Transcript Highlights:

• No, it's in special language.
• Language Learner funds, as well as many other funds such as student growth and declining enrollment
• I don't know if there are any schools that give, like, a special incentive if you teach English learners
• , or, you know, your classroom is filled with English learners, et cetera, or in special ed, to have
• or English learners, and also in special education.

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• of ...than expected gains in English language arts test scores, roughly the equivalent of one-fifth
• We saw for Hispanic students, the area ...math and English language arts.
• For English learners, the largest impact was on English language arts test scores, and we also saw benefits
• You see dramatic gains in both math and English language arts test scores for the community schools in
• This process surfaced the need for a strong high school English Learner Advisory Committee and School

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• Certain school districts have much higher English language learners.
• language learner kids.
• Uh-huh... ...said almost 50% ELL kids, English language learner kids.
• For example, English language learners: when it says retention at grade 3 for students with persistent
• reading deficiencies, you would have a caveat for English language learners.

Bills: LB878, LB958, LB958A, LB762, LB1187, LB966, LB929, LB962, LB1209, LB937A, LB962A, LB1050, LB1050A, LB965, LB1022, LB753, LB788, LB913, LB1055, LB1195, LB429, LB721, LB722, LB727, LB745, LB749, LB778, LR293, LR296, LR422, LR495, LR496, LR497, LR498, LR499, LR500, LR501, LR502, LR503, LR504

Keywords: paid parental leave, state employees, workplace benefits, family support, economic impact, Medicaid, Medical Assistance Act, home and community-based services waiver, HCBS waiver, waiver participant, assessment tool, clinical interviewing, service tier, retroactive coverage, doula, doula reimbursement, maternal health, prenatal care, pregnancy, birth outcomes

Transcript Highlights:

• Has a 504, English learners, medical... now we're saying you must consider those exceptions.
• language learners.
• <00:33:59.919> language<00:34:00.240> Learners or to support English language Learners
• or to support English language Learners so<00:34:01.440> now<00:34:01.679> you<00:34:01.960
• How is English as a second language a health issue? No, it's not. That's what it says.

Keywords: 928, house, all

Summary: The subcommittee work session of the Education Policy and Administration Committee focused on House Bill 131 and House Bill 781, which were described as nearly identical bills addressing student cell phone use in schools. Members noted that HB 781 is an early bill and therefore needed committee action by Wednesday, while HB 131 did not face that deadline. The chair and members discussed the bills’ shared goal of requiring school boards to develop and adopt policies on student personal device use, with debate over whether the state should set minimum standards or leave more to local control. A major topic was funding. One member urged the committee to avoid creating an unfunded mandate and asked for some funding support, while others argued it was too early to commit money and that the committee should first establish the policy framework. The governor’s proposed funding was discussed, including a $1 million figure in the budget and a separate $250,000 amount referenced in the bill, but several members said the money would likely be insufficient to cover all students or pouch systems statewide. The committee also reviewed a handout reflecting proposed budget language that would require school boards to adopt policies on personal device use during the school day, with schoolwide implementation and exceptions for medical disability or language proficiency needs, and a DOE-administered grant program. Members spent considerable time on drafting details, especially deadlines and exceptions. They debated whether the bills should require school boards to “develop,” “adopt,” or also “implement” policies, and whether the effective date of the act should also serve as the deadline for school boards. They also discussed whether exceptions for classroom instructional use should be mandatory or merely encouraged, and whether the bills should explicitly include or exclude charter schools. Additional proposed exceptions included IEPs, 504 plans, English learners, and medical needs such as glucose sensors or insulin pumps, with some members suggesting medical issues be certified by a physician. No final vote or formal action was taken in the work session.

Transcript Highlights:

• Is English. Still the foundational language.
• language learners, which I'm actually an endorsed teacher of English to language learners, so that will
• Speaker and gentle lady will English learners.
• Be taught Beginning With their native language or as in English within the structured literacy.
• OK, and I, you know, I, I know that structured literacy does work very well with English learners.

Transcript Highlights:

• <00:01:55.040> learner component parts, the English learner component parts, the English learner
• learner revenue be require that English learner revenue be maintained<00:02:02.960> in<00:02:
• <00:03:23.280> learner compensatory revenue and English learner compensatory revenue and English
• We also lost a full-time position for English language.
• <00:41:02.880> language teacher assistants and English language teacher assistants and English

Keywords: 1187, senate, all

Transcript Highlights:

• But we have seen a huge uptick in English language learners, and when I say English language learners
• monolingual learners than we had here.
• and you hear it in your language.
• One-third of our student population are English learners, and today 49 students have been labeled as
• learners.

Transcript Highlights:

• It enhances programs, resources, and funding for our English learners.
• We have expanded supports for English learners.
• We have those English language learners. We have those kids with disabilities.
• And for those of us that have children in our communities that are Native American, English language
• language learners.

Bills: HB145, HB279, HB292, SB35, HJM1, HM7, HM4, HM22, HM23, HM24, HM26, HM32, HM51, HM1, HM39, HM29, HM43, HM30, HM52, HM64, HM65, HM66, HM11, HM14, HM21, HM34, HM50, HM17, HM46, HM13, HM20, HM54, HM31, HM35, HM36, HM59, HM2, HM16, HM47, HM53

Keywords: high-wage jobs, tax credit, job creation, New Mexico, economic development, healthcare privacy, electronic medical records, reproductive health, gender-affirming care, data protection, location tracking, confidentiality, sexual abuse, prison safety, correctional facilities, inmate rights, investigation procedures, judgeship, judiciary, court system

Transcript Highlights:

• Yes, piggyback off Representative Ennett, I would also like to know the number of English language learners
• My question has to do with English language learners.”
• “My question has to do with English language learners.
• The description on page 220 talks about—it's the fourth paragraph—English language learners serve students
• “And there's been funding set aside at $384 for each identified English language learner in the 26-27

Summary: The committee heard a series of Arkansas Department of Human Services budget presentations and questions, beginning with the Secretary’s Office and then the Division of Aging, Adult and Behavioral Health Services. Staff described the divisions’ appropriations, funding sources, and major programs, including senior centers, Meals on Wheels, mental health grants, substance abuse treatment, community alcohol safety, the Medicaid tobacco settlement program, and crisis stabilization units. Members raised concerns about flat or limited funding for senior services, the use and tracing of federal block grants, the lack of a funding source for the veterans’ mental health grant, and the mechanics of the community alcohol safety and treatment programs. The committee also discussed patient benefits funds at state facilities, transportation for senior center clients, and whether some special-language appropriations or fund balances should be revisited. Executive recommendations were adopted for the divisions considered. The committee then reviewed the Division of Children and Family Services and the Division of County Operations. Questions focused on foster care growth, adoption subsidies, professional fees tied to staff training and onboarding, vacancies, the Children’s Trust Fund, and TANF subgrants. Members asked about the reduction or elimination of TANF funding to child advocacy centers and other subgrantees, and DHS explained that prior reserves had been spent down and that the department was now trying to live within the annual TANF block grant and rebuild reserves. County operations questions also covered summer EBT, SNAP employment and training, the farmers’ market program, and the expected impact of a federal SNAP administrative match change, which DHS estimated would increase state costs by about $24 million annually, with roughly $18 million affecting the current year because the change begins October 1. Executive recommendations were again adopted. Finally, the committee heard from the Division of Developmental Disability Services and the Division of Medical Services. DDS testimony covered vacancies, staffing shortages, human development center construction and repairs, the reopening of the Boonville work training program, and funding for infant infirmary and child/family life programs. Medical Services testimony covered the Medicaid program, the current FMAP rate, the Our Kids B CHIP program, Medicaid payments to schools, nursing home distress funding, and large appropriation lines used to provide flexibility for claims and potential facility closures. Members asked for more detail on school Medicaid payments, reserve balances, and why some appropriations were much larger than actual spending. In each division, the committee moved and adopted Executive REC after questions concluded.

Transcript Highlights:

• I've had the privilege to come alongside an English language development teacher, helping her see the
• language development teacher an English language development teacher helping<00:32:35.000> her
• Reading and writing are not confined to English language arts teachers alone.
• Partner-language and English testing doubles the burden on students and staff.
• , the language of instruction, for students who, upon entering kindergarten, are on track in English.

Keywords: 1187, senate, all

Transcript Highlights:

• And the oral exam has been adapted for any language now.
• For a few years, it was only available for a limited number of languages.
• Now that the Pandora's box has opened and allowable for what we call an English-to-English proficiency
• exam to test for competency and proficiency in another language, all in English, which sounds a little
• I mean, it is a curriculum that is refashioned for the neurodiverse learners in the program.

Keywords: 995, all

Summary: The Workforce Support Subcommittee met to discuss using registered apprenticeships to help address workforce shortages in disability services, human services, and other high-need fields. Co-chairs and staff introduced the session as a follow-up to earlier discussions with state labor officials and representatives from developmental disability and behavioral health provider associations. The panel focused on how apprenticeships can create paid, structured pathways into jobs while also supporting credentialing and retention. Amara Ramon of the Division of Apprenticeship Standards explained how Massachusetts apprenticeship programs are registered and supported, including the roles of apprenticeship liaison staff, operations, quality assurance, and grant support. She described the core features of apprenticeships—paid on-the-job training, related technical instruction, wage progression, and industry credentials—and contrasted them with internships or co-ops. Melissa Chabelli of the MassHire Hampden County Workforce Board described the intermediary role her board plays in designing programs, registering apprentices, coordinating employers, and handling compliance. She emphasized flexibility, employer investment, tax credits, retention benefits, and the importance of mentors and local workforce partnerships. Lisa Morris of UMass Chan/For Health Consulting described a developing apprenticeship for medical interpreters, built from an existing training foundation and designed to address the gap between classroom preparation and work experience. She said the model would combine pre-apprenticeship training, employer interviews, 2,000 hours of apprenticeship, and related technical instruction tied to national certification. Speakers also discussed examples for nursing, early childhood education, CNC machining, and programs serving neurodivergent learners, including Bridgewater State’s Excel program. In response to audience questions, panelists said state agencies can serve as intermediaries, recruitment can come through career centers, youth programs, community colleges, ESL centers, and incumbent workers, and accommodations or modified curricula can support apprentices with disabilities. No votes were taken; the session ended with encouragement for attendees to contact the presenters and Division of Apprenticeship Standards for help developing programs.

Transcript Highlights:

• We have 21 percent of our students that are identified as English language learners or multilingual learners
• <01:47:42.239> language<01:47:42.719> learners identified as English language learners
• identified as English language learners or<01:47:43.440> multilingual<01:47:44.080> learners
• An additional $816 per student that were considered English language learners.
• language, English language learners, right?

Keywords: 1189, house, all

Transcript Highlights:

• They all know multiple languages. So Nazar speaks Ukrainian, Russian, English, and Spanish.
• ... ...instruction, including literacy instruction for English learners, such as bilingual and dual-language
• As an English language learner kid, I understand the complexities and the issues in learning how to read
• As an English language learner kid, I understand the complexities and the issues in learning how to read
• And on behalf of those English language learners, thank her, because there's many of them across this

Keywords: 996, all

Transcript Highlights:

• DISTRICT LEADERS, THEY ENGAGE WITH READING SPECIALISTS, READING COACHES, EST TEACHERS AND COACHES, ENGLISH-LANGUAGE
• LANGUAGE LEARNERS, THE TEAM GOES IN AND IS LOOKING AT THE SYSTEM OF INSTRUCTION AND THE TEACHING OF
• BASED ON I GUESS THEIR LANGUAGE DEVELOPMENT, THEIR ABILITY TO ACCESS LANGUAGE AND SOME E SAUL LEARNERS
• I THINK IT HAS A CORRELATION TO LANGUAGE DEVELOPMENT, EARLY LANGUAGE DEVELOPMENT, THAT'S JUST MY CONSENSUS
• LANGUAGE ARTS.

Transcript Highlights:

• and English learners when it comes to the state grant appropriation.
• and English learners when it comes to the state grant appropriation.
• and English learners when it comes to the state grant appropriation.
• <00:15:36.560> and<00:15:36.720> English multilingual Learners and English multilingual
• Learners and English Learners<00:15:37.880> when<00:15:38.040> it<00:15:38.160> comes

Keywords: 1183, house

Transcript Highlights:

• Minnesota adopted a new K-12 English language learner framework, which I also authored.
• Minnesota adopted a new K-12 English language learner framework, which I also authored.
• but when we look at the state of English but when we look at the state of English Learners<00:30
• <00:31:35.519> and<00:31:35.679> English multilingual Learners and English multilingual
• Learners and English Learners<00:31:36.840> when<00:31:37.000> it<00:31:37.120> comes

Bills: HF2090, HF982, HF2229

Keywords: higher education, scholarship, financial aid, state grant, tuition assistance, Pell grants, student retention, education equity, disabled veterans, veterans' dependents, dependent children, college affordability, books and fees, University of Minnesota, public colleges, Office of Higher Education, veterans benefits, military families, permanent disability, 100 percent disability

Transcript Highlights:

• Um, affordable teacher housing, funding high-quality Hawaiian history, language, and cultural education
• learners, and finally, establishing a non-voting public school teacher on the Board of Education.
• ,<00:17:16.160> and<00:17:16.480> cultural history, language, and cultural history,
• <00:17:22.880> learners,<00:17:23.679> and<00:17:23.919> finally, English learners
• , and finally, English learners, and finally, establishing<00:17:24.880> a<00:17:25.120> non

Bills: HB2118, HB1764, HB1815, HB2117, HB2436, HB2438, HB2532, HB2566, HB2573, HB1736, HB2425, HB1590, HB1913, HB1573, HB1542, HB1804, HB1976, HB1704, HB1996, HB1541, HB1926, HB1703, HB1866, HB1710

Keywords: business development, arts, cultural affairs, Hawaii, commissions, administrative transfer, funding appropriation, music education, public concerts, Hawaii State Library, cultural collaboration, music accessibility, State Foundation on Culture and the Arts, SFCA, Performing Arts Grants Program, arts grants, culture and the arts, history and the humanities, King Kamehameha Celebration Commission, Works of Art Special Fund

Transcript Highlights:

• An average of 87% of these students are students of color; 38% are English language learners; and 69%
• An average of 87% of these students are students of color; 38% are English language learners; and 69%
• language learners.
• development opportunities for teachers or English language learner supports.
• language learner supports or English language learner supports Senator<01:47:39.599> Swan<01:

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• We make them available in English, Spanish, Haitian Creole, and Braille.
• language learners in the state.
• So English language learners who are participating in the New World's program have seen faster rates
• language learners in the state.
• So English language learners who are participating in the New World's program have seen faster rates

Summary: The Education Postsecondary Committee held its first meeting and focused on state university centers and institutes, with an overview from the Board of Governors on how the more than 500 centers and institutes across Florida’s public universities are categorized, overseen, and reported. The Board described three categories: state-level centers, legislatively established centers, and university-established centers. Members were told universities must maintain policies, notify the Board of changes, publish public inventories, and submit annual reports and compliance certifications. Senator Harrell asked about funding sources and whether underperforming centers are reviewed for elimination; the response was that funding varies by center and that universities decide whether to maintain or disband centers under their own policies, with annual reporting and audit findings shared with the Board. Four university presentations followed. Florida Atlantic University highlighted its Center of Excellence in Biomedical and Marine Biotechnology, describing research in marine-derived drug discovery, genomics, imaging, cancer, neurodegenerative disease, and ocean sustainability, along with spin-off institutes and partnerships that have generated significant grant and contract support. FIU presented its Center of Excellence for Hurricane Damage Mitigation and Product Development, emphasizing the Wall of Wind facility, hurricane and water intrusion testing, code and product innovation, insurance modeling, and future expansion toward higher wind speeds and flood simulation. Florida State University’s High-Performance Materials Institute described work in advanced materials, aerospace composites, sensors, nanocomposites, and AI-enabled materials development, along with patents, industry partnerships, and new facilities tied to economic development. The University of Florida’s Lastinger Center for Learning outlined its work on teacher professional learning, literacy, New Worlds Reading, tutoring, and mathematics supports, including microcredentials, statewide book distribution, and early results showing improved reading confidence and growth. Members generally praised the centers for their research, commercialization, workforce development, and education impacts. Senator Jones and Senator Harrell commended the Lastinger Center’s literacy work and the broader return on investment from these programs, while Senator Berman noted the value of the synergies across institutions. The chair emphasized that future funding requests should clearly show measurable success, commercialization, and statewide impact. The committee then adjourned without any formal votes on legislation.