Transcript Highlights:

• This could be elementary school. It could be middle school. So I think that I'll focus on that.
• <00:42:20.560> school<00:42:20.880> it um this could be elementary school it um this
• could be elementary school it could<00:42:21.119> be<00:42:21.280> middle<00:42:21.520
• elementary elementary school<00:43:23.119> a<00:43:23.359> a<00:43:23.440> college<
• schools or build a new elementary school because they're at capacity.

Keywords: 1191, senate, all

Transcript Highlights:

• My child was born female and they actually transitioned to male in middle school and high school.
• This is a really difficult time in this country, but also just middle school and high school period.
• them I uh look back at my high school them I uh look back at my high school experience<00:03:46.959
• You were going to have to determine whether these kids, down to elementary school, meet that definition
• whether these kids down to elementary whether these kids down to elementary school<00:35:27.200>

Keywords: 1183, house

Transcript Highlights:

• I learned that, um, in Tulsa Public Schools, it's elementary, yeah, the kids are getting much younger
• School.
• Uh, we have contracts with the schools, Middale Schools.
• We are seeing children in elementary school that are suicidal. It's starting that young.
• We cover 22 schools in the Mid-Del School District.

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• school.
• Our sitting school board, Mrs.
• our only school board member who currently has young children in our public schools.
• school board, which I was, and an elected superintendent of schools, which I was.
• And I was that school board member. Than other school board members.

Summary: The committee first heard SJR 1104, a proposed constitutional amendment on voluntary religious expression in public schools. Senator Massullo said the measure would protect students and school personnel from discrimination for lawful religious expression, while not requiring prayer or religious activity. Questions focused on whether the proposal would change existing law, whether it could be used to protect coercive conduct by school officials, and whether the staff summary accurately reflected the bill. Public testimony included support from religious-freedom advocates and opposition from American Atheists and some senators who said the measure could make minority-faith students uncomfortable. The committee voted to report SJR 1104 favorably. The committee then took up SB 1738 on educational facilities, which directs state education offices to review facility requirements and recommend design and construction practices to improve safety and accountability. Senator Yarborough offered and the committee adopted an amendment removing crime-prevention-through-environmental-design language and adjusting the bill to preserve safe spaces during emergencies. The bill was reported favorably after brief discussion about balancing transparency, access control, and emergency safety. The committee also adopted a delete-all amendment to SB 824 on charter schools, replacing it with a transparency measure requiring districts to submit annual reports on unimproved land holdings to the Department of Education, which would publish a statewide report; the amended bill was then reported favorably. The committee next approved confirmation recommendations for appointees on tabs 7 and 8, then took up SPB 7036, a committee bill sponsored by Chair Simon. The package included school turnaround and early literacy changes, updates to school safety and health policies, early learning revisions, instructional changes, and educator pipeline provisions. The most contentious part was a proposal to let the state develop instructional materials; several senators questioned costs, guardrails, and whether the state should enter the textbook business. Simon said that portion was still being considered and that the bill would need safeguards if it moved forward. The committee adopted a motion to submit the bill as a committee bill and reported it favorably. Finally, the committee heard SB 1620 on public education, described by Senator Leak as a “school board members’ bill of rights.” The bill would give individual board members direct access to district documents and staff, limit district attorneys’ ability to represent both the board and administration, strengthen nepotism rules, and prohibit nondisclosure agreements for employees. Testimony from Volusia County board members, educators, and advocates was sharply divided: supporters argued the bill would improve transparency and protect minority board members, while opponents warned it could undermine superintendent authority, expose confidential student or personnel information, and create confusion in district operations. After debate, the committee voted to report SB 1620 favorably. The committee then heard SB 1170 on cameras in self-contained special education classrooms, with an amendment changing the proposal from a statewide mandate to a district policy allowing parents of students with disabilities to request cameras. Testimony was overwhelmingly supportive, centered on protecting non-speaking and vulnerable students and documenting abuse; one witness opposed the bill as an unfunded mandate. The committee was still in debate on the bill when the transcript ended.

Transcript Highlights:

• Sixth school year.
• Tutoring, summer school.
• Most of them, the vast majority, are offering TK at every elementary school site, which does matter for
• schools are designed.
• about school buildings.

Keywords: 988, house, all

Transcript Highlights:

• through high school.
• and new school?
• in trouble schools.
• school.
• Well, every school and school district is a little bit different.

Transcript Highlights:

• funding for our school districts.
• Who want to be in those schools.
• That students do feel that schools remain, and families continue to feel that schools are a safe place
• We saw in our own school district, Poway Unified School District, where we had a school that was In significant
• B and school C. to school B, right?

Keywords: 988, house, all

Transcript Highlights:

• public school fund.
• And exactly how many school districts do we have? "259 total school districts."
• And finally, in school level resources, looking at school level findings, rural schools spent the most
• Urban schools school spent the most per student on substitutes and extra duty urban schools spent the
• school?

Summary: The joint education committee continued its adequacy study with a detailed Bureau of Legislative Research presentation on resource allocation, covering how Arkansas school districts and charters spend foundation and other funds on matrix and non-matrix items. Staff explained the methodology for mapping expenditures, the district and school categories used in the analysis, and key findings showing that districts spend more per student from all fund sources than the foundation amount alone. The presentation highlighted that classroom teachers account for the largest share of matrix spending, while operations and maintenance, student support staff, nurses, and other lines also drew significant attention. Members asked for additional breakdowns by district type, size, rural/urban status, and trend data, and several questions focused on how waivers affect funding and spending, especially for library media specialists and other positions. The committee then discussed non-matrix spending, including instructional aids, non-technology-related facilities, school safety, mental health services, dyslexia support, food service, gifted and talented, career and technical education, and other items not explicitly defined in the matrix. Staff reported that non-matrix spending exceeded $2 billion in 2025, with most of it coming from other fund sources, and that the top superintendent-identified unmet needs over recent surveys were mental health services, school safety, and dyslexia support. Members raised concerns about dyslexia identification and funding, possible over-identification, and whether some support costs are being coded in ways that obscure the true spending picture. There was also discussion of facilities funding, the building fund, and the Department of Education’s partnership program for school construction and maintenance, with staff agreeing to provide more information and potentially bring department officials back for a future meeting. Throughout the meeting, members repeatedly requested more granular data and clarifications, including waiver counts and funding impacts, trend lines for superintendent-reported needs, district-by-district spending spreadsheets, and definitions for certain matrix and accounting terms such as salary enhancement, LEA indebtedness, and other employee health insurance. The chair noted that the committee would continue the adequacy process over the coming months and use the worksheet in the binder to develop recommendations for the next biennium. No votes were taken during this portion of the meeting; instead, the committee received the report, asked for follow-up data, and agreed to continue the discussion at future meetings.

Transcript Highlights:

• For our in-school assets, we were in 104 schools with 462 displays.
• Because of that, I'm in and out sometimes with the elementary schools and preschool and stuff like that
• School.
• Talking to many of our school districts and their superintendents, I have five school districts in my
• Out of school.

Transcript Highlights:

• I was wondering how we chose those school districts and also how many school districts applied.
• On here, we only have about 10 schools. "On here, we only have about 10 school districts listed."
• school years.
• that school year.
• school learning.

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.

Transcript Highlights:

• My dad taught at a public school. My mother-in-law taught at a public school.
• I went to public school, our parents went to public school.
• Ellen Smith Elementary School in Conway.
• Ellen Smith Elementary School in Conway.
• Joseph Catholic Elementary School, Conway.

Keywords: 1204, all

Transcript Highlights:

• decided to close their little school decided to close their little elementary<00:29:47.440> school
• Um so I think local elementary school.
• because they're closing their little elementary school, it just doesn't make sense to have a school
• they're closing their little elementary they're closing their little elementary school<00:35:40.640
• For science, we only test in grade five, and it's representative of elementary school science.

Keywords: 928, house, all

Summary: The committee first approved corrected minutes from October 6 after members noted and fixed several transcription and spelling errors, including a clarification that a comment about SAU numbers came from former Senator Jim Rubin. The vote to approve the corrected minutes was moved, seconded, and adopted with one abstention. The main presentation came from Chuck Bates of the New Hampshire Association of School Business Officials (ASBO), who described the organization, its certification program, and the role of school business administrators. He explained that ASBO members handle accounting and financial management, facilities, food service, HR, information systems, transportation, and risk management. He also outlined the certification program, which includes 21 courses, most online, plus four in-person workshops unique to New Hampshire, and noted that many members are not certified because the state licensure requirement was removed. Bates then addressed the committee’s interest in SAU consolidation and county-wide restructuring. He said business administrators often manage multiple budgets, attend school board meetings, and serve as a visible point of contact for the community. He argued that consolidation would create operational and financial challenges, including staff and facility relocation, differing accounting systems, lack of a standardized chart of accounts, and uncertain return on investment. He said the biggest obstacle would be local control, especially in small towns that do not want outside decisions affecting school closures, class sizes, or student transportation. Committee members questioned him about the distinction between administrative and academic control, the size of district offices in larger cities, and what might reduce administrative costs; Bates responded that many administrative costs stem from legislation and that consolidation would be difficult to implement without local support.

Transcript Highlights:

• School and Martin County Middle School to do after-school programming where she brings hands-on experiences
• preschool all the way up to high school. preschool all the way up to high school.
• Elementary School and Martin County Elementary School and Martin County middle<01:10:00.400>
• So, preschool, Head Start, and then elementary, middle school, high school, and even public settings.
• in this current school year.

Keywords: 958, all

Summary: The Make America Healthy Kentucky Task Force met with a quorum, approved the minutes, and then heard a presentation on the state’s “food is medicine” efforts. Chair Funky Fromm opened by describing a recent foot injury from a road hazard and used it to emphasize the importance of infrastructure, nutrition, sleep, and activity as part of a broader wellness culture. The main witnesses were Kentucky Commissioner of Agriculture Jonathan Shell, Holly Harris of Appalachian Regional Health Care (ARH), and Jim Muser of the Kentucky Hospital Association. Shell and Harris described a partnership between the Department of Agriculture, the Kentucky Hospital Association, and hospitals such as ARH to connect local farmers with hospital cafeterias, farmers markets, CSA-style subscription food boxes, and medically tailored meals. Harris said ARH serves a large region with 14 hospitals, more than 95 clinics, about 6,700 employees, and 1,300 medical staff, and that the system began by improving employee food options because hospital workers often have limited access to healthy meals during shifts. They reported examples such as a local-protein burger, parking-lot farmers markets, subsidized CSA boxes for employees, and plans for container gardens at some hospitals. The witnesses said the program is intended to improve health outcomes, reduce readmissions, support chronic disease management, and also increase rural prosperity by expanding demand for Kentucky farm products. Shell said more than 40 hospitals had already been onboarded into the food-is-medicine program, with measurable outcomes being studied through pilots such as one at Russell County Hospital. He also noted that some systems, including CHI St. Joseph Health, Taylor Regional, and UK King’s Daughters, have formally embedded food-as-medicine goals into strategic plans. Members and witnesses also discussed barriers, especially the lack of reimbursement, fragmented short-term funding, and regulatory or purchasing hurdles that make it difficult for small farmers to participate. Shell said the goal is to make the model scalable and easier for hospitals and farmers to navigate, while Harris emphasized that ARH has been funding its efforts without reimbursement because of its mission. No votes or formal policy actions were taken beyond approving the minutes.

Transcript Highlights:

• school as well.
• school as well.
• but elementary, well, it's elementary, but elementary, well, it's elementary, but upper<00:45
• in in the public school. in in the public school.
• school year.

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• Jasco, at Claire Lillianthal Elementary Jasco, at Claire Lillianthal Elementary School<01:02:46.960
• <01:21:03.040> And schools a true A school district.
• School.
• School.
• He's a proud East Elementary School.

Keywords: U.S. House of Representatives Floor Proceedings on Wednesday, July 16, 2025, 1012, house, all

Transcript Highlights:

• This is for Elementary and Secondary Education and the Office for Early Childhood.
• This is for Elementary and Secondary Education and the Office for Early Childhood.
• For adequacy fund, we spend almost $600 million a year out of adequacy into public school fund, which
• include the maternity leave for any of the other categoricals that are in there that are going to schools
• include the maternity leave for any of the other categoricals that are in there that are going to schools

Keywords: 1204, all

Transcript Highlights:

• And I ran for school board.
• Chairman, the school support one.
• Basically, if school districts wanted to, they have enough money to have a 205-day elementary school
• year and a 190-day school year for secondary schools.
• Under the first public school support, I move a do not Under the first public school support, I move

Bills: SB241, SB145

Keywords: child care, child care assistance, child care subsidy, early childhood education, early childhood care, daycare, preschool, pre-K, Head Start, Early Head Start, Children's Code, early childhood education and care department, ECECD, child care facilities, licensed child care, registered child care, copayments, waitlist, subsidy, federal poverty level

Transcript Highlights:

• She said she has had the distinct pleasure of going to two different elementary school classrooms, one
• She said she has had the distinct pleasure of going to two different elementary school classrooms, one
• She said she has had the distinct pleasure of going to two different elementary school classrooms, one
• She said she has had the distinct pleasure of going to two different elementary school classrooms, one
• one<00:35:46.640> in Elementary School classrooms um one in Elementary School classrooms

Keywords: 1183, house

Transcript Highlights:

• So the phase two of Capo High School, the Kalei Elementary School, those are, according to the audit,
• So for Kama Kamali East Elementary School, you had a million dollars in FY 2005, you got $993,000.
• So for Kama Kamali East Elementary So for Kama Kamali East Elementary School,<00:13:22.560> you
• build this big school. build this big school.
• charter school. charter school.

Keywords: 912, senate, all

Summary: The joint House committees on Housing and Education heard HB 1713, HD1, which would repeal school impact fees and transfer remaining balances in the school impact fee and certain fair share accounts to the school facilities special fund. The Department of Education testified in opposition, while the Hawaii Housing Finance and Development Corporation, the Attorney General’s office (with comments and suggested constitutional amendments), the Department of Hawaiian Home Lands, the School Facilities Authority, Grassroot Institute of Hawaii, NAP Hawaii, Avalon Development Company, Mark Development, Maui Chamber of Commerce, Housing Hawaii’s Future, Landis Research Foundation, BIA Hawaii, and others testified in support. The Tax Foundation of Hawaii offered comments. The DOE said the bill would weaken a key tool for matching school facilities to residential growth, while supporters said the current program leaves funds unused or restricted in ways that limit their effectiveness. A lengthy discussion followed about the difference between the older school impact fee program and the separate fair share agreements tied to land use entitlements and change-of-zone approvals. DOE Deputy Superintendent Jesse Suki explained that fair share funds are tied to the district where they were collected, may be too small to build a full school on their own, and are held until needed for projects such as Core Ridge, Central and West Maui, and other planned schools. Committee members pressed DOE on why funds had remained unspent for years, how much money was in the accounts, and whether the department had reviewed audit findings about the program. Members also questioned whether homeowners ultimately bear these costs through developers passing them along. The committee did not take a vote during the portion of the meeting provided. The discussion ended with members and DOE debating whether the current statute should remain in place, whether past entitlements should be affected, and whether the bill should be amended to better address remaining construction-related obligations and the use of collected funds.

Transcript Highlights:

• I would like to introduce and welcome students from the Young Entrepreneur Program at Kiyuki High School
• I would like to welcome students from the agricultural program at Wipahu High School.
• [applause] Kenny is a Pro City High School student who created Waves in the craft ice cream business.
• And this morning before session, I was invited to Kapalama Elementary School where they celebrated 10
• And this morning before session, I was invited to Kapalama Elementary School where they celebrated 10

Bills: HB9, SB2069, SB2342, SB2861, SB3123, SB2623, SB585, SB2211, SB2446, SB2919, SB2125, SB2116, SB2999, SB2656, SB2001, SB3169

Keywords: HB9, Hawaii Purple Heart state, Purple Heart, Purple Heart recipients, veterans, military, armed forces, service members, combat wounded, war veterans, military honors, state designation, symbolic legislation, honorary designation, Chapter 5 HRS, Hawaii Revised Statutes, military appreciation, veteran recognition, SB2069, Hawaii housing