Transcript Highlights:

• School district that starts with T.
• districts and charter schools' school safety practices.
• I am not anti-public school. I went to a public school.
• I was a high school substitute teacher at a public school.
• I'm saying that the school board members sitting on that school board do everything the school superintendent

Keywords: 1182, all

Transcript Highlights:

• <04:33:12.000> boards school board from ever school boards school board from ever school boards
• <05:15:57.840> and school to go to a private school and school to go to a private school and
• for Public Schools our schools are for Public Schools our schools are for educating educating educating
• school?
• at school.

Keywords: 928, house, all

Summary: The committee opened with House Bill 184, which would create a committee to study changing school start times. Members discussed Amendment 0394, which made the study committee’s duties more investigative and adjusted reporting recipients, including the Governor. Several members raised questions about whether the committee should review evidence-based studies, local district decisions, and existing district reports; supporters said the amendment would better allow the committee to gather information and recognize local control. The amendment passed 17-0, and the bill as amended also passed 17-0. Representative Litchfield noted that no one had testified in opposition and encouraged the future study committee to review an Oyster River School District report on school start times. The committee then took up House Bill 394, concerning cooperative school district budget committees and board member representatives. Amendment 0476 was adopted 17-0 after discussion that it clarified the bill’s language and reflected work with the School Boards Association. The committee then voted OTPA on the bill, which also passed 17-0. House Bill 738, requiring background checks for employees and volunteers at certain non-public schools or education service providers receiving public funds, was moved inexpedient to legislate. Supporters said the bill would create practical and legal problems for private citizens and homeschooling families, and the motion passed 15-2 with no minority report, placing the bill on consent. The committee next considered House Bill 235, which would amend the educator code of ethics and conduct to add responsibilities to parents. Supporters argued parents should be explicitly included in the code, while opponents said parents were already covered in existing ethics language and statute. The bill passed narrowly, 9-8. The committee then returned to House Bill 532 on alternate dispute resolution and individualized education plan team meeting facilitation. Amendment 0480H clarified that different rules would apply separately to neutral conference, mediation, and IEP facilitation; it passed 17-0, and the bill as amended also passed 17-0. Finally, the committee moved to House Bill 564, concerning adoption of school administrative unit budgets, and voted to retain the bill for further review because members said there was still confusion about how it would apply to single-district and multi-district SAUs.

Transcript Highlights:

• uh School administration or the school uh School administration or the school district<00:17:24.280
• <00:49:41.520> so<00:49:41.680> to five schools six schools in siu6 so to five schools
• , and a high school.
• this bill necessary well some school this bill necessary well some school school<01:58:52.360>
• for her school district.

Keywords: 928, house, all

Summary: The committee opened with the Pledge of Allegiance and noted weather-related absences and a large number of new bills. The chair said a subcommittee would be formed to review three cell phone bills, and a full committee work session on bullying would be scheduled for the week after next. The committee then began a hearing on House Bill 121, which would create local special education advisory councils in school districts. Representative Glenn Cordelli, the sponsor, said the councils would be parent-driven, with parents of children with disabilities advising districts on education, safety, program development, evaluation, planning, policies, and communication with administrators. He said the bill would require at least quarterly meetings with district administration, an annual parent workshop, and a year-end report to the school board. He also cited federal guidance from the U.S. Department of Education on parent advisory councils and said the goal was to improve collaboration between parents and schools. Members raised questions about the use of “shall,” how councils would be formed in districts without PTAs/PTOs, whether the councils could function in very small districts, privacy concerns about parents disclosing their children’s disabilities, whether the councils should include guardians or educational professionals, and whether the councils would have any direct tie to the state advisory council. The sponsor said the requirement was intended to make the councils mandatory, that local districts could organize them organically if needed, that participation would be voluntary, that parents would not be required to disclose private information, and that the councils would remain advisory rather than determinative. He also said costs should be minimal. Testimony then began from Nicole Sheath, a pediatric occupational therapist and parent of four children with disabilities, who described her experience balancing advocacy, school collaboration, and the demands of her children’s therapies and education.

Transcript Highlights:

• schools?”
• I just worry about the sensibility of placing burdens on our school administrators, our school staff,
• Nick Romley, here on behalf of the Small School Districts Association, the School Employers Association
• to use because it allows our schools and our school administrators to consider other factors such as
• schools.

Summary: The Assembly Education Committee met for its first hearing of the session, adopted its committee rules on a 6-0 vote, and then heard several bills. AB 347, which would require written notice to students about the right to opt out of animal dissection and receive a comparable assignment, drew strong support from the author, a student, and multiple advocacy and education groups, while opponents argued it would burden teachers and duplicate existing law. The committee approved AB 347 on a 7-0 vote and sent it to Appropriations. AB 281, which would expand parent access to sex education materials and require disclosure of outside consultants’ credentials, drew mixed testimony. Supporters framed it as a transparency and parent-rights measure, while school administrators and county education officials said current law already allows inspection and that the bill would create an unfunded administrative burden. After extended member discussion, the bill failed on a 4-3 vote with one abstention, though reconsideration was granted. AB 65, which would provide paid pregnancy leave for educators without requiring them to exhaust sick leave first, was supported by teachers, CTA, and the State Treasurer, but opposed by school administrators and business officials over cost concerns; it passed 6-0 to Higher Education. The committee also approved AB 361, which would extend and expand LAUSD’s best-value procurement authority for school construction to all school districts for five years, on a 5-0 vote with one abstention. AB 86, which would require the State Board of Education to adopt standardized K-8 health education instructional materials, passed 5-0. Finally, AB 228, the Zaki Fast Act, was introduced to clarify that schools may stock any federally approved epinephrine delivery system, including newer devices beyond auto-injectors, and was presented with testimony from the bill’s young namesake and his family; the transcript cuts off before the committee vote on that measure.

Transcript Highlights:

• GROUNDS OR WHILE ENGAGED IN SCHOOL ACTIVITIES OFF SCHOOL GROUNDS DURING THE DAY.
• THE PURPOSES DUE TO THE FACT CHARTER SCHOOL SPONSORS, SCHOOL DISTRICTS, COLLEGES AND UNIVERSITIES MUST
• Calatayud: 1150 WOULD ENABLE OUR SCHOOL DISTRICTS TO RETAIN HIGHLY SKILLED AND QUALIFIED SCHOOL SOCIAL
• CATEGORY IDENTIFY A PERSISTENTLY LOW PERFORMING SCHOOL TO INCLUDE A SCHOOL IN THE BOTTOM 10 PERCENT
• PERSONNEL, SCHOOL NURSES AND DOCTORS AND OTHER SCHOOL PERSONNEL, REGULAR CONTACT WITH STUDENTS.

Keywords: 999, senate, all

Transcript Highlights:

• districts' and charter schools' school safety practices.
• him to go to school.
• I am not anti-public school. I went to a public school.
• I was a high school substitute teacher at a public school.
• I'm saying that the school board members sitting on that school board do everything the school superintendent

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

Transcript Highlights:

• School?
• mandate if the number of cases and they kept track of it by school seven, uh six schools in our school
• in our uh school district six schools in our uh school district when<01:14:27.199> the<01:14:
• And it's not the school school school nurse,<01:35:51.520> okay?
• facts in our schools? facts in our schools?

Keywords: 1191, senate, all

Transcript Highlights:

• school.
• And Schools of Hope are charter schools.
• school or a charter school, is school choice.
• The charter school or the traditional public school?
• schools.

Summary: The House met on the final day of session, swore in Representatives Boyles and Hodgers, and observed a moment of silence for the Minnesota House Speaker Melissa Hortman and her husband, as well as for Representative Rosenwald’s father. The chamber then moved into final budget work, with leaders outlining the plan to take up H.J.R. 5019, HB 7031, HB 5017, HB 5015, and then the general appropriations act once the Senate transmitted it. H.J.R. 5019, a proposed constitutional amendment to expand the budget stabilization fund, was explained and amended to raise the rainy day fund cap, require annual deposits, and allow withdrawals for critical state needs by a two-thirds vote; it passed 100-1. The House then adopted the conference report on HB 7031, the tax package. The bill repeals the business rent tax and aviation fuel tax, delays the natural gas fuel tax, creates or expands several sales tax holidays and exemptions, including permanent exemptions for disaster-preparedness items, hunting/fishing/camping items, and ammunition and firearms-related purchases, and makes changes to property, corporate income, local tax, and economic development provisions. Members debated the removal of recurring housing trust fund and transit-related revenue streams, the new ammunition exemption, and the data center tax changes; supporters argued the package reduces taxes and preserves annual budget flexibility, while opponents raised concerns about housing, transportation, and gun violence. The conference report passed 93-7. HB 5017, creating a debt reduction program funded by a recurring transfer to retire state bonds early, passed unanimously. HB 5015, the state group insurance conforming bill, which directs DMS to develop a formulary management plan and codifies the administrative health insurance assessment, also passed. The House then began explanation and questions on the fiscal year 2025-26 general appropriations act, described as a $115.1 billion budget that is down $3.8 billion from the current year and includes more than $12 billion in reserves. Subcommittee chairs summarized major spending areas, including pre-K-12 funding increases, health care funding for Medicaid, KidCare, nursing homes, opioid treatment, and mental health, transportation and economic development funding, environmental and water projects, higher education, state administration, justice, and information technology. Questions focused on school vouchers, inflationary pressures on school districts, and the adequacy of funding for housing, transportation, and other priorities.

Transcript Highlights:

• schools. Is that correct? schools. Is that correct?
• all of our schools. We have that list. all of our schools. We have that list.
• identified by schools. identified by schools.
• Thank you. school advisory committee. Um, I I'm school advisory committee.
• school attendance under that provision. school attendance under that provision.

Keywords: 910, house, all

Summary: The committee heard testimony on HB 1783, which would expand public-private partnership options for charter school facilities. The Department of Education offered comments, the Charter School Commission and SFA supported the bill, and Hawaii Technology Academy, Hawaii Kids, Hawaii Children’s Action Network, HGA, Aloha Project, and several individuals testified in support, while UPW opposed it. Supporters said charter schools need faster and more flexible ways to address severe facility shortages and high costs, and SFA described the bill as a pilot model that could leverage developer partnerships and state contributions, citing Maryland as an example. Members asked whether the bill was limited to charter schools; DOE said the language could be read to include other public school facilities, but if focused only on charter schools, DOE was less concerned. The Charter School Commission also described an existing public-private preschool model through Parkway Village Preschool and PACTED. The committee then took up HB 1778, which would establish a CIP database for school facilities. SFA supported the bill, saying it would create a more disciplined, transparent basis for funding decisions by documenting facility condition, needed repairs, classification, and timing. DOE initially said it rested on its comments, then responded to questions by saying it already maintains deferred maintenance lists, uses systems such as Maximo, CPT, GIS, and finance software, and sends legislators project-status letters twice a year. DOE said it is working on improving its outward-facing dashboard and integrating its systems, but questioned whether the bill would add value beyond existing tools. Members emphasized the need for a publicly accessible, real-time transparency tool, while DOE said it was still evaluating its current systems and was not yet seeking funding for a new IT program. For HB 2344, creating an Independent Public School Realignment and Closure Commission, DOE said it wants to remain part of any consolidation process to keep students and education central, while SFA said the bill is timely and framed it as a restructuring response to changing conditions and possible federal funding cuts. SFA compared the proposal to the federal BRAC process for military base closures and said Hawaii has the same enrollment as in 1961 but many more schools, arguing that the state needs a more deliberate approach to school closures and land reuse. The Attorney General’s office raised technical concerns about several sections, including unclear references to administrative support, a governor-approval sequence, a possible conflict with existing statutes governing closed-school disposition, and a missing section number. Testimony on HB 2345, which would establish a geographic CIP district, began with DOE in opposition; DOE said the bill would duplicate existing work, add confusion by creating two agencies doing the same thing, and spend money inefficiently because district project coordinators and project lists already exist.

Transcript Highlights:

• ,<00:40:58.880> would school during the school day, would school during the school day, would
• to the schools?
• who then sends it to the school. who then sends it to the school.
• million Medicaid 8.8 Medicaid to school. million Medicaid 8.8 Medicaid to school.
• schools could include 504s. schools could include 504s.

Keywords: 1189, house, all

Summary: The subcommittee met to begin work on HB 742, which would require catastrophic special education aid to be drawn from the education trust fund, and more broadly to study special education aid/differentiated aid and related costing issues. The chair said the group was starting early because the issue has been debated for years without resolution, local districts are being forced to absorb prorated costs, and the committee wants to send the Department of Education and HHS Medicaid a clear request for data and recommendations before retained bills return in the fall. A committee clerk was also selected, with Representative Reverend volunteering to take notes for the meeting. Members reviewed background materials on special education enrollment, high-cost students, and possible funding formulas, including data on students in high-cost brackets and prior ideas such as category-based funding and caseload-based approaches. The chair also referenced research on other states, including Arkansas, which uses a different special education funding structure and audits IEPs. The committee emphasized that it was focused on the funding mechanics and costs, not on questioning whether services should be provided. Henry Lipman of HHS explained how Medicaid-to-schools currently works in New Hampshire. He said 172 school districts participate, but utilization dropped during the pandemic and remains below historical levels, in part because districts need the capacity to bill Medicaid. Under the current system, schools receive reimbursement based on half of the Medicaid fee schedule, with the school district effectively providing the state share. He said the federal government is requiring a shift by July 1, 2026, to a true certified public expenditure model based on actual costs, which should allow schools to recover 50% of their true costs and some administrative overhead. The department has received a roughly $2.5 million grant to hire a vendor and support districts through the transition, and an RFP and stakeholder meetings are underway. Committee members asked about how costs would be determined, whether the new system would use actual district-specific costs rather than averages, and how the department would support districts that do not currently participate. Lipman said the cost model would be based on each district’s own reasonable costs, subject to audit standards, and that the department expects to provide templates and technical assistance through the vendor because its staff is limited. He also said about one in four New Hampshire children are enrolled in Medicaid, that child enrollment has been relatively stable, and that continuous coverage rules should reduce churn. No votes or formal actions on HB 742 were taken during the meeting beyond organizing the subcommittee and beginning testimony and discussion.

Transcript Highlights:

• Unlike DOE schools, public charter schools have been forced to use public school funding for facilities
• in school. in school.
• Hawaii's schools. Hawaii's schools.
• the same in our schools. the same in our schools.
• , then middle school, and then high school.

Keywords: 910, house, all

Summary: The committee heard testimony on several education resolutions, beginning with HCR 11 and HR 14, which ask the Board of Education and the State Public Charter School Commission to report on improving access to stable, suitable, and affordable facilities for public charter schools. The Charter School Commission supported the measure, and OHA also supported it while noting long-standing facility challenges, the lack of a dedicated facilities appropriation, and the strain on charter schools that have had to use operating funds for buildings and temporary structures. Kealakehe Academy, Hawaii Technology Academy, and several individuals also testified in support. The committee then took up HCR 181 and HR 171, which seek a shared decision-making committee to develop an action plan for a K-12 Ka Waihona School in Kapolei. The Department of Education said it has already developed a strategic plan for Kaipuni education, has expanded immersion programs over the past decade, and is addressing growth through interim guidance and a new priority placement process. Community witnesses, including representatives of Ke Alo Ever, strongly supported the resolutions, emphasizing the need for a K-12 pathway, the importance of Hawaiian language and culture, and the role of community voice in planning. They argued that teacher shortages, especially for licensed Hawaiian immersion teachers, remain a major barrier and proposed a kumu recruitment and retention program tied to community, UH, and DOE partnerships. The committee also heard HCR 187 and HR 177, which urge the Department of Education to begin initiatives to address teacher retention statewide. DOE and the University of Hawaiʻi College of Education said teacher retention is already being addressed through the Teacher Education Coordinating Committee, a five-year plan focused on building capacity, improving satisfaction, and compensation, and a new DOE human resources plan. In response to questions, DOE said it is seeking better school-level data on why teachers leave, is preparing for contract negotiations, and is working with the standards board and DLIR on an apprenticeship-related grant. TECC representatives said the group has been working since the pandemic era, may narrow its focus to retention as the most actionable area, and expects to provide more concrete recommendations in its annual report. The transcript ends as the committee moves on to the next item, HCR 47 and HR 43, without showing any votes or final actions on the measures heard.

Transcript Highlights:

• or school district is then.
• A coach per LEA, not a coach per school. It's a coach per school.
• Schools may begin using the screening instrument to screen students in the 2026-2027 school year, with
• They depend on the reduced price or free meal programs, such as the National School Lunch and School
• At the high school levels, they do have prep kitchens, but at the elementary and middle schools, they

Keywords: 988, house, all

Transcript Highlights:

• permanent school fund and the school permanent school fund and the school trust<00:06:00.880>
• school fund. school fund.
• the Minnesota's permanent school fund. the Minnesota's permanent school fund.
• school or these types of school school or these types of school districts<01:14:50.000> instead
• schools. That is the objective. schools. That is the objective.

Keywords: 1187, senate, all

Transcript Highlights:

• going through high school.
• as well as charter schools.
• as well as charter schools.
• as well as charter schools.
• traditional public schools and open-enrollment public charter schools.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• schools.
• New schools and/or existing community schools? It will be for new schools, I believe. Okay.
• schools.
• school sites.
• schools.

Summary: The committee heard an overview of the May Revision’s Proposition 98 changes for K-12 and community colleges. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with higher guarantees in each year, full payment of the prior settle-up, and larger deposits into the school rainy-day fund. The LAO said the revenue and LCFF updates were reasonable, but urged caution about the settle-up approach and recommended using more of the available funding to protect ongoing programs and build budget resilience. Members focused heavily on the size of the proposed $3.9 billion settle-up, the $10.3 billion reserve deposit, declining K-12 enrollment, and how much of the new funding should be ongoing versus one-time. The committee then reviewed the community colleges portion of the budget. Finance described the May Revision’s higher SCFF COLA, additional funding for enrollment growth, a student support block grant, apprenticeship adjustments, and continued funding for deferred maintenance, Calbright, Common Cloud, and credit for prior learning. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the growth formula, and a COLA for Student Equity and Achievement. The LAO recommended prioritizing the statutory COLA increase, noted that more than half of districts are already above current-year growth targets, and said the new adult learner demonstration project should be rejected because districts already have tools to support similar services. Members also discussed a $52 million current-year apportionment shortfall, which Finance said was discovered too late for the May Revision and would need to be addressed later. Finally, the committee took up the proposed implementation of the federal Workforce Pell program. Finance proposed one-time funding for the California Student Aid Commission and Cradle to Career to build eligibility and data systems, along with trailer bill changes to set up state approval processes. CSAC said the program is promising but highly complex, that California lacks the needed infrastructure, and that the state will need emergency regulations, data linkages, and ongoing funding beyond the one-time proposal. The LAO agreed that some initial funding is needed but warned that the amounts and ongoing costs remain uncertain and that the Legislature should carefully draft the trailer bill language. Members asked about timing, other states’ actions, and how the state would ensure the program is ready for students and institutions.

Transcript Highlights:

• So the partnership is between school districts or charter schools and higher ed.
• or any school activities.
• We're voting on our school finance bill. We've got a school security bill.
• They started with unaddressed problems at school because the schools have no resources, because the schools
• And I taught school and I taught school and I... Discipline is important in school. Absolutely.

Summary: The House convened with prayer, pledges, and several ceremonial recognitions, including Wilson County Day, San Antonio Mission Indian Descendants Day, and Blue Ribbon Lobby Day, along with acknowledgments of visiting groups and a birthday greeting. The chamber also announced committee meetings and then moved into floor business, including conference committee action on Senate Bill 1, the state budget. A series of motions to instruct House conferees on SB 1 were debated and voted on. One motion sought to restore salary for Attorney General Ken Paxton after his impeachment-related suspension; it passed 88-56. Another, from Rep. Olcott, directed conferees to support amendments requiring data collection on the costs of undocumented immigrants in hospitals and prisons; after extended debate and a failed amendment from Rep. Martinez Fischer to also study immigrants’ economic contributions, the motion passed 86-61. The House also adopted instructions to eliminate Texas Lottery Commission funding, to support amendments restricting public education institutions from affirming gender identities inconsistent with biological sex, and to seek an additional $4 billion in property tax relief, with each motion passing on recorded votes. The House then took up a supplemental calendar and passed several bills, including HB 39 on veteran death data, HB 102 on priority registration for certain students entering military service, HB 126 on student-athlete compensation and representation, HB 290 on tuition and fee assistance for members of the Texas military forces, HB 300 on Texas Armed Services Scholarship Program updates, and HB 2143 naming a highway in honor of Army Specialist Joey Lins. The chamber also postponed consideration of HJR 2 and HJR 6. Later, the House considered HB 120 on career and technology education pathways and HB 20 on applied science pathway programs for high school students. HB 120 received a perfecting amendment and was advanced after discussion about workforce preparation. HB 20 prompted extensive questioning about transportation, costs, and how students would access partner campuses such as community colleges and TSTC sites; debate continued as the transcript ended, with members examining how the program would operate and whether approval authority would rest with TEA.

Transcript Highlights:

• We don't want to put that mandate on schools, but I think schools are willing to do that.
• That is National School Lunch and School Breakfast programs.
• School District or Charter<01:48:14.000> School Charter School Charter School would<01:48:15.960
• tribal schools don't get funds from the permanent school trust.
• the schools don't get permanent School the schools don't get permanent School trust<02:01:33.800

Keywords: 1187, senate, all

Summary: The committee met to hear a Minnesota Department of Education presentation on federal education funding and the potential effects of federal actions on those dollars. Chair Kunesh framed the discussion around concerns about threats to the U.S. Department of Education and noted that federal funds make up about 10% of Minnesota’s education budget, or roughly $1.4 billion. Senator Lang pushed back, emphasizing that 90% of school funding comes from state and local sources and urging the committee to focus on state mandates and how to pay for them. New member Senator Clark introduced himself and said he would teach ethics or running if he were a teacher. Department staff explained that federal education dollars are divided between entitlement/formula funds and competitive/discretionary grants. They said Minnesota receives federal money through established systems and that the department is seeking clarity about how federal changes might affect the flow of funds, oversight, and program administration. They also outlined Minnesota’s legislative review process for federal funds, which includes several pathways such as the governor’s biennial budget, supplemental budget submissions, legislative advisory committee review, and expedited review processes when needed. The presentation then focused on ESEA Title funding, especially Title I. Staff said Title I is one of the largest federal education programs in Minnesota, with about $200 million in current funding, and supports 476 local education agencies. They described how funds are allocated through Minnesota’s North Star accountability system and Compass support structure, based on measures such as poverty, graduation rates, and state assessment performance. Examples of allowable supports included professional development, attendance initiatives, reading curriculum, training, and peer coaching. Senators asked whether executive action could affect these funds and whether the money flows directly to districts or through the state; staff responded that they would avoid speculation and would continue explaining the different funding streams and oversight structure.

Transcript Highlights:

• <00:04:58.080> felt school incident sure so the schools felt school incident sure so the schools
• I was a former high school principal, and in high schools and elementary schools you lose countless number
• I was a former high school principal, and in high schools and elementary schools you lose countless number
• <00:47:54.720> uh school board or the school-based uh school board or the school-based uh
• , looking at the private schools and public schools as well?

Keywords: 958, all

Summary: The committee first took up House Bill 669, sponsored by Representative Smith, which was presented as a response to a September shooting incident in his district that led to school closures and missed instructional days. Smith said the bill was intended to help school districts recover lost days caused by extraordinary emergencies and not to set a broad precedent. Members asked whether districts had adjusted calendars to make up time, and Smith said many had already extended days or moved calendars into June. The committee then voted to pass House Bill 669, with all members present voting yes. The committee next heard House Bill 621, as amended by a committee substitute that removed a homeschooling-related section and left only the school-threat provisions. The bill would allow courts to impose a fine on parents when a child is adjudicated for terroristic threatening if law enforcement incurred excessive costs, and it would require a mental health assessment for the child. Representative Duvall and Officer Steve Chappelle supported the measure, arguing that online school threats spread fear, disrupt attendance, pull law-enforcement resources from other schools, and should create more parental accountability. Representative Riley also supported the accountability goal, citing lost instructional time and a recent student suicide tied to online issues. Several members raised concerns about the bill’s scope and due process. Representative Josh Callaway questioned why this offense should be the starting point for parental fines and warned about a slippery slope in holding parents liable for children’s crimes. Representative Willner said the bill seemed more like a judiciary issue, questioned whether punishment can make parents better parents, and asked about diversion programs and the meaning of the detention language. Representative Tipton pointed to existing statutes on mental health assessments and terroristic threatening penalties, and said the committee substitute would alleviate many concerns. Scott West, speaking for Kentucky Policy and the Kentucky Association of Criminal Defense Lawyers, argued that the mandatory detention language would remove judicial discretion and that the parental fine provision could conflict with existing due process protections requiring notice, a hearing, and a finding that lack of supervision was a substantial factor in the child’s delinquency. The transcript does not show a final vote on House Bill 621 in the portion provided.

Transcript Highlights:

• You have 3 minutes. school, we prayed. The student doesn't school, we prayed.
• school in Vestavia Hills.
• school in Vestavia Hills.
• kids to the Jewish day school.
• schools? schools?

Bills: SB271, HB511

Keywords: SB271, Alabama, municipalities, city fees, town fees, franchise fees, utility franchise, natural gas, manufactured gas, gas utility, public streets, public places, right-of-way, municipal consent, gross receipts tax, license tax, privilege tax, Public Service Commission, PSC, utility regulation

Transcript Highlights:

• I select the school that I'm coming from, and I select the school that I expect to attend.
• child back to public school?
• And if they are a school employee, whether they're at a district school or a private school, that would
• And if they are a school employee, whether they're at a district school or a private school, that would
• , goes to a private school, and comes back, that money was taken from a public school.

Summary: The Pre-K through 12 Budget Subcommittee met to continue reviewing how Family Empowerment Scholarship students are funded through the FEFP and the role of scholarship funding organizations. Staff gave a statutory overview of parent, SFO, and Department of Education responsibilities, including application deadlines, eligibility verification, quarterly payment timing, cross-checks to prevent duplicate funding, and the 99% district FEFP limitation for certain awards. The committee then heard demonstrations from Step Up for Students and AAA Scholarship Foundation showing their parent portals, application workflows, reimbursement systems, school enrollment/invoice processes, and marketplace tools for tuition, tutoring, and approved goods and services. Step Up reported major growth since HB 1, saying its scholarship population expanded from about 260,000 to more than 440,000 students, with application processing averaging about 10 days. It also highlighted faster tuition, provider, and reimbursement payments, multilingual support in English and Spanish, and resources such as videos and a call center. Members asked about support for Creole speakers, optional Florida ID numbers, student identifiers, marketplace pricing, tutor qualifications, background screening, and how awards differ from funded status. Step Up said it does not currently support Creole, does not do background screenings for tutors, sets no marketplace prices itself, and uses a unique internal student ID separate from the state ID. AAA demonstrated its revised software for the 2025-26 school year, including an eligibility screener, household and student application steps, messaging with staff, reimbursement requests, and administrative review and payment batching. AAA said the new system is custom-built, more transparent about award value versus available balance, and designed to better handle quarterly funding for UA students. Members questioned AAA and Step Up about student ID numbers, public-school cross-checks, fraud controls, school fee schedules, whether schools must participate, and reimbursement timing. Both organizations said they report quarterly to DOE, receive public-school cross-checks, and recover funds when students return to public school; AAA said its average reimbursement turnaround is about 14 business days, while Step Up said its reimbursement approvals have improved significantly. The committee also requested follow-up information, including one-pagers, data on income levels and demographics, and additional details on forecasting and system costs.