Transcript Highlights:

• The activities that would be supplemental would be supplemental to the core curriculum, and they're not
• We don't get specific down to the curriculum level with it, Senator.
• They will be reviewing that material along with our base curriculum.
• They've gone to levels where it's really made it very difficult for these developers to do their job.
• They've gone to levels where it's really made it very difficult for these developers to do their job.

Summary: The committee heard and advanced several bills. SB 624, by Senator Yarborough, would allow batterers intervention programs to offer optional supplemental faith-based activities, with no participant required to take part; supporters said it would expand provider options amid a shortage of certified programs, while opponents raised concerns about government speech and mixing religion with court-ordered programming. After debate, the bill was reported favorably 7-2. The committee also considered CS/SB 834, which repeals a 2022 restriction preventing licensed insurance agents from marketing or selling health care sharing ministries; supporters framed it as restoring choice and free speech, while opponents warned about consumer confusion, commissions, and lack of insurance protections. It was reported favorably 8-2. The committee next approved CS/SB 502, via a strike-all amendment, to give Florida concurrent jurisdiction over certain juvenile offenses on military installations so juveniles can be handled in state juvenile court rather than federal court; the amendment and bill both passed unanimously. CS/SB 52 also passed unanimously after testimony from church leaders and security personnel supporting an exemption from Class D/G licensing for unpaid armed security volunteers at places of worship. Supporters said the bill would clarify legal gray areas and help churches afford security, while members noted the broader concern that houses of worship need armed protection at all. Finally, the committee reported favorably SB 840, which revises last year’s emergency/local planning law by narrowing its application after storms from 100 miles to 50 miles of the storm track and exempting certain water, flood, and state/federal planning matters; local government representatives supported the clarification, and the bill passed 9-0. CS/SB 758, as amended, updated the membership of the Justice Administration Commission to better reflect the entities it oversees, and it also passed 9-0. The meeting ended with a recorded affirmative vote from Senator DeSigley on SB 624.

Transcript Highlights:

• I’d like to hand it over to Jess and then open this conversation about how we want to go about developing
• Whatever blank is, that can then become something that we start thinking about as a curriculum goal for
• As a curriculum developer, you have to answer those questions first and then build everything around
• But I think that there's a way to, and this may be getting too much in the weeds, is a way to develop
• So in curricular development, could something that we think about is, in essence, a, I guess, like a,

Keywords: 995, all

Summary: The Working Group on Education and Training of the Special Commission on Xylazine held its first meeting to begin developing findings and recommendations on education and training for first responders, the medical community, the substance use treatment community, and people who use drugs. Members discussed the need for baseline information on what xylazine is, its clinical effects and harms, signs of exposure or poisoning, wound care, and immediate response steps, while also noting that training should be tailored by audience, geography, and role. Several members emphasized that the training should be practical and action-oriented, helping people recognize xylazine exposure and know what to do next, including whether naloxone is relevant and how to reduce risk and mitigate harm. A major theme was whether the group should recommend a needs assessment or survey to identify what different audiences already know and what they still need to learn. Members suggested that BSAS, DPH, local public health departments, licensing boards, and other stakeholders could help gather this information, and that existing resources such as DPH materials, MADS data, Brandeis materials, and trainings already being funded at BMC should be reviewed. The group also discussed the importance of using plain language for non-clinical audiences while still including clinical detail for providers, and of distinguishing between clinical and non-clinical training tracks. The working group agreed to divide into subgroups: Senator Keenan will focus on first responders, Dr. Simon on the medical community, and Millie Batiya on the substance use treatment community, while Chair Domb will focus on people who use drugs. Staff will send meeting notes, an early draft PowerPoint framework, and a shared Google Drive folder for materials. Members were asked to gather sources and ideas by November 25 ahead of the December 11 public meeting. The meeting ended with a motion to adjourn, a second, and unanimous thanks to staff and participants.

Transcript Highlights:

• There is also the Strong Workforce Program, which incentivizes colleges to develop curriculum in high-demand
• It's about developing strategies for increasing nursing program credentials, updating curriculum, and
• curriculum, Such as Strong Workforce, which, again, is about developing curriculum, working with local
• It's an economic development strategy.
• development, LC and E accreditation, and a complete financial analysis.

Keywords: 988, house, all

Transcript Highlights:

• </c> School Book Fairs Workforce Development School Book Fairs Workforce Development resources<00:03:
• , curriculum development that work with teachers to enhance what's happening in the classroom.
• </c><00:52:25.400><c> curriculum</c> professional development curriculum professional development curriculum
• ><c> teachers</c><00:52:28.119><c> to</c> development that work with teachers to development that work
• </c><01:02:07.839><c> and</c> resources to research and develop and resources to research and develop

Keywords: 1187, senate, all

Transcript Highlights:

• It could be a form of development.
• Is that correct, or near that development, touches that development?” “It is nearby.
• Is that correct, or near that development, touches that development?” “It is nearby.
• I get the point about development and inappropriate development, but I also get the part, and my friend
• Now, long-term, if this property's development, but to develop that $48 a year on a property tax, yes

Summary: The committee met to consider a series of temporary appropriation requests, reserve fund transfers, federal grant appropriations, and review items. Early items included a $32 million appropriation and matching reserve transfer for the Department of Education’s educational freedom account program, a $476,000 request for the State Crime Lab, and a $90,000 assessment coordination request from DFA. Members asked questions about the assessment contract costs, and the item was approved. The committee also approved a $1 ARPA return to the CDC and a Department of Human Services reallocation package that moved general revenue and positions among divisions to meet client needs. The most extensive discussion centered on a $32 million restricted reserve transfer for the educational freedom account program. Members questioned the growing number of participating students, the program’s long-term funding needs, and safeguards against improper purchases. Agency representatives said about 44,000 students were being funded, that reimbursements and marketplace purchases are reviewed, and that reporting and audit controls are in place, though not every instance of fraud can be prevented. The committee approved the transfer after discussion. Members also approved smaller cash and federal grant items, including funding for a teacher shortage data dashboard, All Kids Bike grants, crime lab outsourcing, veterans cemetery operations, and a podiatric medicine licensing investigation fund. The most contentious item was a $7 million federal Forest Legacy grant request for Central Arkansas Water and the Department of Agriculture to acquire land in the Maumelle watershed, including acreage in Perry County and Pulaski County. Members debated water quality, development pressure, property tax impacts, local support, and whether Perry County had been adequately consulted. Agency and company representatives argued the acquisition would protect drinking water, preserve forested watershed land, and support recreation, while some legislators emphasized the county’s tax and development concerns. Senator Davis moved to defer the item to the full Legislative Council and to request removal of the Perry County portion; that motion passed. The committee then reviewed the remaining items, including a Veterans Affairs pay plan request, and adjourned.

Transcript Highlights:

• </c> want to know what your curriculum want to know what your curriculum is<03:26:06.960><c> other</c
• They adopt the curriculum.
• </c> school board they adopt the curriculum school board they adopt the curriculum so<04:06:38.680><c
• Do they show me all the curriculum? No.
• </c> Education to review HIV AIDS curriculum Education to review HIV AIDS curriculum and<04:54:05.080

Keywords: 928, house, all

Summary: The Children and Family Law Committee opened a hearing on House Bill 285, which would add language to the parental rights and responsibilities statute directing judges to consider known mental health or medical conditions that could affect parenting. Representative Ball, the bill’s sponsor, said the intent was not to require disclosure of private records, but to give judges a reminder to ask whether anything in a parent’s condition could interfere with parenting and to help ensure children’s safety and best interests, especially in high-conflict or pro se family court cases. He said the proposal was meant as a guardrail and not as a way to reduce parenting time or take children from parents. Committee members questioned whether the existing best-interest factors already cover parenting ability, whether the new language could invite stigma or weaponization in custody disputes, and whether judges already have authority to ask these questions. Ball responded that judges often do not ask, that family court can be difficult for unrepresented parties, and that the language would simply make the issue explicit. He also said he would be open to amendments, including language that more directly instructs judges to ask the question. One member raised concerns about whether the bill should say judges “shall” ask rather than “may,” and Ball said he was willing to work with the committee on wording. Sarah Horn, a NAMI New Hampshire board member and parent, testified in opposition. She described her own history with OCD, ADD, PTSD, hospitalization, and recovery, and said mental illness had not harmed her ability to parent; she warned the bill could increase stigma and discourage people from seeking treatment. In response, Ball said her testimony was part of why he had considered an amendment to include physical health as well, so the bill would not single out mental health. The hearing ended without a vote in the transcript provided.

Transcript Highlights:

• Probably the best professional development I've ever attended.
• Also, cross-curriculum, PLCs.
• Also, cross-core curriculum, PLCs.
• time during the day to help, do you do cross-curriculum PLCs?
• governing professional development.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• And I know in Santa Fe, there's a lot of housing and development units being put up.
• Some of the office units, then just new developments, infill.
• And it's workforce, but it's also just general housing development needs.
• So back to these curriculums, and when we talk about the opioid crisis and rural families and kids.
• British curriculums, but they're not our Spanish.

Transcript Highlights:

• </c> regularly uh uh you know de developing regularly uh uh you know de developing in<01:25:17.920><c
• Sorry, there's more stuff: curriculum instruction, leading the research and development, the what and
• Curriculum development and professional development time—well, wouldn’t it be wonderful if there’s something
• <03:41:53.520><c> development</c><03:41:53.920><c> and</c><03:41:54.120><c> Prof</c> curriculum development
• and Prof curriculum development and Prof professional<03:41:55.319><c> development</c><03:41:55.840>

Keywords: 928, house, all

Summary: The committee first heard House Bill 362, which would grant the Department of Education rulemaking authority related to educator licensure and testing requirements, including passing scores on professional education assessments. Representative Ladd said the bill is intended to preserve New Hampshire’s standards for classroom teachers and CTE instructors, while allowing DOE flexibility through rulemaking. He emphasized maintaining high standards, including for career and technical education, and said he was open to DOE clarifying the language further. Committee members raised concerns that the bill, as written, could remove language recognizing industry-recognized credentials for CTE instructors. Department of Education Director Steven Appy said DOE had drafted an amendment to clarify that the requirement applies to an initial New Hampshire license, to exempt CTE teachers from content exams, and to preserve current administrative practice allowing basic academic skills testing and industry-recognized credentials as substitutes. The committee discussed the distinction between basic academic skills tests and content assessments, and Appy said the amendment was meant to avoid conflating those requirements. The chair said the committee would take up executive session on HB 362 and related bills later. The committee then took up House Bill 90, which narrows and defines the rules for part-time teachers, especially in concurrent enrollment settings. Representative Ladd explained that the bill is meant to allow qualified college faculty or adjuncts from the University System or Community College System to teach high school concurrent-enrollment courses when local schools lack a teacher with the needed master’s-level credentials, particularly in math and STEM subjects. He said the bill is intended to expand student access to college-level coursework, save money, and preserve standards, while still requiring background checks and adherence to ethics and conduct rules. Members began asking questions about how the bill would work in practice, including certification and endorsement issues, but the hearing was not concluded in the portion provided.

Transcript Highlights:

• They're looking at curriculum and curriculum alignment and the academic portion. But in...
• They could share curriculum products.
• We are not talking about content and curriculum.
• Act 409 does not dictate curriculum.
• We like to say that we're the backbone of economic development and workforce development, because without

Bills: HB624, HB1022, HB1203, SB82, SB206, SB305, SB376, SB441

Keywords: school safety, emergency operations plan, crisis management, active shooter, drills, training, classroom security, primary health services, behavioral health, school health providers, medical necessity, student health care, education, school week, instructional time, public schools, performance score, student athletes, cardiovascular health, sudden cardiac arrest

Transcript Highlights:

• They are receiving these trainings and the curriculum and the classes.
• It's still in development. And it includes several family-facing resources.
• And we've also developed a resource.
• And we've also developed a resource hub website that was developed in partnership with the ARC.
• And Massachusetts is like the leader in developing this for students with disabilities.

Keywords: 995, all

Summary: The Employment Subcommittee of the Permit Commission on Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes before hearing a presentation from the Lawrence Partnership for Transition to Employment (LPTE). Presenters from UMass Boston’s Institute for Community Inclusion, the Arc of Greater Haverhill-Newburyport, Northeast, and Lawrence Public Schools described LPTE as a five-year grant focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence through community partnerships, work groups, and family engagement. A major focus was a family survey designed to better understand barriers to transition planning and IEP participation. Presenters said the survey response rate increased sharply after Lawrence Public Schools helped distribute it, rising from about a dozen responses to more than 200. Survey findings showed common barriers such as scheduling conflicts, language access, childcare, transportation, and limited understanding of IEPs and transition planning. The data also suggested that many families expect college or employment outcomes for their children, but fewer reported access to pre-employment training, indicating a communication gap rather than a lack of services. Lawrence school staff explained that the district has a five-person transition team, bilingual resources, workshops, and a developing online transition hub, and that they are using the survey results to improve visibility and access to existing supports. Committee members discussed the need to start transition planning earlier, expand real-world work experiences, improve outreach to Latino families, and better connect students with college, trade, and employment pathways. Several members suggested partnerships with summer youth employment, volunteer programs, and college or alumni panels. The presenters said the grant ends in September, but the resource hub will continue through the Arc and they are exploring ways to sustain the consortium model. The meeting ended with thanks to the presenters, an update that committee members would meet with Seed on Massachusetts as a model employer, and notice that the next meeting would feature the Office of Veteran Affairs before adjournment.

Transcript Highlights:

• So we all understand when it comes to economic development that, no matter your pathway in life, a foundational
• understanding... ...to economic development, that, no matter your pathway in life, a foundational understanding
• We also have prioritized and are committed to continuing the professional development opportunities for
• “Where they look at curriculum.
• It's important that school districts have the flexibility to create curriculum that meets their unique

Summary: Treasurer and legislative supporters held a press event to announce pre-filing of legislation that would require financial education for Washington students as a graduation requirement. Treasurer said the goal is to give young people a foundational understanding of personal finance so they are not dependent on their parents’ money knowledge and can better navigate loans, credit, interest, taxes, housing, and other financial decisions. Senator Adrian Cortes said he is leading the effort in the Senate and described the bill as important for preparing students for adult life and supporting working families and future small business owners. Testimony from an educator, a financial education nonprofit leader, and a credit union representative all backed the proposal. Vanessa Medina, a Vancouver public school teacher, said students need practical skills for student loans, car loans, leases, and job benefits. Christy Johnson said the financial system is increasingly complex and that financial literacy is a life skill and social justice issue, especially given the wealth gap and the pressures facing young people. Tracy Godat said her organization already has free materials and professional development ready for educators, and Joe Atomack said credit unions see the need every day and can help expand access through school branches and student work experience. In response to questions, Cortes said the new bill differs from a previous House-passed version mainly by reducing reporting requirements and therefore lowering fiscal impact for districts and OSPI. He said the bill would align with the State Board of Education’s Future Ready process and could take effect by 2033 or earlier, depending on integration. The treasurer said the issue has broad bipartisan support and argued that Washington is behind other states in not already requiring financial education.

Transcript Highlights:

• This is something that is developed through a committee as outlined in statute.
• Dosage means that they got all 12 of the sessions or weeks of curriculum that they were intended to get
• Many of them were curriculum providers.
• Many of them were curriculum providers.
• So for a virtual school, which is a standards-based curriculum, now we have the ability to get to each

Summary: The committee met to hear an overview of the Appropriations Committee on Criminal and Civil Justice budget area and then received performance-measure presentations from the Department of Corrections, the Commission on Offender Review, and the Department of Juvenile Justice. Staff reviewed the roughly $7.4 billion criminal justice and judiciary budget, noting major funding areas such as corrections, law enforcement, victim services, courts, and due process, along with recent investments in prison health care, security equipment, fentanyl enforcement, court staffing, and juvenile justice salaries and education programs. Secretary Dixon of the Department of Corrections described staffing and population pressures, including growth in inmate population, overtime-driven deficits, and the opening of additional housing units. He emphasized the department’s use of performance measures and highlighted reforms such as incentivized prisons, administrative management units, reentry planning, faith-based programs, and expanded education and vocational training. Members asked about teacher hiring, public defender pay parity, fentanyl funding, staffing capacity, and the role of the National Guard; Dixon said teacher vacancies had improved, public defenders had received comparable pay increases, fentanyl funding would be addressed further by FDLE, and the Guard had helped stabilize staffing. The Commission on Offender Review reported on parole, conditional release, addiction recovery supervision, and revocations, saying its recidivism/success rates had improved over a three-year measurement period. Senator Rouson pressed the commission on clemency and pardons, saying that work was omitted from the presentation and asking for backlog and case data; the commission said it did not have those figures on hand and would follow up. The committee also discussed a conditional medical release pilot study, and members questioned the report’s conclusion that no suitable elderly inmate population could be identified, asking what criteria were used and whether stakeholders were consulted. Secretary Hall of the Department of Juvenile Justice outlined the agency’s prevention-to-residential continuum and its emphasis on education, data-driven decision-making, and evidence-based programming. He said salary increases had reduced vacancies, juvenile arrests and residential commitments had fallen sharply over time, and tools such as civil citations, risk assessments, and quality-improvement reviews were being used to guide placements and services. Hall also described the department’s use of dashboards, monthly data check-ins, and the dispositional matrix to improve outcomes and reduce recidivism.

Transcript Highlights:

• As we're developing these professional developments, we are kind of using our professional knowledge
• We're, as we're developing these professional developments, we are kind of using our professional knowledge
• Develop lessons around any topic.
• This technology development cycle is so rapid.
• and teach that curriculum for 30 years.

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• OSP, in developing these rule changes, worked with CASO Consulting, who was hired by... ...developing
• this will happen again unless y'all develop it.
• This is for development of the Mina Trails project at Queen Wilhelmina State Park, Phase Two.
• Number 24, with the Economic Development Commission, with Retail Strategies.
• This is to develop the statewide strategic maternal health plan.

Summary: The committee met to review a supplemental agenda item, procurement rule revisions, methods of finance, discretionary grants, contracts, reports, and a member disclosure. The supplemental agenda was accepted, and the Office of State Procurement’s rule revisions were approved after Jessica Patterson explained they were driven by 2025 legislative changes, including Act 782, CASO Consulting recommendations, and updates to sole source, bid, protest, and debarment provisions. The methods of finance and discretionary grants were also approved, covering a range of university capital projects, health and human services grants, historic preservation awards, and tobacco prevention and cessation programs. The committee then reviewed RFQs and six ratifications. The ratifications included a Workforce Connections payment to ACT WorkKeys for services provided during a contract gap, a Department of Health ratification for water-leak repairs, a large Department of Public Safety ratification for Motorola’s Arkansas Wireless Information Network upgrade, a Veterans Affairs HVAC ratification, an ADFA medical services ratification, and a UA Little Rock painting contract ratification. Members questioned the Public Safety ratification at length about why the expired Motorola contract was not caught sooner and why it took months after discovery to come forward; agency officials said the work was tied to bond funding and was not tracked in ASIS, and the chair urged agencies to develop better monitoring procedures. The committee approved a large slate of construction, intergovernmental, out-of-state, and in-state contracts, including many recurring service agreements for DHS, higher education institutions, corrections, health agencies, and state support functions. Several members asked about specific contracts, including aerial application services for correctional farms and a Southern Arkansas University custodial contract, and staff or agency representatives provided brief explanations. The meeting concluded with review of reports and approval of a member disclosure involving Representative Andrew Collins’ investment interest in a company leasing property to Arkansas Rehabilitation Services.

Transcript Highlights:

• And so staff has developed a supplemental agenda for your review today.
• OSP, in developing these rule changes, worked with Acosta Consulting, who was hired by the Legislative
• In this letter, you'll see that they state that they had a contract with ACT WorkKeys curriculum, and
• This is for development of the Mina Trails project at Queen Wilhelmina State Park, Phase Two.
• Number 24 is with the Economic Development Commission and Retail Strategies.

Summary: The committee met to review a supplemental agenda, procurement rule revisions, methods of finance, discretionary grants, contracts, and a member disclosure. The Office of State Procurement presented rule changes tied to 2025 legislative changes, including Act 782, with updates to sole-source definitions, unrealistic bids, protest requirements, debarment procedures, and recodification references; the committee voted to accept the supplemental agenda and approve the rules. Members also approved eight methods of finance covering university repairs, equipment replacement, property purchase, and capital projects, along with a large slate of discretionary grants for courts, health, DHS, historic preservation, and tobacco prevention programs. The committee then reviewed RFQs and six ratifications. The ratifications included a Workforce Connections payment to ACT WorkKeys, Department of Health costs from an ice-storm-related water leak, a large Department of Public Safety ratification for Motorola’s Arkansas Wireless Information Network upgrade, Veterans Affairs HVAC and medical-service payments, and a UA Little Rock painting contract. The Department of Public Safety ratification drew extended questioning about why the expired Motorola contract had not been renewed sooner and why the issue took months to reach the committee; agency officials said the project was bond-funded, had not been tracked in ASIS, and involved ongoing negotiations and system updates. Despite concerns, the committee approved the ratifications. Members also reviewed a long list of construction, intergovernmental, out-of-state, and in-state contracts, including numerous university, DHS, health, corrections, and state agency agreements. Several contracts were discussed in more detail, including an SAU custodial contract question about sales tax and transparency reporting, and Department of Corrections aerial application contracts for Tucker and Cummins farms, which officials said served separate facilities in different parts of the state. The committee approved the contract lists, reviewed reports, and accepted a disclosure from Representative Andrew Collins regarding his investment interest in a company leasing property to Arkansas Rehabilitation Services before adjourning.

Transcript Highlights:

• with feedback, all contributing to the development of an instructional coherence.
• In addition, Our area division is working with stakeholders to locally develop assessment items that
• The focus is on strengthening student-centered standards aligned IEP development.
• Furthermore, we require our schools and districts to look at their data, develop their data, develop
• design, teacher workforce development, and data systems.

Transcript Highlights:

• So you spoke about the approved curriculum and so forth.
• With regard to your question about curriculum, it's not new.
• We have a curriculum approval process, and so those curriculums are already—programs are made aware of
• This is the preschool development grant.
• ECDEC is the Early Childhood Development Education and Care Fund.

Summary: The committee first heard the Office of the Governor’s FY 2027 budget request from Adam Gresham. He explained the office’s staffing and noted a $500,000 core reduction, along with a reallocation of three positions and about $168,000 from the governor’s office to the mansion operating fund to better reflect where those employees work. Members asked about the National Guard emergency line, which Gresham said had already spent about $63,457 in FY 2026 and could be used again for disaster activations, though he did not expect to use the full $4 million. He also said the agricultural resiliency transfer fund had not been used and had no current transfer plans. Several members commented on the size of the governor’s cut and whether the judiciary and other offices were also being asked to reduce budgets. No votes were taken. The committee then moved to the Department of Elementary and Secondary Education’s Office of Childhood and early childhood-related budget items. DESE staff described funding for the Office of Childhood, MoQPK child care provider grants, LEA pre-K grants, early childhood special education, Parents as Teachers, First Steps, preschool coordination, after-school programs, and child care subsidy. Members asked extensively about the MoQPK grants, including why Head Start providers were eligible, how curriculum approval works, and what safeguards exist against fraud or improper payments. DESE said it conducts physical inspections, desk reviews, payment-system checks, and investigations as needed, and that it had not had findings in this area. Some members questioned whether DESE or DSS was the right home for early childhood programs, while others defended the partnership and the role of early educators in identifying child needs. A major portion of the discussion focused on early childhood special education and the child care subsidy program. DESE explained that First Steps serves children birth to age three, while early childhood special education covers ages three to five and is driven by IEP eligibility; members asked for more data on diagnoses, trends, and how many children come off IEPs. The committee also discussed the child care subsidy budget and the governor’s proposed shift to paying providers based on authorization and at the beginning of the month. DESE said the change is being piloted, that a wait list is expected to begin around March 1, and that a May rollout is being considered, but only if software testing and fiscal projections show the system is sustainable. Members expressed frustration that promised changes had been delayed and that providers had been told different timelines, while DESE said the delay was driven by software issues, fiscal caution, and the need to avoid repeating prior payment problems. The hearing ended with the committee in recess before later resuming discussion of the subsidy program; no final votes or actions were taken in the portion provided.

Transcript Highlights:

• ,</c> districts for professional development, districts for professional development, that<00:03:56.159
• Um through the development program.
• We also develop uh leadership buildings.
• </c><00:46:50.960><c> and</c> that allow for advanced curriculum and that allow for advanced curriculum
• Talk to me about professional development.

Keywords: 958, all

Summary: The subcommittee met without a quorum and did not approve minutes, but heard testimony on budget line items for Data Seam and Teach for America. Andrew McNeel of Kentucky Free and representatives from the Commonwealth Policy Center argued that both programs rely heavily on recurring taxpayer support and should be re-evaluated. McNeel cited a 2020 Office of Policy and Audit examination of Data Seam, saying the program had received more than $30 million in state support since 2006, including $3.5 million in the current budget, and that the audit raised concerns about administrative overhead, alleged threats to districts, and the use of line-item language to justify sole-source contracting. He recommended suspending Data Seam funding this biennium, directing a new special audit, and requiring reimbursement of audit costs. The witnesses also urged the committee to withhold funding for Teach for America, saying the organization’s materials and history showed a commitment to diversity, equity, and inclusion that they opposed. They pointed to past statements, leadership titles, and program language as evidence that DEI concepts remained embedded in the organization, and suggested any funding should be redirected directly to school districts instead. Mike Harmon and Richard Nelson echoed those concerns, while also saying long-running programs should be periodically reviewed for efficiency. Teach for America Appalachia representatives then testified in support of the program. Executive director C.D. Morton described the organization as a teacher-preparation and leadership-development program serving rural eastern Kentucky, saying it had recruited and supported more than 325 teachers since 2011, with about 30 current core members in several counties and roughly 2,800 students impacted daily. He said the program helps fill hard-to-staff vacancies, that about 80% of teachers stay for a third year, and that many alumni remain in education. In response to questions from Representative Bojanowski about retention and cost, Morton said more than 60% of alumni are still in education, but he could not give a precise classroom-teacher retention number beyond the program’s broader alumni data.

Transcript Highlights:

• Our role is pivotal in the development, implementation, and sustainability of the Children's Advocacy
• Recognizing this, the National Children's Alliance launched the Leadership and Workforce Development
• The primary goal of our unit is to determine if a crime has been committed, to develop probable cause
• , and develop a case so we can arrest the offender and protect victims in the state of Florida.
• Pinellas being one of the counties that does not have neither a developing CAC nor an accredited CAC.

Summary: The Children, Families, and Elder Affairs Committee held a panel discussion on Florida’s child protection teams (CPTs), child advocacy centers (CACs), and related state systems. Testimony came from the Department of Children and Families, the Department of Health, a local CAC director, the Florida Network of Children’s Advocacy Centers, a CPT medical lead, and a Jacksonville sheriff’s sergeant. Witnesses described how DCF investigations, CPT medical and forensic services, CAC multidisciplinary coordination, and law enforcement work together to assess abuse allegations, provide interviews and exams, and connect children and families to services. Several speakers highlighted telemedicine, co-location, and Jacksonville’s specialized investigative model as examples of stronger coordination. Committee members focused heavily on communication gaps, staffing shortages, and delays in forensic interviews and medical evaluations. Senators asked about implementation of Jordan’s Law, the timing of DCF and law enforcement notifications, whether law enforcement is always included in decisions about forensic interviews, and how quickly children are seen after a report. DCF and DOH representatives said referrals are generally made within 24 hours and that multidisciplinary staffings are used to share information, but law enforcement described cases where interviews were scheduled weeks out or reports arrived late, creating problems for probable cause and safety decisions. Members also raised concerns about turnover among CPIs and CPT staff, caseloads, and the need for more specialty providers. CAC representatives said the model reduces trauma by bringing services together in one place, but noted uneven access across the state, especially in rural areas and in counties without CACs. They said sustainable funding and workforce development are needed to maintain and expand services, and one speaker noted that some CACs have closed due to funding challenges. DCF said there are about 1,500 CPIs statewide and an average active caseload of about 12 per investigator, while CPTs serve roughly 22,000 to 23,000 children annually. The committee did not take any formal vote or action, but members requested follow-up information on staffing numbers, communication practices, CAC locations, and recommendations for statutory or budget changes. The meeting ended with adjournment.