Transcript Highlights:

• As the agency that administers the Individuals with Disabilities Education Act, Part C, and our preschool
• As the agency that administers the Individuals with Disabilities Education Act, Part C, and our preschool
• ECECD and the Office of Special Education partner daily to make sure that the requirements of preschool
• entire life special education has been with me, helping me through everything, from my first days of preschool

Bills: SB64 , SB19 , SB44 , SB83 , HB40 , HB100 , HJR1 , SB64 , SB19 , SB44 , SB83

Committees: Senate Senate Education , Senate House Education

Keywords: special education, office of special education, deputy secretary, public education department, IEP, individualized education program, students with disabilities, IDEA, Individuals with Disabilities Education Act, dyslexia, dyslexia screening, structured literacy, reading intervention, multilayered system of supports, MTSS, student assistance team, free appropriate public education, FAPE, special education compliance, charter schools

Transcript Highlights:

• I'm the executive director of Meal Park Preschool and Child Care Center in Rochester, Minnesota, and
• In reality, that morning a family had replenished their preschool child's bathroom wipes with a new package
• In reality, that morning a family had replenished their preschool child's bathroom wipes with a new package
• In reality, that morning a family had replenished their preschool child's bathroom wipes with a new package

Summary: The committee took up House File 2617, and first adopted a DE1 amendment. The bill, as amended, was presented as a major child care licensing reform that would narrow licensing to core health and safety requirements, reduce what supporters described as punitive or overly technical citations, and shift quality standards toward accreditation and professional organizations. The author also described the bill as a response to long-standing problems in the current licensing structure and county oversight of family child care. Public testimony was uniformly supportive. Child care providers and directors from Duluth, Rochester, and Esko said the current system penalizes minor clerical or cosmetic issues, creates inconsistent interpretations, and contributes to provider burnout and the child care shortage. They argued the bill would separate health-and-safety licensing from quality measures, which they said are better addressed through accreditation, coaching, and national standards. One testifier also said the bill would help with background study delays by creating a liaison to improve visibility into the process. Members asked about the difference between licensing and accreditation, how other states handle similar models, and how the bill would interact with the department’s licensing modernization work. The bill’s supporters said licensing would remain focused on foundational health and safety items such as ratios, background checks, hygiene, and facilities, while quality standards would be left to national organizations like NAEYC or the National Family Child Care Association. They cited Connecticut, Indiana, and Florida as examples of states using national standards in some form. The committee closed public testimony, took member questions, and the author renewed his motion to lay over House File 2617 as amended.

Transcript Highlights:

• And then there's—we have an email into KDE on preschool for one year.
• </c><00:46:03.359><c> There</c><00:46:03.599><c> are</c><00:46:03.760><c> some</c> preschool for one
• There are some preschool for one year.
• County as an example did not<00:46:10.000><c> have</c><00:46:10.560><c> any</c><00:46:10.880><c> preschool
• students and and not have any preschool students and and we<00:46:12.640><c> know</c><00:46:12.800><

Summary: The subcommittee opened its first meeting with roll call and procedural business, including elections of co-chairs. The House elected Representative Truett as House co-chair, and the Senate elected Senator Denine as Senate co-chair. After the organizational votes, the committee heard the Office of Educational Accountability’s annual report, beginning with Brian Jones and Deborah Nelson describing OEA’s investigations and research divisions and recent staffing turnover. On the investigations side, OEA said it handled complaints only when submitted in writing and generally opened cases only when it had enough facts to evaluate. Jones reported complaint volume declined from 805 in 2023 to 738 in 2024, with 325 in the first half of the current year. He outlined the kinds of matters OEA investigates, including school-based council issues, open meetings, board eligibility, nepotism, conflicts of interest, certification, activity funds, and surplus property, while noting that routine personnel matters, bullying, child interviews, and cases tied to litigation are generally handled locally or referred elsewhere. He also said OEA refers special education, assessment/testing, discrimination, and serious misconduct matters to the appropriate agencies, and that he did not see a need for statutory changes to improve OEA’s work, though he said cases should move more quickly. The research division presentation focused on OEA’s district data profiles and annual research agenda. Nelson explained that OEA reviews KDE-reported data and underlying datasets to verify accuracy, analyze trends, and produce reports for the General Assembly. She highlighted 2024 publications on district governance models and student achievement, and said this year’s agenda includes district data profiles, student discipline analysis, and a review of early childhood regional training centers. She also noted OEA received an NCSL notable document award for its 2023 staffing shortages report, its 10th such award. Sabrina Smith then walked through the district data profiles, which compile demographic, staffing, finance, and performance data for all 171 districts, plus statewide and comparative data. She noted changes in the report format, the continued availability of an online interactive version, and several trends: adjusted average daily attendance declined statewide from 2015 to 2024; the counselor-to-student ratio has improved but has not yet reached the statutory goal of one counselor per 250 students; the share of teachers moving from rank three to rank two has declined; special education identification has risen from 13% to 16%; and starting teacher salaries vary widely by district, with Kentucky’s average starting salary around $40,000 ranking near the bottom compared with surrounding states and the nation. Members asked about the history of the research division and whether the paper copies of the district profiles would continue, and staff said the printed versions would continue unless legislators asked otherwise.

Transcript Highlights:

• , we have four Zoom testifiers, and first on the list, we have Caitlyn Erbstad of Hartley Nature Preschool
• I'm the preschool director here at Dodge Nature Center and Preschool, a licensed child care center in
• </c><00:09:38.000><c> I'm</c><00:09:38.160><c> the</c><00:09:38.240><c> preschool</c> just go ahead.
• I'm the preschool just go ahead.
• I'm the preschool director<00:09:39.160><c> here</c><00:09:39.400><c> at</c><00:09:39.520><c> Dodge</

Bills: HF4382 , HF2929

Committee: House Children and Families Finance and Policy

Transcript Highlights:

• One is a universal preschool program increase that $10 million for increasing the preschool programs.
• </c> universal preschool program increase universal preschool program increase that<01:29:55.600><c>
• Uh early preschool programs.
• First is universal preschool, which provides roughly 15 hours per week of preschool to every eligible
• cover</c><01:33:17.040><c> the</c> universal preschool would cover the universal preschool would cover

Transcript Highlights:

• I don't know if you all have kids and when they were in preschool there was a lesson the teachers would
• teach the preschool kids.
• idea that the state is going to somehow kind of step in, it seems like it's violating that initial preschool

Transcript Highlights:

• As a preschool educator, we went through the book, Good Picture, Bad Picture. so you guys know.
• And it takes us as legislators doing our part. as a preschool educator. educating children.
• As a preschool educator, we went through the book, Good Picture, Bad Picture.
• And if you're a parent, write that title down, because there's even a preschool version of Good Picture

Committee: House Children and Families

Transcript Highlights:

• The speaker identified themselves as a preschool educator and said they used the book Good Pictures,
• They noted there is even a preschool version of the book, which helps children recognize that they should
• As a preschool educator, we went through the book, Good Picture, Bad Picture.
• And if you're a parent, write that title down, because there's even a preschool version of Good Picture

Committee: House Children and Families

Summary: The Committee on Children and Families heard public testimony on House Bills 1839, 2921, and 3015, all aimed at requiring age verification for access to online pornography. The sponsors argued the bills are needed to protect children from early exposure, exploitation, sextortion, and related harms, and said the measures mirror laws in other states and recent Texas litigation. Supporters, including the Missouri Children’s Trust Fund, pediatric sexual assault nurse examiners, child advocacy groups, the Missouri Catholic Conference, and the Attorney General’s office, testified that pornography contributes to child sexual abuse risk, addiction, and unhealthy sexual development. Committee members asked about privacy protections, enforcement, penalties, and whether third-party verification or website-based verification would be used; the Attorney General’s office said identifying information should not be retained and that enforcement would occur through court action. No one testified in opposition, and the hearing concluded with the bills remaining under consideration, with a committee substitute to follow for one portion of the legislation. The committee then heard House Bill 2610, which would use the state legal expense fund to cover claims and judgments involving foster care, case management, and residential service providers under contract with the state. Representative Murphy and supporters said the private insurance market for these providers has become unstable and unaffordable, with some agencies facing large premium increases, repeated denials, or inability to find coverage at all. Testimony from the Missouri Coalition for Children, Missouri Alliance for Children and Families, Family Forward, and the Attorney General’s office described the issue as a market failure that could force providers to close and disrupt services for foster children. The Attorney General’s office explained how legal expense fund coverage would work, noted that it can cover negligence and intentional acts for covered entities, and said the bill would shift risk to the state in the absence of adequate private insurance. No opposition was offered. Finally, Representative Terry briefly presented House Bill 24, describing it as the same as Representative Dolan’s grandparents’ bill and emphasizing that grandparents should have first consideration for custody if a child’s parents are unable to care for them. No testimony was offered on the bill. The committee then moved into executive session and voted do pass on House Committee Substitute for House Bill 1696, House Committee Substitute for House Bills 2505 and 24, and House Bill 1772, each by unanimous 14-0 votes. The meeting then adjourned.

Transcript Highlights:

• I am pleased today to present SB 120, a bill that implements the Child Care and Preschool Fiscal Policy
• This bill restores the COLA for child care and preschool programs and sets a new ongoing COLA for child
• It also provides 128 million to begin funding all child care and preschool programs prospectively based
• Provides healthcare in her hometown of Delano across the street from where she went to preschool.

Transcript Highlights:

• And this modified version is aimed at preschool children not enrolled in kindergarten.
• children uh not enrolled in preschool children uh not enrolled in kindergarten.<00:09:28.640><c> And
• </c> public schools that have preschool public schools that have preschool programs.<00:19:43.520><c>
• </c><00:37:11.440><c> childcare</c> conjunction with a preschool childcare conjunction with a preschool
• ><c> primarily</c> you know, preschoolers are primarily you know, preschoolers are primarily tactile<

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:

• One of my major efforts has been in a research study called a vision of preschool estate...
• One of my major efforts has been in a research study called the Vision of Preschoolers study, originally
• We began working on understanding the connection between vision problems and preschool-age children and
• We created the first national legislation back in 2004 to set up a preschool vision screening program
• Our kids went to preschool together. Next, Charlotte Bruce. Good afternoon.

Committee: Joint Joint Committee on Children, Families and Persons with Disabilities

Summary: The committee held a hybrid hearing on a range of bills affecting children, families, disability rights, homelessness, and social services. Early testimony focused on H.215, which would support children experiencing homelessness by speeding access to child care vouchers and early intervention screenings. Boston officials, Horizons for Homeless Children, Head Start, pediatric and early education advocates, and families described delays in child care and early intervention, the developmental risks of homelessness, and the need for automatic referrals and faster access to services. Testimony also supported H.216, which would improve emergency housing assistance by restoring presumptive eligibility, reducing documentation barriers, extending shelter stays from six to nine months, and creating an ombudsperson; providers and legal advocates said current rules leave families sleeping in cars or outside and create unnecessary administrative hurdles. The committee also heard strong support for H.210, which would repeal the “Learn Fair” school attendance sanction that cuts cash assistance to families when children miss school. Advocates from legal aid, education, and anti-poverty organizations argued the policy is punitive, burdensome, and ineffective, disproportionately affecting low-income, disabled, and Hispanic/Latino families. Several speakers said chronic absenteeism should be addressed through supports such as family outreach, wraparound services, and school engagement rather than benefit cuts. Legislators and school officials from Salem also testified that their districts reduced absenteeism through supportive strategies, not sanctions. Additional testimony addressed children’s vision bills H.202 and H.166, with optometrists and researchers urging better screening, data systems, and treatment access to close achievement gaps caused by untreated vision problems. Senator Lovely also presented S.2714, proposing a study of discrimination in public accommodations for people with service animals. Later, testimony on H.279 supported changing social work licensure rules to remove exam requirements that speakers said disproportionately exclude multilingual candidates and candidates of color. The hearing also included testimony on bills related to the Judge Rotenberg Center and electric shock devices, with disability rights advocates opposing continued use of the devices and urging the committee to reject licensing or authorization for them. No votes or committee actions were taken during the hearing.

Transcript Highlights:

• Under current law, a child may succeed in a preschool program connected to a charter school, but still
• It allows a charter school to give an enrollment preference to children who attended a licensed preschool
• It allows a charter school to give an enrollment preference to children who attended a licensed preschool
• Having continuity for a preschool child into a regular setting, as um... ...school child into a regular
• It takes away the stress of moving from the culture of a preschool into the culture of a school that

Bills: HCR47 , HB628 , HB737 , HB1008 , HB1062 , HB1079 , HB1112

Committee: House Education

Keywords: mandatory reporter, child abuse training, online training, Department of Children and Family Services, Department of Education, educator requirements, early childhood education, microcenter, school board, cooperative endeavor, economic disadvantage, vaccination, meningococcal disease, school entry, immunization requirements, public health, academic freedom, free speech, retaliation, faculty rights

Transcript Highlights:

• I was homeschooled from preschool all the way through high school.
• I was homeschooled from preschool<02:17:37.920><c> all</c><02:17:38.080><c> the</c><02:17:38.160><c>
• way</c><02:17:38.319><c> through</c><02:17:38.479><c> high</c> preschool all the way through high preschool
• Next, we have Parkway Village Preschool offering testimony and support.
• ><c> testimony</c><03:28:54.399><c> and</c> Village Preschool offering testimony and Village Preschool

Summary: The committee on Education met on February 17 and announced it would limit public testimony to one minute because more than a thousand testimonies were expected on one measure. The first bill heard was HB 1934, relating to the Imagination Library of Hawaii. The state librarian and Friends of the Library supported the bill, saying the program is a proven, cost-effective way to improve early literacy and should be expanded statewide for children ages 0 to 5. Friends of the Library said the current 50/50 match requirement would be too difficult to meet immediately and asked for state funding for the first few years to help launch the expansion. Testimony included eight supporters and one opponent, and members asked whether the proposal was an expansion of an existing program; the state librarian said it would expand service beyond currently targeted communities. The committee then heard HB 20004, which would extend the floating librarian pilot program. The state librarian, Department of Education, HSTA, and several individuals testified in support. Supporters said the program helps address staffing needs and improves student readiness, especially for college and information literacy. One retired community college librarian said school librarians help students prepare for college and are increasingly important in teaching critical evaluation of misinformation and AI-generated content. Members asked about implementation of the existing pilot, including recruitment of certified librarians for neighbor island and Oahu complex areas; DOE said those positions had been identified and recruitment was underway, and existing funds remained intact. The final major discussion was HB 2398, which clarifies the library system’s role in RNMSP-related projects and public library construction on or near school land. The state librarian and public library system supported the bill, while the Department of Education and Attorney General’s office raised concerns about vague language, especially the phrase “land controlled by the board,” and suggested amendments. In questioning, the state librarian explained that the bill was prompted by conflicts on shared or adjacent school/public library sites, including traffic, pickup and drop-off access, and other operational issues. DOE described significant disruption from one project’s traffic changes and said planning for such projects should involve early coordination and formal agreements. The state librarian responded that the new bill would clarify oversight and help avoid delays and disputes over property control and future renovations.

Transcript Highlights:

• work for housing in New preschools work for housing in New School<00:21:59.760><c> Central</c><00:22
• So for preschools, the first one is Heidi Armstrong. She's with the R.K.
• For the preschool side, the first one is Heidi Armstrong. She's with the R.K.
• And for preschools, pretty much that's being dictated by the Ready Keiki steering committee.
• </c> design and planning and for preschools design and planning and for preschools um<00:25:05.200><c

Summary: The committee heard testimony on House Bill 110, HD1, which would clarify local food purchase goals for the Department of Education. DOE said it supports the measure and will work toward the 30% local food mandate by 2030. The Department of Agriculture also supported the bill, and outside advocates from the Hawaii Public Health Institute and Hawaii Farm to School Network strongly backed it as consistent with prior farm-to-school laws and helpful for measuring progress toward the goal. The committee then took up House Bill 293, which would exempt certain DOE purchases of local edible produce and packaged food products from electronic procurement rules and allow written-quote purchasing thresholds, including a lower quote requirement for some rural schools. DOE, the Department of Agriculture, the State Procurement Office, and the Hawaii Farm Bureau all supported the measure, describing it as a tool to help the department test and add local products and meet the 30% goal. However, members pressed DOE on the bill’s purpose and mechanics, questioning why the department could not simply add products to vendor lists or use existing procurement flexibility. DOE explained it was trying to test new local products, including products not yet on the USDA-approved list, and said the bill would allow limited pilot purchases while it works through USDA approval and vendor-list updates. Members also raised concerns about whether the bill was being used to bypass procurement and whether small farmers or aggregators could realistically supply the needed volume. House Bill 1069, which would add two voting members representing DOE and the Board of Education to the School Facilities Authority, also drew support from DOE and the Board of Education. Supporters said the change would improve accountability, strategic input, and communication on school facilities matters. SFA testified that it has already increased coordination with DOE through regular meetings and that recent discussions have been more robust. Committee members questioned whether voting seats were necessary given that DOE and BOE could already attend meetings and receive updates, and they raised concerns about how a voting representative would report back and whether the measure would actually solve communication problems. No votes or final actions were taken on the measures during the portion of the meeting provided.

Transcript Highlights:

• bracket so that we can know how much money or funding we are using for infant-toddlers as opposed to preschool
• Just want to remind you that that funding is coming from the PDG, or the Preschool Development Grant,
• Just want to remind you that that funding is coming from the PDG or the preschool block grant that we

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the report found that Arkansas moms want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing most mothers want full-time work, 69% identified child care costs as a barrier, and many said flexible hours were the most important workplace support. She also described county-level dashboard data, the high cost of infant and toddler care, and examples from working mothers about spending most or all of their paychecks on child care. Members asked questions about labor force participation trends, the meaning of the child care cost figures, and how flexibility could be implemented across industries. The presenter and members also discussed the broader economic-development impact of child care shortages and the need for public-private partnerships. The Department of Education then gave an update on early childhood programs. Officials said they are building internal dashboards to improve transparency and data access for school readiness assistance, including enrollment, application, and provider participation monitoring. They reported that the state is still moving forward with the CLASS transition and expects to release transition funding to providers in the coming weeks using Preschool Development Grant funds. They also clarified that OEP awards based on CLASS scores are separate from OEC’s work and that the data is FOIA-able. Officials warned providers about a temporary payment delay during the transition to a new system, saying payments will stop June 30 and resume around July 14, with any owed funds processed then. Members raised additional concerns about early childhood special education funding, overpayment recovery from a child care center, audit requirements for Head Start and SRA funds, the market rate survey, and the status of local leads after a recompete. Department staff said they would follow up on special education funding levels and audit rules, noted that the overpayment case is under appeal, and said the market rate survey is still in procurement. They also reported that 23 local leads will cover all counties starting July 1, with no major job-description changes, and described a new PDG Partners stakeholder group and an upcoming June 23 QRIS webinar to gather provider and parent input. The meeting ended with no further business and adjournment.

Transcript Highlights:

• that we can then know how much money or funding that we are using for infant dollars as opposed to preschool
• Just want to remember, That funding is coming from the PDG, or the preschool block grant that we got.
• Just want to remind you that that funding is coming from the PDG or the preschool block grant that we

Committee: All EDUCATION- HOUSE EARLY CHILDHOOD SUBCOMMITTEE

Summary: The committee first approved the minutes and then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing flexible hours were the most requested workplace support, 69% of moms identified child care costs as a barrier, and many families spend a large share of income on care. Members asked about labor force trends, what flexibility means in practice, and the cost and age structure of child care assistance programs. The presenter also noted child care affects economic development and workforce recruitment, and mentioned a Department of Commerce option that may help pay child care for people seeking training. Department of Education and Office of Early Childhood staff then gave updates on internal dashboards for enrollment, applications, and provider participation in School Readiness Assistance (SRA), saying the tools are now live for internal use and should improve transparency and data access. They said CLASS transition funding from the PDG grant would be released soon to providers who completed observations, and clarified that OEP awards based on CLASS scores are separate from OEC’s work. They also warned providers about a payment interruption during the transition to a new system: June 26 would be the last day to submit SRA payments for processing, payments would stop June 30, and billing would continue without processing from July 1 to 13, with back payments expected when the system resumes around July 14. Members raised concerns about provider cash flow, early childhood special education funding, an overpayment appeal involving a child care center, and whether CLASS data would be public; staff said the data is FOIA-able but not used by the department to set current quality or rates. The department also said it is reviewing audit requirements tied to Head Start and SRA, that Early Head Start children remained in their facilities after a closure, and that a market rate survey/cost analysis is still in procurement. Staff reported that the QRIS process will begin with a June 23 webinar and that CLASS will be part of a broader quality system still being developed with provider and parent input. They also said the local lead network was re-competed and will cover all counties starting July 1 with 23 local leads, and that the PDG partner group has been formed to provide ongoing stakeholder feedback. The meeting ended with no further business and adjournment.

Transcript Highlights:

• Division of Early Learning was awarded $14.751 million in the Federal Grants Trust Fund for the Preschool
• Division of Early Learning was awarded the $14.751 million in the Federal Grants Trust Fund for the Preschool
• a little bit specifically how these monies, you know, when we look at the grant, will help with preschool

Summary: The Legislative Budget Commission considered 21 budget amendments, most of them routine authority adjustments tied to federal grants, Medicaid payment programs, and trust fund realignments. The Department of Education received $14.751 million for a Preschool Development Grant to support early learning system improvements, workforce credentialing and training, IT modernization, and related early childhood certification work. The Department of Veterans Affairs shifted $2.2 million within its trust fund to cover higher nursing home occupancy, replace contract nursing with OPS staff, and meet rising operating costs. The Department of Health moved about $9.1 million to support Disability Determinations, where roughly 140,000 cases were pending or in process, and said the change would help reduce backlog and avoid a deficit. The Agency for Health Care Administration presented multiple amendments for Medicaid-related programs, including $766 million for indirect medical education, $1.9 million for managed care network adequacy audits, $209 million for the Rural Health Transformation Program, and several large supplemental payment programs for hospitals and physicians; members asked about CMS approval delays, provider access, and how rural funds would be distributed. The commission also adopted an amendment realigning KidCare funds, placing a $32.1 million surplus into reserve, though several members objected that the state had not yet implemented the 2023 KidCare expansion and that children remained on a wait list. Another Medicaid amendment placed a $376 million surplus into reserve after updated estimating conference projections. Other agencies also received approvals. FDLE received $16.26 million to buy counter-unmanned aircraft systems equipment such as radar and RF sensors to detect and mitigate drone threats. The Department of Juvenile Justice received $1.6 million for the Florida Scholars Academy and a Social Services Block Grant realignment, with staff confirming corrective action had been taken after prior audit findings about allowable SSBG spending. The Division of Emergency Management received federal pass-through authority for FIFA World Cup security and counter-UAS funds, both controlled by the Miami host committee, and members noted the state had little direct oversight over how those local grants would be used. The Department of Commerce received $148.4 million for Community Development Block Grant Disaster Recovery work, with questions focused on the split between housing, infrastructure, and administrative costs. The Department of State received $408,377 for arts and culture federal grant obligations. All amendments were adopted, generally without objection, after brief questioning and no public testimony.

Transcript Highlights:

• Division of Early Learning was awarded $14.751 million in the Federal Grants Trust Fund for the preschool
• a little bit specifically how these monies, you know, when we look at the grant, will help with preschool
• More specifically, how these monies, when we look at the grant, will help with preschool development?

Transcript Highlights:

• Um, and that, like Senator said, we do have a preschool program that's robust.
• Um, our preschool, uh, we are now about $60,000 in deficit.
• Um, so, as of June 26, we have about a $60,000 deficit in our preschool fund.
• And then, um, in your preschool program, how many students would you say you have enrolled?
• > many</c><00:40:06.880><c> students</c> preschool program, how many students preschool program, how

Committee: Senate Education Finance

Transcript Highlights:

• And this modified version is aimed at preschool children not enrolled in kindergarten.
• I mean, there are public schools that have preschool programs.
• </c> public schools that have preschool public schools that have preschool programs.<00:19:43.520><c>
• </c><00:37:11.440><c> childcare</c> conjunction with a preschool childcare conjunction with a preschool
• ><c> primarily</c> you know, preschoolers are primarily you know, preschoolers are primarily tactile<

Summary: The committee heard testimony on SB 69, including a germane amendment about local school boards’ acceptance or rejection of gifts and donations and a non-germane amendment creating a virtual early childhood readiness family engagement program for preschool children not yet in kindergarten. Rep. Cordelli said the early literacy proposal was a modified version of an earlier kindergarten readiness bill, would rely on gifts and donations rather than state appropriations, and would include reporting requirements. Members questioned the shift from a broader technology program to an online-only model, the lack of detailed evaluation metrics, how long children would use the program, and whether it was appropriate for very young children. Cordelli said the change was intended to avoid government dependence and still allow the program to be offered next school year. Several members raised concerns about the gift-acceptance language on the underlying bill, including whether school boards would need to vote on small donations, whether gifts could be handled in blocks or at regular meetings, and how anonymous donations would work under right-to-know laws. Rep. Han noted that some gift discussions might belong in non-public session under RSA 91-A, while Rep. Cornell said acceptance or rejection of gifts could be handled at regular meetings and suggested a dollar threshold could be added later. The New Hampshire School Boards Association said it was not taking a position but wanted clearer guardrails, policy guidance, and clarification on timing, anonymity, and public-meeting requirements. Supporters of the early childhood program, including Waterford.org, said the proposal would provide an evidence-based, adaptive online literacy program with family engagement for four- and five-year-olds, and that it could help close early learning gaps. Waterford said it could work collaboratively with school districts and IEP teams, and that it would provide devices and internet access for families who need them. Committee members pressed on how the program would interact with existing special education services and whether districts could use it as part of an IEP; the response was that it would be supplementary and not an approved special education service. No votes were taken during the hearing; the chair indicated the committee would later executive the bills and try to get reports filed promptly.