Transcript Highlights:

• The remaining 21% have to remain in our secure facilities, so that's a medium-security or maximum-security
• The demographics broken down by each individual secure facility.
• And then it serves all security classifications, meaning medium and maximum.
• And then it serves all security classifications, meaning medium and maximum.
• Additional limitations for placement within secure facilities.

Summary: The committee held a work session focused first on juvenile rehabilitation system capacity. DCYF officials said the juvenile rehabilitation population is older, includes more adult-sentenced youth, and has longer lengths of stay, especially for “post-25” youth who must remain in secure facilities and cannot go to community beds. They described overcrowding at Green Hill School, placement limits at Echo Glen and Harbor Heights, staffing turnover, mental health acuity, and the need for more medium-security and specialized mental health beds. DCYF said it is pursuing a Parkland facility proposal, a staffing model decision package, and a broader feasibility study and master plan update. No votes were taken; members were asked to follow up with questions later. The committee then heard on behavioral health system capacity from the Behavioral Health Administration and the Health Care Authority. DSHS described growth in forensic and civil bed need, expansion at Olympic Heritage, Maple Lane, and Brockman, and construction of a new 350-bed forensic hospital at Western State expected to open in 2028. HCA reported progress on long-term civil commitment beds, intensive behavioral health treatment facilities, PACT teams, and intensive residential treatment teams, saying the community-based system is being expanded to support step-down care and reduce hospital reliance. Members asked about whether capacity is right-sized, the difference between facility types, and federal match eligibility for services. A federal funding update followed, covering the effects of H.R. 1 and H.R. 5371 on SNAP, Medicaid, marketplace coverage, long-term services and supports, K-12, higher education, and hemp regulation. OFM and agency staff said H.R. 1 adds work requirements, changes non-citizen eligibility, increases state administrative and benefit costs, reduces Medicaid and marketplace subsidies for some groups, tightens redeterminations, and may significantly affect provider payments and state-directed payments. H.R. 5371 extended federal funding through January 30, 2026 and included some agency appropriations and other provisions, including changes affecting hemp producers. Members asked about SNAP error rates and special enrollment periods. Finally, budget coordinator Mary Monroe gave a 2026 supplemental budget preview. She reviewed the state’s near general fund outlook, noting revenue declines since the enacted budget, the effect of reversions, and a preliminary maintenance-level outlook showing a projected increase in NGFO spending over the four-year period. She said the supplemental will reflect updated caseload and cost forecasts and mandatory impacts from H.R. 1, but not policy proposals. No actions or votes were taken during the session.

Transcript Highlights:

• Um, they have a very rigorous academic schedule and these young men have excelled in the classroom as
• Um, they have a very rigorous academic schedule and these young men have excelled in the classroom as
• young men have excelled in the classroom young men have excelled in the classroom as<00:26:32.560
• We put some protections in for the taxpayers and we put in some security measures as well.
• put in some security measures as well. put in some security measures as well.

Keywords: MS Senate Floor - 12 March, 2026; 10:00 AM, 925, all

Summary: The Senate convened with a quorum present, opened with prayer and the pledge, and then dispensed with the reading of the journal, committee reports, and bill titles. The chamber also recognized several guests and groups, including the doctor of the day, visitors from Quebec, the Sumrall High School boys soccer team, Starkville public safety officials, and the Hattiesburg High School choral arts program. A resolution honoring the long-standing partnership between Quebec and Mississippi was read and adopted, and Ms. Nathalie Rivard of Quebec addressed the Senate about historical ties and economic cooperation between Quebec and Mississippi. The Senate then moved through a series of procedural actions on the calendar, including multiple motions to table reconsideration on medical cannabis and ARPA-related bills, and several motions to not concur and invite conference on workforce and budget measures. Among those were Senate Bill 2294, the Mississippi Future Innovators Act, Senate Bill 2288 on workforce training, Senate Bill 2401 on workforce development, Senate Bill 2189 on budget transfers, Senate Bill 2895 on ARPA funds, and Senate Bill 2917 on appropriations transfers. These motions were adopted, sending the measures to conference or otherwise advancing them as noted. A major portion of the meeting focused on appropriations bills. House Bill 1935, the Education Department appropriation, was explained in detail and adopted after a strike-all amendment; the bill includes funding for the student formula, teacher and assistant pay raises, special education supplements, school attendance officers, testing contracts, early learning coaches, and CTE instructor raises, with offsets from reduced or eliminated line items such as school safety platforms and certain vendor programs. The Senate also adopted strike-all amendments and passed House Bills 1936 and 1937 for Mississippi Public Broadcasting and the Library Commission, and then moved on to House Bill 1933 for the Bureau of Building. The Senate recessed until 2:30 p.m. and announced an appropriations meeting shortly after recess, while leadership noted that many supplemental appropriations bills would be considered later with attention to whether they contained reverse repealers and would go to conference or final passage.

Transcript Highlights:

• a thorough and efficient we'll secure a thorough and efficient system<00:21:08.960> of<00:21:
• Um, as a person who is still in the classroom and [laughter] have had the privilege of teaching both
• Um, as a person who is still in the classroom and [laughter] have had the privilege of teaching both
• Um, as a person who is still in the classroom and [laughter] have had the privilege of teaching both
• Um, as a person who is still in the classroom and [laughter] have had the privilege of teaching both

Bills: HF3490, HF4040

Keywords: education finance, scholarship-granting organizations, charitable purposes, student scholarships, nonpublic schools, K-12 education, tax credit, advance payment, Minnesota tax law, child education expenses, taxpayer assistance, 1183, house

Transcript Highlights:

• Um, if you're talking about specific classroom teachers or education employees, because I don't know
• <01:17:20.000> teachers classroom teachers classroom teachers or<01:17:22.000> education
• Chair, the reason I asked that question is because there are classroom teachers, K-12.
• We um security in the Capitol building.
• We um security in the Capitol patroller.

Bills: HB0083, HB0102, HB0178

Keywords: subpoena, legislative authority, penalty, compliance, law enforcement, artificial intelligence, synthetic sexual material, child protection, self-harm, criminal liability, public employment, labor organization, dues withdrawal, collective bargaining, public funding, 916, all

Transcript Highlights:

• There was a serious national security threat. That is why it happened.
• There was a serious national security There was a serious national security threat.<00:25:49.160>
• There are no dangerous criminals hiding in preschool classrooms.
• And with that, um, Madam Chair, I believe we some Minnesota classrooms that have had some Minnesota classrooms
• <01:27:54.120> to janitorial staff to security to janitorial staff to security to physicians

Keywords: 1187, senate, all

Transcript Highlights:

• already discussed the perimeter security already discussed the perimeter security and<00:28:09.559
• Yes, and we do work fairly closely with the DHS CISA Security Infrastructure Security Agency.
• Yes, and we do work fairly closely with the DHS CISA Security Infrastructure Security Agency.
• Yes, and we do work fairly closely with the DHS CISA Security Infrastructure Security Agency.
• We would also achieve enhanced database security.

Keywords: 928, house, all

Summary: The committee heard a Department of Corrections capital budget presentation on HB 25, focused largely on urgent maintenance and security needs at the New Hampshire State Prison for Men and other DOC facilities. DOC officials described the governor’s proposed priorities: boiler surge and radiator tank replacements, electronic controls and camera upgrades, and replacement of HVAC units using R22 refrigerant. They also outlined additional requested projects totaling $15.4 million, including a body alarm/man-down system at Northern New Hampshire Correctional Facility, steam line and trap repairs, fire alarm replacements, and removal of an underground diesel tank in favor of above-ground storage. DOC testified that many systems are well beyond their expected service life, including 40-year-old boilers, outdated analog cameras, and HVAC equipment using discontinued R22 refrigerant. They said the men’s prison is relying on a leased temporary boiler, has significant steam leaks causing major water loss and reduced boiler efficiency, and is dealing with frequent fire alarm faults and deteriorating wiring. On the body alarm system, they said the vendor no longer supports the equipment and replacement parts are no longer available. On the diesel tank, members questioned whether it could be abandoned in place or whether fuel could be reused; DOC said it had not explored all alternatives and would follow up, while noting the tank is underground and tied into the warehouse system. Members also asked whether some current investments could be reused in the planned new men’s prison. DOC said some items, such as air handlers, might potentially be moved, but most projects are needed to keep the current facility operational and would not be practical to transfer. Questions were also raised about the leased boiler arrangement, the use of the man-down system by staff and visitors, and whether the kitchen project could be converted to a modular unit. DOC said the modular kitchen approach is necessary because the existing kitchen cannot remain fully operational during repairs. The committee then moved to lapse extensions, and DOC identified several projects no longer needing extensions, including items numbered 64, 65, and 66 in HB 25, with the chair noting those balances would be deleted and that the lapse amount was $550,500.

Transcript Highlights:

• However, identification without corresponding educator training leaves a gap in the classroom.
• .<00:05:00.960> That<00:05:01.280> distinction<00:05:02.000> really classroom.
• That distinction really classroom.
• I see it leaves a gap in the classroom. I see it every<00:05:18.000> day.
• Thank you to all the members classrooms.

Bills: HF60, HF3067, HF3730, HF3638, HF3401

Keywords: interchange, bond issuance, transportation, infrastructure funding, Sherburne County, paraprofessional, paraprofessional qualifications, education support staff, teacher aide, teacher assistant, special education, Title I, federal personnel qualifications, Minnesota Department of Education, school district, charter school, cooperative unit, Read Act, reading instruction, math instruction

Transcript Highlights:

• Uh to apply that in the classroom.
• Now, the I apply that in the classroom.
• thing he did was he was in the classroom thing he did was he was in the classroom mentoring<00:18
• They were in white their classrooms.
• Uh, as master teachers in the classroom.

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• through traditional classroom through traditional classroom instruction<00:03:02.560> and
• I've seen that with all my little boys that I've got in my kindergarten classrooms.
• I've seen that with all my little boys that I've got in my kindergarten classrooms.
• , you know, you pop into my classroom, there's at times five adults in there.
• There'll be five different adults in the kindergarten classroom, you know, whether it be classroom aides

Keywords: 958, all

Summary: The committee heard testimony on several education bills and first received a presentation from Paige Cash of Kentucky FFA/Kentucky Association for Career and Technical Education. She described the reach of CTE in Kentucky, saying more than 143,000 secondary students are enrolled in CTE courses, and highlighted work-based learning, dual credit, industry certifications, and student organizations such as FFA, DECA, FCCLA, HOSA, TSA, and SkillsUSA. She said CTE funding has helped update lab equipment, support teacher training, fund field trips, and expand participation in career and technical student organizations. Representative Wilson presented House Bill 132, which would address home hospital instruction reimbursement in cases involving short stays, particularly mental health placements that are often under five days. He said schools continue providing instruction even when they are no longer reimbursed under current rules. The committee advanced the bill unanimously after a motion and second, with the measure passing with an expression of opinion that it should pass. The committee then heard House Bill 272 on dyslexia, sponsored by Representative Heavrin. The bill would require KDE to annually update the dyslexia toolkit, require local boards to adopt policies for identifying and assisting K-3 students with dyslexia, require KDE to report district implementation data to LRC, and require teacher preparation programs to include dyslexia instruction. Members discussed whether the bill would require teacher diagnoses, how it would interact with existing IEP/504 and RTI processes, and concerns about added reporting and district burden. Supporters said many students are falling through the cracks and that earlier identification is needed; Representative Willner noted a shortage of school psychologists. The committee passed HB 272 with a motion and second, though several members voted pass and explained concerns about reporting burdens, red tape, and district costs. Finally, the committee began hearing House Bill 193, a dual credit cleanup bill presented by Joe Carol Ellis of KHEAA. She said the bill would consolidate the statutes governing general education dual credit and CTE/work-ready dual credit scholarships to match current funding practice and reduce confusion for K-12 schools and postsecondary institutions. The presentation was underway when the transcript ended.

Transcript Highlights:

• So, five years in the classroom, one of the things I learned very quickly was kids probably have a longer
• And so oftentimes in an hour and a half block classroom, I would have to juggle things around.
• I can understand why there would be maybe a difference of opinion from administration versus the classroom
• And kind of maybe have some of these programs and Software has been implemented in their classrooms.
• So, most classrooms now have smart boards, that's screen time.

Bills: HB1782, HB2293, HB3176, HB3544, HB3546, HB3619, HB4358

Keywords: artificial intelligence, education reform, innovation, funding, advisory council, broadband, Oklahoma Broadband Office, broadband access, statewide broadband plan, internet connectivity, grant programs, expansion council, termination plan, Oklahoma, Gas Hub, national laboratory, public-private partnerships, aerospace, high-performance computing, economic development

Transcript Highlights:

• Project does not affect classrooms,<00:12:41.320> libraries,<00:12:41.960> gymnasiums,
• classrooms, libraries, gymnasiums, classrooms, libraries, gymnasiums, cafeterias,<00:12:43.880> auditoriums
• The project does not affect<00:12:50.360> classrooms,<00:12:51.040> libraries, affect classrooms
• , libraries, affect classrooms, libraries, gymnasiums,<00:12:53.000> cafeterias,<00:12:53.640>
• And by taking out the classroom and all of the things inside the school, auditoriums, cafeterias, locker

Keywords: 1136, house, all

Transcript Highlights:

• It authorizes a stipend of up to $3,000 and allows mentors to support multiple classroom teachers.
• one missing portion after I became a teacher, and that was that dedicated mentor to help me in the classroom
• one missing portion after I became a teacher, and that was that dedicated mentor to help me in the classroom
• It authorizes a stipend of up to $3,000 and allows mentors to support multiple classroom teachers.
• one missing portion after I became a teacher and that was that dedicated mentor to help me in the classroom

Summary: The Senate Committee on Education Pre-K through 12 considered three bills and reported each favorably. SB 1318, by Senator Rodriguez, made a technical clarification to the Florida tax credit scholarship program so that when a scholarship account is closed, any remaining funds revert but do not revert to the state. The bill was passed without debate or amendments. The committee then heard CS for SB 1690, by Senator Claudio, which updates child care and early learning laws, including transparency, accountability, terminology, and regulation of before- and after-school programs. An amendment was adopted to clarify rulemaking authority by specifying the State Board of Education rather than the Department of Education. Senator Berman raised a concern about the bill’s removal of a parent-notification requirement related to leaving children in vehicles, and the sponsor said she would follow up. The committee then voted the bill favorably. Finally, the committee considered CS for SB 182, by Senator Jones, on school teacher training and mentoring programs. A strike-all amendment was adopted that refocused the program on schools with D or F grades, allowed districts and charter schools to place mentors, tightened mentor qualifications, authorized stipends up to $3,000, and directed the Department of Education to set standards and create a contract template. Supportive appearance forms were filed by Nancy Lothar and Orange County Public Schools. The bill was reported favorably, and the meeting ended with remarks thanking staff and recognizing Kathy Missouri for her service.

Bills: SCR8, SR10, SCR90, SR85, SCR110, SR103, SCR54, SR52, SCR107, SR101, SCR178, SR173, SR76, SCR40, SR30, SCR145, SR137, SCR62, SCR95, SR90, SCR45, SR44, SCR119, SR112, SCR63, SR57, SCR21, SR18, SCR27, SR24, SCR75, SR69, SCR7, SR7, SCR149, SCR55, SR53, SCR180, SR175, SCR86, SR77, SCR59, SCR41, SR31, HB1678, HB1824, SCR177, SR172, SCR5, SCR85, SR75, SCR139, SR131, SCR146, SR138, SR84, SCR31, SR27, SCR46, SR45, SCR48, SR47, SCR9, SR11, SCR83, SR73, SCR20, SR17, SCR56, SR54, SCR87, SCR39, SR29, SCR142, SR134, SCR203, SR191, SCR200, SR188, SCR196, SR184, SCR194, SR183, SCR114, SR107, SCR166, SR157, SCR96, SR91, SCR172, SR163, SCR109, SR102, SCR50, SR49, SCR64, SR58, SCR184, SR165, SCR81, SR71, SCR19, SR16, SCR22, SR19, SCR32, SR28, SCR57, SR55, SCR58, SR56, SCR103, SR97, SCR159, SR150, SCR163, SR154, SCR169, SR160, SCR68, SR63, SCR105, SR99, SCR112, SR105, SCR198, SR186, SCR11, SR9, SCR132, SR124, SCR189, SR179, SCR26, SR23, SCR93, SR88, SCR117, SR110, SCR164, SR155, SCR165, SR156, SCR170, SR161, SCR168, SR159, SCR173, SCR197, SCR47, SR46, SCR94, SR89, SCR99, SR93, SCR100, SR94, SCR130, SR122, SCR78, SR82, SCR154, SR145, SCR195, SR192, SCR162, SR153, SCR201, SR189, SCR202, SR190

Keywords: building permits, seniors, health care, disability, safety modifications, county regulations, expedited processing, older adults, disability access, healthcare, permit processing, home modifications, kupuna, accessibility, parking, business hours, aging population, parking accessibility, private business hours, affordable housing

Transcript Highlights:

• teachers grade 4 through 12 classroom teachers grade 4 through 12 classroom teachers<00:27:29.720
• the classroom the classroom and<00:37:58.200> our<00:37:58.440> answer<00:37:58.720
• He said in many cases the classroom is evacuated.
• These people were already good enough to be in the classroom.
• We can't find enough people to be in the classroom. They've been safe. They've been appreciated.

Keywords: 1187, senate, all

Transcript Highlights:

• It also has classroom visits so that we can see what's happening in the classrooms.
• It also has classroom visits so that we can see what's happening in the classrooms.
• I have served as a substitute teacher in a third-grade classroom and kindergarten, and I'd also like
• I have served as a substitute teacher in a third-grade classroom and kindergarten. ...me.
• I have served as a substitute teacher in a third-grade classroom and kindergarten, and then I also have

Keywords: 996, all

Transcript Highlights:

• Are they in the classrooms? I was just trying to visualize what the coaching looks like.
• I've spent a lot of time in the classroom seeing the READ Act play out and what it actually looks like
• in the classroom, and so I'm sure there's a lot of learning going on in that shared learning space.
• We just don't have that many coaches to assign to a specific school to get into classrooms to do the
• Increased challenges for peers in the classroom.

Bills: HF2430, HF2433

Keywords: education finance, teacher training, Read Act, state aid, school funding, education funding, children with disabilities, transition aid, special education, school district consolidation

Transcript Highlights:

• A really high-quality ratio in an infant classroom is looking around $12,000 a year, typically.
• Classroom faster just promotes quality in the entire system. Thank you.
• The provider can provide other services such as an aide for the classroom or some sort of modifications
• or technology needs that could be brought into the classroom.
• And so I think from a workforce standpoint, you can't have access to classrooms if you don't have the

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• It's a 93,000 square foot facility that brings together students, faculty, classrooms, and laboratories
• Partners to secure competitive federal funding where we can.
• And on slide 43, you'll see a graphic of the integration of simulation into the classroom.
• This shows how the simulation is actually built into the classroom. But it doesn't stop there.

Transcript Highlights:

• We also estimate that more than 20% of Minnesota’s classroom teachers use our public television station
• content in their classrooms.
• We also estimate that more than 20% of Minnesota’s classroom teachers use our public television station
• content in their classrooms.
• All of these students have a very special place in my general music classroom.

Bills: HF1679, HF1019, HF2321, HF1740, HF2278

Keywords: public television, funding, grants, arts and culture, Minnesota, Minnesota Public Radio, arts education, cultural heritage, community engagement, public radio, community radio, educational grants, community cable, public access, programming funding, civic engagement, ethnic media, public access television, Minnesota Humanities Center, funding appropriation

Transcript Highlights:

• After every tutoring session, Ray walks with her Rice tutor back to her classroom.
• She's learned that if she takes the long way back to her classroom, through the cafeteria, she can see
• concentrate, as well as lack of trust in a sibling's relationship can affect a child's sense of security

Keywords: 995, all

Summary: The committee heard testimony on a package of Department of Children and Families bills focused on care and protection proceedings, sibling placement, parenting time, foster parent eligibility, adoption timelines, and a proposed Harmony Montgomery Commission. Rep. Marjorie Decker framed her bills as a set intended to reduce trauma for children removed from home by promoting sibling placement, visitation, cultural continuity, and limits on barriers to foster/adoptive placement. Witnesses from CASA, the Massachusetts Child Welfare Coalition, CPCS, and others generally supported the sibling-placement and parenting-time bills and the Harmony Commission, while several urged that the commission include a birth parent with lived experience and that its scope remain focused on child safety and family rights. A former juvenile court judge also supported the Harmony Commission, citing failures in the Harmony Montgomery case and broader concerns about DCF power and child representation. No votes were taken during the hearing. A large portion of the hearing focused on Senate 114, the “Family Protection and Transparency Act,” which would require DCF to provide families with written and verbal notice of their rights during investigations, including the right to remain silent, consult counsel, and refuse entry absent legal authority except in emergencies. Supporters included parents, former foster youth, attorneys, advocates, and a peer mentor, many of whom described personal experiences of confusion, coercion, retaliation, and family separation when DCF became involved. They argued the bill would improve due process, language access, transparency, and accountability without limiting DCF’s emergency powers. Several witnesses also described intergenerational DCF involvement and said families often need resources and legal guidance rather than punitive intervention. Testimony on House 268 emphasized the importance of keeping siblings together in foster care whenever possible. Advocates cited research showing better mental health, educational, and reunification outcomes when siblings remain together, and several young people testified about being separated from brothers and sisters and the lasting impact of that separation. CPCS supported the bill and said regular sibling visitation should be required when joint placement is not possible. House 269, 270, 271, 288, and 293 were also on the notice, but the transcript reflects little or no testimony on some of those measures. The hearing concluded after the committee heard from all scheduled witnesses and invited written testimony for additional details.