Transcript Highlights:

• that district. that district.
• . district. district.
• district? district?
• <01:20:35.440> district sending district the sending district sending district the sending
• districts? districts?

Keywords: MS Senate Floor - 7 January, 2026; 10:00 AM, 925, all

Summary: The Senate convened with a quorum present, heard an invocation from Reverend Chip Stevens of First Baptist Church in Jackson, and recited the pledge of allegiance. The body then dispensed with the reading of the journal, committee reports, and bill titles, and received several guest introductions, including the president of Mississippi University for Women, the physician of the day, and the session’s pages. The main item of business was Senate Bill 2004, the Mississippi PERS Stability Act. Senator Sparks explained that the bill would provide a $500 million infusion to the PERS accumulated employers account on July 1, 2026, followed by $50 million annually for 10 years, with backup funding from unobligated general funds if needed. He said the measure was intended to help address the system’s roughly $26 billion liability and to support both state employees and local government employers, noting that the state had already taken other steps to strengthen PERS. The bill was advanced to engrossed status, read for the third time, and placed on the calendar for final passage. Senator Norwood asked whether the funding would help local governments, and Senator Sparks said it would, because the liability is shared by all employers in the system and affects local balance sheets and bond ratings. Senator Bryan then spoke at length in opposition to the broader direction of retirement policy, criticizing the committee process, the fragmentation of retirement legislation, and what he described as incentives for privatization and unfair treatment of new hires. He said he would still vote for the bill because it sends money into the system, but argued that the state should focus retirement benefits on older retirees and avoid further benefit expansions. Senator Sparks responded that the bill was a necessary cash infusion to honor commitments to employees, stabilize the system, and avoid insolvency, and said more PERS legislation would follow.

Transcript Highlights:

• Unified School District in 2019.
• It is about all school districts.
• The district.
• We have Fullerton Elementary School District and Fullerton Unified School District.
• district.

Summary: The committee heard several audit requests and related testimony. The first major item was an audit of Coachella Valley Unified School District’s contract and fiscal management. The author and supporters described long-standing fiscal mismanagement, large budget shortfalls, layoffs, contracting concerns, and questions about the district’s foundation and use of public funds. District representatives and the Riverside County Office of Education said the district is already under fiscal oversight, has a stabilization plan, and is working to reduce deficits and improve student outcomes. After extensive debate and public comment, the motion to approve the audit was put on call because the committee did not have the required votes from both houses at that moment. The committee then approved an audit of East Bay transit agencies in Alameda and Contra Costa counties. Senator Wahab argued the region’s many overlapping transit agencies create fragmentation, duplication, and inefficiency, especially amid a fiscal cliff and possible future tax increases. Transit agencies and labor representatives opposed the audit, saying the agencies already undergo multiple audits, serve distinct local needs, and are implementing regional coordination efforts. After testimony from agency leaders and public commenters, the committee voted to approve the audit. The next item was an audit of California Community Colleges’ unrestricted reserves. Senator Archuleta and supporting faculty representatives said reserves have grown substantially and may be diverting resources from student services, instruction, and workforce programs. They argued there is little oversight when reserves become too high. The Chancellor’s Office and Calbright College were invited to respond, and the audit objectives focused on reserve growth, reasons for high balances, oversight by the Chancellor’s Office, and effects on students and staff. The transcript cuts off during the Chancellor’s Office response, so the final committee action on this item is not shown.

Transcript Highlights:

• When districts do not use SB 9, which is only about a... Eight or nine districts in New Mexico.
• And so if a district, Mr.
• Slide six identifies the New Mexico school districts.
• In those five school districts, we have two of those New Mexico school districts that built what we call
• At New Mexico school districts hosted by New Mexico school districts with the goal of updating the adequacy

Transcript Highlights:

• So, as a district sees declining enrollment, The district has to make staffing pattern adjustments, but
• districts. what happens is a district will get in in a relatively small approach.
• Districts do.
• , a district receipt.
• People think it means to have to take from the rich districts to give it to the poor districts.

Keywords: 1184, house, all

Transcript Highlights:

• effort by as much as 50% in a district effort by as much as 50% in a district where<00:04:12.560
• My district is a little bit different than the rest of the districts around me.
• Peter School District.
• School District.
• Wealthier districts won't have an unfair advantage over districts like mine.

Keywords: 1187, senate, all

Transcript Highlights:

• Um we made it clear that districts Um we made it clear that districts districts<00:12:38.720> shall
• <00:35:15.120> work districts cuz right now districts work districts cuz right now districts
• This is regarding how sending districts or the resident districts pay the receiving districts.
• districts pay the receiving districts. districts pay the receiving districts.
• to another district. to another district.

Keywords: 1189, house, all

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• I will refer to Topok Elementary School District as the district throughout my presentation.
• The district is a rural district, and it requires a lot of oversight and managing multiple roles, which
• School district that starts with T.
• information from school district performance audits about district practices that may impact spending
• If the district does not submit the reports within the district. which were due March 31, 2026.

Keywords: 1182, all

Transcript Highlights:

• think<00:23:12.320> can it's districts can districts I think can it's districts can districts
• . district. district.
• . district. district.
• /c><02:13:40.719> district greatly from district to district greatly from district to district
• . districts. districts.

Keywords: 1189, house, all

Transcript Highlights:

• <00:46:13.240> enters district ENT the district entri enters district ENT the district entri
• to district.
• district services.
• at that all districts.
• at that all districts. look more closely at those districts look more closely at those districts which

Keywords: 928, house, all

Summary: The work session focused on special education, especially the differentiated aid component and special education aid, which members noted is still often called “catastrophic aid.” The chair said the committee was trying to better understand how special education costs are growing, how districts are delivering services through SAUs or internally, and how reimbursement formulas affect local costs. Members also discussed the need for better data before making decisions on several education funding bills, and Representative Brown was tasked with capturing questions for follow-up information from the department or elsewhere. Testimony from the state special education director, Becky Fad, centered on why student counts in various disability categories have shifted over time. She said the categories themselves have not changed much, but autism has increased because of greater understanding and identification, developmental delay has grown because it applies to children under age 10 who may not yet have a clear diagnosis, and some students previously classified under speech/language or other health impairment are now identified in more specific categories such as autism. She emphasized that the IEP is based on a child’s individual needs, so a change in category would not necessarily change services, though it may help educators support the student differently. Members asked about whether the shifts reflect better diagnostic capability, whether the department should gather more data on the reasons for the changes, and whether autism-spectrum data could be broken down further. Fad said the department does not currently have data on the causes of the shifts or on where students fall within the autism spectrum, but that collecting and analyzing such data is on its list of priorities and a new data manager had recently been hired. She also explained that each child is counted only once on the chart by primary disability, that the IEP or eligibility team determines the primary category based on evaluations, and that any child can be referred for special education by a parent, teacher, or doctor, after which the district must meet within 15 days to decide whether to evaluate. No votes or formal actions were taken in the portion provided.

Transcript Highlights:

• But that's how close those district populations are when it comes to congressional districts.
• So the difference between the most populous district and the least populous district can be 10% of the
• total district population.
• And that's why when we draw district maps we combine those geographical areas to form districts.
• it spells out our districts.

Summary: The Select Committee on Congressional Redistricting held its first meeting, established a quorum, and opened with remarks from the chair outlining the committee’s purpose and scope. The chair said the committee will focus only on congressional redistricting, will not take public comment at this introductory meeting, and may consider whether to propose a new congressional map ahead of the 2026 session. He emphasized that the work would rely on the 2020 census data, the current congressional map, and the House’s map-drawing software, and he stressed transparency, record retention, and compliance with constitutional prohibitions on drawing districts to favor or disfavor a party or incumbent. House outside counsel Andy Bartos then gave an educational presentation on redistricting basics and legal standards. He distinguished reapportionment from redistricting, explained that Florida was apportioned 28 congressional seats after the 2020 census, and reviewed the one-person, one-vote rule, noting that congressional districts must be drawn with near-exact population equality. He also described census geography and how counties, tracts, block groups, and blocks are used to build districts, and explained that congressional redistricting follows the ordinary legislative process rather than the special process used for state legislative districts. Bartos also covered contiguity, explaining that districts must be one connected piece and that mere point-touching is not enough, while bodies of water within a district do not necessarily break contiguity. No questions were asked after the presentation, no votes were taken, and no public testimony was heard. The meeting ended after the chair thanked attendees and said the committee would meet again the following week.

Transcript Highlights:

• Using the tool, districts can access a snapshot of key reporting Using the tool, districts can access
• They want to know things like: Is the district, does the district have ELOP at every school site?
• And I would absolutely echo what we heard from the small districts, the rural districts, the districts
• We’re also a basic aid district.
• The Office for Civil Rights, they don't care if you're a 700-district or a 700,000-district.

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• Congressional District 9 remains a Republican district.
• The five districts that are new Republican-performing districts still... ...exist in the plan, but it
• Current districts, and this is the committee substitute; the red boundaries represent the current district
• You thought you saw something to change on District 16? There's a change on District 16.
• , and White Latino districts.

Keywords: 997, house, all

Transcript Highlights:

• So it's not just school districts.
• When we look at what school districts expend in providing services, ...look at what school districts
• to address this would be to reduce ELOP funding for a district by the amount of ASES funding that district
• And we have found that many districts, the districts who had the most difficulty launching this program
• About 10% are in districts that have recovered in both math and reading, and 12% are in districts scoring

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• After the finding, the district immediately discontinued the after-hours award banquet funded with district
• We do, you know, over 200 school districts or 200 schools, including charter schools and school districts
• Former employees in the maintenance department of the district misused district funds and resources for
• All right, congratulations to those school districts.
• Congratulations to those school districts.

Summary: The committee met to review education audit reports and heard responses from several school districts with findings. Camden Fairview School District was cited for using operating funds for an end-of-year employee awards banquet and for unauthorized credit card charges that caused a small loss; district officials said the current administration had strengthened controls, stopped the banquet practice, and improved monthly credit card reconciliation. Members questioned whether the prior officials were still employed, whether the credit card issue was an outside hack, and how teacher appreciation could continue without using district funds. Forest City School District was cited for spending about $33,000 on an off-campus staff celebration and entertainment event; district representatives said the money came from long-standing Pepsi-related donation funds, that the event was intended to recognize staff and growth, and that they would change practices and receive training going forward. Members discussed whether those funds were private donations or operational funds, and staff said the district’s accounting treatment made them subject to the constitutional restriction at issue. The committee also reviewed several other findings. Conway School District was referred for an ongoing investigative report involving misuse of district funds and resources by former maintenance employees. Magnolia School District had undeposited activity funds totaling more than $21,000, tied to a resigned high school secretary and sponsor receipts not deposited. Westside School District had about $30,000 in credit card charges lacking documentation or business purpose, including charges by the superintendent, personal purchases, and items shipped to personal addresses; the matter was referred to the prosecuting attorney. Boonville School District was cited for paying a board member’s son more than the statutory limit for seasonal groundskeeping without the required exemption, and DESE later denied the exemption request. After discussing those cases, the committee filed the remaining eight findings en masse and then filed the 89 reports with no findings. Members noted that most school districts audited had clean reports and encouraged districts to continue good practices while learning from the findings discussed.

Transcript Highlights:

• one school district.
• So smaller districts scored a little bit higher than larger districts in this category.
• The smaller district average was a 1.95, and the large district average was a 1.73.
• Small districts had a little bit higher at 1.58, and large districts was 1.41.
• The school district then does what the school district does with it.

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• It says annual audits of school districts. This is not really... ...districts.
• But all districts are still required to do this, and all districts during their school and community
• But all districts are still required to do this, and all districts during their school and community
• But all districts are still required to do this, and all districts during their school and community
• But all districts are still required to do this, and all districts during their school and community

Keywords: 958, all

Summary: The Senate Standing Committee on Education met with a quorum and first took up Senate Bill 68, which was presented by Kentucky Department of Education staff as a cleanup measure to reduce duplicative or outdated reporting requirements. The bill, as amended by a committee substitute, would streamline reporting on local wellness policies, school breakfast programs, school budgets, audits, and school nutrition assessments, while preserving existing requirements to adopt wellness and physical activity policies and maintain audit obligations. Members asked whether removing reporting on physical activity and related topics would weaken oversight; KDE responded that districts would still have to adopt the policies and be reviewed under federal nutrition monitoring, but the state reports were often incomplete, hard to compare, and not especially useful. The committee adopted the substitute and passed SB 68 unanimously. The committee then heard Senate Bill 207, the School Innovation Act, sponsored by Senator West. The bill would create an optional program allowing school districts to apply to the Kentucky Board of Education for waivers from certain administrative regulations and establish three-year “schools of innovation,” potentially with third-party partners, to give struggling schools more flexibility and a fresh start. Senator West said the model was inspired by a visit to a school of innovation in South Carolina and by examples from South Carolina and Indiana, and he argued that the bill would let districts try new approaches without mandating participation. He also said existing “district of innovation” language in statute is a relic and that the bill would replace it with a school-based model. Committee members asked about fiscal impact, eligibility, and whether the bill was limited to failing schools. Senator West said the fiscal note was indeterminate because participation is voluntary and could range from none to many districts, but he expected little direct budget change and possible outside philanthropic funding if a district chose to participate. He said the bill does not limit participation to the bottom 5% of schools and would be left to local district discretion. Members also raised whether high-performing or specialized schools could use the model; West said yes, if a district chose. Supportive testimony emphasized that the bill could reduce burdensome oversight and allow schools more flexibility to innovate. The discussion ended with continued questions and no final action recorded in the excerpt.

Transcript Highlights:

• IN THE SCHOOLS AND DISTRICTS.
• TO BE MORE SPECIFIC TO THE NEEDS OF THE DISTRICT.
• OUR BIGGEST DISTRICTS, WE'VE GOT 200 AND I'VE GOT SOME VERY SMALL DISTRICTS THAT IF YOU ARE COMING FROM
• COOPERATIVE PURCHASING BECAUSE WE ARE LARGE WE HAVE 37 DISTRICTS. WE HAVE 36 DISTRICTS.
• BUT THEY ARE ABLE TO DO THAT ON OUR BEHALF AND NEGOTIATE A 16 DISTRICTS OR 15 DISTRICTS AND THEN THEY

Keywords: 999, senate, all

Transcript Highlights:

• Within my Senate district, there are two congressional districts, Congressional Districts 16 and 23,
• And I personally witnessed this in my district, at my church, in my district.
• I’m in Congressional District 23. I used to be in Congressional District 16.
• District 16.
• the districts.

Summary: The Senate Special Committee on Congressional Redistricting met virtually for its West Texas regional hearing, established a quorum, and explained that the hearing was part of a series of statewide information-gathering sessions before any map was filed. The chair outlined the Zoom procedures, the two-minute testimony limit, and the availability of written comments through the committee’s public portal. Senators also discussed the logistics and transparency of the process, including the expectation that any proposed map or amendment would be made public once filed and that additional hearings would follow. Senator Blanco, whose district includes West Texas and the border region, said the area’s communities of interest should be kept together and warned against repeating the loss of representation that followed the last redistricting cycle. Senators Alvarado, Hinojosa, Miles, and others debated the value of virtual hearings versus in-person hearings, the number of people who had testified, and whether the committee could subpoena witnesses after the regional hearings ended. The chair said he was awaiting legal guidance and would consider a subpoena motion at a formal meeting the next day. A lengthy exchange also occurred over the tone of public testimony and the chair’s view that some comments directed at Republicans and the president had been offensive or historically inaccurate. Invited witnesses and public commenters largely opposed mid-decade redistricting and argued that any new map should reflect population growth, especially among Latino and other minority communities, and comply with the Voting Rights Act. Nina Perales of MALDEF said the hearings were not meaningful without a draft map and testified that Texas has a long history of discriminatory redistricting; senators questioned her about litigation, DOJ’s July 7 letter, and the 2021 congressional map. Tania Chavez Camacho, Luis Figueroa, and several El Paso residents emphasized that maps should preserve communities of interest, avoid cracking and packing, and be transparent and participatory. A smaller number of witnesses supported redistricting, including one El Paso resident who said the current districting leaves the area underrepresented and another who argued that some communities want to return to a map closer to the earlier District 16 configuration. Several witnesses also criticized the DOJ letter as inconsistent with the state’s position that the 2021 maps were drawn race-blind, while others said the current process was too rushed and lacked sufficient public input.

Transcript Highlights:

• Within my Senate district, there are two congressional districts, Congressional Districts 16 and 23,
• in District 15.
• . district.
• So if you want to divide any district, or split any congressional district, District 23 would be at the
• ran in District 25 after the courts redrew the... the districts.

Keywords: 1185, senate, all

Transcript Highlights:

• strengthening across districts. strengthening across districts.
• School District in my Senate District. School District in my Senate District.
• I My district loses almost district.
• other school districts. other school districts.
• <01:36:47.960> Um school district. Um school district.

Keywords: 1187, senate, all