with parents or caregivers, juvenile court, and the school district.

When necessary, the community engagement board also will facilitate research-based intervention and support services, including disability services, to improve student outcomes.

The Office of the Superintendent of Public Instruction will allocate grant funds for community engagement boards to pay for training for board members or the provision of services and treatment to students and their families.

*Companion bill SB5153




Companion Bill