Transcript Highlights:

• I'm Wendy Rivenberg, and I am leading civics education at Education Development Center, which is headquartered
• The Civic Learning Institute is a virtual online program for educators at all levels, from kindergarten
• It reaches educators from across the country, so not just Massachusetts educators, but is open to everybody
• In addition, we have another program.
• Of course, it's a national PBS program.

Keywords: 995, all

Summary: The Special Commission on the 250th Anniversary of the American Revolution met without a quorum, so no votes were taken and any items requiring action were deferred to a future meeting. Representative Sean Garballey welcomed new commission member Mona Roy and thanked outgoing members Susie Berry and Abigail Chandler, noting that the governor’s office would be contacted about open appointments to help restore quorum. The commission then heard a presentation from the Massachusetts Civic Learning Coalition, which outlined civics and history education programs tied to Mass 250 and America 250, including Civic Learning Week, teacher professional development, student civic projects, online courses, and curriculum resources from partners such as iCivics, Harvard’s Democratic Knowledge Project, GBH, Facing History and Ourselves, EDC, Revolutionary Spaces, and others. The Massachusetts Office of Travel and Tourism reported on the state’s 250th anniversary campaign, including a November event at the Old South Meeting House with the governor, lieutenant governor, and Boston Symphony Orchestra, strong media coverage, over $6 million in sponsorships, new TV spots tied to Ken Burns’ American Revolution documentary, and a new Massachusetts First webpage and merchandise. Revolutionary 250 gave an update on upcoming Henry Knox Trail commemorations, including events beginning in January at the state line and continuing in Great Barrington, Springfield, Worcester, Framingham, Cambridge, Roxbury, and Dorchester Heights, with related planning for the St. Patrick’s/Evacuation Day parade and other Revolutionary-era observances. The commission also discussed possible future initiatives for member working groups: contributing to an America 250 time capsule, organizing community-level “America’s potluck dinner” events on July 5, and coordinating readings of the Declaration of Independence on July 8. Members asked clarifying questions about how the potluck and time capsule efforts would work, and staff said an email would be sent after the meeting to gather interest and form small planning groups. The meeting ended with a motion to adjourn, a second, and unanimous approval.

Transcript Highlights:

• programs for certificates, where each class builds on the next class and it's a certificate program
• their education their education and<00:04:30.320> as<00:04:30.639> part<00:04:30.880
• <00:04:46.240> for sort of linear continual programs for sort of linear continual programs
• class and it's a certificate program class and it's a certificate program that<00:04:55.120>
• educational funding is is also tied. educational funding is is also tied.

Keywords: 1183, house

Transcript Highlights:

• apprenticeship program.
• Being an FFA member grew my passion for the agriculture industry and agriculture education programs.
• industry and agriculture education industry and agriculture education programs<00:05:34.479>
• Our school district does not have a current program on implementing a dyslexia program.
• Our school district does not have a current program on implementing a dyslexia program.

Keywords: 958, all

Summary: The committee heard testimony on several education bills and first received a presentation from Paige Cash of Kentucky FFA/Kentucky Association for Career and Technical Education. She described the reach of CTE in Kentucky, saying more than 143,000 secondary students are enrolled in CTE courses, and highlighted work-based learning, dual credit, industry certifications, and student organizations such as FFA, DECA, FCCLA, HOSA, TSA, and SkillsUSA. She said CTE funding has helped update lab equipment, support teacher training, fund field trips, and expand participation in career and technical student organizations. Representative Wilson presented House Bill 132, which would address home hospital instruction reimbursement in cases involving short stays, particularly mental health placements that are often under five days. He said schools continue providing instruction even when they are no longer reimbursed under current rules. The committee advanced the bill unanimously after a motion and second, with the measure passing with an expression of opinion that it should pass. The committee then heard House Bill 272 on dyslexia, sponsored by Representative Heavrin. The bill would require KDE to annually update the dyslexia toolkit, require local boards to adopt policies for identifying and assisting K-3 students with dyslexia, require KDE to report district implementation data to LRC, and require teacher preparation programs to include dyslexia instruction. Members discussed whether the bill would require teacher diagnoses, how it would interact with existing IEP/504 and RTI processes, and concerns about added reporting and district burden. Supporters said many students are falling through the cracks and that earlier identification is needed; Representative Willner noted a shortage of school psychologists. The committee passed HB 272 with a motion and second, though several members voted pass and explained concerns about reporting burdens, red tape, and district costs. Finally, the committee began hearing House Bill 193, a dual credit cleanup bill presented by Joe Carol Ellis of KHEAA. She said the bill would consolidate the statutes governing general education dual credit and CTE/work-ready dual credit scholarships to match current funding practice and reduce confusion for K-12 schools and postsecondary institutions. The presentation was underway when the transcript ended.

Transcript Highlights:

• We have doctoral programs, and then we also have residency programs, residency training programs.
• MD program, we don't talk about three-hour credits in the MD program.
• We will talk about the MD program if we're discussing funding for the MD program.
• New program.
• and the MD program.

Keywords: 908, all

Summary: The Higher Education Funding Committee met to discuss possible changes to North Dakota’s higher education funding formula, with a particular focus on separating the UND School of Medicine and Health Sciences MD program from the general formula. Dr. Jenkins outlined several options for the MD program, including a fixed-funding model, a hybrid model, or keeping it in the formula, and emphasized the need to preserve strong support for medical education while making future funding clearer. He also discussed efforts to increase the share of North Dakota students in the MD program through ND85, expanded recruiting, early acceptance pathways, MCAT prep, a four-plus-one program, and the Primary Care Accelerated Track, along with future cost pressures such as AI licensing and residency growth. The committee then reviewed a simplified funding model from the University System Office that would base funding more heavily on student FTE, credentials awarded, and a few incentive factors such as small institution and research adjustments. Members questioned the use of placeholder numbers, the lack of a clear methodology for the small institution and research factors, and whether the model would adequately account for differences among institutions, high-cost programs, and graduate education. Several members raised concerns that arbitrary factors would be hard to defend politically and could distort funding or create competition between schools, while others said the exercise was useful as a starting point for discussion. Alex presented a second alternative that kept the current SIP-code structure but increased CTE weighting, added a progressive economic size factor, and separated out the MD program. His model also added an on-campus face-to-face headcount component and a credentials component, with the intent of rewarding in-person enrollment and completions. Members questioned the use of headcount instead of FTE, how hybrid, online, dual-credit, and off-campus students would be treated, and why face-to-face enrollment was weighted more heavily than completion. No formal votes or final actions were taken; the committee instead continued discussion and asked members to provide direction on which elements, if any, should be developed further.

Transcript Highlights:

• , the Empowerment Scholarship Account Program.
• CDF program.
• , as well as other federal programs.
• Also, just going back to, I guess, true attendance of programs and participation in a program as opposed
• We looked at the unemployment insurance program.

Summary: The committee first heard an update on Topok Elementary School District’s long-running noncompliance with Arizona’s Uniform System of Financial Records. The Auditor General’s office explained the USFR noncompliance process and reported that Topok had made substantial progress, correcting many deficiencies in areas such as open meeting law, procurement, payroll, attendance reporting, property control, and information technology. The district’s superintendent and staff described the corrective actions they had taken, the use of outside consultants, and their plan to maintain compliance through stronger leadership, training, and consistent procedures. Members praised the district’s progress and asked about the remaining deficiencies and the status of the 3% state-aid withholding, which the Auditor General said would be addressed by the State Board of Education. The committee then considered a request for a fourth school safety special audit, tied to concerns raised by Representative Martinez about Phoenix Union High School District and school violence response practices. The Auditor General said the proposed audit would be a new topic focused on policies and procedures for responding to credible threats of violence and allegations of staff misconduct affecting student safety, and could include Phoenix Union in the sample. Representative Martinez described a fatal 2024 shooting, weapons incidents, and concerns about district oversight. The committee approved the motion 10-0. Next, staff presented the fiscal years 2027-2028 school district performance audit schedule, describing 26 randomly selected school districts and career and technical education districts, plus 84 planned follow-ups. The Auditor General said the schedule is intended to shorten the average time between audits and that the school audits division is now fully staffed. Members asked about county coverage and the inclusion of ESA accountability, but the schedule was ultimately presented for review rather than approval. The committee also heard a detailed federal compliance audit presentation on the Child Care and Development Fund (CCDF) administered by DES. The Auditor General reported repeated findings involving missing provider documentation, questioned costs, and FFATA reporting errors, including a 2024 sample that led to questioning $2.88 million in costs. The office recommended stronger documentation, record retention, reporting procedures, and staff training; DES concurred and said it would correct the findings in 2026. Members discussed the limits of the single-audit scope, the possibility of a broader special audit, and the federal government’s recent actions on CCDF oversight in other states. Finally, the committee considered and discussed a special audit request for CCDF that would broaden review to provider oversight, licensing, site visits, and billing accuracy across multiple state agencies, with estimated costs of $547,000 to $625,000 and a projected report date of July 31, 2027.

Transcript Highlights:

• We've got a great little program set up.
• There's been a lot of change in education, which is sort of the name of the game in education, but. the
• We should be asking educators how to educate because they're the experts as someone who's been in the
• I think education now is just hard.
• programs.

Transcript Highlights:

• Education to order.
• Academic program. So, uh, whether you're H... My unit, my office, does not offer programs.
• So in the bill, the purpose of the fund is for the Career and Technical Education program, but that program
• So in the bill, the purpose of the fund is for the Career and Technical Education program, but that program
• The purpose of the fund is for the Career and Technical Education program, but that program is not mentioned

Keywords: 912, senate, all

Summary: The hearing covered Senate Bill 426, which would create an early learning apprenticeship grant program. Testimony was overwhelmingly supportive from the City and County of Honolulu, the Department of Human Services, the Executive Office on Early Learning, the University of Hawaiʻi College of Education, the Attorney General’s office, the Early Childhood Action Strategy, Hawaii Children’s Action Network, the University of Hawaiʻi’s early childhood educator project, and a Zoom testifier who described the importance of investing in high-quality early childhood education. Committee discussion focused on the program’s estimated cost, with figures of about $14.5 million in 2025-26 and $15 million in 2026-27, and on whether the program would require ongoing base-budget funding. The committee recommended technical, non-substantive amendments, including a statewide-concern amendment and a deferred effective date, and both committees adopted the recommendation by vote. The committees then heard Senate Bill 1622, which would appropriate funds to establish the Aloha Intelligence Institute within the University of Hawaiʻi to support statewide artificial intelligence initiatives. University representatives described the proposal as the product of campus-wide input and outlined five pillars: governance and policy, outreach and engagement, research and development, workforce development, and AI tools for key sectors such as health care, creative industries, manufacturing, data science, astronomy, and climate change. Members questioned staffing distribution, tuition, enrollment timing, housing, campus placement, and whether positions would be permanent or temporary; the university said it planned about 10 positions across campuses, would start with internal resources, and would house the effort under the Vice President for Research and Innovation initially. The committees recommended an SD1 with the appropriation amounts blanked out, a July 31, 2050 effective date, and committee-report language on housing and West Oʻahu, and the higher education and labor/technology committees adopted the amended recommendation. Finally, the Higher Education Committee took up Senate Bill 1488, a housekeeping measure to consolidate existing University of Hawaiʻi conference center statutes into a single revolving fund structure, and Senate Bill 636, which would fund retention and internship coordinator positions and broader enrollment management efforts at the University of Hawaiʻi at Hilo. SB 1488 drew university support and no opposition. SB 636 prompted substantial questioning about Hilo’s declining enrollment, current retention rate of 72.8 percent, and the scope of the request, which includes not only two named positions but also about $432,000 for enrollment management initiatives such as data analysis, IT support, and other student services. Hilo said it is targeting 3 to 5 percent annual enrollment growth and that the positions would support recruitment, retention, internships, and data-driven enrollment strategy. The committee pressed for a clearer broader plan, but the discussion in the transcript ended before a final vote on SB 636 was shown.

Transcript Highlights:

• About a quarter of pair educators earn less than $25,000 a year, and only about 30% of para educators
• It often requires educators to increasing educator pay, and their work is deeply admirable.
• Not for the general education.
• And not for the other special educators and the early childhood educators.
• , which helps pay for college, which is a really terrific, truly debt-free higher education program for

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with most testimony focused on two main topics: improving access to augmentative and alternative communication (AAC) for students with disabilities, and raising educator pay statewide. On the AAC bills (House 514/Senate 418), parents, advocates, and attorneys described how AAC devices and communication books help nonverbal or minimally verbal children communicate, participate in class, and reduce frustration and behavioral issues. Testimony emphasized that while districts are generally required to provide devices, many teachers and school staff lack training to use them effectively; the bill would direct DESE to update licensure and training requirements so newly licensed teachers are prepared to support AAC users. Committee members asked about current teacher-prep practices, implementation, and whether DESE could act without legislation, and witnesses said the proposal was intended as a long-term solution and had previously received some support and compromise language. The committee also heard extensive testimony on House 733/Senate 370, which would set a statewide minimum salary of $70,000 for teachers and $55,000 for education support professionals (ESPs/paras), with inflation adjustments and a phase-in structure that would shift costs over time from the state to municipalities. Supporters, including the bill sponsor, MTA leaders, and school employees from several districts, argued that current pay is not a living wage, contributes to staffing shortages and turnover, and forces many educators to work multiple jobs or rely on public assistance. They said the bill would help recruit and retain staff and better reflect the importance of the work. Committee members raised questions about how the state would fund the mandate, how it would interact with Chapter 70 school aid and local budgets, whether other states have similar mechanisms, and whether the proposal could create disincentives for districts already paying above the floor. Witnesses pointed to the Student Opportunity Act, the Fair Share Amendment, and the need for a broader school funding formula review as possible parts of the solution. The committee also briefly heard and discussed Senate Bill 435/House Bill 736, which would require de-escalation training for school bus operators, with the training paid for by employers. The sponsor and a parent advocate said the bill was prompted by a school bus incident involving a child with cerebral palsy and epilepsy and would improve safety and reduce reliance on law enforcement. Members asked whether the bill should also cover bus monitors and other transportation staff, and whether private contractors and public operators currently provide similar training. At the end of the hearing, the chairs closed testimony on the full list of bills and adjourned the hearing without taking any votes.

Transcript Highlights:

• This is a pilot program.
• We do miss you on education.
• It's a pilot program.
• It's a pilot program.
• program.

Summary: The House Education Committee met on May 12, 2026, and first approved SB 518, which gives LSU limited authority to buy and sell certain real estate within one mile of campus as a two-year pilot program. Supporters said the bill would let LSU respond more quickly to deteriorating properties near campus and improve the student experience, while keeping protections such as appraisals and fair-market-value requirements. Members asked about whether the authority would affect residential property or be expanded to other universities, and the bill was reported favorably without objection. The committee then advanced SCR 33, creating a one-year Work-Based Learning Coordination Task Force to study and better align apprenticeships, internships, job shadowing, and related programs across state agencies and employers. Testimony emphasized the need to reduce duplication and improve coordination so students and employers can more easily connect. HR 168 also passed, directing the Board of Regents to study collegiate athletic program funding after concerns raised by athletic directors about deficits and accounting practices. Members next approved SB 488, establishing a school safety drone response pilot program to supplement school crisis plans. The bill drew detailed testimony from a vendor describing drone deployment, response times, and coordination with law enforcement; an amendment was adopted to require coordination with the Department of Education, State Police, and the Sheriffs’ Association. The committee also favorably reported HCR 97, asking BESE and Wildlife and Fisheries to study adding age-appropriate hunting, conservation, and shooting sports education in grades 5-12, with members clarifying that no live firearms would be used on campus. Finally, the committee approved SB 112, allowing local school boards to adopt parental-consent release-time policies for religious instruction, with amendments adding instructor qualifications, reporting requirements, electronic delivery flexibility, and constitutional safeguards. It also reported SB 504, expanding individual graduation plans to include vocational options and apply to charter schools, with an amendment for standalone elementary charters. The committee then passed SB 346 and SB 347, both dealing with deepfakes—one prohibiting their use against K-12 students and the other adding unlawful deepfakes to campus power-based violence rules—and SB 353, authorizing postsecondary systems to digitize student IDs for use in LA Wallet. Several members raised concerns about naming LA Wallet specifically, but the bill was still reported favorably. The meeting ended with adjournment.

Transcript Highlights:

• I've been working on education since 2000. I've been working on education since 2007.
• I know how difficult it is to address the overavailability of higher education programs.
• Individualized education program or plan.
• This program did literally 1,000 assignments, which this program did.
• Chairman and Senate Education Committee. Thank you, Mr. Chairman and Senate Education Committee.

Keywords: 974, senate, all

Transcript Highlights:

• It is a big topic going on right now: special education costs in public education.
• It is a big topic going on right now: special education costs in public education.
• . education. education. question. question. question.
• program audit. program audit.
• . program. program.

Keywords: 928, house, all

Summary: The Legislative Performance Audit and Oversight Committee met to accept prior minutes and receive updates on ongoing audits. Audit staff reported progress on three education-related reviews: special education (34 of 71 observations completed, draft expected in the second quarter and final in the summer), education freedom accounts (22 of 41 observations completed, draft expected in the second quarter and final in the summer), and the doorway program (5 of 13 observations completed, draft expected by the end of February and final by April or May). No committee questions were raised on the audit status update. The committee then discussed possible future oversight topics, beginning with SNAP and concerns about fraud and work requirements. Members suggested inviting DHS officials and contract administrators to explain program operations and compliance, and also discussed whether the Department of Justice Medicaid fraud unit or other experienced officials could provide useful context. Members noted New Hampshire’s existing oversight layers, including the Executive Council and the joint HHS oversight committee, while also expressing interest in hearing more directly from department staff about staffing and contract management capacity. A substantial portion of the meeting focused on whether to pursue an audit of special education at the local school level. Members debated whether to wait for the ongoing statewide special education review and a legislative study commission report, or to begin scoping a local audit now so work could start sooner. Supporters argued that local-level spending, identification rates, and effectiveness vary widely by district and that an audit should examine both costs and outcomes; others cautioned that the scope would need to be manageable given limited audit staff and that the statewide report may help narrow the focus. The committee also briefly discussed a potential audit of the Bureau of Elderly and Adult Services, but no decision was made on that item.

Transcript Highlights:

• <00:49:27.359> program state approved teacher education program state approved teacher education
• So they have to show us that they've enrolled in a state-approved teacher education program or in the
• <00:55:50.319> program<00:55:51.359> um approved teacher education program um approved
• teacher education program um they<00:55:51.760> do<00:55:51.920> have<00:55:52.079>
• ><00:56:00.480> process<00:56:00.720> of education program or in the process of education

Keywords: 910, house, all

Summary: The committee on Education met on March 19 and moved through several bills under time pressure, hearing mostly brief testimony. SB 2024 SD2 and SB 896 SD2, both concerning public-private partnerships for charter school facilities, drew support from the Department of Education, the Charter School Commission, White Kids Can, and Hawaii Technology Academy. DOE said any P3 model should apply only to charter schools on private land and not affect public schools on DOE land. Supporters argued the approach could speed construction, reduce costs, and keep public money in public assets, while UPW and HGA raised concerns about privatization. In response, SFA said the intent was to mirror the existing conversion charter school model, with public ownership of assets and unionized staff, and noted some regions have waited years for schools. SB 2613 SD1 on TMK transfers was heard next. DOE said the bill had originally been supported as part of the governor’s package but was amended to require DOE to convey lands for 13 libraries on DOE property, which DOE said would create “donut holes” in campuses and was unnecessary because existing agreements already govern library use. The State Public Library System supported the bill, saying it has long coexisted with DOE but needs clearer separation and more reliable control over its sites. The Attorney General’s office said the library system currently lacks express statutory authority to own real property and flagged implementation issues because some of the affected parcels are not currently owned by DOE. Committee members questioned both sides about current agreements, communication, and how the bill would change operations. SB 494 SD2, concerning charter school audits, received comments from the Charter School Commission, which said the bill was redundant because charter schools already undergo annual audits during the term of their contracts. The Office of the Auditor was also present. SB 2391 SD2, relating to automatic pay increases for teachers, drew strong opposition from the Office of Collective Bargaining, which said step movement and longevity increases are negotiated in each contract and do not automatically carry over when a contract expires; it warned the bill could affect upcoming negotiations with HSTA. HSTA and several other supporters argued the bill would standardize annual step movement, improve retention, and reflect existing contract language. No votes or final actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Okay, Senators, if you'll turn to tab four, we have Senate Bill 254 on nursing education programs by,
• And what this bill really does, it tightens the state's oversight of nursing education programs, to some
• And what this bill really does, it tightens the state's oversight of nursing education programs, to some
• We want to see every program have a preceptorship program.
• Go to public programs and not-for-profit programs.

Summary: The committee heard and approved several health care bills. Senate Bill 68, by Senator Harrell, would require all hospital emergency departments to be prepared to treat children by maintaining pediatric equipment, staff training, written policies, a pediatric care coordinator, and completion/public posting of the National Pediatric Readiness Assessment. Senator Harrell said the bill is intended to improve pediatric emergency care in general hospitals, and the bill was supported by the Florida College of Emergency Physicians and the Florida Chapter of the American Academy of Pediatrics. It passed favorably. The committee also approved Senate Bill 154, which corrects the Mobile Act for dentists and dental hygienists by requiring graduates of out-of-state dental schools seeking licensure by endorsement to have attended a CODA-accredited school. The bill drew support from dental and dental hygienist groups and passed favorably. Senate Bill 40, by Senator Sharif, would require Medicaid managed care networks to ensure at least half of primary care providers offer appointments outside regular business hours, including evenings and weekends, to improve access and reduce emergency room use; it also passed favorably. A lengthy discussion centered on Senate Bill 254, also by Senator Harrell, which would tighten oversight of nursing education programs, create a temporary provisional license and preceptorship for new graduates awaiting NCLEX results, require remediation for low-performing programs, add standardized admission and exit-exam requirements, and allow the Department of Health to inspect programs unannounced. Supporters said the bill would improve quality and help students gain experience, while opponents warned it could reduce the number of nursing programs and worsen shortages, especially among private schools. After debate and testimony from nursing and school representatives, the bill passed favorably, with Senator Davis voting no. The committee then received an OPPAGA presentation on interstate health care licensure compacts. OPPAGA reviewed how Florida uses licensure by endorsement, telehealth registration, and compacts for nurses, psychologists, and physicians, and explained the potential benefits and drawbacks of joining additional compacts, including portability, data sharing, and emergency staffing versus costs, administrative burdens, and possible conflicts with Florida scope-of-practice laws. No action was taken on the presentation, and the meeting adjourned after Senator Davis requested to be recorded in support of SB 68 and SB 154.

Transcript Highlights:

• Education K through 16.
• Senate Bill 1884 by Sparks relating to the employment of persons by the State Board of Education to Education
• to Education K through 16.
• Senate Bill 2055 by West relating to participation in the Texas Leadership Scholars Program to Education
• Senate Bill 2059 by Parker relating to the recognition of Korean and technology education programs by

Transcript Highlights:

• This is for college students who are majoring in education degree programs.
• This is to fund the Education Facilities Partnership Program.
• Number eight is $25,000 to the Arkansas FFA Foundation for education, career success, and FFA programs
• Number eight is $25,000 to the Arkansas FFA Foundation for education, career success, and FFA programs
• The RSVP program, retired senior volunteer program, is a program for retired seniors.

Summary: The PEER Review Subcommittee met to consider a large agenda of appropriation, transfer, contract, and other review items. Members approved temporary appropriation requests in Sections B through F, including funding for prosecuting attorneys, education-related adjustments, school operating needs, labor licensing divisions, ARPA fund returns from Workforce Services, IIJA grants for state police CDL implementation and a forestry-related county grant, reserve fund transfers for teacher scholarships, school facilities, and economic development, and a Commerce reallocation tied to organizational realignment. Cash fund requests in Section G and budget classification transfers in Section H were also reviewed, along with pay plan requests in Section I, overtime requests in Section J, and multiple methods of finance in Section K. The committee also reviewed discretionary grants in Section L, including agriculture promotion board grants and DHS aging/adult behavioral health grants, plus RFQs, construction contracts, intergovernmental contracts, and out-of-state contracts in Sections M1 through M5. Several items drew questions from members. Workforce Services explained that $225,000 in TANF-related funds would be returned to the federal government because the two-year hold period for uncashed or moved checks had expired. Commerce officials described the $25 million site infrastructure grant program, saying it supports site development, due diligence, and infrastructure build-out at eligible sites of 30 acres or more, including rural communities, with grant agreements and matching requirements providing accountability. DHS and Education officials answered questions about the Care Solace mental health referral contract, saying it is a statewide concierge/referral service that helps schools connect students to Arkansas providers and follow up so students do not fall through the cracks; members asked for more information on provider selection, school-day scheduling, and Arkansas vendor participation. The committee held one item over: the DHS discretionary grant item for the RSVP retired senior volunteer program in L2, after concerns were raised about whether state general revenue was being used effectively and how much administrative overhead the providers retain. Members also questioned several contracts, including a DHS sole-source contract with EMSLink for document management software and a DHS bridge contract with Arkansas Foundation for Medical Care for Medicaid inspections of care reviews; in both cases, agency staff explained the need to avoid service disruption and said follow-up information would be provided. A Department of Corrections reentry center contract was discussed for its recidivism results, and ARDOT retirement-system investment contracts were briefly explained. The meeting ended after a lengthy discussion of the Medicaid Trust Fund balance, with DFA and DHS officials saying the state is expected to finish the fiscal year without exhausting the fund, that a restricted reserve of $100 million is available as a backstop, and that the larger question is what minimum balance should be maintained going forward.

Transcript Highlights:

• Educational agencies.
• programs.
• I spent over 20 years teaching in special education and English learner education.
• When educational agencies lose funding, the students feel a direct impact as programs get reduced or
• When educational agencies lose funding, the students feel a direct impact as programs get reduced or

Summary: The Assembly Education Committee heard AB 84, a charter school accountability measure focused on non-classroom-based charter schools and fraud prevention. The author and supporters said the bill was intended to respond to the A3 charter fraud case and related scandals by strengthening audits, transparency, authorizer oversight, and funding determination rules, while ensuring public education dollars are used for public education. Supporters included FCMAT, CSEA, CTA, and CSBA, who argued the bill would improve oversight and protect taxpayers. Opponents, including the California Charter Schools Association, Green Dot, many charter parents, educators, and charter operators, said the bill was too broad, would impose major new costs and bureaucracy on all charter schools, and could reduce options for families, especially those using flexible, homeschool, or special-needs charter programs. After extensive testimony and committee discussion, the bill passed on a 5-1 vote and was sent to Appropriations, with the item left open for additional votes. The committee then approved a consent calendar of 11 education bills, including AB 542, AB 563, AB 731, AB 753, AB 784, AB 964, AB 988, AB 1034, AB 1233, AB 1255, and AB 1381, all moving to Appropriations. The consent calendar passed unanimously. Later, the committee heard AB 1454, a literacy and reading instruction bill authored by Assembly Members Rubio and Revis. The bill would require the state to create professional development resources for evidence-based literacy instruction, update English language arts and English language development instructional materials, and revise administrator preparation standards to include literacy training. The authors and a broad coalition of supporters, including CTA, EdVoice, Families in Schools, Decoding Dyslexia, school administrators, and parent advocates, described the measure as a compromise aimed at improving reading outcomes and addressing California’s literacy crisis. There was no opposition testimony at the hearing, and members voiced strong support for the bill and its collaborative approach.

Transcript Highlights:

• majoring in education at UH.
• majoring in education at UH. majoring in education at UH.
• Today marks the second day of our 2026 Senate Education Week program, and I am pleased to welcome the
• that strengthen education in Hawaii. that strengthen education in Hawaii.
• and our educators.

Bills: HB1166, HB389, HB644, HB1509, HB1692, HB1842, HB1878, HB1926, HB1949, HB2116, HB2581

Keywords: HB1166, automated speed enforcement, speed cameras, traffic enforcement, road safety, traffic safety, Department of Transportation, state highway fund, special fund, appropriation, fiscal year 2026-2027, camera enforcement, speeding citations, automated traffic enforcement, highway safety, HB389, uncrewed aircraft, drone, drones, UAS

Transcript Highlights:

• And so this would allow administrator preparation programs to really focus their programs on preparing
• This, at the request of the Colleges of Education, gives more time to develop the program and the requirement
• Education Services.
• We already had hybrid learning situations and some of the programs like I think it's a cooperative education
• within our education system: our Educator Fellows.

Transcript Highlights:

• programs. the bill.
• Equity in education. Equity in education for all. Alina McLean.
• and special education.
• I spent over 20 years teaching in special education and English learner education.
• When educational agencies lose funding the students feel a direct impact as programs to get reduced or

Keywords: 988, house, all

Transcript Highlights:

• programs.
• those programs.
• faculty to those programs.
• So they're great programs.
• , low-cost programs... ...through that FTE number account for high-cost programs, low-cost programs,

Summary: The Higher Ed Funding Committee met to review how North Dakota might identify and address low-producing academic programs and to discuss draft funding formulas for the university system. Lisa Johnson of the NDUS explained that the State Board of Higher Education is already developing a system-wide policy, using models from other states such as Texas, Virginia, North Carolina, Colorado, Kentucky, Ohio, and Connecticut. She described how low-producing programs are typically flagged by multi-year enrollment or completion thresholds, then reviewed for workforce demand, mission fit, cost, accreditation, and regional need before any action is taken. Committee members asked about what counts as a program, how costs are analyzed, whether certificates are included, how exemptions work for mission-critical or high-demand fields, and whether the board or legislature should set the rules. Johnson said the board is the appropriate body to lead the process, but legislators could use funding leverage if they wanted to encourage action; the chair asked the board to bring a detailed proposal to the June meeting. The committee then heard a Legislative Council presentation on a draft formula for UND and NDSU. The proposal uses fall census FTE enrollment, with a placeholder undergraduate rate of $7,000 per FTE and a graduate/professional rate of $10,500, plus incentives for completions in in-demand fields and research productivity. Alex from Legislative Council walked through the projected funding effects, noting that the model would increase funding for NDSU and reduce it for UND in the current biennium, with different results in the next biennium as enrollment changes are recognized. Members questioned the use of the placeholder rates, the definition of in-demand programs, the treatment of research funding, and the exclusion of state-appropriated dollars from the external grants calculation. The chair emphasized that the numbers were illustrative and that appropriators would set the actual dollar amounts later. A second draft formula for the other nine institutions was also reviewed. That model uses fall census FTE without a weighted economic factor, applies a higher undergraduate rate, and adds completion incentives for in-demand credentials and all other completions. Members noted that the formula would benefit some institutions, such as Bismarck State College, while reducing funding for others, such as Mayville State, and discussed whether the nine institutions should be treated more uniformly or split into smaller groups because of their different missions and sizes. Committee members and staff repeatedly stressed that the formulas are still being refined and that some institutions would likely need hold-harmless adjustments or other transition measures. The meeting ended with the chair directing the committee to continue the discussion later and to expect further work on both the low-producing program policy and the funding formulas.