Bills: SB2256, SB2053, SB2090, SB2169, SB2245, SB2519, SB2765, SB3055, SB3102, SB3118, SB3144, SB3248, HCR43, HCR69, HCR188, HB2300, HB1605, HB2094, HB1166, HB1970, HB1969, HB2050, HB2165, HB2271, HB2338, HB2339, HB1972, HB2208, HB2310, HB1801, HB2498, HB2443, HB1976, HB2246, HB2319, HB1541, HB2606, HB2343, HB1853, HB1840, HB1785, HB1952, HB2551, HB2171, HB1661, HB1802, HB1663, HB1838, HB1960, HB1815, HB2599, HB1769, HB2315, HB1860, HB1891, HB2104, HB2158, HB389, HB1510, HB2089, HB2090, HB2099, HB1516, HB1548, HB1481, HB2452, HB2329, HB2275, HB1658, HB2272, HB2273, HB2276, HB2335, HB1656, HB2207, HB2289, HB1854, HB2581, HB20, HB2296, HB1707, HB2297, HB1890, HB2241, HB2474, HB1740, HB2472, HB1688, HB2345, HB2546, HB1574, HB1546, HB2218, HB1163, HB1523, HB2021, HB1524, HB2020

Keywords: Brother Joseph Dutton, Kalaupapa, historic recognition, observance, Hawaii history, salvage vehicles, vehicle title transfer, electronic signatures, insurance, administrative efficiency, child custody, mental health, evaluations, licensed counselors, family court, SB2245, Hawaii ethics, revolving door, state employee ethics, cooling-off period

Transcript Highlights:

• They actually don't take reading courses; they take reading methods courses.
• You all read very much.
• as a recognized way to teach kids how to read and improve reading.
• I can read but not teach reading, just to be clear.
• using, but ensuring that when you're providing intervention, to all students who need support reading

Keywords: 996, all

Transcript Highlights:

• There's a handful of community-based violence interventions.
• Intervention services across the state.
• And I'm just going to read the one sentence.
• Every time I hear from a constituent, and it's usually somebody who's read your report, or read one of
• your articles, or read one of your board members.

Transcript Highlights:

• We see the intervention.
• They can read the call notes.
• We need violence intervention, right?
• The same goes with violence intervention. I just went to St.
• We also intervene in intervention.

Transcript Highlights:

• And yet, when I read it, it's hand in hand with a strategic plan.
• and math interventions.
• She just finished math intervention, as well as some other interventions.
• Those interventions are providing an opportunity.
• Our math and reading intervention teachers are essential to this success, and you have heard about this

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• target, and supportive interventions. target, and supportive interventions.
• Chair, that is the 2026 READ Act.
• Chair, that is the 2026 READ Act.
• Chair, that is the 2026 READ Act.
• <00:47:11.200> Any up to speed on reading. Thank you. Any up to speed on reading.

Keywords: 1187, senate, all

Transcript Highlights:

• Um, and in full disclosure, reading recovery would not be on that intervention list.
• Um, and in full disclosure, reading recovery would not be on that intervention list.
• Um, and in full disclosure, reading recovery would not be on that intervention list.
• Um, and in full disclosure, reading recovery would not be on that intervention list.
• Um, and in full disclosure, reading recovery would not be on that intervention list.

Keywords: 958, all

Summary: The committee first heard House Bill 44, sponsored by Representative Chris Lewis, which would create a robotics program trust fund and a robotics funding selection committee through the Kentucky Department of Education. Supporters, including Kentucky First Robotics executive director Kelly Gowen and students from Whitfield Academy, said the bill would expand hands-on robotics education in high schools, connect students to manufacturing and engineering careers, and help meet workforce needs. The proposal would fund grants for coach stipends, competition fees, kits, supplies, and related expenses, and Lewis requested a one-time $500,000 appropriation along with private contributions from manufacturers. The students demonstrated their robot and described how robotics programs teach coding, design, manufacturing, and competition skills. The committee took no questions and approved HB 44 with a favorable expression of opinion for passage on the House floor. The committee then considered House Bill 253, sponsored by Representative James Tipton, which would phase out the use of three-cueing reading instruction and require greater alignment with the science of reading. Tipton said the bill builds on the 2022 Read to Succeed law and would prohibit three cueing in public schools by the 2029-2030 school year, while also barring public university teacher prep programs from teaching it beginning in 2027-2028. He and Kentucky Department of Education officials said the bill is intended to shift instruction toward phonemic awareness, phonics, vocabulary, fluency, and comprehension, and to expand professional learning for teachers through LETRS and other options. KDE testified that enforcement would focus on support rather than punishment, using literacy coaches, regional support staff, and MTSS specialists to help districts transition. Members discussed the bill’s delayed implementation, the evidence against three cueing, and whether reading recovery should be excluded from approved interventions. Supporters cited studies and brain research they said show three cueing can hurt later reading performance, while several members emphasized the need for teacher flexibility and support. Representative Jackson noted Kentucky’s 2025 NAEP third-grade reading ranking of fourth in the nation as evidence that current efforts are helping. Representative Truett and others raised concerns about how the bill would affect classroom practice and intervention strategies, and Tipton and KDE said the goal is to align instruction with evidence-based methods rather than punish educators. The transcript ends during continued discussion of reading recovery and related instructional approaches, with no final vote on HB 253 shown in the excerpt.

Transcript Highlights:

• so they can read just as well as they read now?
• reading.
• are in in tier three uh interventions are in in reading<00:58:57.319> and<00:58:57.520> if
• And to Senator Kish's point, tier one intervention is just what you do with kids who aren't reading,
• read right we said we I would help read read right we said we I would help read right<01:08:25.600

Keywords: 1187, senate, all

Transcript Highlights:

• <00:04:08.239> and can really provide interventions and can really provide interventions and
• through school-based intervention through school-based intervention services<00:08:44.880> are
• <00:21:20.320> that to learn different interventions that to learn different interventions
• funding for school links interventions funding for school links interventions as<00:37:40.480>
• um homework to do. um read through um homework to do. um read through um whatever<01:16:00.719>

Keywords: 1183, house

Transcript Highlights:

• should you select, At this time, we will take up Tab 1, SB 894, Faith-Based Content in Batterers' Intervention
• Senate Bill 894 expands the scope of batterers' intervention programs in Florida by allowing the inclusion
• ...expands the scope of batterers' intervention programs in Florida by allowing the inclusion of faith-based
• It's not required, and I just want to remind everyone that these batterer intervention programs, they're
• This amendment clarifies that batterer intervention programs may offer supplemental faith-based activities

Summary: The committee met with a quorum present and took up several bills. SB 894, relating to faith-based content in batterers’ intervention programs, was explained as allowing certified programs to offer voluntary faith-based components alongside existing models. Members raised questions about how faith would be defined, whether participation would be optional, and how all faiths would be included. An amendment was adopted clarifying that faith-based activities may be offered but not required and removing language directing DCF to repeal a rule. After supportive testimony from faith-based advocates and some debate, the committee reported the bill favorably, with Senators Harrell and Garcia later recording affirmative votes. The committee then considered SB 1240 on substance abuse and mental health care, which would assign state oversight of the 988 Lifeline, remove the annual needs assessment barrier for medication-assisted treatment licensing, and require annual continuing education for forensic evaluators. An amendment with technical conforming changes and two substantive clarifications was adopted. Members expressed support for expanded access to behavioral health services, and the bill was reported favorably. Later, the chair presented SB 1736, which would allow direct support professionals and relatives to administer insulin in group home settings for individuals with developmental disabilities. After an amendment clarifying sliding scale insulin and related medication administration, the committee heard testimony from family advocates describing how the bill would prevent unnecessary institutionalization and reduce costs. The bill was reported favorably. The committee also passed SB 1286, which clarifies that allowing children to engage in unsupervised activities such as biking or playing outside does not by itself constitute neglect unless reckless or dangerous. After brief support testimony, that bill was also reported favorably, and the meeting adjourned.

Transcript Highlights:

• Is called AIM, Pathways to Proficient Reading. The other is called Reading Apprenticeship.
• Amira is an AI-powered reading intervention program that listens to students read and provides real-time
• And where I read...
• What I would like to do next summer is to expand the summer reading program to include math interventions
• that are heavy on phonetic interventions.

Transcript Highlights:

• You guys can read them.
• So it runs the gamut. intervention. It's not all I know the intervention.
• extensive interventions. extensive interventions.
• interventions that help a student. interventions that help a student.
• and intensive intervention intervention and intensive intervention in<05:33:08.000> schools<05

Keywords: 1189, house, all

Transcript Highlights:

• I can't read it.
• We analyze what happens when communities invest in nature-based health interventions.
• I thought that I would read from the script. I thought that I would read from the script, but Mr.
• We were thankful and fortunate to learn that there's a proven early intervention available.
• I read that roughly one in 1,000 children are diagnosed with port wine stains.

Keywords: 995, all

Summary: The committee heard testimony on a wide range of health insurance and public health bills, with most speakers focused on expanding coverage for specific treatments and services. Bills discussed included H. 1187/S. 792 on rehabilitation counselors, H. 1173/S. 692 on patient navigation, S. 2600 on scalp cooling for chemotherapy patients, S. 2599 on medically necessary treatment for port wine birthmarks, H. 1164 on licensed educational psychologists for child and adolescent mental health services, S. 754/H. 1254 on autism diagnosis and treatment by nurse practitioners and psychiatric nurse mental health clinical specialists, S. 714/H. 1137 on infectious disease response and coverage, and S. 791 on making nature a prescriptive therapeutic intervention. Speakers generally argued these bills would improve access, reduce out-of-pocket costs, and address gaps in current insurance reimbursement rules. Testimony in support emphasized personal stories and clinical evidence. Cancer patients and providers described the benefits of patient navigation and scalp cooling for dignity and quality of life during treatment. Boston Children’s Hospital staff and families said port wine birthmark treatment is medically necessary, can prevent complications, and should not be denied as cosmetic. Rehabilitation counselors and school psychologists argued their services are effective, cost-saving, and underused because they cannot bill insurance. Autism advocates said current insurance statutes are outdated because nurse practitioners and psychiatric nurse mental health clinical specialists already provide evaluations and should be recognized for reimbursement to avoid delays in early intervention. Public health and GLAD Law testimony supported stronger infectious disease coverage to remove barriers to testing, treatment, and PrEP access. The hearing also included extensive testimony on H. 1172, a bill requiring insurance coverage for detransition-related care. Supporters said it would ensure coverage for medically necessary care for people who regret or reverse gender transition, while opponents argued it would legitimize anti-trans narratives or, conversely, that detransition care is needed because transition procedures can cause harm. The committee also heard strong support for S. 791 from advocates who described nature access as a health intervention that could help with trauma, anxiety, substance use recovery, and environmental justice, with claims that insurance coverage and reduced park fees would improve access. No votes were taken during the transcript, and the chair repeatedly thanked speakers and moved through the long list of public testimony.

Transcript Highlights:

• Early intervention<01:34:30.520> intervention<01:34:31.120> is<01:34:31.280> the
• <01:34:31.400> best intervention intervention is the best intervention intervention is the best
• most of those kids get no intervention. most of those kids get no intervention.
• getting no intervention at all, largely. getting no intervention at all, largely.
• One in four kids would benefit from intervention, that this intervention results in less aggressive,

Keywords: 1187, senate, all

Transcript Highlights:

• Chair, moving on to the reading instruction, I see that the bill references evidence-based reading instruction
• To that point, I just want to make sure the way that I'm reading the bill, the evidence-based intervention
• intervention that gives those.
• intervention, and so that starts right away.
• Our reading interventionist then uses the results from the third-grade reading to look at what her fourth-grade

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

Transcript Highlights:

• Well, and it's because the topic is, the reading is so important. Yeah.
• And let me identify this to the little girl that came reading four words per minute.
• We doubled down on the science of reading.
• And, you know, the parent said constantly, you can't read because you can't speak.
• You know, first it might be, well, I want to learn how to read fast.

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

Transcript Highlights:

• and enacts the action of reading.
• the science of reading.
• with no guessing and how to really help students learn reading and improve in reading.
• Amira is an online tutor that the students read to, provides them, it listens to their reading.
• It provides them feedback immediately, assesses their reading, and provides micro interventions.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• I'll ask our committee clerk to read the charges we will consider today.
• It's a lack of intervention points prior to coming to us.
• The intervention that we've presented.
• I did not have interventions in school.
• It was those interventions. Thank you.

Keywords: 1185, senate, all

Transcript Highlights:

• Well, and it's because the topic is, the reading is so important. Yeah.
• We doubled down on the science of reading.
• You know, the parent said constantly, you can't read because you can't speak.
• They either have an IEP, they have a 504, they've had extra intervention.
• They started intervention. They started tutoring.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• You can have remedial reading teachers. You can look at how you're teaching reading.
• How you teach reading. B.
• In fact, that was a reading.
• How you teach reading. kids. How you teach reading. >> Last<01:21:07.840> line.
• >> That's an early intervention. >> That's an early intervention.

Keywords: 1189, house, all

Summary: The commission met to approve the May 18, 2026 minutes and then focused on how SB 57’s special education cost study should inform HB 1099, which creates a separate study committee on residential placements and related education costs. Members discussed sending the commission’s minutes and findings to that new committee, noting the short timeline for its work and the need to be specific about unresolved issues so the new group does not duplicate the same questions. A major topic was the cost and responsibility for students placed at Spalding and similar residential programs, especially transportation and whether costs are paid through the Department of Education’s episode-of-treatment (EOT) fund, local districts, DHS, or Medicaid. Staff explained that for students with disabilities, EOT funds cover special education and transportation costs tied to the placement, while students without disabilities are handled through DHS care-management and best-interest meetings. Members raised concerns about whether some students at Spalding are receiving no schooling, whether transportation costs are substantial, and whether Medicaid reimbursement could offset some expenses. The commission also discussed confusion over district responsibility when students placed in residential programs attend school in another district, using Winnisquam as an example. Several members said the receiving district was not notified that DHHS-approved programs could bring in additional students and costs, and they suggested DHHS or its care-management entity should notify both the district of residence and the receiving district when a program is approved. The group agreed this notification issue, along with transportation funding, privacy concerns in Medicaid-to-schools billing, and the distinction between special education placements, EOT placements, and other voluntary residential placements, should be passed to the HB 1099 study committee for further work.