Transcript Highlights:

• And that direction is to learn their language, learn their culture, you know, to become Dakota people
• And that direction is to learn their language, learn their culture, you know, to become Dakota people
• They are excited about learning, and we as their coaches are excited to learn along with them.
• are excited and and engaged in learning. are excited and and engaged in learning.
• for us to explore learning and to dream. for us to explore learning and to dream.

Keywords: 1187, senate, all

Transcript Highlights:

• I'm the Chancellor of Early Learning at the Department of Education.
• We have the Florida Early Learning Developmental Standards.
• We have the Florida Early Learning Developmental Standards.
• the content that they should be learning.
• I want to go back to early learning.

Summary: The Pre-K through 12 Budget Subcommittee held its first interim meeting, took roll, and established a quorum. Members introduced themselves, many noting backgrounds in education, school boards, local government, or parenting, and Chair Jenna Persons-Mulicka outlined the committee’s goal of building the fiscal year 2025-26 Pre-K-12 budget. She also reviewed the fiscal year 2024-25 education budget, noting that the Pre-K-12 portion totals about $21 billion, with the Florida Education Finance Program (FEFP) as the largest driver, along with major funding for VPK, school readiness, and school recognition. She explained that federal COVID relief funds have ended and that recent school choice legislation has affected budget structure. Commissioner Manny Diaz and department leaders then gave overviews of their divisions. Diaz highlighted Florida’s education rankings, record graduation rate, progress monitoring, expanded school choice participation, charter school growth, and teacher salary investments, while emphasizing a focus on literacy, math, and early learning. Carrie Miller described the Division of Early Learning’s school readiness and VPK programs, their funding, eligibility, accountability systems, and the importance of kindergarten readiness. Paul Burns outlined the Division of Public Schools’ work on educator quality, literacy, standards, certification, family outreach, federal programs, and school improvement. Suzanne Pridgen reviewed finance and operations functions, including budget management, FEFP calculations, grants, procurement, transportation, and emergency management. Adam Emerson described parental choice programs, including scholarships, charter schools, schools of hope, virtual education, and home education. Darren Norris detailed the Office of Safe Schools’ responsibilities for risk assessments, compliance inspections, threat management, grants, and training created after the Marjory Stoneman Douglas tragedy. Members asked questions about several issues, including whether the Safe Schools office recommends changes to the school safety grant distribution formula, whether early learning eligibility should shift from federal poverty level to state median income, how scholarship payments are verified to avoid funding students who return to public school, and whether daily attendance systems could improve funding accuracy. Other questions addressed hurricane-related survey disruptions, VPK provider reimbursement rates and instructional hours, teacher salary increases, school start time costs, and how voucher schools handle IEP accommodations. Department officials generally said some issues remain under review, supported moving school readiness eligibility to SMI, noted that scholarship and enrollment data are cross-checked and adjusted when needed, and said progress monitoring now helps schools support mobile students. On school safety, officials said exemptions are allowed in statute for some items but not for classroom doors, and that district-specific conditions matter. No votes were taken and no formal actions were reported beyond receiving presentations and discussion.

Transcript Highlights:

• enhance our credit for prior learning enhance our credit for prior learning process<00:50:27.839
• <01:26:08.880> that and that I did qualify I learned that and that I did qualify I learned
• School is very much where I learned to speak English and learned the ABCs and numbers, and over time
• School is very much where I learned to speak English and learned the ABCs and numbers, and over time
• where to speak English and learned where learned<01:41:30.480> the<01:41:30.560> ABCs<

Keywords: 1187, senate, all

Transcript Highlights:

• Early learning, you can see this is the early learning budget, and we talked about earlier that there
• Early learning, you can see this is the early learning budget, and we talked about earlier that there
• Any parent knows you learn. It's a lifelong journey.
• Any parent know you learn. It's a lifelong journey.
• We also have the Division of Early Learning.

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• Overall, these hands-on playful learning experiences are based on the science of how kids learn by exploring
• understand how powerful playful learning understand how powerful playful learning is<00:03:30.879
• create engaging high quality learning create engaging high quality learning materials<00:31:35.679
• <01:21:14.880> they to experience play-based learning they to experience play-based learning
• , I think, kind of a lifelong learning because the learning doesn't stop when the last school bell rings

Keywords: 1187, senate, all

Transcript Highlights:

• And I want to posit this question, because, you know, we learn about history.
• And... ...in every teaching and learning process.
• Learning is not just being interrupted. It's being completely corroded.
• And we are here to fulfill that through social-emotional learning.
• Learn.

Summary: The committee heard several education-related bills, with the most extensive discussion focused on AB 2189, AB 2615, AB 2496, AB 1750, and AB 1644. AB 2189 would create an $800,000 grant program through the State Council on Developmental Disabilities to support a statewide parent network for special education advocacy and training. Supporters said families need stronger coordination and information to navigate special education, while an opponent argued the bill could duplicate existing family-led organizations. The bill passed 6-0 and was sent to Appropriations, held on call for add-on votes. AB 2615, a cleanup bill to AB 715 on antisemitism and instructional materials, drew the most controversy. The authors said it was intended to clarify prior commitments by removing references to professional responsibility standards, refining the “factually accurate” language, and clarifying how discriminatory materials are handled. Supporters said it would help protect students from discrimination, while many educators, civil rights groups, and other organizations opposed it unless amended, warning that the factual-accuracy language could chill teaching and be applied too broadly. The committee chair and members raised concerns about implementation but ultimately supported moving the bill forward; it passed 5-0 and was held on call. AB 2496 would streamline school accountability reporting by making the California School Dashboard the primary transparency tool, phasing out the School Accountability Report Card over time, and making mid-year LCAP reporting optional. Supporters said this would reduce duplication and administrative burden while preserving access to key data; opponents worried families could lose the simplicity and accessibility of the current SARC and that the mid-year update still serves an important purpose. The bill was approved 3-0 and held on call. AB 1750, which would extend full salary for an additional five months for school employees who exhaust sick leave due to illness or injury, was supported as a dignity and retention measure but opposed by administrators over staffing and cost concerns; it passed 4-0 and was held on call. AB 1644 would require a bell-to-bell smartphone ban in TK-8 and recommend it for high school, with exceptions for instructional and safety needs; supporters said phones are harming attention and learning, while opponents argued districts had just adopted local policies and needed more flexibility. The transcript ends during discussion of that bill.

Transcript Highlights:

• There's so many things that aid the learning opportunity, but.
• fair. representation of student learning.
• I think for me, I learned this lesson in 2008 because I was a tax assessor.
• TALKS deals with the implementation quality and the learning quality.
• They're not able... to learn everything that the STAR exam expects them to learn and it's no surprise

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• Just as we've learned from others, others can now learn from our experience.
• Just as we've learned from others, others can now learn from our experience.
• Just as we've learned from others, others can now learn from our experience.
• Just as we've learned from others, others can now learn from our experience.
• Just as we've learned from others, others can now learn from our experience.

Keywords: 1183, house

Transcript Highlights:

• And with that, I will leave it to our members. ...and learning.
• . ...to learning, teaching, and learning that are outside of the scope of what a teacher or the administration
• And we are here to fulfill that through social-emotional learning.
• Learn.
• That they are hoping other students can learn.

Keywords: 988, house, all

Transcript Highlights:

• So we've learned.
• You have to learn to sit all day. And we learned to sit in here 24 hours.
• . learning environments.
• And they're learning.
• to read, read to learn.

Bills: HB6, HB27, HB 123, HB210, HB213, HB222, HB610, HB 1085, HB1481, HB6, HB27, HB123, HB210, HB213, HB222

Keywords: mental health, telehealth, public schools, discipline management, behavioral interventions, financial literacy, high school education, curriculum requirements, economics, personal finance, HB 123, kindergarten readiness, early literacy, early numeracy, reading screening, math screening, foundational literacy, foundational numeracy, dyslexia screening, reading intervention

Transcript Highlights:

• AMI IS WORKING VERY HARD ACROSS THE NATION TO NOT ONLY DEVELOP BUT DEPLOY AI LEARNING AND WE HAVE A LEARNING
• AND PSYCHOLOGY I LEARNED ABOUT MEMORY AND ATTENTION AND LEARNING BUT I EVENTUALLY REALIZE SOMETHING IMPORTANT
• THE BOTTOM LINE IS IT IS A LEARNING APPROACH. AI TRIES TO LEARN SOMETHING AND USE IT.
• IF YOU DO NOT PROVIDE ENOUGH GOOD DATA POINTS FOR LEARNING IT WILL PROBABLY NOT LEARN IT CAREFULLY OR
• IT WILL LEARN SOMETHING INCORRECT.

Transcript Highlights:

• That's when kids really start picking it up, start learning it.
• Why didn't I learn this in college?
• , multiliteracy learning more comprehensively.
• You know, once you can learn in one language, it's much easier to learn in a second language, especially
• and then English is easier to learn to read in.

Keywords: 996, all

Transcript Highlights:

• Problem-based learning is rooted in what we call experiential learning.
• learning uses detailed scenarios to develop analytical and decision-making skills.
• Again, evaluations found positive feedback on the value of simulations and active learning.
• I liked how this course incorporated active learning in a unique way.
• You have field days where they experience things that they just learned.

Summary: The committee heard three presentations focused on child welfare workforce development and the needs of children in Florida’s dependency system. First, the Florida Institute for Child Welfare described its Grow Center and related initiatives, including academic curriculum enhancements, simulations, virtual reality training, coaching, on-demand learning, advanced certifications, and the planned Tallahassee learning lab opening in January 2026. Members asked about conflict resolution, domestic violence, addiction, and microcredentials; the presenter said the institute is expanding training in those areas and is working with DCF to align advanced certifications with the department’s career ladder. The Department of Children and Families then presented on the Continue the Mission initiative, which recruits veterans, military spouses, and former law enforcement officers into CPI, API, and case management roles. DCF said it has held more than 240 hiring events and hired 372 such workers since launch, while also improving recruitment and retention through higher starting pay, streamlined hiring, rebranding, wellness supports, and enhanced pre-service training. Senators asked about PTSD concerns, staffing levels, caseloads, hotline vacancies, and salaries; DCF said it had not seen direct PTSD issues from the hiring effort and provided figures including a $50,000 starting salary for CPIs, $37,000 for APIs, and average caseloads of 12 to 15 investigations for CPIs and about 10 for APIs. Finally, DCF discussed the increased acuity of children in the dependency system, explaining that fewer children are entering care overall but those who do often have more complex behavioral, mental health, developmental, or medical needs. The department highlighted a new Behavioral Qualified Residential Treatment Program (BQRTP) designed for youth who need more intensive support than traditional foster or group home settings but do not require inpatient psychiatric treatment; one facility is licensed with 12 of 14 beds filled, and DCF said it is seeking funding for placement for 230 youth total. Members pressed for details on licensure timelines, standards, funding, and the handling of crossover youth and lockouts, and DCF said it uses braided funding and works with DJJ, APD, and lead agencies through local and state review teams. A representative of the Florida Coalition for Children also testified, saying the issue is complex and multi-year, and that the coalition is working on possible legislative and programmatic solutions. The committee took no formal votes and adjourned after the presentations and discussion.

Transcript Highlights:

• But within that bill, it also references other types of learning experiences: work-integrated learning
• and work-site learning.
• and work site learning.
• , laboratory, applied learning equipment.
• And they're learning how to protect themselves.

Summary: The House Education Committee received status updates on career and technical education (CTE), including OSPI’s work under 2024 legislation on allied health pathways and a statewide CTE task force, an update from Core Plus Maritime, and findings from an Education Northwest longitudinal study of Washington CTE access and outcomes. OSPI described development of allied health guidance such as a home care aide to nursing assistant bridge, model curricula, updated course equivalency frameworks, and coordination with health agencies and employers. It also reviewed Core Plus framework work, task force expansion under later legislation, and the timeline for recommendations due in November 2026. Committee members asked about health profession outreach, equitable access for rural districts, data updates, and employer support for local programs; OSPI said it continues to work with agency and industry partners and that local labor-market alignment varies by region. Core Plus Maritime presenters described expanding maritime career exploration into middle school through low-cost ROV curriculum, student visits to ferries and vessels, Sea Scouts partnerships, and ship-based safety and welding experiences. Industry representatives from the Northwest Marine Trade Association, American Seafoods, and Vigor Marine Group emphasized the maritime sector’s economic importance, aging workforce, and need for hands-on training to build the pipeline for family-wage jobs. A teacher from South Kitsap High School said the program gives students a clear pathway and has helped connect them to careers in shipyards, fishing, and related trades. Vigor also noted support for a student welding competition and equipment donations for a Rainier Beach shop. Dr. Sam Riggs of Education Northwest presented a longitudinal study using state data from 2013-14 through 2023-24. The study found CTE access has been relatively steady statewide, but offerings vary by school size, locale, and income, with rural and lower-income schools generally offering fewer pathways. Participation is high: nearly all students earn at least some CTE credit, and more students are accumulating multiple credits over time, though fewer go deep within a single pathway. Students who earned more CTE credits, especially within pathways such as agriculture, manufacturing, transportation, and construction, were more likely to graduate on time and later had stronger postsecondary certificate attainment and earnings. Riggs recommended addressing local barriers to participation, considering whether the CTE graduation requirement should better encourage depth while preserving flexibility, and aligning offerings more closely with labor-market needs. Committee members asked about COVID-era trends, student motivation, early workforce entry, delivery settings such as skill centers, and how to interpret the comparison groups used in the analysis.

Transcript Highlights:

• I just learned that early learning funding is set to be cut in half this session.
• I'm shocked to learn this, even at the current funding levels."
• Would have access to quality, affordable early care and learning.
• Line 224 is the reduction in the early learning scholarships.
• I'm glad that we all learned together this year.

Bills: HF2436, HF2929

Keywords: child welfare, economic assistance, child care, grant program, video security cameras, HF2929, SNAP, Supplemental Nutrition Assistance Program, food assistance, nutrition assistance, public benefits, eligibility determination, income eligibility, federal poverty guidelines, poverty level, county agency, Tribal agency, human services, children and families, benefits administration

Transcript Highlights:

• I learned in a different way than other kids.
• So anyway, we're just different and learn differently.
• And we need—those of us who learn differently—figure out how we learn in our own way so that we can succeed
• When we learn how to unlock it, right, Beckley?
• This session, I've learned about the disability penalty.

Keywords: special education, funding gap, dyslexia, House Bill 2, Senate Bill 568, House Bill 3928, disability penalty

Summary: The meeting primarily focused on special education funding, with significant discussions around House Bill 2 (HB2), Senate Bill 568 (SB568), and House Bill 3928 (HB3928). Key speakers advocated for increased funding to close the estimated $1.7 billion annual gap that affects special education in Texas public schools. Several witnesses, including educators and students affected by dyslexia, provided personal testimonies about the impact of insufficient funding and the disability penalty, which penalizes schools financially for identifying students needing special education services. The committee demonstrated a strong commitment to advocate for changes that would improve special education resources and training for teachers, thereby ensuring that all Texas children receive the educational support they need to thrive.

Transcript Highlights:

• . to actually learn.
• So it's a multiple learning experience.
• Our educators want to end all students learn. All students.
• We need them to continue to be in a learning environment.
• How does it affect their learning environment or their ability to learn?

Bills: SB27, SB226, SB326, SB570, SB605, SB870, SB991, SB1871, SB1872, SB1873, SB1874, SB1924, SB1925

Keywords: residency, public schools, child safety placement, enrollment, education code, antisemitism, student conduct, education, disciplinary actions, Texas Education Code, truancy, attendance policy, chronic absenteeism, school attendance, student absence notifications, parent notification, home visit, attendance officer, truancy court, school district

Transcript Highlights:

• Research on early mathematics learning is clear.
• She has learning disabilities, and they were not caught until third grade.
• Then they do a deeper diagnostic evaluation: is there a learning difficulty?
• When we feel safe, we can focus on learning and planning for our futures.
• Maybe you do need it to learn about... YouTube autoplay.

Keywords: 987, senate, all

Transcript Highlights:

• varying levels of AI learning varying levels of AI learning progressions.<00:14:06.080> One
• learning space. learning space.
• That is our our KY learning hub.
• learning statewide professional learning management<01:18:17.640> system.
• And it comes down to um learning.

Keywords: 958, all

Summary: The Artificial Intelligence Task Force met and adopted the prior minutes before turning to AI in education. Jeff Gagne of the Southern Regional Education Board described SREB’s Commission on AI in Education, which has organized its work into committees on policy, K-12 instruction, postsecondary instruction, and skills development. He highlighted eight commission recommendations covering statewide AI networks, targeted guidance for different user groups, professional development, standards and curricula, local capacity assessments, risk management, procurement, and AI-ready workforce skills. He also emphasized that states need more specific guidance for students, teachers, faculty, administrators, and parents, and that training is essential because many educators have not been prepared to use AI in instruction. Gagne also summarized two recent SREB reports: one on AI-ready workforce skills and one on AI use in K-12 classrooms. The workforce report recommends embedding AI across standards, strengthening computer science and digital learning standards, collaborating with industry and workforce agencies, building AI competencies into training and upskilling, providing educator professional development, and monitoring readiness. He said the report identifies three skill areas: success skills, industry baseline skills, and technical skills. The classroom guidance report promotes responsible AI adoption, with four pillars focused on increasing cognitive demand, streamlining teaching and administrative work, supporting personalized learning, and developing ethical AI users. He also noted that the report includes an AI procurement tool for school districts. Members thanked Gagne for providing outside examples and resources. One member noted JCPS has an introductory AI professional development offering for educators. Gagne said Kentucky’s David Couch serves on the SREB commission and that the commission’s member list and reports are available on SREB’s website. The committee then heard from Travis Powell of the Council on Postsecondary Education, who said CPE had surveyed campuses and found that Kentucky institutions have broadly embraced AI in teaching, research, student services, and administrative operations. He said all institutions have AI-focused degrees, minors, or courses, and many are integrating AI into general education and across disciplines. Powell also said CPE is considering an AI consortium and that campuses are using AI in research partnerships and applied work, while continuing to focus on ethical and effective use.

Transcript Highlights:

• Homeschooling is loved for being flexible and being able to learn what you won't learn.
• science, they were learning history, they were learning these things in real life.
• science, they were learning history, they were learning these things in real life.
• are really smart but learn differently. are really smart but learn differently.
• Thank you so much. learn to read, too. Please support learn to read, too.

Keywords: 910, house, all

Summary: The committee on Education met on February 17 and announced it would limit public testimony to one minute because more than a thousand testimonies were expected on one measure. The first bill heard was HB 1934, relating to the Imagination Library of Hawaii. The state librarian and Friends of the Library supported the bill, saying the program is a proven, cost-effective way to improve early literacy and should be expanded statewide for children ages 0 to 5. Friends of the Library said the current 50/50 match requirement would be too difficult to meet immediately and asked for state funding for the first few years to help launch the expansion. Testimony included eight supporters and one opponent, and members asked whether the proposal was an expansion of an existing program; the state librarian said it would expand service beyond currently targeted communities. The committee then heard HB 20004, which would extend the floating librarian pilot program. The state librarian, Department of Education, HSTA, and several individuals testified in support. Supporters said the program helps address staffing needs and improves student readiness, especially for college and information literacy. One retired community college librarian said school librarians help students prepare for college and are increasingly important in teaching critical evaluation of misinformation and AI-generated content. Members asked about implementation of the existing pilot, including recruitment of certified librarians for neighbor island and Oahu complex areas; DOE said those positions had been identified and recruitment was underway, and existing funds remained intact. The final major discussion was HB 2398, which clarifies the library system’s role in RNMSP-related projects and public library construction on or near school land. The state librarian and public library system supported the bill, while the Department of Education and Attorney General’s office raised concerns about vague language, especially the phrase “land controlled by the board,” and suggested amendments. In questioning, the state librarian explained that the bill was prompted by conflicts on shared or adjacent school/public library sites, including traffic, pickup and drop-off access, and other operational issues. DOE described significant disruption from one project’s traffic changes and said planning for such projects should involve early coordination and formal agreements. The state librarian responded that the new bill would clarify oversight and help avoid delays and disputes over property control and future renovations.