Transcript Highlights:

• geographic district. geographic district.
• district? district? >> No. >> No. >> No.
• Our district.
• Our district. the superintendent. Okay. Our district.
• . districts. districts.

Keywords: 928, house, all

Summary: The meeting began with approval of the October 15 minutes and a brief discussion of the committee’s report process, including the likelihood of a minority report and a deadline of November 1 for any separate report. Members then heard from Jod Adams of the New Hampshire Alliance for Public Charter Schools, who gave an overview of charter schools in the state: there are 37 charter schools, with 6,034 students last year, and schools are formed by certified teachers, parents, or nonprofit organizations. She said charter schools receive about $9,180 per pupil in adequacy aid and charter school grant funding, must fundraise for additional money, and are governed by their own boards under their charters and bylaws. Members asked about admissions, governance, transportation, and special education. Adams said charter schools are open enrollment, not geographically based, and may use lotteries when applications exceed available seats. She explained that districts and charter schools coordinate on special education and busing, with the sending district responsible for special education coordination and certain transportation obligations depending on where the student lives and attends. She also said charter schools are public schools, not selective, and that each school’s board operates independently of the local district school board, though some schools may have special arrangements. A substantial portion of the discussion focused on funding and statutory obligations. Adams and members discussed how special education aid follows the student, while charter schools do not receive some district-level aid such as catastrophic aid; free and reduced lunch funding and Title funds can go to charter schools. Members also raised concerns that some state laws and administrative rules do not clearly specify whether they apply to charter schools, creating confusion and, in some cases, causing districts to perform services such as dyslexia screening for charter students without additional funding. Adams agreed that clearer statutory language would help and noted that charter schools are subject to many state requirements, including testing and reporting, even though not every public-school rule applies to them.

Transcript Highlights:

• The district has to...
• And you may have a student receiving Medicaid support from district A, now they're in district B.
• that go directly to the school district? that go directly to the school district?
• they're not in that district? they're not in that district?
• So the into the school districts.

Keywords: 1189, house, all

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

Transcript Highlights:

• THEIR ASSESSMENT CALENDARS AND REQUIRES DISTRICTS TO NOTE STATE VERSUS DISTRICT ASSESSMENTS.
• THE BILL PROVIDES GREATER FLEX ABILITY FOR DISTRICTS AND INSTRUCTIONAL PERSONNEL BY AUTHORIZING DISTRICTS
• THE BILL ENHANCES FINANCIAL CONTROLS FOR DISTRICTS THAT AUTHORIZE SCHOOL DISTRICTS TO DETERMINE MAKEUP
• Simon: IT WILL BE THE DISTRICT SCHOOL BOARDS, SORRY. >> Sen.
• GREG BLACK MARTIN COUNTY SCHOOL DISTRICTS WAIVES IN SUPPORT.

Keywords: 999, senate, all

Transcript Highlights:

• superintendent, other school district superintendent, other school district administrative<00:05
• that is paid by local districts. that is paid by local districts.
• for Manchester and and other districts. for Manchester and and other districts.
• school districts are going to see this. school districts are going to see this.
• There are other districts<01:25:45.760> which<01:25:46.320> are districts which are districts

Keywords: 1191, senate, all

Transcript Highlights:

• If a district spends at least 80% of the allowable expenditure, this bill requires the district superintendent
• So it may end up costing school districts more.
• It isn't just school districts that do this.
• The district denied our...
• see the school district being equipped to address the needs of this child..." "...district being equipped

Summary: The Committee on Education K-16 heard several bills focused largely on special education transparency, school safety, and student support services. Senate Bill 1908, by Senator Zaffirini, would direct the Higher Education Coordinating Board to study the feasibility of a statewide system for coordinating clinical training placements, including regional portals for healthcare clinical slots, with a report due by December 1, 2026. A representative of the Texas Nurses Association and the Nursing Legislative Agenda Coalition testified in support. The bill was left pending subject to the call of the chair. The committee then took up Senate Bill 111, by Senator Hall, which in its committee substitute was narrowed to a reporting bill requiring school districts to disclose legal proceedings involving special education due process complaints when legal fees exceed $10,000, rather than capping spending. Several parents and advocates testified that districts spend large sums on litigation against families of children with disabilities and that greater transparency is needed; some senators raised concerns about unintended consequences, including possible pressure to settle cases. The committee adopted the substitute and left the bill pending. The committee also heard Senate Bill 1551 on automated external defibrillators in public schools, Senate Bill 865 on CPR instruction requirements for certain volunteers, Senate Bill 1032 on the Governor’s University Research Initiative, and Senate Bill 571 on school employee misconduct reporting and access to the Do Not Hire Registry; each was reported favorably after committee substitute adoption and roll-call votes. Additional bills discussed included Senate Bill 1884, which would formalize and expand dedicated staff support for the State Board of Education and give the board chair hiring authority over that staff; members questioned whether it duplicated TEA functions, while a witness argued the workload increase justified the change, and the bill was left pending. Senate Bill 625 would replace the current half-credit economics requirement with a half-credit in personal financial literacy; educators and advocates strongly supported making the course required, and the bill was left pending. Senate Bill 582 would make TEA settlement agreements in special investigations publicly available when sanctions are imposed, and Senate Bill 2600 would bar transportation fees for students living within two miles of campus unless districts do not receive state transportation funding; both were left pending. The committee also heard Senate Bill 2751, which would require TEA inspections of non-public special education programs to consider medical standards of care and crisis-prevention training; testimony from a program operator described severe student behaviors and the need for more flexibility, and the bill was left pending after the substitute was adopted.

Transcript Highlights:

• districts if somebody wants to attend a different school?
• districts if somebody wants to attend a different school?
• districts if somebody wants to attend a different school?
• districts if somebody wants to attend a different school?
• districts if somebody wants to attend a different school?

Keywords: 928, house, all

Summary: The committee first took up HB 112, which would require students in the University and Community College systems to pass the U.S. citizenship civics naturalization test. A motion was made to retain the bill, and the committee voted unanimously to retain it, resulting in no report. HB 510, dealing with due process rights for students, student organizations, and faculty in higher education disciplinary proceedings, was passed over for a later meeting so the University and Community College systems could meet with the committee. The committee then discussed HB 659, creating a college graduate retention incentive program, but retained it without further debate after noting the prime sponsor was unavailable. HB 770, concerning tuition credits for community service, was also held for later in the day because an amendment was expected. The most extensive discussion centered on HB 583, which would have the state participate in Medicaid direct certification for free and reduced-price school meals. Supporters argued it would identify more eligible students, reduce paperwork, improve accuracy in school funding formulas, and bring in additional federal child care scholarship money; opponents argued it would significantly affect school funding calculations and should be delayed. The committee rejected the amendment by a 10-8 vote and then voted 10-8 to retain the bill, with a majority report and minority report to follow. HB 646, requiring school districts to establish an online application for free and reduced-price meal participation, was also debated. One member said many districts already do this voluntarily and that the bill was unnecessary; another proposed an amendment to convert the mandate into a grant program to offset startup costs, but the committee proceeded on the underlying motion and voted 10-8 to retain the bill, with a majority report and a minority OTP report. HB 665, concerning eligibility for the free school meals program, was then retained by an 11-3 vote. Finally, the committee began work on HB 703, which would prohibit school districts from denying meals to students with unpaid balances and appropriate funds for that purpose. An amendment was explained that would remove state payment of district meal debt and instead require district policies against shaming or bullying students and allow voluntary donations to reduce debt. After discussion, a motion was made to ITL the bill, with the sponsor saying constituents opposed subsidizing the program and wanted districts to retain collection tools; further debate was underway when the transcript ended.

Transcript Highlights:

• Or are they really bus district, for instance, bus district employees or bus company employees and not
• district employees?
• , down to the district, the district has to approve.
• It says 20 participants, and I think that means 20 districts of the 87 districts. Mr.
• It says 20 participants, and I think that means 20 districts of the 87 districts. Mr.

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• has impacted your district, Mr.
• So in our district were medium-sized district in Lake County.
• Go into your district. Look at your district. Compare him to your enrollment rose right now.
• This for the school districts.
• How did the districts as vice chair asked engage or school districts engage with the department?

Transcript Highlights:

• Those are district decisions.
• So with districts, that split is primarily happening with traditional districts, and then with charters
• So in Arkansas, we have what I refer to often as URT districts, or high URT districts.
• And then the next district that we'll go over is the Pulaski County Special School District.
• They might vary district to district, but I know they're all required to, or at least in the past they

Keywords: 1204, all

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education, presented by Goodwill Industries of Arkansas and the Excel Center network. Witnesses described the state’s adult diploma gap, arguing that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED and that the Excel Center provides a supported, diploma-based alternative with child care, transportation help, tutoring, and career services. Goodwill officials said the Arkansas campuses are the state’s only public adult charter high schools, are not state-funded, and have produced strong enrollment growth and graduation outcomes. A University of Notre Dame researcher testified that a study of Excel Center graduates found higher employment and earnings, more credential and college-credit attainment, and lower criminal justice involvement, with a high estimated return on public investment. Some members questioned the framing of Arkansas’s adult education challenges and whether the state was being portrayed too negatively, while others asked about wraparound services and the role of nonprofit providers. The committee ultimately adopted the interim study proposal, though there was some procedural confusion and debate about whether questions should have come before the vote. The committee then received a detailed Bureau of Legislative Research presentation on Arkansas K-12 education funding as part of the adequacy study. Staff reviewed national funding principles and Arkansas’s funding structure, including state, local, and other revenues; the Public School Fund; Department of Education operations; and the Facilities Partnership Program. They explained that 2025 K-12 state and local revenues totaled about $6.6 billion, with foundation funding, categorical funding, supplemental funding, and additional funding distributed to districts and charters. The presentation covered the matrix used to calculate foundation funding, the role of the uniform rate of tax, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and how charter schools are funded differently from traditional districts. Staff also discussed categorical programs such as alternative learning environments, English learner funding, enhanced student achievement, and professional development, as well as supplemental categories including transportation, special education high-cost occurrences, teacher salary equalization, declining enrollment, and student growth. Members asked numerous questions about the funding formulas, the meaning of specific staffing categories, how categorical funds are used, and the number of districts receiving teacher salary equalization or ALE funding. One member noted that the Excel Center’s funding appeared in the broader state-local totals and asked for clarification. Staff said some of the more detailed spending questions would be addressed in the next day’s presentation and offered to provide follow-up information, including district lists and historical changes. The meeting ended after the chair noted that the department was present mainly to answer questions, not to deliver a separate update, and no further business was taken up before adjournment.

Transcript Highlights:

• In 2017, the district was designated as a municipal utility district, and it is part of a golf course
• Senator Nichols has a question: Is that a MUD district or a management district, or what kind of district
• Improvement District Number 12.
• Municipal Utility District 263.
• District Number One.

Bills: HB103

Keywords: 1185, senate, all

Transcript Highlights:

• While the District works to fund other projects, the FMP also indicates that the District is targeting
• The district should look at several different options.
• The district should look at several different options.
• But also, I think it might encourage districts to behave.
• But also, I think it might encourage districts to behave.

Transcript Highlights:

• <00:24:34.799> is district like every other district is district like every other district
• um member districts in in my district um member districts in in my district given<01:40:14.760><
• district be?
• district be?
• district be?

Keywords: 1187, senate, all

Transcript Highlights:

• What do districts already do? to solve? What do districts already do?
• I taught in a larger district and then a much larger district.
• school district.
• So, a school district school district.
• <02:54:40.399> is district and a school uh district is district and a school uh district is

Keywords: 916, all

Transcript Highlights:

• Each district will be able to develop it their own way.
• We didn't move to the district because we thought they had a gifted program, but I know that small districts
• I know that there are districts that are doing this; perhaps our district is doing this.
• one district and Tuesday you go to the other district.
• to district to district.

Keywords: 959, house, all

Transcript Highlights:

• We're working with the districts.
• Most districts don't have policy.
• Our school district was one of the first districts to develop policy around it.
• And what I want Our school district, we're one of the first districts to develop policy around it.
• What is that district application? Using district-vetted applications only.

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• There is also a wide range in behavior events among districts, from less than 5% in eight districts to
• 37% in one district.
• behavior related challenges in districts behavior related challenges in districts or<00:13:50.639
• is not a problem with small districts. is not a problem with small districts.
• . districts. districts.

Keywords: 958, all

Summary: The Education Assessment and Accountability Review Subcommittee received an Office of Education Accountability presentation on student discipline data in Kentucky schools for the 2024 school year. OEA said the study used Safe Schools data, educator and student surveys, site visits to 12 schools, and principal surveys. The report found that about 1 in 10 schools have major behavior-related challenges and up to one-third have at least moderate challenges, with the most common concerns varying by level: high schools cited vapes, cell phone misuse, apathy, and tardiness; middle schools cited apathy, vapes, and cell phone misuse; and elementary schools reported more extreme classroom behaviors such as throwing objects, overturning furniture, and screaming. OEA also noted that 14% of students had at least one behavior event in 2024, but repeated events were rare, and event rates alone do not reliably measure the severity of behavior problems in a school or district. The presentation emphasized that many disciplinary consequences do not align consistently with statutes or local expectations. OEA said law violations made up 19% of more than 250,000 recorded behavior events, while most were board violations, and that some serious incidents resulted in minimal consequences. The report highlighted concerns about weapons, threats, and assaults: only 9.2% of weapon events led to expulsion or alternative placement, few threats resulted in those outcomes, and fewer than 10% of assaults led to expulsion or alternative placement, including some first-degree assaults. OEA also said the Safe Schools data do not identify victims, limiting analysis of assaults on staff or students, and recommended clearer statutory definitions and better data reporting. A major theme was the difficulty schools face in addressing chronic disruption and severe behavior while complying with federal protections for students with disabilities. OEA said principals reported the biggest challenges were federal limits on disciplinary removals and a lack of alternative placement options. The report described variation among districts in how they implement federal requirements, with some administrators discouraging alternative placements or avoiding discipline because of perceived legal risks. Site visits found that many schools lacked chronic-disruption policies, and teachers often reported frustration with minimal consequences and repeated classroom removals. OEA recommended that KDE collect more information from educators, identify promising practices for alternative instructional settings, and develop clearer guidance and training. In discussion, committee members said the findings showed reporting gaps and resource strains, and OEA staff clarified that some underreporting reflects local discretion, while law violations should still be reported.

Transcript Highlights:

• Louis County School District or the Hibbing School District loses money.
• or school districts.
• or school districts.
• or school districts.
• or school districts.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:21:26.720> by<00:21:27.039> district When I look at the district by district When
• in a school district. in a school district.
• Um, our district has local district.
• to be my district.
• expenses by school districts. expenses by school districts.

Bills: SF0059, SF0053

Keywords: language proficiency, literacy education, reading interventions, dyslexia support, Montessori methods, individualized reading plans, amateur status, high school athletics, student eligibility, sports regulation, monetary compensation, 916, all

Transcript Highlights:

• It's totally up to those districts.
• innovative in their districts.
• to district.
• to district.
• districts um we we want School District districts um we we want School District to<01:32:10.840>

Keywords: 1183, house

Transcript Highlights:

• She's not just a mother; she's also a school nurse in a district in my house district.
• We talk a lot about the needs of one district being different than the needs of another district.
• has to be in alignment with their district.
• I am going to talk just about an issue that affects my district, my home district in South St.
• Paul's school district is Special District 6.