Transcript Highlights:

• down to try to be shorter than she even is, she does great work at Holmes as the vice president for academic
• :15:25.160> vice<00:15:25.480> president<00:15:25.880> for<00:15:26.000> academic
• as the vice president for academic as the vice president for academic affairs.<00:15:27.120>

Keywords: MS House Floor - 18 February, 2026; 2:00 PM, 925, all

Summary: The House convened with prayer and the Pledge of Allegiance, confirmed a quorum, dispensed with reading of the journal, and moved through routine introductions and gallery recognitions. Guests included court reporter Kim Almer, representatives of the Mississippi Faculty and Staff Association of Community Colleges, YMCA visitors, the Madison County Youth Council, members of the Mississippi Veterinary Medical Association and the University of Mississippi veterinary school, Holmes Community College guests celebrating the college’s 100th anniversary, Enterprise Consolidated High School students and educators, George Stewart, and Petal High School Ambassadors. Members also made several announcements about upcoming meetings and events, including committee meetings after adjournment, an electric co-op day at the Capitol, a discussion on the recent ice storm catastrophe, a battlefield preservation lunch, and a Mississippi Health Care Collaborative reception. On the Rules Calendar, the House took up House Concurrent Resolutions in blocks. Items 1 through 3 were adopted by a vote of 121 yeas and 0 nays, and items 4 through 12 were also adopted. The House then gave immediate release to those resolutions. Later, the House considered concurrence on House Bill 580. The bill was explained as extending the qualifying deadline by seven days and removing the reverse repealer, with the sponsor stating affected parties were agreeable to the changes. The House concurred in HB 580 by a vote of 119 yeas and 0 nays. The chamber concluded its calendar work and announced that it would reconvene the next day at 10:00 a.m. to take up appropriations bills. The House then adjourned until 10:00 a.m. the following day.

Transcript Highlights:

• District 23, specifically students from Wo Elementary School with their teacher Christo Empo and academic
• School with their teacher Christo<00:14:05.360> Empo<00:14:06.320> and<00:14:06.639> academic
• <00:14:07.120> coach<00:14:07.600> Donna Christo Empo and academic coach Donna Christo
• Empo and academic coach Donna Kawasaki.<00:14:09.279> Welcome<00:14:09.519> to<00:14:09.680

Keywords: 912, senate, all

Transcript Highlights:

• and our firefighting program.
• , and that program...
• We received fairly little information about that program, and that program information was supposed to
• One another, or developing a program that adds on to the Community Wildfire Mitigation Program, or the
• So the intent of that program is to increase adoption of mass timber and residential... ...program.

Summary: The subcommittee began by announcing a change in the agenda order, moving item 6 ahead of item 1 and then item 7, and noting there would be no votes taken on any items that day. Item 6 covered a proposed operational efficiencies control section for the Natural Resources Agency that would let multiple departments jointly fund landscape-scale or multi-jurisdictional projects and allow Finance to transfer climate bond funds to a lead state entity. The LAO said the proposal was reasonable but suggested the Legislature consider requiring summary notification on how it is used; Finance said it would consider that request. Item 7 focused on the 2026-27 biodiversity and nature-based solutions spending plan. Finance and the Wildlife Conservation Board described the climate bond funding for habitat restoration, wildlife crossings, public access, tribal nature-based solutions, and related work, including $111 million proposed for WCB and $30 million for Salton Sea habitat and public access projects. The LAO supported the overall approach but flagged the San Andreas Corridor Program as an area where the Legislature may want to specify geographic priorities. Members discussed the pace of Salton Sea work and whether the proposed projects would count toward disadvantaged community goals. Item 8 addressed Cal Fire’s aviation contract and staffing needs for wildfire response. Cal Fire said year-round fire activity, a larger and more complex aircraft fleet, and labor market pressures justified the proposed contract increase, including more mechanics, pilots, and maintenance support. The LAO recommended approval, saying the proposal addressed health and safety concerns. Members asked about contractor staffing, competition in the bidding process, and future technology for early fire detection and suppression. The committee then took up item 1 on golden mussel containment. Fish and Wildlife described the invasive species’ spread in the Delta, the task force and response framework, and a request for eight new positions funded by Prop. 4 to support control plans, outreach, monitoring, research, and coordination with partners and law enforcement. Members pressed the department on whether the state should fund more direct decontamination infrastructure and grants to local water managers, and on the realistic goal of containing the mussel. The chair and several members emphasized the urgency of the threat and requested an itemized breakdown of the $20 million request. The hearing then moved to a broader LAO overview of wildfire prevention and response funding, where the LAO summarized the state’s funding mix and warned that ongoing wildfire resilience funding will likely decline as one-time bond and GGRF funds are exhausted, prompting discussion of long-term funding options and the balance between prevention, suppression, and community hardening.

Transcript Highlights:

• The offer includes a total overall increase in total funds per FTE at 1.59%, funds the new academic acceleration
• teacher salary increase allocation, and lastly, it maintains current law for the K-12 scholarship programs

Summary: The Conference Committee on Appropriations met to exchange and accept several budget offers. The Senate accepted the House offer on criminal and civil justice, the justice budget, and related projects. The House accepted the Senate offer on transportation, tourism, and economic development, but with one change: it would remove $500,000 for the Historic Markland House restoration and redirect that amount to the City of Marathon Workforce Housing Project, bringing that project to $1.25 million. No public testimony was offered on these acceptances. The committee then heard explanations of Senate offers for pre-K-12 education and administered funds. For pre-K-12, the Senate proposal included a 1.59% overall increase in total funds per FTE, fully funded the new academic acceleration option supplement at current levels, added $101 million for teacher salary increases, and maintained current law for K-12 scholarship programs. For administered funds, the Senate offer included a 2% pay increase for all state employees with a $1,000 minimum, and a 10% pay increase for state law enforcement and firefighters, or 15% based on years of experience. The committee also received the public education capital outlay project funded list. There was no public testimony on the education offers, no further comments from members, and no votes were taken. The meeting adjourned, with notice that there would be no additional meetings that evening and that the next day’s meetings would not begin before noon.

Transcript Highlights:

• programs decreased.
• of program types completing the program over that time.
• programs.
• Loan Forgiveness Program.
• I've seen the EPP, the preparation programs, the teacher prep programs.

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.

Transcript Highlights:

• PROGRAM REVIEW, DEPARTMENT OF CORRECTIONS PERFORMANCE MEASURING PROGRAM WITH SECRETARY DIXON.
• SO AS IT RELATES TO PROGRAMS WE KNOW THAT IF WE INVOLVE INDIVIDUALS IN EDUCATION PROGRAMMING THEY HAD
• OTHER EDUCATIONAL PROGRAM EXPENDITURES.
• WITH THEIR PROGRAM THERE.
• THOSE ARE PROGRAMMING SERVICES.

Keywords: 999, senate, all

Transcript Highlights:

• The framework for public education initiatives is used as a three-year pilot program to fund programs
• One of the exclusions for that MOE is if the program is a pilot program.
• create a quality program?
• programs are usually gone through, because they're usually competitive programs...
• Federal programs are usually gone through because they're usually competitive programs.

Bills: SB204, SB241, HB34

Keywords: higher education, research funding, federal funding, New Mexico, appropriation, University of New Mexico, New Mexico State University, New Mexico Institute of Mining and Technology, child care, child care assistance, child care subsidy, early childhood education, early childhood care, daycare, preschool, pre-K, Head Start, Early Head Start, Children's Code, early childhood education and care department

Transcript Highlights:

• Lang said, this is a free program. Lang said, this is a free program.
• own program?
• program or dilute their own program?
• would opt in for this program. would opt in for this program.
• <01:08:17.880> Um this this program. Um this this program.

Keywords: 1191, senate, all

Transcript Highlights:

• They can't even go to programs.
• Instead of supporting communities through investing in schools, after-school programs, job programs,
• Communities through investing in schools, after-school programs, job programs, housing, and mental health
• The program, you know...
• The programming then, coming out and doing the additional programming out of the prison, we moved the

Keywords: 995, all

Summary: The committee on State Administration and Regulatory Oversight held a hybrid hearing covering public construction, business regulations, and honorary designations, with most of the discussion focused on two matters: a five-year moratorium on new jail and prison construction (S. 2114/H. 3422) and a bill designating June 7 as Tourette Syndrome Awareness Day (S. 2152/H. 3305). The chair emphasized that the hearing was public, testimony would be recorded, and speakers should generally keep remarks to three minutes. Senator Comerford introduced the prison moratorium bill, saying it would pause new construction while allowing renovations, and Senator Friedman introduced the Tourette awareness bill and a separate Tuskegee Airmen commemoration measure, asking for favorable action on both honorary designations. A large portion of the hearing featured remote testimony from incarcerated people at MCI Framingham and MCI Shirley in support of the prison moratorium. Witnesses repeatedly argued that Massachusetts does not need a new women’s prison, that the incarcerated population is declining, and that funds would be better spent on mental health care, addiction treatment, vocational training, pre-release programming, housing, and repairs to existing facilities. Several speakers described poor conditions, limited programming, and the need to address trauma, domestic violence, and substance use as root causes of incarceration. One committee member responded to testimony by noting that incarceration numbers are going down, that the state is working on housing and workforce opportunities for people returning home, and that the committee wants to expand pathways to employment and reentry. The Tourette Syndrome Awareness Day bill drew testimony from the bill’s young sponsor, Owen Rosenthal, his parents, medical professionals, and advocates. They described Tourette syndrome as a misunderstood neurodevelopmental condition, said awareness would reduce stigma and improve diagnosis and support, and cited the need for education in schools, workplaces, and the medical community. The Tourette Association of America supported the bill, noting underdiagnosis, co-occurring conditions, pain, and mental health risks associated with Tourette syndrome. Committee members praised the youth advocates and asked that written testimony be submitted electronically. The hearing ended without any recorded votes or final committee action in the transcript provided.

Transcript Highlights:

• We added a Mandarin dual immersion program, and it is now a rapidly growing program coming out of that
• Out programs.
• the rules of their after-school program.
• Is that coming from Prop 98 programs or non-Prop 98 programs? Yeah, thank you.
• So now they've started programs, and they're not able to keep up with those programs, even though we

Keywords: 988, house, all

Transcript Highlights:

• And there's a lot of programs, right? And I'm not the program guy.
• Two different programs? Okay.
• And I'll go back to the parent-teacher program, which isn't a perfect program.
• , program this—they request that.
• , program costs, program this, they, they request that.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• Her goal is to graduate from high school and college through an early college program, and she'd like
• Amaya is part of the Faces of America program, where 10 students from New Mexico get to go visit other
• She will begin her master's program at New Mexico Highlands University in the fall of 2026.
• This program is about $1.5 billion and has been successfully implemented.
• And right now, it is not Medicaid coverage for this, and UNM has a wonderful program for it.

Keywords: 996, all

Transcript Highlights:

• the DSS programs are effectively integrated.
• Programs are effectively integrated.
• It's a brand new program. Yeah, I know.
• programs.
• type programs.

Keywords: 987, senate, all

Transcript Highlights:

• And there's a lot of programs, right? And I'm not the program guy.
• Two different programs? Okay.
• And so they're in the special ed tech program, but not one of them has been able to go through that program
• And I'll go back to the parent-the-teacher program, which isn't a perfect program.
• program costs, program this, they request that.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• and some of their other community-based programs.
• for shared and inclusive Details about the program.
• So what is this program? What does it do?
• They can have that and still be a participant in this program, but it's not a requirement of the program
• not required for access to this program.

Keywords: 962, all

Summary: The meeting opened with approval of the April minutes and brief administrative updates, including notice that House Bill 5447 had passed both chambers of the General Assembly. Speakers reflected on the bill’s key provisions, which include eating-disorder working groups, an evidence-based screening requirement for school-based health centers beginning July 1, 2027, and a DSS-led feasibility process to explore an inpatient psychiatric facility for young adults ages 14 to 21. New staff introductions were also made for the Behavioral Health Advocate’s office and the TCB team. A major portion of the meeting focused on marketing and outreach for urgent crisis centers (UCCs) and the broader youth crisis continuum. Daydream Communications presented research showing low public awareness of UCCs but strong interest once families learn about them, with parents wanting specialized, compassionate care, clear expectations, insurance clarity, and bilingual support. United Way described its parallel work on a statewide crisis continuum marketing toolkit, using the SAMHSA framework of “someone to talk to, someone to respond, and somewhere safe to go,” and outlined plans to distribute consistent messaging through websites, social media, flyers, and community venues. Members emphasized coordinating with existing platforms and ensuring the marketing reflects the actual experience at UCC sites. DCF then presented on adolescent substance use services, citing data showing high need and low treatment access among Connecticut youth. The department reviewed its ASAM-based continuum, SBIRT efforts in outpatient psychiatric clinics, medication-assisted treatment access, and statewide services such as MST, MST emerging adults, STRIDE, multidimensional family therapy, youth recovery supports, and the AIM matching tool. A new young people peer support program was highlighted, with referrals accepted from families, hospitals, community providers, DCF, youth diversion, and the judicial branch. Questions addressed parent consent, peer matching, and whether the AIM tool could be linked through 211. The meeting concluded with an update from the Connecticut Suicide Advisory Board and its regional boards and grant-funded initiatives. Presenters reviewed the state suicide prevention plan, regional coalition work, postvention response, lethal means safety efforts, and the 988 capacity improvement grant that supports Connecticut’s centralized 988 contact center at United Way. They also shared youth suicide risk data from the Connecticut Youth Risk Behavior Survey, noting recent declines in reported suicidal ideation and attempts, and provided resources for training and materials. No formal votes were taken beyond the approval of the April minutes.

Transcript Highlights:

• <00:32:14.480> or sizing, downsizing, cutting programs or sizing, downsizing, cutting programs
• <00:43:46.160> of during their uh uh uh uh programs of during their uh uh uh uh programs of
• and some of the political science programs as well.
• Programs do we have and what modality do we have them in.
• talking about in workforce and academic talking about in workforce and academic curricula.<01:08

Keywords: 910, house, all

Transcript Highlights:

• Here are the programs.
• The NRCS EWP Program, Emergency Watershed Program, is administered differently.
• I think it's a really successful program. It's not a formal program, and I would like it to be.
• Of different programs.
• What programs can we apply for?

Transcript Highlights:

• Some new people will come into the program.
• Some new people will come into the program.
• It's not possible with any program.
• They're not the traditional Forest Legacy Program funds.
• They're not the traditional forest legacy program funds.

Keywords: 1204, all

Transcript Highlights:

• Um, CFTs academic, as well as identifying key needs.
• We made the difficult decision to close that program.
• We continue to serve these youth through programs such as our STRTP and specialty mental health programs
• We continue to serve these youth through programs such as our STRTP and specialty mental health programs
• So they were in some mental health programs as well.

Keywords: 988, house, all

Transcript Highlights:

• the things that we know is that every time a child moves placements, they lose about six months of academic
• Academically, most of these kids also qualify for special education services.
• That creates academic gaps and other gaps as well.

Bills: SB2041, SB1777, SB1681, SB2311

Keywords: child welfare, foster care, Department of Family and Protective Services, DFPS, Family Code, conservatorship, placement selection, contract residential care, kinship care, relative placement, designated caregiver, best interest of the child, least restrictive setting, placement stability, child protective services, residential treatment, group home, family reunification, Texas foster system, residential care