Transcript Highlights:

• But that increase in funding wasn't uniform across grade levels because you all decided to focus a lot
• , or $1,851 per sixth grade student, and between $8 million and $10 million in each grade between seventh
• It doesn't go into detail about the actual salaries of, say, principals or a level two or level three
• level.
• Charter schools are generally open to all students of applicable age or grade level and are required

Transcript Highlights:

• State standards around reading fluency only go to the fifth-grade level.
• So when I have students that are beyond reading at the fifth-grade level...
• To the fifth-grade level.
• So they went from, say, a sixth-grade level to a seventh-grade level, so they didn't make the full progress
• And if we're going to provide coverage for all grade levels on all topic areas.

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• I don't know if we'll touch on this, but pharmaceutical-grade xylazine versus non-pharmaceutical-grade
• The non-PG, as we call non-pharmaceutical-grade compounds.
• Sure, and if it is scheduled at the state level, that has no impact on the federal level, which they're
• sort of the ones that run the enforcement, the kind of international level, Mr.
• Sure, and if it is scheduled at the state level, that has no impact on the federal level, which they're

Keywords: 995, all

Summary: The working group on best practices for oversight and enforcement met for its first session and focused on xylazine, including its legal veterinary uses, its appearance in the illicit drug supply, and whether it should be classified as a controlled substance. Members discussed the distinction between pharmaceutical-grade and non-pharmaceutical-grade xylazine, the role of international/illicit sourcing, and the limits of state-level regulation if the substance is already being added to fentanyl or other drugs outside the Commonwealth. The Department of Public Health representative summarized the agency’s view that scheduling xylazine could follow the “ironclad law of prohibition” and push the market toward other, potentially worse substances, and said DPH opposed straight scheduling in favor of education, support, and harm-reduction approaches. Veterinary members explained how xylazine is used in large-animal and research settings, why it is useful, and why federal-style scheduling could create practical burdens for veterinarians who work in the field. They also described reversal agents such as yohimbine and atipamezole (Antisedan), and noted that xylazine is not commonly used in small-animal practice. Several members raised questions about how much xylazine is actually used legally in Massachusetts, whether boards of pharmacy or distributors could provide useful data, and what other states have done. Arizona and Florida were mentioned as possible examples for further research, along with the need to examine stakeholder opposition and any effects on legitimate veterinary practice. The group agreed to divide into two subgroups: one focused on oversight and regulation of production/distribution, and another on whether xylazine should be classified as a controlled substance and what penalties, if any, should apply. Staff said they would circulate notes, a draft PowerPoint template, and a shared folder, with members asked to submit materials by December 2, draft materials due December 4, and final approval by December 9 ahead of the next public meeting on December 11. The meeting ended with a motion to adjourn, a second, and unanimous closure.

Transcript Highlights:

• And we require public school students to qualify through certain classes, certain grade point average
• She had to basically keep her grades up. She had to have a GPA of 2.5 on a 4.0 scale.
• She had to basically keep her grades up, and she had to apply for that, I believe, by eighth grade or
• between eighth grade and high school at that time.
• If they go outside of grading them on their academic work, basing that grade on the actual opinions and

Bills: HB2950, HB2978, HB3132, HB3242, HB3467, HB3700, HB3701, HB4115, HB4274

Keywords: postsecondary education, standardized test scores, educational equity, higher learning access, Oklahoma Higher Learning Access Program, HB2978, school libraries, library media center, library media program, community standards, sexually explicit conduct, obscene material, age-appropriate materials, school curriculum, book challenges, book banning, censorship, public schools, school board, education committee

Transcript Highlights:

• IT IS MY UNDERSTANDING THAT WITH THE THIRD GRADE PROMOTION, WE ARE NOW ALLOWING A SCORE OF LEVEL TWO
• SO, IF A STUDENT RECEIVES A LEVEL TWO ON THE PROGRESS MONITORING BUT THEN RECEIVES A LEVEL ONE ON THE
• LEVEL AND IS ABLE TO MAINTAIN THAT LEVEL?
• IF THAT STUDENT ON PM ONE SCORES A LEVEL TWO AND THEN THEY DON'T GET A LEVEL TWO AGAIN, ON THE INITIAL
• LEVEL AND MASTERING.

Bills: SJR12, SCR39, SB27, SB29, SB241, SB406, SB414, SB464, SB568, SB578, SB609, SB660, SB689, SB693, SB785, SB857, SB879, SB921, SB922, SB955, SB985, SB993, SB996, SB1008, SB1035, SB1036, SB1059, SB1098, SB1120, SB1122, SB1147, SB1188, SB1197, SB1209, SB1227, SB1245, SB1267, SB1307, SB1321, SB1332, SB1386, SB1396, SB1453, SB1484, SB1494, SB1536, SB1537, SB1596, SB1610, SB1664, SB1741, SB1814, SB1822, SB1841, SB1948, SB2065, SB2155, SB2188, SB2230, SB2406, SB2407, SJR36, SJR12, SJR81, SJR50, SCR22, SCR12, SCR39, SB406, SB689, SB765, SB62, SB666, SB888, SB687, SB847, SB1248, SB504, SB857, SB305, SB296, SB284, SB241, SB304, SB1023, SB204, SB609, SB670, SB850, SB854, SB413, SB1346, SB1033, SB1220, SB1073, SB810, SB1539, SB447, SB1119, SB1505, SB1215, SB1302, SB583, SB673, SB681, SB1172, SB955, SB957, SB1120, SB541, SB266, SB1415, SB53, SB1352, SB785, SB1450, SB1502, SB1566, SB414, SB1062, SB711, SB746, SB1404, SB1448, SB507, SB1026, SB1349, SB1355, SB1433, SB1434, SB1596, SB1403, SB667, SB1059, SB1567, SB310, SB311, SB505, SB1209, SB1210, SB1470, SB264, SB1029, SB1358, SB1364, SB1569, SB1376, SB1228, SB519, SB1350, SB462, SB827, SB1585, SB1396, SB1484, SB1273, SB1741, SB927, SB1227, SB1229, SB1353, SB1464, SB1709, SB1729, SB1733, SB1744, SB1772, SB1841, SB2188, SB1147, SB879, SB1008, SB1536, SB2016, SB1453, SB1173, SB1163, SB996, SB27, SB568, SB1370, SB1321, SB1101, SB860, SB993, SB693, SB1610, SB1537, SB1332, SB1307, SB963, SB493, SB922, SB984, SB619, SB1098, SB1122, SB455, SB522, SB1057, SB1239, SB1254, SB1255, SB1259, SB1341, SB1664, SB1877, SB464, SB1277, SB32, SB732, SB660, SB731, SB921, SB268, SB1822, SB1188, SB1589, SB397, SB2230, SB1058, SB1036, SB1267, SB2112, SB1930, SB532, SB1035, SB2155, SB508, SB29, SB292, SB291, SB901, SB1333, SB1436, SB1494, SB964, SB779, SB1378, SB2312, SB1719, SB1386, SB287, SB2143, SB1245, SB261, SB1247, SB1948, SB2406, SB2407, SB1882, SB1197, SB1814, SB618, SB38, SB393, SB2065, SB1371, SB1394, SB1365, SB2243, SB2226, SB2039, SB1919, SB1895, SB1598, SB1493, SB1810, SB1791, SB1706, SB1644, SB1238, SB783, SB458, SB22, SB651, SB897, SB1809, SB1080, SB745, SB826, SB989, SB1320, SB1437, SB2320, SB2289, SB1171, SB664, SB1637, SB27, SB29, SB857, SB879, SB922, SB1098, SB1453, SB1536, SB1741, SB2188, SB2230, SB406, SB689, SJR12, SR358, SR361, SR362, SR368, SJR74, SJR76, SB2408, SB2409, SB2461, SB2462, SB2463, SB2464, SB2465, SB2466, SB2467, SB2468, SB2469, SB2470, SB2471, SB2472, SB2473, SB2474, SB2475, SB2476, SB2477, SB2478, SB2479, SB2480, SB2481, SB2482, SB2483, SB2484, SB2485, SB2486, SB2487, SB2488, SB2489, SB2490, SB2491, SB2492, SB2493, SB2494, SB2495, SB2496, SB2497, SB2498, SB2499, SB2500, SB2501, SB2502, SB2503, SB2504, SB2505, SB2506, SB2507, SB2508, SB2509, SB2510, SB2511, SB2512, SB2513, SB2514, SB2515, SB2516, SB2517, SB2518, SB2519, SB2520, SB2521, SB2522, SB2523, SB2524, SB2525, SB2526, SB2527, SB2528, SB2529, SB2530, SB2531, SB2532, SB2533, SB2534, SB2535, SB2536, SB2537, SB2538, SB2539, SB2540, SB2541, SB2542, SB2543, SB2544, SB2545, SB2546, SB2547, SB2548, SB2549, SB2550, SB2551, SB2552, SB2553, SB2554, SB2555, SB2556, SB2557, SB2558, SB2560, SB2561, SB2562, SB2563, SB2565, SB2566, SB2567, SB2568, SB2569, SB2570, SB2571, SB2572, SB2573, SB2574, SB2575, SB2576, SB2577, SB2578, SB2579, SB2580, SB2581, SB2582, SB2583, SB2584, SB2585, SB2586, SB2587, SB2588, SB2589, SB2590, SB2591, SB2592, SB2593, SB2594, SB2595, SB2596, SB2597, SB2598, SB2599, SB2600, SB2601, SB2602, SB2603, SB2604, SB2605, SB2606, SB2607, SB2608, SB2609, SB2610, SB2611, SB2612, SB2613, SB2614, SB2615, SB2616, SB2617, SB2618, SB2619, SB2620, SB2621, SB2622, SB2625, SB2626, SB2627, SB2628, SB2629, SB2630, SB2631, SB2632, SB2633, SB2634, SB2635, SB2636, SB2637, SB2638, SB2639, SB2640, SB2641, SB2642, SB2643, SB2644, SB2645, SB2646, SB2647, SB2648, SB2649, SB2650, SB2651, SB2652, SB2653, SB2654, SB2655, SB2656, SB2657, SB2658, SB2659, SB2660, SB2661, SB2662, SB2663, SB2664, SB2665, SB2666, SB2667, SB2668, SB2669, SB2670, SB2671, SB2672, SB2673, SB2674, SB2675, SB2676, SB2677, SB2678, SB2679, SB2680, SB2681, SB2682, SB2683, SB2684, SB2685, SB2686, SB2687, SB2688, SB2689, SB2690, SB2691, SB2692, SB2693, SB2694, SB2695, SB2696, SB2697, SB2698, SB2699, SB2700, SB2701, SB2702, SB2703, SB2704, SB2705, SB2706, SB2707, SB2708, SB2709, SB2710, SB2711, SB2712, SB2713, SB2714, SB2715, SB2716, SB2717, SB2718, SB2719, SB2720, SB2721, SB2723, SB2724, SB2725, SB2726, SB2727, SB2728, SB2729, SB2730, SB2731, SB2732, SB2733, SB2734, SB2735, SB2736, SB2737, SB2738, SB2739, SB2740, SB2741, SB2742, SB2743, SB2744, SB2745, SB2746, SB2747, SB2748, SB2749, SB2750, SB2751, SB2752, SB2753, SB2754, SB2755, SB2756, SB2757, SB2758, SB2759, SB2760, SB2761, SB2762, SB2763, SB2764, SB2765, SB2766, SB2767, SB2768, SB2769, SB2770, SB2771, SB2772, SB2773, SB2774, SB2775, SB2776, SB2777, SB2778, SB2779, SB2780, SB2781, SB2782, SB2783, SB2784, SB2785, SB2786, SB2787, SB2788, SB2789, SB2790, SB2791, SB2792, SB2793, SB2794, SB2795, SB2796, SB2797, SB2798, SB2799, SB2800, SB2967, SB3034, HJR1, HJR4, HB9, HB 13, HB22, HB135, HB143, HB195, HB908, HB1392, SB861, SB1013, SJR74, SJR76, SB2408, SB2409, SB2461, SB2462, SB2463, SB2464, SB2465, SB2466, SB2467, SB2468, SB2469, SB2470, SB2471, SB2472, SB2473, SB2474, SB2475, SB2476, SB2477, SB2478, SB2479, SB2480, SB2481, SB2482, SB2483, SB2484, SB2485, SB2486, SB2487, SB2488, SB2489, SB2490, SB2491, SB2492, SB2493, SB2494, SB2495, SB2496, SB2497, SB2498, SB2499, SB2500, SB2501, SB2502, SB2503, SB2504, SB2505, SB2506, SB2507, SB2508, SB2509, SB2510, SB2511, SB2512, SB2513, SB2514, SB2515, SB2516, SB2517, SB2518, SB2519, SB2520, SB2521, SB2522, SB2523, SB2524, SB2525, SB2526, SB2527, SB2528, SB2529, SB2530, SB2531, SB2532, SB2533, SB2534, SB2535, SB2536, SB2537, SB2538, SB2539, SB2540, SB2541, SB2542, SB2543, SB2544, SB2545, SB2546, SB2547, SB2548, SB2549, SB2550, SB2551, SB2552, SB2553, SB2554, SB2555, SB2556, SB2557, SB2558, SB2560, SB2561, SB2562, SB2563, SB2565, SB2566, SB2567, SB2568, SB2569, SB2570, SB2571, SB2572, SB2573, SB2574, SB2575, SB2576, SB2577, SB2578, SB2579, SB2580, SB2581, SB2582, SB2583, SB2584, SB2585, SB2586, SB2587, SB2588, SB2589, SB2590, SB2591, SB2592, SB2593, SB2594, SB2595, SB2596, SB2597, SB2598, SB2599, SB2600, SB2601, SB2602, SB2603, SB2604, SB2605, SB2606, SB2607, SB2608, SB2609, SB2610, SB2611, SB2612, SB2613, SB2614, SB2615, SB2616, SB2617, SB2618, SB2619, SB2620, SB2621, SB2622, SB2625, SB2626, SB2627, SB2628, SB2629, SB2630, SB2631, SB2632, SB2633, SB2634, SB2635, SB2636, SB2637, SB2638, SB2639, SB2640, SB2641, SB2642, SB2643, SB2644, SB2645, SB2646, SB2647, SB2648, SB2649, SB2650, SB2651, SB2652, SB2653, SB2654, SB2655, SB2656, SB2657, SB2658, SB2659, SB2660, SB2661, SB2662, SB2663, SB2664, SB2665, SB2666, SB2667, SB2668, SB2669, SB2670, SB2671, SB2672, SB2673, SB2674, SB2675, SB2676, SB2677, SB2678, SB2679, SB2680, SB2681, SB2682, SB2683, SB2684, SB2685, SB2686, SB2687, SB2688, SB2689, SB2690, SB2691, SB2692, SB2693, SB2694, SB2695, SB2696, SB2697, SB2698, SB2699, SB2700, SB2701, SB2702, SB2703, SB2704, SB2705, SB2706, SB2707, SB2708, SB2709, SB2710, SB2711, SB2712, SB2713, SB2714, SB2715, SB2716, SB2717, SB2718, SB2719, SB2720, SB2721, SB2723, SB2724, SB2725, SB2726, SB2727, SB2728, SB2729, SB2730, SB2731, SB2732, SB2733, SB2734, SB2735, SB2736, SB2737, SB2738, SB2739, SB2740, SB2741, SB2742, SB2743, SB2744, SB2745, SB2746, SB2747, SB2748, SB2749, SB2750, SB2751, SB2752, SB2753, SB2754, SB2755, SB2756, SB2757, SB2758, SB2759, SB2760, SB2761, SB2762, SB2763, SB2764, SB2765, SB2766, SB2767, SB2768, SB2769, SB2770, SB2771, SB2772, SB2773, SB2774, SB2775, SB2776, SB2777, SB2778, SB2779, SB2780, SB2781, SB2782, SB2783, SB2784, SB2785, SB2786, SB2787, SB2788, SB2789, SB2790, SB2791, SB2792, SB2793, SB2794, SB2795, SB2796, SB2797, SB2798, SB2799, SB2800, SB2967, SB3034, HJR1, HJR4, HB9, HB 13, HB22, HB135, HB143, HB195, HB908, HB1392, SB861, SB1013

Keywords: parental rights, education, constitutional amendment, school choice, child education, border security, southern border, federal immigration policy, illegal immigration, cartels, transnational cartels, fentanyl, drug trafficking, human trafficking, Operation Lone Star, Texas border, National Guard, state guard, border wall, border barriers

Transcript Highlights:

• I, too, am very concerned about the third grade reading level.
• You know, as we're talking about third-grade reading levels, one of the best indicators for third-grade
• But when you say, okay, your kids are not in school, they're less likely to be reading on grade level
• level.
• And so I think... ...not reading on third-grade reading level.

Summary: The committee met to review early childhood education funding, access, and program sustainability, with Secretary Aleva and Director Ashland Abney providing updates on Arkansas’s ABC state-funded preschool program and the federal CCDF/SRA program. Members discussed the long-standing flat funding for ABC, which rose from $11 million to $14 million in 2018, compared with roughly $137 million in federal CCDF/SRA funding. Officials said ABC serves about 23,000 children, while SRA serves about 14,871 children and has a wait list of about 2,971 children. Members also asked for more data on rural versus urban access, provider types, and the number of slots and providers by region. A major topic was how to improve quality and access while aligning early childhood with K-12. Officials said the department is moving from the Better Beginnings environmental rating system toward CLASS observations, using local leads and a kindergarten-readiness strategy tied to quality improvement. Members raised concerns about deserts and islands in service availability, the cost of school-based versus community-based providers, and the need to support infant-toddler care as well as preschool. The commissioner said early learning should be part of long-term state education investment, but that simply adding money would not solve access gaps without broader structural changes. The committee also discussed recent funding changes and their effects on providers and families. Officials said a $14.741 million PDG-BFV competitive grant will support systems-building work, including local leads, workforce, data systems, and third-party CLASS observations, but it is a one-year grant and not direct service funding. Members questioned the impact of new co-pays, provider closures, and slot reallocations; officials said eight closures were tied specifically to funding changes, and that paying only for enrolled children rather than allocated slots saved about $576,000. They also discussed dual enrollment in home visiting and ABC, with officials estimating that limiting double enrollment could save about $2.4 million and potentially serve about 470 more children. The meeting ended with agreement to continue regular updates and further discussion, and the committee adjourned without a vote on legislation.

Transcript Highlights:

• It's a ratio of how many kids are in one year in a grade level and then how many of those kids are in
• a grade level in the following year, and we can follow up with additional detail. update to the public
• previously sing but the year the grade previously sing but the year the grade levels<00:40:37.079
• grade level in one are in one year in a grade level in one year<00:41:12.119> and<00:41:12.240
• percentage of those kids are in a grade percentage of those kids are in a grade level<00:41:15.599

Keywords: 919, house, all

Summary: Minnesota Management and Budget presented the February 2025 budget and economic forecast, with Commissioner Aon Campbell, State Economist Anthony Becker, and Budget Director Anam Mingi outlining updated revenue, spending, and long-term balance projections. The state’s FY 2026-27 general fund outlook remains positive but weaker than in November, with an ending balance of $456 million, down $160 million from the prior forecast. Looking ahead, the planning years FY 2028-29 show a projected deficit of just under $6 billion, driven largely by spending growth outpacing revenues. Officials emphasized that discretionary inflation is a major factor in the forecast, but also noted that those amounts are not automatically appropriated and would require legislative action. Becker said the national outlook has changed since November, with higher expected inflation, higher interest rates for longer, and slower growth in later years. He highlighted uncertainty around tariffs, trade policy, immigration policy, federal spending, and possible changes to tax and debt-ceiling policy, all of which could affect Minnesota’s economy and revenues. Minnesota’s labor market remains tight, with low unemployment and rising wages, and the revenue forecast was revised upward overall for FY 2026-27, including higher income and sales tax receipts, though corporate tax revenue was slightly lower than previously projected. Mingi said projected general fund spending is up $79 million in FY 2026-27 and $960 million in FY 2028-29 compared with November. The largest increases are in education and health and human services, especially due to inflation, higher pupil counts, special education costs, long-term care, and higher Medical Assistance spending. She noted that higher utilization of weight-loss drugs also raises Medicaid costs, and that a smaller assumed bonding bill helps offset some debt service costs. The commissioner and staff repeatedly warned that federal policy changes, especially possible Medicaid reductions, pose a major risk; they said Minnesota could face billions in lost federal funding, including a potential $2.4 billion hit if the enhanced Medicaid match for adults without children were eliminated. No votes or legislative actions were taken in the presentation.

Transcript Highlights:

• The degrees graded by civil engineers and their respective grades are on the wax in front of me, but
• The bridge grade. Didn't rise, but the category maintained its very high B- grade. Thanks.
• ASCE has some recommendations to raise the grades.
• in grade.
• And this is why the grade is as low as it is.

Keywords: Texas, Infrastructure Report Card, ASCE, population growth, climate change, investment, public safety, engineering standards

Summary: The meeting focused on the release of the 2025 Texas Infrastructure Report Card, highlighting key findings and recommendations for improving infrastructure across various sectors in the state. Julie Jones, Vice President of ASCE Texas, opened the session by introducing key speakers, including Dr. Art Wood and committee co-chairs Griselda Gonzalez and Austin Mazzarelli. Throughout the discussion, the report's grades were revealed, showing the state's infrastructure received an overall grade of 'C'—adequate but requiring significant attention and investment. Emphasis was placed on the rising challenges posed by climate change and increased population growth, underscoring the need for strategic investments in infrastructure to support Texas' economic growth and public safety.

Transcript Highlights:

• for public school students in grades 5 through 12.
• level.
• So, in electives time or a specials rotation, depending on the grade level.
• In electives time or a specials rotation, depending on the grade level.
• We did have an issue with some eighth-grade classes, some eighth-grade charters that don't have a necessarily

Summary: The House Education Committee met on May 12, 2026, and first approved SB 518, which gives LSU limited authority to buy and sell certain real estate within one mile of campus as a two-year pilot program. Supporters said the bill would let LSU respond more quickly to deteriorating properties near campus and improve the student experience, while keeping protections such as appraisals and fair-market-value requirements. Members asked about whether the authority would affect residential property or be expanded to other universities, and the bill was reported favorably without objection. The committee then advanced SCR 33, creating a one-year Work-Based Learning Coordination Task Force to study and better align apprenticeships, internships, job shadowing, and related programs across state agencies and employers. Testimony emphasized the need to reduce duplication and improve coordination so students and employers can more easily connect. HR 168 also passed, directing the Board of Regents to study collegiate athletic program funding after concerns raised by athletic directors about deficits and accounting practices. Members next approved SB 488, establishing a school safety drone response pilot program to supplement school crisis plans. The bill drew detailed testimony from a vendor describing drone deployment, response times, and coordination with law enforcement; an amendment was adopted to require coordination with the Department of Education, State Police, and the Sheriffs’ Association. The committee also favorably reported HCR 97, asking BESE and Wildlife and Fisheries to study adding age-appropriate hunting, conservation, and shooting sports education in grades 5-12, with members clarifying that no live firearms would be used on campus. Finally, the committee approved SB 112, allowing local school boards to adopt parental-consent release-time policies for religious instruction, with amendments adding instructor qualifications, reporting requirements, electronic delivery flexibility, and constitutional safeguards. It also reported SB 504, expanding individual graduation plans to include vocational options and apply to charter schools, with an amendment for standalone elementary charters. The committee then passed SB 346 and SB 347, both dealing with deepfakes—one prohibiting their use against K-12 students and the other adding unlawful deepfakes to campus power-based violence rules—and SB 353, authorizing postsecondary systems to digitize student IDs for use in LA Wallet. Several members raised concerns about naming LA Wallet specifically, but the bill was still reported favorably. The meeting ended with adjournment.

Transcript Highlights:

• The grades for the Texas.
• The six categories graded by civil engineers and their respective grades are on.
• The bridge grade didn't rise, but the category main maintained its very high grade, thanks to only 1.2%
• It was aviation, got an increase in grade, and our road system got an increase in grade.
• Uh, criteria to help develop those grades.

Transcript Highlights:

• so that a child reading below grade level can build their confidence and decodable text while a child
• so that a child reading below grade level can build their confidence and decodable text while a child
• Do you know what grade level? I do.
• <00:58:32.720> level Calloway, do you know what grade level Calloway, do you know what grade
• Do you know what grade level? about? Do you know what grade level?

Keywords: 958, all

Transcript Highlights:

• So yes, your kid was in the 70th percentile, but that means your kid mastered grade level.
• We think if you know this amount of mathematics, it means being on grade level, and theoretically, a
• level.
• And yes, you're at grade level, or you're a little bit below, or you're mastering, and that one's going
• want to hold your agency accountable to make sure that we are being honest with people about what grade-level

Bills: SB8, SB 8

Keywords: education, accountability, public school assessment, state law, transparency, intervention, performance ratings, sex designation, restroom access, civil penalties, private civil right of action, women's privacy, 1185, senate, all

Transcript Highlights:

• The third way is the statewide assessment in grades three through eight and then one grade in high school
• , which would be 11th grade. ... which would be 11th grade SAT.
• Um, how does your public school teachers, grade three teacher, or grade four teacher ... ... react to
• level and at least in the test that we're most used.
• level. >> That's what we'd like to see.

Keywords: 928, house, all

Summary: The Education Freedom Account Oversight Committee met on March 27 and approved the agenda, adding a request for clarification on how the Children’s Scholarship Fund separates applications for the EFA program and the education tax credit program. The committee also approved minutes from December 30, 2025, and March 27, 2026, with a request that the March minutes include a link to the live stream. Members discussed the status of pending Legislative Budget Assistant audit reports on EFA and special education, noting the reports were still not released and would likely come later in the summer after review by the Department of Education and the Children’s Scholarship Fund. A major topic was the EFA program’s administrative fee, which statute allows up to 10% of deposits. Children’s Scholarship Fund representatives said current administrative costs were under 8%, that staffing had been reduced through the ScholarVia platform, and that any unused amount is reconciled and returned to students at year’s end. Members asked for historical administrative-cost data and a written explanation of how the withholding and reconciliation process works. The committee also reviewed the distinction between the EFA and education tax credit funding streams and was told the two programs use separate applications and separate funds, though both use the same platform. The committee spent substantial time on assessment and accountability. Department of Education staff explained that EFA students may satisfy annual assessment requirements through a portfolio, a norm-referenced test, or the statewide assessment; only about 10 EFA students took the statewide assessment, while most used portfolios or standardized tests such as the California Achievement Test and NWEA. Staff described how statewide assessment data are kept separate by student identifier and can be aggregated for EFA reporting, and members asked for breakdowns by grade, test type, and school district. The department also discussed linking assessments through Lexiles and Quantiles and said it could provide a list of commonly used formative assessments in New Hampshire districts. The committee additionally discussed a possible PSAT addition to the state contract and the costs of the statewide assessment program. Another major issue was special education eligibility and services within the EFA program. Members questioned the rule allowing a medical certification of disability from a licensed professional anywhere in the United States as an alternative to an IEP-based determination. Department staff said the current system allows either pathway, that about 1,000 EFA students are identified as special education students, and that the program does not track growth or service alignment on an individual basis. Members expressed concern that the medical-certification route may be too broad and asked for data on the disability categories used. The committee also discussed career and technical education access for EFA students, noting that Senate Bill 491 would provide guidance and that House Bill 1817 would address access and funding issues, but that current law still allows EFA funds to be used to pay CTE costs. The meeting ended with a request for future agenda items and a decision to leave the next meeting date open until fall, pending further information from the LBA audit process.

Transcript Highlights:

• And to your point, if more students are reading at grade level in the next few years as our literacy
• example, or level three teachers?
• It starts at 8th grade. I think we need to see if it should start at 6th grade or 7th grade.
• To, and when am I going to grade all of these 160 students? When am I going to grade?
• to go up to different levels.

Transcript Highlights:

• It's my understanding that with the third grade promotion, we're now allowing a score of level two on
• If so, what steps are in place to make sure that that student moves up to grade level and is able to
• So if that student on PM1 scores a level two and then they don't get a level two again, in the initial
• So if they got a level two on progress monitoring one and a level two or better on progress monitoring
• Florida sees our kids at the next level.

Summary: The Senate opened with prayer, the Pledge of Allegiance, and several recognitions, including state championship athletic teams, visiting chambers of commerce, apprentices, students, and other guests. The chamber then moved through a long third-reading calendar and special order calendar, with no committee reports or executive messages on the desk. A moment of silence was held for Walton County Deputy William Will May, who died in the line of duty. Among the major bills passed was SB 234, which strengthens restrictions on resisting law enforcement officers and increases penalties related to manslaughter of an officer; an amendment clarifying “good faith” in an officer’s duties was adopted, and the bill passed 37-0. The Senate also passed SB 7020 on open government review of certain cybersecurity information, SM 1488 urging Congress to create a U.S. sovereign wealth fund, SB 944 reducing the overpayment claim period for insurers/HMOs seeking reimbursement from licensed psychologists from 30 months to 12 months, SB 878 extending probation treatment options for misdemeanor offenses involving controlled substances, SB 538 updating the state court system, SB 480 expanding nonprofit agricultural medical benefit plans, SB 472 giving correctional education credit toward professional licensure, SB 86/House companion 421 expanding peer support for first responders to include support personnel, SB 164 on vessel accountability, SB 282 on warranty association financial requirements, SB 316 creating Series LLC rules, and SB 384 requiring notice to legislative delegations before municipal annexation of state-owned lands. The most debated measure was CS/CS/SB 56 on geoengineering and weather modification, which Garcia said would prohibit unauthorized atmospheric interventions, create reporting and enforcement mechanisms through DEP, and impose felony penalties; Polsky questioned the bill’s practicality, federal preemption issues, and agency capacity, while supporters said it would address public concerns and close loopholes. The Senate also passed CS/SB 166 on public school administrative efficiency after adopting several amendments affecting school purchasing timelines, third-grade retention exemptions, teacher contracts, certification, facilities planning, and an OPPAGA study of cost-per-student-station limits; senators debated testing, teacher evaluations, and school accountability. At the end of the day, the Senate waived rules to immediately certify all passed bills to the House, received budget process guidance from Appropriations Chair Hooper on SB 2500 and SB 2502 amendment deadlines, and then adjourned until April 9.

Transcript Highlights:

• <00:32:04.720> school In my pre-K through sixth grade school In my pre-K through sixth grade
• <00:53:05.760> four holds, uh home-based or level four holds, uh home-based or level four
• 12<00:54:29.600> unless children grade 1 through grade 12 unless children grade 1 through
• irresponsible ban on seclusion in grades irresponsible ban on seclusion in grades 1<00:59:19.560
• These are additional safeguards built in to the system that would start at grade one and end at grade

Keywords: 1187, senate, all

Transcript Highlights:

• The 17-year-old reads at an eighth-grade level. We looked at their records.
• They’ve been doing it...” “...at an eighth-grade level. We looked at their records.
• They’re mad at us because, age-wise, should be in the seventh, eighth grade, reads at a first-grade level
• The worst part is they’re more worried about the child being in the appropriate grade level socially,
• as opposed to being in the grade level because the best reading teachers in the world are first-, second

Summary: The Senate Education Pre-K-12 Committee met to discuss the needs of rural school districts and the role of Florida’s three regional education consortia: the Panhandle Area Education Consortium, Northeast Florida Educational Consortium, and Heartland Educational Consortium. Executive directors and several rural superintendents described the consortia as member-led organizations that provide shared services, professional learning, leadership development, grant support, cooperative purchasing, risk management, IT/cybersecurity help, and back-office assistance that small districts could not afford to provide on their own. They emphasized that rural districts are often very small, have limited staff, and must still meet the same state reporting and compliance requirements as large urban systems. Testimony focused heavily on teacher recruitment and retention, alternative certification, and the difficulty of staffing specialized roles such as CFOs, MIS directors, IT staff, and content-area teachers. Superintendents said many new hires are career changers or alternatively certified teachers who need consortium-supported training, and several argued for more flexibility in funding so districts can raise salaries and compete with neighboring districts and nearby states. Members also asked about the impact of declining enrollment, homeschooling, and voucher-related school choice; superintendents said those trends are reducing FTE and creating budget instability, while also requiring districts to right-size staff and programs. Several speakers described the financial strain on rural districts, including rising insurance costs, transportation costs, and the challenge of forecasting budgets when enrollment changes after the school year begins. One superintendent recounted major hurricane damage and said consortium risk-management support was essential to recovery. Others said the consortia help districts pool resources for property and health insurance, payroll, student data systems, and procurement, and that this shared approach saves money and improves services. No votes or formal committee actions were taken during the meeting.

Transcript Highlights:

• critical importance of rigorous academic goals, the need to identify learners' progress toward mastering grade-level
• knowledge and skills, The need to identify learners' progress toward mastering grade-level knowledge
• Yes, these are individual items in that, but the aggregate is per grade level for testing.
• We're paying about $30,000 per grade level, which is lower than almost any place.
• level. ...have so many children that can't read and do math at grade level.

Keywords: 970, all

Transcript Highlights:

• In third grade, Brody was reading and writing at a kindergarten level.
• By third grade.
• By third grade.
• By third grade.
• We do not have it at the local level.

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• That we have students in their grade-level classes, and in addition, we work with the family to choose
• So they are getting just-in-time supports while being at the grade level, and it works incredibly effectively
• grade level.
• We don't have quite the numbers per grade level; we have around 40 to 55 students per grade level, so
• That isn't often enjoyed at the public school level, at the non-charter level.