Transcript Highlights:

• Students may learn about the Civil War in their U.S. history class, but they also will learn about it
• Students may learn about the Civil War in their U.S. history class, but they also will learn about it
• Students may learn about the Civil War in their U.S. history class, but they also will learn about it
• <00:56:28.920> Peter I learned the history behind St.
• Peter I learned the history behind St.

Bills: HF1458, HF2063, HF2164, HF1377, HF927, HF1059, HF1910, HF2232

Keywords: CPA, certified public accountant, public accounting, accountancy, licensure, license mobility, substantial equivalency, interstate practice, out-of-state accountant, NASBA, Uniform CPA Examination, board of accountancy, attest services, audit, tax preparation, financial advisory, consulting, accounting education, master's degree, bachelor's degree

Transcript Highlights:

• If anyone has questions or wants to learn more about our report, I'm happy to present that to you and
• So I think as we start learning more about the dashboards and how to use them internally, how to use
• And so the early childhood special education with learns targeting the third grade level and holding
• opportunity, and that data was not going to be used for anything except for learning, and that they
• But what we learned in the PD specifically. Yes, ma'am, we started it for that.

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the report found that Arkansas moms want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing most mothers want full-time work, 69% identified child care costs as a barrier, and many said flexible hours were the most important workplace support. She also described county-level dashboard data, the high cost of infant and toddler care, and examples from working mothers about spending most or all of their paychecks on child care. Members asked questions about labor force participation trends, the meaning of the child care cost figures, and how flexibility could be implemented across industries. The presenter and members also discussed the broader economic-development impact of child care shortages and the need for public-private partnerships. The Department of Education then gave an update on early childhood programs. Officials said they are building internal dashboards to improve transparency and data access for school readiness assistance, including enrollment, application, and provider participation monitoring. They reported that the state is still moving forward with the CLASS transition and expects to release transition funding to providers in the coming weeks using Preschool Development Grant funds. They also clarified that OEP awards based on CLASS scores are separate from OEC’s work and that the data is FOIA-able. Officials warned providers about a temporary payment delay during the transition to a new system, saying payments will stop June 30 and resume around July 14, with any owed funds processed then. Members raised additional concerns about early childhood special education funding, overpayment recovery from a child care center, audit requirements for Head Start and SRA funds, the market rate survey, and the status of local leads after a recompete. Department staff said they would follow up on special education funding levels and audit rules, noted that the overpayment case is under appeal, and said the market rate survey is still in procurement. They also reported that 23 local leads will cover all counties starting July 1, with no major job-description changes, and described a new PDG Partners stakeholder group and an upcoming June 23 QRIS webinar to gather provider and parent input. The meeting ended with no further business and adjournment.

Transcript Highlights:

• <00:03:59.439> about summer, but they are also learning about summer, but they are also learning
• > the farm. to learn through doing, learn the farm. to learn through doing, learn the science,
• And so that's a lesson learned.
• <00:18:42.480> The And so that's a lesson learned. The And so that's a lesson learned.
• I discovering CSAs, learning about CSAs.

Keywords: 958, all

Transcript Highlights:

• Miss Schaefer: You don't have time to learn all of those extra things that will benefit your community
• In those three years, I have learned new skill sets from the Workforce Development programs that the
• In those three years, I have learned new skill sets from the Workforce Development programs that the
• Garden program so young people learn Garden program so young people learn learning<01:09:55.679>
• > food<01:09:57.199> comes learning to uh learning where food comes learning to uh learning

Keywords: 1187, senate, all

Transcript Highlights:

• He said he spent several years delivering pizza and learned his way around town.
• He said he spent several years delivering pizza and learned his way around town.
• I am aware that there are other Earn While You Learn programs out there.
• there are other earn as you learn there are other earn as you learn programs<01:01:34.160> out
• I love the concept of earn-while-you-learn.

Keywords: 1183, house

Transcript Highlights:

• But on the same trip, I also learned that many families describe the transition at age 22, going from
• He entered kindergarten in 2020, excited to learn, but struggled with letters and basic reading.
• It is essential if we want each child in Massachusetts to have an equal opportunity to learn.
• But when we requested cross-tabulated data, we learned that Black male students with disabilities We
• In this time, I have learned the dark world of child abuse, especially children with disabilities.

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• And if so, what are you learning from it, and how does that get implemented further on?
• All this looking at adult learning models as well. We've gone into hybrid.
• First, how do we strengthen this document to better reflect what we have learned through our meetings
• NBC10 learned that the day after the educational training, the students were reinstated.
• NBC10 learned that the day after the educational training, the students were reinstated.

Keywords: 995, all

Summary: The Special Commission on Combating Antisemitism met to hear testimony from Chief James Hicks of the Natick Police Department, who chairs the Municipal Police Training Committee, and Chief Thomas Fowler of the Salisbury Police Department. They described the statewide civil-rights-officer model for hate-crime response, the HEART Unit, and MPTC training authority under POST, and urged the commission to recommend incorporating the IHRA definition of antisemitism into police training and to fund that effort. Commissioners asked about how law enforcement should handle antisemitic incidents that may not rise to crimes, the 2022 Mapping Project, masking during protests, and the role of HART; the chiefs said departments can update training quickly, that every department should have a trained civil-rights officer, and that HART’s expertise should be integrated statewide. The commission also approved the October 16, 2025 minutes after correcting an initial procedural error. The rest of the meeting focused on the draft report, especially the prefatory statement and the definition section. Commissioners broadly praised the report’s scope and the chairs’ work, but offered many edits aimed at tightening language, reducing advocacy tone, and clarifying the “Massachusetts way” of combating antisemitism. Several members wanted stronger emphasis on Massachusetts values, education, moral leadership, and the distinction between hate incidents, hate crimes, and statutory offenses; others urged clearer references to constitutional protections, First Amendment limits, and Attorney General review of legal statements. There was also discussion of whether to keep or remove references to alternative definitions of antisemitism: some commissioners argued that only the IHRA definition should be centered, while others said acknowledging other definitions was factually important and would reflect the range of testimony. Commissioners also raised specific substantive edits for later sections, including adding examples such as the 2022 Mapping Project, strengthening language on online intimidation, academic boycotts, and divestment campaigns, and clarifying that some conduct may be hateful even if lawful. In the higher education section, members praised recommendations on mandatory training, bystander intervention, trauma-informed responses, mental health supports, and campus climate surveys, while suggesting a few technical edits and additional best-practice examples. No final votes were taken on the draft report during this portion; the chairs said they would incorporate feedback into a revised draft before the remaining meetings and eventual vote.

Transcript Highlights:

• We're continuing to meet with the Early Learning Committee to look at these programs.
• And I think it's good to have this update around the state-supported early learning program, and that's
• Do we have the right level of support for early learning?
• Do we have the right level of support for early learning?
• So, for example, English learners or alternative learning environment funds.

Summary: The meeting began with approval of the previous minutes and then focused on an update from the Department of Education on early childhood programs, especially the state-funded Arkansas Better Chance (ABC) program. Secretary Jacob Oliva and Deputy Commissioner Stacey Smith said Arkansas had received a federal Preschool Development Grant and described ongoing work to review ABC slots, which have been flat for years at about 23,800 slots and roughly $114 million. They said about 1,000 slots statewide are currently unfilled despite a waiting list of more than 2,000 families, and the department is shifting toward paying based on enrollment rather than guaranteed slots. Members asked about school choice, income eligibility, year-round access, curriculum flexibility, transportation, and whether funding should be increased or rebalanced; the department said it is collecting data, may survey providers more formally, and is considering whether to modernize income thresholds, daily rates, and other program rules. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical information on income limits and other program details. The second major portion of the meeting was a legal presentation on the framework for Arkansas school adequacy by BLR education attorney Taylor Lloyd. She reviewed the constitutional basis for a “general, suitable, and efficient” public school system, the Dupree and Lake View cases, and the principle that adequacy and equity are different but related: adequacy asks what resources are needed, while equity asks whether those resources are distributed fairly. She explained that the General Assembly must define adequacy, study it, and react to evidence over time, and that the current adequacy definition includes curriculum and career/technical frameworks, the 38 mandatory Carnegie units, state testing standards, and sufficient funding. She also described the matrix as a funding tool, not a spending mandate, and noted that categorical funds are separate from the matrix. BLR’s Elizabeth Bynum then gave the historical framework, tracing legislative responses from Dupree through Lake View and into the present. She highlighted major changes such as the creation of equalization funding, fiscal distress and academic distress laws, the adequacy study process, the Educational Adequacy Fund, facilities and transportation changes, declining enrollment and student growth funding, and later adjustments to teacher salaries, isolated funding, and categorical programs. She explained that the adequacy study has evolved through committee hearings, surveys, site visits, and outside consultants, and that recent changes include updates to accountability references and the addition or removal of certain funding categories. Members asked follow-up questions about how the matrix is used, whether homeschool or private-school funding raises comparable issues, whether stakeholders include private and homeschool participants, whether school board members should be surveyed, and whether the state should revisit average daily membership versus attendance-based funding. No votes were taken on the adequacy presentations, but the committee did agree to continue the early childhood discussion in a future subcommittee meeting.

Transcript Highlights:

• It establishes the Florida Endowment for Early Learning within the Department of Education direct support
• SB 996 aims to emphasize the importance of learning from individuals with lived experience and increasing
• Some things can't be learned from reports or data alone. They come from lived experiences.
• This bill helps by providing a consistent allowance to ensure that we can learn to budget as a teenager
• I learned very quickly that the first thing the system looks for when a parent is trying to bring their

Summary: The Committee on Children, Families, and Other Affairs considered four bills. SB 1690 on early childhood education was amended with a delete-all amendment that would require DCF and local licensing agencies to publicly post inspection reports and annual data on child deaths, injuries, and substantiated abuse in child care facilities, revise notice requirements for certain child care homes, add website disclosure requirements for exempt facilities, address insurance coverage for family and large family child care homes, and create the Florida Endowment for Early Learning. The committee adopted the amendment and reported the bill favorably, with support noted from United Way of Florida. The committee then heard SB 1022 on children’s initiatives, which would create two new children’s initiatives in Bay County and Pompano in Broward County. The sponsor said the bill would expand local service networks for children in disadvantaged communities with no state fiscal impact. The bill was reported favorably after support was noted from representatives of Florida Children’s Initiative and others. SB 996 on dependent children drew extensive testimony from Florida Youth SHINE members and other foster youth advocates, who supported the bill’s focus on lived experience, regular consultation with youth-serving organizations, public reporting on implementation, and normalcy in foster care, including allowance to help youth learn budgeting. The bill sponsor said it would help make the system more responsive to youth needs. The committee also adopted an amendment to SB 1642 on temporary cash assistance eligibility, narrowing a SNAP-related eligibility carve-out to people who were victims of human trafficking at the time of a drug conviction. The sponsor said the change would remove barriers for trafficking survivors while keeping existing program requirements in place. Both SB 996 and the amended SB 1642 were reported favorably, and the meeting adjourned without further business.

Transcript Highlights:

• We can learn from the experience of other states.
• We're not learning that in our religious education. We don't learn it in school.
• much taught to learn the schedule of when they get them.
• We must learn from the outcomes in other states.
• He has a lot of learning disorders.

Keywords: 995, all

Summary: The Joint Committee on Public Health held a hearing on several vaccination-related bills, including proposals to eliminate non-medical or religious exemptions for school immunizations (notably H. 2554 and S. 1557), a bill to require or improve reporting and administration of immunization data and exemptions (described as the Community Immunity Act, S. 1618), and H. 2431, which would prohibit COVID-19, mRNA, or gene-altering vaccine requirements. The committee also heard testimony on H. 2463, which would classify funeral directors as public health workers for vaccine-priority purposes during emergencies. The chair reviewed testimony rules and repeatedly asked speakers to keep comments orderly and brief so the committee could hear as many people as possible. No votes were taken during the hearing. Testimony on H. 2554 and S. 1557 was sharply divided. Pediatricians, infectious disease specialists, public health advocates, and groups such as the Massachusetts Chapter of the American Academy of Pediatrics, Massachusetts Medical Society, March of Dimes, Massachusetts Families for Vaccines, and several parents supported eliminating religious exemptions, arguing that vaccination protects medically vulnerable children and adults, improves herd immunity, and helps prevent outbreaks of measles, pertussis, and other diseases. They cited local school data showing pockets of lower coverage and incomplete reporting, and several speakers referenced outbreaks in other states and the need for stronger, more consistent reporting and exemption management. Opponents argued the bills would infringe on religious freedom and parental rights, force families to choose between faith and education, and unfairly target a small number of families; some also said Massachusetts already has high vaccination rates and that the real issue is incomplete data or the gap population rather than religious exemptions. H. 2431 drew testimony from supporters who said COVID-era mandates caused job losses, privacy concerns, and harm, and that the bill would prevent future requirements for COVID, mRNA, or gene-altering vaccines in schools, workplaces, and public settings. Supporters described personal experiences with alleged vaccine injury or mandate-related hardship. H. 2463 was supported by the Massachusetts Funeral Directors Association, which argued funeral directors work in infection-facing settings and should be eligible for vaccine priority during public health emergencies. The hearing featured extensive public testimony but no committee action beyond hearing the bills and taking questions from members.

Transcript Highlights:

• There she oversaw the opening of interdisciplinary health sciences center and launched a new learning
• You cannot learn to be a doctor without that patient contact.
• I learned as Physicians teach by doing.
• You cannot learn to be a residents.
• and the learnings that we've learn<00:35:10.800> that<00:35:10.960> we've<00:35:11.280

Keywords: 1183, house

Transcript Highlights:

• Um, I just want to learning experiences.
• Um that we're looking at oral language or how we learn how to speak is very different than how we learn
• We learn that through immersion. We don't do that with reading.
• learn how to read. Speaking is innate. learn how to read. Speaking is innate.
• <01:31:18.480> We We learn that through immersion. We We learn that through immersion.

Keywords: 1183, house

Transcript Highlights:

• I've been a learning disabilities case manager at Mandan High School for 10 years.
• I am in the process of learning it. We just got access to... I am in the process of learning it.
• I think we started introducing it last year, so I am still in the learning phase.
• I'm interested in learning more about the special ed Goalbook.
• Learning more about the special ed Goalbook.

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• You learn and come back, session hires.
• Um a lot of some kind of lesson learned.
• Uh but thank you still learning that.
• the process with learning. the process with learning.
• So, I in the room, listen in, and learn.

Keywords: 912, senate, all

Transcript Highlights:

• What aspects of this role present the greatest learning curve for you?
• And I didn't mean to the... ...greatest learning curve for you?
• EM grants, I would say, was a steep learning curve.
• That is something that would be a learning curve for me.
• You can learn legislative procedure or you can stay quiet.

Keywords: 1182, all

Transcript Highlights:

• We can learn from one another.
• And so imagine bringing that together on a statewide level so that you can learn from one another and
• I see us involved with taking some of what you've been able to learn, taking what we learn every single
• that you did and the engagement that we will do and continue to do as a department so that we can learn
• As a department so that we can learn and make sure that we are providing supports that match the needs

Summary: The Committee on Children, Families, and Elder Affairs considered three bills and a confirmation. On SB 1600, as amended, the sponsor explained that the original child welfare language was replaced with a strike-all requiring the Office of Insurance Regulation to work with DCF and community-based care lead agencies to study liability insurance coverage and availability, report findings to the Legislature by January 1, 2027, and allow penalties for failure to provide requested information. The committee adopted the amendment and amendment to the amendment, heard supportive testimony from child welfare advocates, and reported the committee substitute favorably. The committee also heard CS/SB 556, which would allow students with disabilities to satisfy a physical education graduation requirement through participation in Special Olympics, and clarify that two years of marching band participation can satisfy PE and fine arts credit. Special Olympics Florida, parents, and other supporters testified in favor, and the bill was reported favorably. On SB 794, the sponsor described requirements for background screening of employees in residential facilities and day training programs for people with developmental disabilities, plus a review of waiver support coordination quality, workforce needs, geographic service gaps, and related recommendations due in 2027. The committee adopted a conforming amendment and reported the bill. The committee then took up the confirmation of Taylor Hatch as Secretary of the Department of Children and Families. Hatch outlined DCF’s recent work on child welfare, behavioral health, peer support, and technology improvements, and answered questions about child welfare system challenges, funding formulas, opioid settlement dollars, and interoperability of agency systems. After public comment, the committee voted to recommend her confirmation favorably, with Chair Graal voting no. The meeting ended with a request to record one senator’s vote on SB 1600 and adjournment.

Transcript Highlights:

• We can learn from one another.
• years in front of you, and so imagine bringing that together on a statewide level so that you can learn
• years in front of you, and so imagine bringing that together on a statewide level so that you can learn
• I see us involved with taking some of what you've been able to learn, taking what we learn every single
• that you did and the engagement that we will do and continue to do as a department so that we can learn

Bills: S0556, S0794, S1600

Keywords: high school diploma, graduation requirements, physical education credit, performing arts credit, marching band, Special Olympics, students with disabilities, IEP, individual education plan, 504 plan, Florida education, school credits, diploma substitution, ROTC, dance class, State Board of Education, public schools, graduation pathways, adaptive physical education, Agency for Persons with Disabilities

Summary: The Committee on Children, Families, and Elder Affairs considered three bills and a confirmation. On SB 1600, the committee adopted a strike-all amendment and a technical amendment that shifted the bill from creating an accreditation process to requiring the Office of Insurance Regulation, DCF, and community-based care lead agencies to study liability insurance coverage and availability in the child welfare sector and report findings to the legislature by January 1, 2027; the bill also included enforcement provisions for failure to provide requested information. Support was noted from child and family advocacy groups, and the committee reported the bill favorably. The committee also heard CS for SB 556, which would allow students with disabilities to satisfy a physical education graduation requirement through participation in Special Olympics, if included in the student’s IEP, and would clarify that two years of marching band participation can satisfy both PE and fine arts credit. Special Olympics Florida, families, and other supporters testified in favor, emphasizing flexibility, access, and recognition of rigorous activity. The bill was reported favorably. The committee then considered CS for SB 794, which requires background screening for employees of residential facilities and day training programs serving people with developmental disabilities and directs a review of waiver support coordination, including quality, consistency, access, competencies, recruitment and retention, caseloads, and geographic gaps in services. An amendment to conform to the House version was adopted, and the bill was reported favorably. Members then questioned Secretary Taylor Hatch regarding her confirmation as Secretary of the Department of Children and Families. Senators raised concerns about child welfare system performance, parent notification and rights, CBC funding formulas, managing entities, opioid settlement spending, peer support expansion, and technology/interoperability improvements. Hatch described DCF’s recent data and initiatives, including reductions in out-of-home care entries, youth advisory efforts, missing children recovery operations, expanded behavioral health capacity, and technology upgrades for benefits processing. Public comment included support from family and provider organizations and concerns from a former foster care worker about medical misdiagnosis cases. The committee voted to recommend Hatch’s confirmation favorably, with Chair Grall voting no, and adjourned after allowing Senator Sharief to be recorded as voting in favor of SB 1600.

Transcript Highlights:

• Some of them had to be put in boarding schools, where they were punished to learn the language, sing
• Some of them had to be put in boarding schools, where they were punished to learn the language, they'd
• So it's children from all over who have the opportunity to learn our culture, our traditions, and our
• I also just learned that the Puget Sound Regional Council gave it the 2050 Vision Award.
• And to learn more about how you're doing charitable contributions and how you build community, both on

Summary: A joint hearing of the Senate Business, Financial Services and Trade Committee and the House State Government and Tribal Relations Committee was held on an amendment to the Puyallup Tribe of Indians Gaming Compact. The Washington State Gambling Commission and Puyallup Tribal representatives described the compact as a restatement of the tribe’s 1996 agreement, updated to reflect prior amendments and current gaming operations. Commission staff outlined several changes, including authorization for electronic table games, extension of credit with customer-protection safeguards, removal of per-facility limits, changes to wager limits, a stepped increase in the tribe’s player-terminal allocation, and new licensing/eligibility/registration and definitions appendices. They also noted added provisions on responsible gaming, non-smoking areas if smoking is offered, emergency-services access, and community commitments. Puyallup Tribal leaders gave extensive testimony on how gaming revenue has supported tribal self-governance, cultural preservation, education, housing, health care, elder services, youth programs, environmental protection, and charitable giving. They said gaming revenue has funded tribal facilities, a school, a longhouse, housing projects, a funeral home, health and behavioral health services, substance-use treatment, and donations to nonprofits and local public health efforts. Tribal economic development staff also described diversification efforts funded by gaming, including businesses in hospitality, fuel, construction, manufacturing, logistics, and a planned terminal partnership with the Northwest Seaport Alliance. The casino CEO emphasized responsible gaming, compliance, self-exclusion tools, staff training, and a problem-gambling campaign. Committee members asked about the compact negotiation process and the state’s interests. Gambling Commission staff explained that compact changes are negotiated under the Indian Gaming Regulatory Act, with the governor’s office, commissioners, and ex officio members providing policy input, and that the current hearing was required within 30 days of completion of the state process. Staff said the commission would hold a public meeting on Thursday to take comment and then vote whether to forward the restated compact to the governor or return it for further negotiation. No public testimony was signed up at the hearing, and no vote was taken by the legislative committees.

Transcript Highlights:

• So this particular chunk includes work-based learning as well.
• is pretty consistent with what we have funded for career and technical education and work-based learning
• And so, again, I'd like to learn a little bit more about the specific questions, but I think that's,
• The legislature has done a lot in implementing some of the things that you've, that you've learned over
• And so we, we want to make sure students have um comfortable safe learning environments.

Transcript Highlights:

• The Department of Education has the Division of Early Learning, but frankly, the Division of Early Learning
• But we are talking about early learning, and not really any learning going on.
• And early childhood is all about learning to me.
• There was no early learning value that was going on there.
• I did not learn anything. And I signed a piece of paper.

Summary: The Health Care Budget Subcommittee began with a roll call confirming a quorum, then heard a presentation of the proposed health care budget. The chair said the overall health care budget would total $46.7 billion, a 2.1% decrease in total spending and a 3% increase in general revenue, while reducing 3,585 state FTE. He highlighted funding for Medicaid, KidCare, developmental disabilities services, opioid settlement spending, mental health facilities, senior services, school health nurses, veterans’ dental care, and veterans nursing home improvements. The chair also presented PCB HCB 25-01, a conforming bill that eliminates the Health Care Innovation Program, the Health Care Innovation Council, and the revolving loan program; makes changes to cancer research and graduate medical education provisions; and adjusts Medicaid rebate-related language. The conforming bill passed favorably after no questions, public testimony, or debate. The committee then considered CS/HB 47 on child care. The bill, as explained by Rep. McFarland, would reduce regulation for child care providers in good standing, speed background screening for child care workers, allow provisional hiring status in some cases, create license-exempt status for certain employer-provided child care facilities and DOD child care facilities, and remove outdated paperwork requirements such as the flu brochure. An amendment restored language protecting large family child care homes from being dropped by residential insurers and cleaned up statutory language; it was adopted. Members debated the bill at length, with supporters emphasizing common-sense deregulation and helping working parents, while some members raised concerns about safety, early learning quality, and the loss of informational reminders to parents. The bill was reported favorably. The subcommittee also heard HB 1553 on a uterine fibroid research database. Rep. Dunkley explained that the bill would require health care providers to submit identified fibroid data to DOH so it can be de-identified for a research database, after the department had been unable to use prior de-identified submissions reliably. An amendment removed the current appropriation and was adopted. Members spoke in strong support, noting the prevalence of fibroids and the value of better diagnosis and treatment data. The bill passed favorably. Finally, the committee heard HB 1529, which addresses the home health aide program for medically fragile children. Rep. Tremont said the bill would direct AHCA to seek a federal waiver so parents’ earnings from caring for their children would not count against Medicaid eligibility, and would revise training requirements and remove mandated annual program assessments. The bill drew supportive public testimony from home care stakeholders, had no debate, and was reported favorably. The meeting then adjourned.