Transcript Highlights:

• of the students that you see student, Are any of the students that you see student growth in under IEPs
• how are those children and students distinguished from your other third graders that are not under an IEP
• And those IEP students, a lot of them grew; every one of them grew.
• Was that an IEP? That was an IEP at the beginning of the year. Yes, ma'am. Okay.
• special education and related services that are required in their individualized education plan, or IEP

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

Transcript Highlights:

• I’d like to know, first off, are any of the students that you see student growth in under IEPs?
• how those children and students are distinguished from your other third graders that are not under an IEP
• And those IEP students, a lot of them grew; every one of them grew.
• They either have an IEP, they have a 504, they’ve had extra intervention, they’ve had the state-supported
• Was that an IEP? That was an IEP at the beginning of the year. Yes, ma’am. Okay.

Keywords: 1204, all

Summary: The Senate and House Education Committee approved the March 9 and 10 minutes and then heard a presentation on the Arkansas Excellence in Teaching Fellowship Program from Department of Education staff and three third-grade teachers from Cabot, Poyen, and Drew Central. The teachers described the year-long fellowship for high-performing merit pay recipients, saying it provided collaboration with educators across the state, shared resources, and ideas they brought back to their districts. Members asked about the teachers’ experience levels, how they shared information locally, and whether the program should be expanded to more teachers and districts. A major focus of the discussion was third-grade reading, the new ATLAS testing system, and the state’s third-grade retention law. The teachers said they do not teach to the test, but use standards, data, interventions, small groups, and relationships to help students grow. They described progress monitoring throughout the year, early screening in K-2, and interventions such as before-school tutoring, RTI meetings, and co-teaching. One teacher reported that six students in a small group improved 10 to 15 points on ATLAS, and another said a student who started the year reading four words per minute improved significantly with targeted support. Secretary Jacob Oliva said the state is trying to create clarity and alignment through Arkansas Learns, science-of-reading support, literacy coaches, and faster test-result turnaround, with student scores now available within about 24 hours and district-level results expected later in the summer. Members also asked about student poverty, trauma, ACEs, DHS involvement, social workers, community supports, and the role of counselors. The teachers emphasized that relationship-building is essential, especially for students facing unstable home situations, and described local supports such as backpack food programs, church donations, fire department incentives, and family assistance. Oliva said the fellowship was intentionally small in its first year because it targeted top-tier merit pay recipients, but he expects participation to grow. He also said merit pay and fellowship eligibility spans many grade levels and subjects, including kindergarten and hard-to-staff areas, and that D and F schools receive state literacy coaches. No additional committee votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• There are exemptions if a student's K through 5 or has an IEP.
• There are exemptions if a student's K through 5 or has an IEP.
• There are exemptions if a student's K through 5 or has an IEP.
• to the IEP, they'd be exempted.
• IEPs.

Keywords: 958, all

Transcript Highlights:

• I saw this as well when I was a math teacher, an IEP math teacher, at the Department of Youth Services
• I saw this as well when I was a math teacher, an IEP math teacher, at the Department of Youth Services
• and they are 30 students and ...four or five plans and IEPs, and they are 30 students, and sometimes
• Now he has an IEP, but I had to become a school committee so he can really fight for him to get what
• I'll add one thing briefly as a parent also of a student with an IEP who's four and a half years old:

Keywords: 995, all

Summary: The Joint Committee on Education opened a hybrid public hearing on a large slate of bills related to school buildings, school finance, technology, data privacy, safety, and related education issues. Chairs Jason Lewis and Ken Gordon outlined procedures for the hearing, including two-minute testimony limits and the plan to group similar bills together. Several bills drew no testimony and were closed without further discussion, while others drew extensive testimony from legislators, school officials, parents, advocates, and educators. A major theme was school safety and student well-being. Lori Al-Hadeth testified in support of bills on alert systems in public schools, describing the loss of her daughter in the Parkland shooting and urging adoption of Alyssa’s Law-style panic alert technology. Representative Gallagher and disability advocates also supported a bill authorizing, but not requiring, airway clearance devices in schools, arguing they could save lives in choking emergencies and provide an option for people who cannot use the Heimlich maneuver. Another bill on reducing cafeteria waste drew support from a legislator and a Lexington sustainability official, who said installing dishwashers during construction would reduce waste and long-term costs. Much of the hearing focused on Chapter 70 school funding and the inflation cap. Senator Pavel Payano, Senator Sal DiDomenico, Representative Senna, and multiple local officials and school committee members from Bridgewater, Chelsea, Groton-Dunstable, and other districts argued that the 4.5% cap on inflation adjustments has left schools underfunded during years of high inflation, forcing layoffs, larger class sizes, and cuts to programs and student supports. They urged bills to eliminate the cap, restore lost funding, increase the Commonwealth’s share of the foundation budget, or create commissions to study reforms. Testimony also highlighted the impact on special education, English learners, and low-income students, with Chelsea witnesses saying the cap has cost their district about $7 million annually. School construction and MSBA reform were the other major topic. AIA Massachusetts, Boston Public Schools, Lynn officials, and AFT Massachusetts described aging facilities, overcrowding, deferred maintenance, and the difficulty of financing new schools under current reimbursement rules. Boston officials said the district has many pre-World War II buildings and has only built a handful of new schools in decades, while Lynn leaders said reimbursement rates have fallen well below the statutory 80% because of caps and ineligible costs. Witnesses urged modernization of the MSBA program, higher reimbursement rates, and more resources for school construction. The committee also heard support for a bill to study the adequacy and equity of the school building program, and chairs indicated some bills would be closed after no one signed up to testify.

Transcript Highlights:

• They may also route of the IEP process.
• They do not receive funding for special education IEP in the differentiated. They do.
• funding for special education IEP funding for special education IEP in<00:27:41.200> the<
• It's not an IEP determination process, because there's no such process as I understand it.
• It's not an IEP determination process, because there's no such process as I understand it.

Keywords: 928, house, all

Summary: The Education Funding Committee met to consider eight bills, beginning with HB 443 on the terms of appointment for members of the Higher Education Commission. Department of Education Director Steve Applebee explained that the commission supported a language change to address a holdover issue, but members raised concerns that the bill did not solve the problem of inactive members and might not address the broader question of whether the commission should continue to exist. The committee agreed to retain HB 443 for further work and voted 18-0 to do so. The committee then voted on HB 137, which would allocate excess statewide education property tax funds for local school and municipal purposes. Supporters of ITL argued that using the statewide property tax to reduce the state’s school funding obligation could create a slippery slope and shift more burden to property taxpayers. The committee voted 15-3 to ITL the bill, with a minority report to be written. HB 237, which would prohibit the use of special education and differentiated aid funds on students not receiving special education services, was also ITL’d after members said federal law already governs how IDEA-related funds may be used and that the bill was unnecessary. That motion passed 16-0, with some members not voting because they were out for medical reasons. The committee next advanced HB 354, creating alternative certification pathways for career and technical education instructors. Members said the bill could help recruit qualified tradespeople and retirees to teach in CTE programs, and it was approved 18-0 and placed on the consent calendar. HB 491, establishing a committee to study alternative public education funding methods and reduce reliance on local property taxes, was retained for further study after members said the committee or a subcommittee could continue the work over the year; it passed 18-0. HB 656, concerning local school districts’ authority to accept federal grants, was also retained after discussion focused on transparency, grant conditions, and the need to avoid delays in services; it passed 18-0. The committee then moved on to HB 729, an appropriation for an attorney to recodify education laws, but the transcript cuts off before that bill was acted on.

Transcript Highlights:

• team is going to develop an IEP that would be implemented however the IEP team feels is appropriate
• Um, that the parent would consent to that IEP.
• team is going to develop an IEP that would be implemented however the IEP team feels is appropriate
• Um, that the parent would consent to that IEP.
• team is going to develop an IEP that would be implemented however the IEP team feels is appropriate

Keywords: 928, house, all

Summary: The committee opened hearings on SB 69, including a germane amendment on school board votes to accept or reject gifts and donations, and a non-germane amendment creating a virtual early childhood readiness family engagement program for preschool children not yet in kindergarten. Prime sponsor Rep. Glenn Cordelli said the literacy program was modeled on earlier HB 671, would be funded through gifts and donations rather than state appropriations, and would include reporting requirements to the governor and legislature. Members questioned changes from the earlier bill, including the move away from center-based language, the lack of a dollar threshold for school board action on donations, anonymous gifts, and whether the amendment preserved enough evaluation data. Testimony on the donation provisions raised concerns about broad language, timing, and public-meeting requirements. Rep. Timothy Han and Becky Wilson of the New Hampshire School Boards Association both noted that school districts already have policies and asked how the bill would work for routine donations, anonymous gifts, and situations that might require non-public discussion under right-to-know law. Wilson cited examples such as field-trip scholarships, backpack drives, and sports uniforms, and said the association was not taking a position but wanted clearer guardrails. Rep. Han said school boards may need to discuss some gifts in non-public session and that the bill should better address those circumstances. On the early literacy amendment, Wilson and others questioned whether the program was sufficiently developed, whether it was appropriate to rely on a primarily online model for very young children, and how it would interact with special education services and IEPs. A representative from Waterford.org, Rob Riley, testified in support, saying the program would be supplementary, adaptive, and family-engagement based, and that Waterford could provide devices and internet access for families who need them. He said the program would work alongside school districts and IEP teams rather than replace existing services. No vote was taken during the hearing; the chair said the committee would later exec the bills and try to get reports in for the calendar.

Transcript Highlights:

• c> a The committee, in our discussions and our research, has looked at and recognized that all IEPs
• are not the same, and there's 13 IEP categories.
• same and there's 13 IEP categories<00:36:33.599> and<00:36:34.079> and<00:36:34.240>
• category or and that's uh in another IEP category or and there's<00:36:58.160> 13<00:36:58.520
• That have that identifying case load or IEP disability and figured out the number of teachers that are

Keywords: 928, house, all

Summary: The executive session focused primarily on HB 563, which revises the school funding formula, especially the adequate education grant amounts for special education students and the treatment of fiscal capacity disparity aid. Representative Ladd moved OTPA on Amendment 06508, explaining that FY 26 would largely hold the current formula steady, while FY 27 would increase several per-pupil amounts, including base cost, free and reduced-price meals, English language learner aid, and special education differentiated aid. He said the special education change was based on estimated case loads across disability categories and that the amendment also reinstates fiscal capacity disparity aid, using a formula intended to better assist property-poor communities. Several members supported the amendment as a step in the right direction, saying it better recognizes special education costs and separates property wealth from low-income student counts. Others raised concerns about the lack of time and the absence of a printed spreadsheet showing how the fiscal capacity disparity aid would affect each town. In response, sponsors said the spreadsheet existed, that the LBA had copies, and that the amendment would help about 40 target towns, while Manchester would be the main community receiving less under the new formula because of prior shifts in the extraordinary needs grant. Discussion also covered the broader impact of the bill, with members noting that about 200 of the state’s 245 cities and towns would see an increase and 45 a decrease under the proposed FY 27 changes. Supporters argued the bill was a compromise given limited revenues and that it should move forward so it can be considered by the full House and then Finance. No final vote on the amendment or bill was taken in the portion provided, and the chair indicated the committee was still deciding whether it had enough information to proceed.

Transcript Highlights:

• No, they're hired through an IEP process to work with the A students.
• process is where that the I IEP process is where that paraprofessional<00:38:12.520> is<00:38
• :22.320> process hired through an IEP process hired through an IEP process to<00:38:23.840>
• Part about aids and IEPs, nothing to do with this.
• Part about aids and IEPs, do with this.

Keywords: 916, all

Transcript Highlights:

• So much of our school nurses are, um, they are providing services through IEPs and getting reimbursed
• outside of those students with IEPs. outside of those students with IEPs.
• >> This really operates no differently than billing for IEP services.
• <00:38:14.000> Um<00:38:14.480> schools >> Schools bill for IEP services.
• <01:15:42.800> they regardless if a child has an IEP. they regardless if a child has an IEP

Keywords: 00:00:00 - Call to Order/Roll Call 00:02:20 - Discussion of 26RS HB 689 00:13:13 - Discussion of 26RS SB 201 00:27:45 - Discussion of 26RS HB 583 00:46:37 - Discussion of 26RS HB 488 00:48:13 - Discussion of 26RS HB 2 01:14:34 - Discussion of Kentucky State Plan Amendment (SPA) 26:0001: School-based Medicaid Services Program 01:18:24 - Public Comment, 958, all

Summary: The Medicaid Oversight Board met on March 9 with a quorum present and no minutes to approve. The chair reordered the agenda to hear House Bill 689 first. Representative Amy Neighbors presented HB 689, which would authorize Kentucky to seek CMS approval for a Medicaid state-directed payment program for physician and non-physician professional services delivered through qualifying hospital-affiliated groups, beginning January 1, 2026, with retroactive payments for that year. She said the bill is intended to improve access to care in rural and underserved areas, support workforce retention, and generate about $29 million annually in federal Medicaid funds without using general fund dollars. Representatives from Owensboro Health and St. Elizabeth Healthcare testified in support, describing staffing and subsidy pressures, lower Medicaid and Medicare reimbursement, and the importance of the program for maintaining access and quality in rural and safety-net settings. Committee members noted the bill had already passed the House Health Services Committee unanimously and discussed broader concerns about Kentucky’s low reimbursement rates and the need to consider other systems not covered by the proposal. The board then heard Senate Bill 2011 from Senator Donald Douglas and Cody Hunt of the Kentucky Medical Association. The bill would address a Medicaid coding issue by ensuring that coverage limits do not reduce payment to fewer than two evaluation and management service units per provider, per patient, per day. Douglas argued the current one-visit, one-issue limitation forces multiple visits, increases no-shows, and prevents providers from treating the whole patient. Hunt explained that the bill is meant to correct a longstanding regulation that limited E&M services to one per physician per recipient per date of service, which can prevent providers from coding additional medically necessary work during the same visit. He said DMS has already filed a regulatory amendment to fix the problem, but a statutory change is still needed to prevent the issue from returning. He also said the bill is not intended to change reimbursement policy, only coding rules, and that MCO payment practices vary. Members generally supported the concept. Senator Berg asked about fiscal impact and private-payer billing; Hunt said there should be no fiscal impact because the bill does not change payment policy, only coding. Representative Moore said the proposal could reduce costs and improve convenience by avoiding extra visits. Chairman Meredith said the bill illustrated problems with fee-for-service care and supported moving toward a more holistic delivery model. Dr. Schuster raised a drafting concern about the bill summary language, and Hunt responded that the regulatory amendment should address the issue generally for providers. No votes were taken on either bill during this portion of the meeting.

Transcript Highlights:

• We offer a plan to educate the student in public school via an IEP.
• We offer a plan to educate the student in public school via an IEP, and then if the parent chooses to
• It says accessibility of a child's IEP to the teacher and others.
• Each public agency must ensure that the child's IEP is accessible to each regular education teacher,
• I've never gotten the student's IEP.

Bills: HB2

Keywords: disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace, medical examiner, county judge, sheriff, mayor, emergency coordinator, emergency manager license, volunteer management system, volunteer registration, criminal history check, background check, Texas Division of Emergency Management

Summary: The committee continued public testimony on House Bill 2, which would make major changes to public school funding, teacher pay, special education, early learning, school safety, and related programs. Many superintendents and education advocates supported the bill’s overall direction but urged changes, especially a larger basic allotment and more flexible funding for rural and small districts. Witnesses from Paint Creek, West Hardin, Cushing, Blooming Grove, Mildred, Buffalo, Plano, and rural school groups said the bill’s targeted raises and new requirements would not fully cover inflation, TRS/Medicare costs, transportation, insurance, or support staff salaries, and several asked the committee to restore the House version’s higher basic allotment and small-school allotment. Charter school representatives supported the facilities funding changes and said charter schools need state help because they cannot levy taxes, while also noting the funding gap with ISDs. Fine arts advocates asked the committee to restore the fine arts allotment, arguing arts improve engagement, attendance, and academic outcomes, especially in rural and at-risk communities. Early learning and special education witnesses supported parts of the bill but raised concerns about pre-K restrictions, disability-related pre-K access, and the need to preserve or clarify special education provisions and mental health oversight language. Several witnesses praised the teacher pay raise, teacher incentive allotment expansion, and teacher preparation investments, saying they would help recruit and retain educators and improve student outcomes. Others, including counselors and support staff advocates, argued the bill should also include raises for counselors, nurses, librarians, bus drivers, custodians, aides, and other non-teaching employees who keep schools running. One witness from the Texas Counseling Association opposed the substitute because it removed a counselor pay provision, warning of counselor shortages and inequities. A parent and special education advocate said the bill’s structure creates too many strings attached and asked for a larger basic allotment instead of more targeted funding. Another witness from Mental Health America urged keeping the collaborative task force on public school mental health services through 2031, and a disability rights advocate said the committee substitute appears to omit some special education items that were in the House version. The committee also briefly took up House Bill 6, a school discipline bill. After questions about automatic mandatory expulsion for vape possession and concerns about younger students, the committee adopted the substitute and voted to report HB 6 favorably to the full Senate by a 9-1 vote, with Senator Menendez voting no and Senators West and Menendez expressing reservations but supporting further discussion. After that vote, testimony on HB 2 resumed. Senators used the hearing to ask about the bill’s cost, the difference between the basic allotment and the bill’s targeted funding buckets, and whether the permanent teacher pay increase shifts pressure off districts. The bill’s supporters emphasized that it represents an historic, roughly $8 billion investment and that many of the new funding streams are intended to be permanent or to address specific district needs.

Transcript Highlights:

• that IEP meeting. that IEP meeting.
• So they do discuss it in the IEP, but then they will probably also discuss it in the IEP. >> Okay.
• Where is the IEP done?
• Where is the IEP done? quick question. Where is the IEP done?
• or do you do the IEP in the school? or do you do the IEP in the school?

Keywords: 1189, house, all

Transcript Highlights:

• that classroom so I just politely told the principal I was sick and left because I didn't have the IEP
• They're not giving the IEP. to substitutes, and I will just tell you most recently that I submitted a
• I don't know what that process is like, but it is problematic. because the IEP is not given.
• You always have tremendous insight as do all of you, but appreciate your comments there on the IEP.
• I can tell you I had a student who used to talk to the computer and I didn't have an IEP.

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• IEP um that is that is concerning to me IEP um that is that is concerning to me because<00:28:24.200>
• many rules that I don't want to say it's common sense, but you as a parent with a child that needs an IEP
• many rules that I don't want to say it's common sense, but you as a parent with a child that needs an IEP
• many rules that I don't want to say it's common sense, but you as a parent with a child that needs an IEP
• many rules that I don't want to say it's common sense, but you as a parent with a child that needs an IEP

Bills: HF1247, HF628

Keywords: child care, aides, supervision, child care centers, staffing regulations, childcare, day care, licensed child care center, early childhood education, child care licensing, director qualifications, staff ratios, group size, staff-to-child ratio, substitutes, volunteers, assistant teacher, teacher qualifications, infant care, toddler age

Transcript Highlights:

• Other students experienced IEPs getting lost in the shuffle, which led to delays in getting entitled
• This is for someone who is sitting with their diagnosis in hand in their IEP; it's another roadblock
• I did not have an IEP or a 504 plan, and I did not know what to ask for.
• I did not have an IEP or a 504 plan, and I did not know what to ask for.
• And if they have an IEP or 504, that means we are aware that they have those situations.

Keywords: 987, senate, all

Summary: The committee first heard AB 402, which would increase Cal Grant award amounts for students attending private nonprofit colleges and allow community college transfer entitlement awards to be used at those institutions. The author and supporters said the bill would restore award levels to their 2001 value and improve access for low- and middle-income, working, military, and transfer students. Several witnesses from private nonprofit universities, community college districts, and advocacy groups supported the measure. Senators raised concerns about the prior Cal Grant agreement tied to Associate Degree for Transfer participation and about the need to fund broader Cal Grant reforms, but the bill advanced on a unanimous due-pass vote to Senate Appropriations and was placed on call. The committee then took up AB 2067, a sunset extension for lease-lease-back authority for TK-12 school construction through July 1, 2032. The author and supporters from school housing and contractor groups said the method provides flexibility, early collaboration, cost control, and legal certainty for school construction projects. Senators asked how often lease-lease-back and other alternative delivery methods are used, and whether the skilled-and-trained workforce provisions limit competition. Some members objected to the skilled-and-trained requirement, while others said the bill simply preserves an existing tool without changing labor rules. The bill passed on a 6-1 vote, with Senator Ochoa Bogh voting no, and was placed on call. AB 1204, which would revise the Local Control Funding Formula by increasing supplemental and concentration grants, lowering the concentration threshold, adding regional cost adjustments, and setting a minimum annual COLA floor, drew extensive testimony on both sides. Supporters said the bill better reflects regional costs, inflation, and student need, especially for low-income, multilingual, and unhoused students. Opponents, including several school district leaders, argued it would widen funding disparities and divert money from the LCFF base grant, which they said should be the priority. Committee members also questioned the fiscal impact, the proposed 4% COLA floor, and whether the bill had enough research and stakeholder consensus. Despite those concerns, the bill was advanced to Appropriations on a due-pass vote and placed on call. Finally, the committee heard AB 1235, which would require a skilled-and-trained workforce process for CSU design-build projects to align CSU with UC and community college construction rules. Supporters said it would improve training and project quality, while opponents from contractor groups argued it would reduce competition, increase costs, and impose mandates without evidence of better outcomes. Several senators objected to the skilled-and-trained requirement as limiting opportunities for contractors who comply with state law, while others noted the issue was already common in higher education construction. The discussion was still underway when the transcript ended, and no final vote on AB 1235 was captured.

Transcript Highlights:

• And so, overall, IEP students are slightly more likely to have behavior events than non-IEP students,
• We looked at the proportion of assaults, IEP students, non-IEP students, and because even though IEP
• > and IEP students, non-IEP students, and IEP students, non-IEP students, and because<01:45:38.840
• <01:45:40.680> students because and um even though IEP students because and um even though
• IEP students are<01:45:41.200> something<01:45:41.560> like<01:45:41.680> 16%<01

Keywords: 0:00:03 - Call to Order and Roll Call 0:00:43 - Approval of October 14, 2025 and November 4, 2025 Minutes 0:01:15 - Acceptance of Office of Education Accountability Report: Analysis Of Student Discipline Data in Kentucky Schools 0:02:10 - Implementation Update on 26 RS HB 257 0:49:38 - Career and Technical Education in the Assessment and Accountability System 1:13:50 - Office of Education Accountability Annual Report 1:47:27 – Adjournment, 958, all

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• If anybody works with IEPs or individuals who have IEPs, um special education is an area that we deeply
• If anybody<00:12:45.839> works<00:12:46.079> with<00:12:46.240> IEPs<00:12:46.880
• > or<00:12:47.120> individuals anybody works with IEPs or individuals anybody works with
• IEPs or individuals who<00:12:47.839> have<00:12:48.000> IEPs,<00:12:48.959> um
• <00:12:49.120> special<00:12:49.440> education<00:12:49.839> is who have IEPs, um

Keywords: 1183, house

Transcript Highlights:

• c> a The committee, in our discussions and our research, has looked at and recognized that all IEPs
• services in the area of autism is going to be more costly than that of a student that's in another IEP
• same and there's 13 IEP categories<00:36:33.599> and<00:36:34.079> and<00:36:34.240>
• 00:36:57.160> category<00:36:57.680> or<00:36:57.839> and that's uh in another IEP
• category or and that's uh in another IEP category or and there's<00:36:58.160> 13<00:36:58.520

Keywords: 928, house, all

Summary: The committee met in executive session on HB 563, which revises the adequacy education grant formula, including differentiated aid for free and reduced-price meals, English language learners, and special education, and also restores fiscal capacity disparity aid. Members explained that for FY 26 the formula largely stays the same with the usual 2% increases, while FY 27 would raise the base cost and several aid categories, including a substantial increase in special education differentiated aid. Supporters said the bill recognizes higher special education costs and separates fiscal capacity disparity from the extraordinary needs grant, which they argued better targets property-poor communities. A major point of discussion was the fiscal capacity disparity aid component. Some members asked for more detail on how the formula affected individual towns and how much money was being allocated. The sponsors said the spreadsheet showed the impacts and estimated the fiscal capacity disparity portion at about $13.3 million, benefiting roughly 40 communities, with Manchester the only municipality expected to receive less under the new approach. They also said the change partially rebalances money that had shifted heavily toward larger cities under the extraordinary needs grant and that the special education increase is new money, not taken from the hold harmless or extraordinary needs funds. Several members supported the amendment as a good-faith step and a bipartisan compromise, while others expressed frustration that they did not have enough time or information to review the spreadsheets in detail before voting. After extended debate, the committee recessed for lunch to allow the spreadsheet to be distributed and reviewed, with the understanding that the bill would continue later in the day and then move on to the other bills on the docket.

Transcript Highlights:

• four-year-olds, and in speech language services, we're currently serving 731 speech students who have a separate IEP
• the child, and carry the child back to a room where the therapist is on television, which meets the IEP
• So, I'm slated right now to spend over a half a million dollars this year on fulfilling my IEPs for speech
• That's what they're having to do to meet... that's what they're having to do to meet that IEP.

Bills: HB441, HB445, HB477, HB441, HB445

Keywords: speech-language pathology, licensure, clinical supervision, educational qualifications, healthcare assistant, hemp-derived cannabinoids, CBD, THC, delta-8, delta-9, delta-10, consumable hemp products, psychoactive cannabinoids, cannabinoid regulation, hemp licensing, ABC Board, Alcoholic Beverage Control Board, retail hemp sales, wholesale hemp distribution, hemp tax

Transcript Highlights:

• So this child has these services within an IEP, but within smaller districts we're going to redact that
• are with students who are in the special ed system who need one-to-one nurses, or students with an IEP
• or a 504, and within that IEP or 504 they need a nurse that is not a school nurse.
• there's student nurses or students so there's student with<02:06:01.400> an<02:06:01.559> IEP
• with an IEP or a 504 and within that IEP with an IEP or a 504 and within that IEP or<02:06:04.960

Keywords: 1191, senate, all

Transcript Highlights:

• Is if you have a student with epilepsy and they're on an IEP and they've got a cup of blue paint and
• The law to expel or suspend kids without manifest determinations on students on an IEP.
• And so I don't know how you address the IEP situation without opening up...

Bills: HB2987, HB3026, HB3076, HB3288, HB3315, HB3467, HB3711, HB3885, HB4427, HB4359, HB4363

Keywords: kindergarten, military families, education policy, school districts, international military dependents, age eligibility, teacher certification, alternative teacher preparation, education reform, employment opportunities, teacher recruitment, physical education, elementary school, prekindergarten, recess, health and fitness, higher education, bachelor's degree, feasibility study, Oklahoma State Regents