Transcript Highlights:

• So we've got to get these chairs in, and we've got to get the experts ready to go.
• Speaker, yes, we're ready to go. There is debate.
• So we've got to get these chairs in, and we've got to the experts ready to go.
• Speaker, yes, we're ready to go. There is debate.
• Speaker, yes, we're ready to go.

Bills: HM3 , HM11 , HM14 , HM15 , HM21 , HM25 , HB9 , SB2 , SB19

Keywords: nurses, health care workers, healthcare workers, frontline workers, hospital staff, clinicians, allied health professionals, support staff, public health, workforce shortage, nursing shortage, safe staffing, patient safety, rural health care, frontier communities, behavioral health, mental health, substance use disorder, substance abuse, health care memorial

Transcript Highlights:

• Members, we're ready to go to work.

Bills: SB 2 , SB 5 , SB 9 , SB 7 , SB 17 , SB 4 , HB4 , HB1 , HB3 , HB20 , HB22 , SB9 , SB7 , SB17 , SB4 , HB4 , SB2 , SB5

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Transcript Highlights:

• We used these funds to get our space ready for our staff and operational needs.
• So oftentimes, you know, schools will think, 'Well, I've already got Algebra 1.
• Why does the student need Algebra 1 online?'
• They just pop into our LMS, and the curriculum is ready for them.
• Ready for the next year.

Committee: House A&B Education Subcommittee

Transcript Highlights:

• I would argue that we are punishing kids if we advance them when they are not ready.
• system where they are labeled in a clear way across the board so that if I'm in Deer Creek and I'm in Algebra
• Schools and they're looking for my class, they can easily identify that their math foundations is the Algebra

Committee: House A&B Education Subcommittee

Transcript Highlights:

• And that can be anywhere from a book in the library to a geography textbook or an algebra textbook, which

Committee: Senate Senate Public Safety Committee of Reference

Summary: The Public Safety Committee approved the February 18, 2026 minutes and then heard House Bill 2207, which would appropriate $300,000 in fiscal year 2027 to the Arizona Department of Corrections, Rehabilitation and Reentry for the Braille transcription program. The bill also requires annual reporting on the number of in-state and out-of-state students served and states that the appropriation is intended as ongoing funding. During discussion, a member asked whether the program generates revenue; staff said they would look into it, and a committee member noted the possibility that transcribed Braille materials may be sold, though that was not confirmed in the hearing. A representative from the Foundation for Blind Children testified in support of the bill, explaining that the prison Braille program partners with the department to train incarcerated people to transcribe Braille and has become the largest such program in the nation. She said the program serves mostly K-12 students with visual impairments, produces about 75% of Braille transcribed in the state, and provides materials at a much lower cost than the open market. She also stated that revenue from sales of transcribed materials does not go back to the department, to her understanding. After questions and no further discussion, a motion was made for a do-pass recommendation. The committee voted 7-0 in favor of HB 2207, and the bill was reported out with a do-pass recommendation before the meeting adjourned.

Transcript Highlights:

• And that can be anywhere from a book in the library to a geography textbook or an algebra textbook, which

Bills: HB2207

Committees: Senate Public Safety , Senate Senate Public Safety Committee of Reference

Keywords: braille, disability access, education funding, state corrections, inclusion

Transcript Highlights:

• From college readiness to their overall educational experience, students are refusing to confront their
• Are we doing less history or algebra or other sorts of things?
• And I'm not sure we're ready to start parcelizing the school day in that way.
• It is research-backed, collaboratively developed, and ready to implement.
• It is research-backed, collaboratively developed, and ready to implement.

Transcript Highlights:

• And for preschools, pretty much that's being dictated by the Ready Keiki steering committee.
• pretty much that's being dictated by um pretty much that's being dictated by the<00:25:07.600><c> ready
• Ki steering committee yes yes the ready Ki steering committee yes yes okay<00:25:10.720><c> so</c><00
• I don't think you asked them, you know, what kind of algebra you think you need to have or, um...
• </c><00:53:53.200><c> you</c> them you know what kind of algebra you them you know what kind of algebra

Summary: The committee heard testimony on House Bill 110, HD1, which would clarify local food purchase goals for the Department of Education. DOE said it supports the measure and will work toward the 30% local food mandate by 2030. The Department of Agriculture also supported the bill, and outside advocates from the Hawaii Public Health Institute and Hawaii Farm to School Network strongly backed it as consistent with prior farm-to-school laws and helpful for measuring progress toward the goal. The committee then took up House Bill 293, which would exempt certain DOE purchases of local edible produce and packaged food products from electronic procurement rules and allow written-quote purchasing thresholds, including a lower quote requirement for some rural schools. DOE, the Department of Agriculture, the State Procurement Office, and the Hawaii Farm Bureau all supported the measure, describing it as a tool to help the department test and add local products and meet the 30% goal. However, members pressed DOE on the bill’s purpose and mechanics, questioning why the department could not simply add products to vendor lists or use existing procurement flexibility. DOE explained it was trying to test new local products, including products not yet on the USDA-approved list, and said the bill would allow limited pilot purchases while it works through USDA approval and vendor-list updates. Members also raised concerns about whether the bill was being used to bypass procurement and whether small farmers or aggregators could realistically supply the needed volume. House Bill 1069, which would add two voting members representing DOE and the Board of Education to the School Facilities Authority, also drew support from DOE and the Board of Education. Supporters said the change would improve accountability, strategic input, and communication on school facilities matters. SFA testified that it has already increased coordination with DOE through regular meetings and that recent discussions have been more robust. Committee members questioned whether voting seats were necessary given that DOE and BOE could already attend meetings and receive updates, and they raised concerns about how a voting representative would report back and whether the measure would actually solve communication problems. No votes or final actions were taken on the measures during the portion of the meeting provided.

Transcript Highlights:

• </c><00:03:59.840><c> approval</c> All right, I think we're ready approval All right, I think we're ready
• </c> things that I used to teach in algebra things that I used to teach in algebra is<00:36:53.119><c
• </c> learners to be future ready. learners to be future ready.
• I mean, I was ready and my criteria was met and I was learner ready day one.
• </c> kindergarten readiness and preschool. kindergarten readiness and preschool.

Summary: The committee heard a presentation from KDE on the revised Kentucky academic standards for reading and writing. KDE explained the statutory six-year review process, the public comment periods, and the main revisions, including updates tied to the science of reading, decodable text, encoding/decoding, and an updated vision statement. KDE said 308 responses were received on the initial public comment, most respondents favored keeping standards as-is, and about 12% of standards were revised. The department also said the document was streamlined by removing repeated graphics and reducing its size by about 24%, and that a later comment period drew more than 400 responses. No new standards were flagged for review. Members asked about alignment between standards, curriculum, assessments, and NAEP, and KDE said instructional resources should be aligned to standards, KSA assessments are aligned to the standards, and screeners/diagnostics help identify student needs. Representative Truett raised the idea of a textbook-to-standards crosswalk, and KDE said publishers and a future repository partner should provide such crosswalks for local districts. Representative Bojanowski asked why foundational reading skills are not directly assessed on the third-grade KSA; KDE responded that the assessment is designed to measure end-of-grade expectations, while screening and diagnostics are used earlier to identify decoding needs. Representative Gel asked about early childhood supports, and KDE said it is working with early learning and special education offices and promoting LETRS professional learning for both teachers and preschool educators. The committee then received the mathematics improvement committee report. KDE said the mathematics committee unanimously approved a new strategic plan for improving math achievement from pre-K through grade 20 and adult education. The plan centers on six priorities: student empowerment, effective mathematics teaching and learning, continuous educator development and growth, a continuum of learning, community and family partnerships, and teacher recruitment and retention. KDE said the plan is intended as a living document with goals, recommended actions, and evidence bases, and that it aligns with the Kentucky Numeracy Counts Act by supporting high-quality instructional resources, professional learning, and family resources. In response to Senator Thomas, KDE explained that the professional learning recommendation means districts should tailor teacher training to classroom needs and instructional materials so math teachers are better equipped to implement standards and support students.

Transcript Highlights:

• From college readiness to their overall educational experience, students are refusing to confront their
• Are we doing less history or algebra or other sorts of things?
• Maybe if it happens to be the semester in which you are in algebra or in set theory looking at those
• And I'm not sure we're ready to start parcelizing the school day in that way.
• It is research-backed, collaboratively developed, and ready to implement.

Summary: The joint Senate and Assembly Education Committee hearing featured opening remarks from legislators welcoming students from the California Association of Student Councils and SABLE, with members emphasizing student voice and noting that several past student proposals had become law. The hearing then moved through multiple student panels presenting policy ideas, with members responding in a mix of support, technical questions, and cautions about cost, implementation, and tradeoffs in instructional time. The first panel proposed an annual civic engagement day for grades 7-12 to increase civic literacy and participation through flexible school-based activities. Members asked about costs, flexibility for sixth grade, voter registration, and how the proposal would fit within existing curriculum and standards. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added motioning rights and training on budgeting and LCAPs; members raised concerns about mandate costs, board size, and the scope of motioning authority. The third panel proposed middle school financial literacy instruction, potentially embedded in existing classes like math, with a 10-year phase-in for teacher training and curriculum updates; members questioned whether the state should wait for the already-approved high school financial literacy course to be implemented first. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice materials in discipline processes; members discussed prior legislation, confidentiality in expulsion hearings, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12, but members expressed skepticism that brief classroom sessions could meaningfully address mental health needs and suggested wellness centers or student-led awareness efforts instead. The hearing then began panel six on AI implementation in classrooms, with students arguing that districts need clearer guidance on AI use and that education must adapt rather than ignore the technology.

Transcript Highlights:

• Are we doing less history or algebra or other sorts of things?
• Maybe if it happens to be the semester in which you are in algebra or in set theory looking at those
• And I'm not sure we're ready to start parcelizing the school day in that way.
• It is research-backed, collaboratively developed, and ready to implement.
• It is research-backed, collaboratively developed, and ready to implement.

Summary: The Senate and Assembly Education Committees held their annual joint hearing with the California Association of Student Councils and SABLE, where student delegates presented policy ideas developed over two days. Committee members repeatedly praised student voice and noted that several past student proposals had become law. The hearing began with opening remarks from legislators and student organizers, who emphasized the importance of civic participation and the value of hearing directly from students. The chair also reviewed hearing rules and explained that the panels would be treated as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for grades 7-12, with flexible activities such as mock elections, civic fairs, Socratic seminars, and public comment practice. Members asked about costs, grade-level flexibility, voter registration, and how the proposal would fit within existing curriculum time. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with expanded training and motion rights. Legislators supported the concept but raised technical concerns about fiscal impact, the need for odd-numbered boards, the scope of motioning authority, and whether districts would need reimbursement if the mandate became statewide. A third panel proposed adding middle school financial literacy instruction by embedding it into existing classes, with curriculum and teacher training developed over time by state agencies. Members questioned how it would fit into adopted materials and whether the state should wait until the new high school financial literacy course is fully implemented before designing middle school instruction. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials in discipline processes. Senators discussed prior legislation, confidentiality concerns in closed-session hearings, and the fiscal cost of a state task force, while expressing support for stronger restorative practices. The final panel proposed more active mental health education through short, twice-semester classroom sessions for grades 7-12 focused on coping skills, time management, and awareness of resources. Assemblymember Castillo and Senator Cortese questioned whether teachers and counselors could effectively deliver the program, whether it would duplicate or overburden existing efforts, and whether wellness centers or student-led awareness efforts might be more effective. Committee members generally agreed the topic was important but were skeptical that another curriculum mandate was the best solution, and no votes or formal actions were taken during the hearing.

Transcript Highlights:

• . 4-H has made me beyond ready to succeed, and I overcome.
• We're just going to have to be ready.
• It creates an incentive to proceed when maybe they're not ready to proceed.
• Are you ready on item number four on the calendar? Thank you, Mr. Speaker.
• Are you ready for the number? Are you ready for the number? Mr.

Bills: HB111 , HB61 , HB43 , HB156 , HB70 , SB3 , HB103 , HB109 , HB128 , HB247 , HJM2 , HJM3 , HM7 , HM17 , HM4 , HM22 , HM23 , HM24 , HM26 , HM2 , HM16 , HM32 , HM11 , HM14 , HM21 , HM34 , HM50

Keywords: water law, state engineer, civil penalty, compliance order, water rights, overdiversion, illegal diversion, groundwater storage and recovery, well license, permit violation, water enforcement, New Mexico water code, irrigation district, conservancy district, water diversion, unauthorized water sales, measuring device, district court appeal, water resources, water compliance

Transcript Highlights:

• currently on updating the accountability model as it relates to the fifth indicator for post-secondary readiness
• We all know they need algebra, geometry, and certain sciences like biology and chemistry.
• We all know they need an algebra,<00:24:41.200><c> they</c><00:24:41.280><c> need</c><00:24:41.480><c
• need a geometry, they need algebra, they need a geometry, they need um<00:24:44.000><c> certain</c><
• All right, are we ready to move on to our last topic? What else do we have?

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• We are prepared, certified, and ready.
• What we lack is certified, and ready.
• </c><01:02:30.000><c> This</c> readiness without the actual doing.
• This readiness without the actual doing.
• Like in the old algebra, they through.

Summary: The committee heard testimony focused on barriers facing minority-owned businesses and on local programs intended to improve access to capital and contracting opportunities. A representative from the U.S. Black Chambers described disparities in minority spending, argued for more intentional and transparent investment in Black communities, and emphasized the need to disaggregate data, hold officials accountable, and expand tools such as the byBlack certification directory. He also stressed that businesses need technical assistance, resources, and opportunities to grow through mergers, consortiums, and joint ventures. The main presentation then came from Larry Forester and Tyrone of Commerce Lexington, who outlined what they called eight major barriers for minority businesses, including limited access to capital, weak mentorship networks, discrimination and bias, bureaucratic hurdles, branding and visibility challenges, stereotyping, generational knowledge gaps, and limited financial literacy. They described several Commerce Lexington initiatives: the Access Loan Program, which brings small businesses before a pool of 26 lenders; a Minority Business Accelerator to help firms scale and connect with prime contractors; and an Opportunity Exchange for business owners to share experiences and lessons learned. They said the Access Loan Program has funded nearly $26 million in loans with an average loan size of about $62,000. Members asked about bias in lending and how to make contracting and certification easier for minority firms. Forester said applications are vetted by a subcommittee before reaching the full lender group, with attention to completeness and readiness, and that only one lender needs to say yes. On contracting, the witnesses said certification can be burdensome and suggested more hands-on help from the state, relationship-building events that include decision-makers, and incentives rather than mandates. They also relayed policy ideas from a business owner, including culturally informed underwriting, public-private matching grants, supplier diversity enforcement, and mentorship tied to capital access. No votes or formal committee actions were taken in the portion provided.

Transcript Highlights:

• ><00:35:02.520><c> students</c><00:35:02.960><c> who</c><00:35:03.119><c> are</c><00:35:03.359><c> ready
• </c><00:35:03.960><c> to</c> the way of students who are ready to the way of students who are ready to
• up and make sure that students<00:37:06.240><c> who</c><00:37:06.520><c> are</c><00:37:06.839><c> ready
• </c><00:37:07.160><c> for</c><00:37:07.520><c> advanced</c> students who are ready for advanced students
• who are ready for advanced learning<00:37:08.960><c> have</c><00:37:09.280><c> that</c><00:37:09.720

Summary: The House Primary and Secondary Education Committee met and first took up House Bill 14, which would establish Alyssa’s Law in Kentucky public schools. The bill, as amended by committee substitute, would allow districts to implement wearable panic alert systems for school staff beginning in the 2025-26 school year. Sponsor Rep. Kevin Jackson and supporters described the system as a silent badge/button that can alert school offices, 911, first responders, and other personnel, with different button sequences for different emergencies. Testimony from Lori Alade, Alyssa’s mother and founder of Make Our Schools Safe, emphasized that “time equals life” and said the technology can help in active threats, medical emergencies, weather events, and other urgent situations. Students from St. Margaret Mary’s Kentucky Youth Assembly also supported the bill, citing the Georgia school shooting response as an example of how such systems can save lives. Members asked about vendor neutrality, costs, training, and whether the system could be used off campus; sponsors said the bill is intended to be vendor neutral, estimated statewide costs ranged from about $2 million to $6 million, training would be provided before the school year, and they would follow up on the off-campus question. The committee approved HB 14 with the committee substitute attached. The committee then reconsidered and approved House Bill 48, a cleanup measure related to school reporting requirements. The substitute was described as addressing department concerns about eliminating certain reporting forms while preserving district flexibility and reducing burdensome reporting. It would allow schools to maintain or use alternative reporting methods, provide KDE a timeline and guidelines for reporting on Cognia software used for CPS and C-dips, and require a written report to the LRC describing reporting requirements imposed on public schools and districts, with items not reapproved by the legislature sunsetting in 2026. The bill passed the committee with the committee substitute attached. Finally, the committee heard House Bill 190, as amended by committee substitute, which would shift the measure from a planning-and-action bill to a planning-only bill for advanced coursework and codify some gifted-student regulations. Rep. Duvall and Dr. Julia Link Roberts of WKU said the bill is intended to expand opportunities for high-potential students by requiring districts to set policies on advanced coursework or accelerated learning options for grades 4 through 12. The substitute changes the standard from “proficient” to “distinguished,” allows districts flexibility in how they implement the policies, and may require automatic enrollment for students scoring distinguished, with opt-out provisions and a principal exception if coursework conflicts with career pathways or CTE access. Members discussed how the proposal differs from current advanced programs, the broader inclusion of students, and district variation in available opportunities. No final vote on HB 190 was included in the transcript excerpt.

Transcript Highlights:

• The idea behind community schools is simple: if kids are not ready to learn, nothing else works.
• The idea behind community schools is simple: if kids are not ready to learn, nothing else works.
• When you see your kid, but when you see a kid show up fed, calm, ready to learn, you do not walk away
• Elias Warren is one of our students, a senior student getting ready to graduate, and he's going to talk
• I'm also currently taking college algebra, which is another class for dual credit through CWI for my

Committee: Senate Education

Transcript Highlights:

• I can probably say I'm the only student she ever had that could do algebra without writing it down.

Bills: SB1360 , SB1204 , SB1989 , SB1189 , SB1481

Committee: House A&B Education Subcommittee

Keywords: mathematics, student assessment, dyscalculia, intervention services, educational funding, professional development, state department of education, school employees, teachers, support personnel, support employees, public schools, school districts, bereavement leave, paid leave, grief leave, family leave, miscarriage, pregnancy loss, maternity leave

Transcript Highlights:

• </c> you're ready for industry certificates. you're ready for industry certificates.
• They get that readiness and then they're ready for kindergarten.
• </c><01:13:57.920><c> Viviana's</c> ready for kindergarten. Viviana's ready for kindergarten.
• </c> We're ready to rock and roll with her. We're ready to rock and roll with her.
• </c><01:20:05.679><c> readiness</c> So it's that employment ready readiness So it's that employment ready

Summary: The committee first heard a presentation from Kentucky Recovery Vocational Workforce and Re-entry Incorporated, led by Executive Director Jerick D'vor, on its vocational training model for people in recovery and formerly incarcerated individuals. He said the nonprofit operates in Russell Springs and serves students from across Kentucky, offering manufacturing and welding training tied to recovery services through Spark Recovery. D'vor emphasized that the program combines treatment, soft-skills coaching, job placement, and continued support after employment, arguing that training should begin around 90 days into recovery rather than earlier. He reported strong outcomes, including 292 students served, 259 certificates earned, and 250 job placements, with many participants placed in manufacturing jobs and 17 welders trained and placed through the new welding academy. Members praised the program but asked about funding, retention, and employability barriers. D'vor said the pilot was supported by opioid abatement grant funding, and the program now relies mainly on donor contributions and Spark Recovery’s investment in clients, with possible future support from additional opioid abatement funds or 1915(i) mechanisms. He said participants are not charged tuition and that the organization provides soft-skills training and job coaches. In response to questions about long-term outcomes, he said the program does not yet have a full alumni tracking system but is exploring technology options and continues to provide post-employment support for 90 days. After approving the committee minutes, members received an update on college athletics and Senate Bill 3 from University of Louisville Athletic Director Josh Heird and University of Kentucky Athletic Director Mitch Barnhart. They said Kentucky’s NIL framework and reporting requirements are working reasonably well and praised the state for not trying to create a competitive advantage in the evolving college sports environment. Heird reported that 521 student-athletes have signed up for NILGO and about 240 deals have been approved through the system, while noting the need to ensure NIL agreements are legitimate marketplace deals rather than artificial payments. The discussion also touched on the House settlement, the $600 approval threshold, and broader federal changes affecting college athletics.

Transcript Highlights:

• House Bill 4 broadens the current military readiness indicator. military readiness through verified enlistment
• To receive military readiness credit.
• The ASFAB performance, it creates a condition of military ready.
• But we needed to get him ready for star.
• College, career, and military readiness is a priority to Texas.

Bills: HB4 , HB54 , SB 10 , SB 24 , HB4 , HB54 , HB775 , HB850 , HB 1122 , HB 1249 , HB1405 , HB2336 , HB2757 , HB3372 , HB3622 , HB4442 , HB4687 , HB4893 , HB5089 , HB5515 , HB5606 , SB10 , SB24 , HB1573 , HB3369

Committee: House Public Education

Keywords: district composition, congressional election, Texas, legislature, voting districts, citizenship, U.S. citizen, non-citizen, public office, advisory board, task force, state government, local government, political subdivision, commission board, appointment eligibility, officeholder qualifications, public service, naturalization, Texas Government Code

Transcript Highlights:

• I can probably say I'm the only student she ever had that could do algebra without writing it down.

Summary: The committee heard and advanced several education-related bills. Senate Bill 1360, expanding the state’s math proficiency efforts through a specialized Office of Math Instruction and related funding, drew questions about vendor involvement and budget implications. The author said the focus is on evidence-based teacher professional development, screening, and implementation support, and noted the bill’s funding increased from a $5 million request to $10 million. It passed 7-1. Senate Bill 1204, providing three days of paid bereavement leave for educators and support personnel, was presented as a way to support school employees during difficult times. The fiscal note was discussed, but the author said SDE could absorb the cost using carryover maternity leave funds, so no additional budget appropriation was needed. The bill passed 7-0. Senate Bill 1989, which adds digital peer-to-peer payment networks as an option for contributing to college savings accounts, also passed unanimously. The committee then approved Senate Bill 1189, continuing the $50 million school resource officer and school safety funding plan, with discussion noting it could support officers and other safety improvements. Senate Bill 1481, adding 20 minutes of recess for full-day kindergarten, prompted questions about flexibility for disruptive students, schedule impacts, half-day programs, and enforcement; the author said schools would retain some discretion and that compliance could be handled through accreditation. It also passed 7-0. The meeting ended with notice that the committee was likely to meet again on Wednesday afternoon.