Transcript Highlights:

• It includes requiring school districts and charter schools to report students enrolled in distance education
• So if you have a public school district, a student moves from Santa Fe Public Schools to Española Public
• rural school districts based on census classifications.
• but they're part of a school... ...and families in them are a school, but they're part of a district
• school... ...language starting at line 14, page 20, a school district or charter school that offers

Summary: The committee first took up House Bill 253, a committee substitute dealing with virtual and distance learning programs and school funding. Sponsors and staff explained that the substitute removed several earlier restrictions on virtual education, including residency requirements, the 10% enrollment cap, the ban on K-5 distance programs, and the moratorium on new enrollments. It also changed the State Cyber Academy Act to the Distance Learning Act, added reporting and evaluation requirements for districts and charter schools, and allowed the Public Education Department to withhold funding if programs are out of compliance. Members discussed concerns about impacts on rural districts, charter schools, and programs like Mosquero and the New Mexico Communications Academy, as well as the temporary funding fix for Gallup Public Schools, which was amended to average prior-year and current-year enrollment rather than use current-year membership alone. Public testimony on HB 253 was largely supportive, with school leaders and education organizations backing the amendment and the broader substitute while noting that more work may be needed on oversight and funding formulas. Committee members then debated the bill’s temporary provisions, the study requirement, and whether the changes would adequately address the Gallup funding issue and broader virtual-learning accountability. The committee adopted the amendment and then gave the House Appropriations and Finance Committee substitute for HB 253 a do pass recommendation. The committee then heard House Bill 153, a voluntary industrial decarbonization package that combines an Environmental Product Declaration grant program, a rebate or incentive program for lower-carbon building materials, and production tax credits and capital grants for eligible industrial products. Members asked detailed questions about environmental product declarations, hydrogen, anti-donation concerns, funding sources, and whether the bill would support sawmills, engineered wood, biofuels, and forest-thinning-related industries. Supporters from the Greater Albuquerque Chamber of Commerce and Clean Air Task Force testified that the bill would encourage innovation, attract private investment, and reduce emissions without imposing mandates. The committee adopted the substitute and then voted do pass on the bill, with Representative Brown noted in opposition. Finally, the committee heard House Bill 255, which consolidates public safety workforce funding into a single competitive fund for recruitment, retention, and professional development in law enforcement, firefighting, corrections, and public attorney offices. Testimony from counties, the chamber, AFSCME, and State Police supported the measure as a targeted response to staffing shortages and public safety vacancies. The committee took no extended debate and approved HB 255 with a do pass recommendation. The meeting ended with notice that the committee would meet again the next day.

Transcript Highlights:

• a public school and often operates like its own independent school district.
• And this is just clarify that since Florida virtual school is a public school district, that they have
• We have District Fte Charter School Fte and Family Empowerment Scholarship.
• This last slide shows the top 5 school districts with increases in charter school fte students and yes
• But if you'd like to see the trends and the school district or districts that you represent, please feel

Transcript Highlights:

• on a level playing field with district schools.
• , so that wherever a district school can open, a charter school can also open. ...and the districts,
• so that wherever a district school can open, a charter school can also open.
• treating a district school?
• You're putting every school district, I'm Duval, Northeast Florida, and you're putting every school district

Committee: Senate Transportation

Summary: The Transportation Committee heard and advanced several bills dealing with roadway safety, utility relocation, emergency vehicles, motor vehicle services, charter school siting, and specialty license plates. SB 1782 by Senator Pizzo, as amended, would expand reckless driving per se to include certain extreme speeding behaviors and retain mandatory court appearance while removing impound language; it was supported by AARP and the Orange County Sheriff’s Office and reported favorably. SB 818 by Senator McLean would streamline utility relocation for road and rail projects and shift certain relocation costs to the authority in some cases; county groups opposed it as an unfunded mandate, while Charter Communications supported it, and the bill was reported favorably after amendment. SB 1644 by Senator Rodriguez, as amended, would expand warning-signal privileges for volunteer firefighters, medical staff, and related vehicles responding to emergencies; it was reported favorably. The committee also approved SB 1348 by Senator Trumbull, which revises Department of Highway Safety and Motor Vehicles and tax collector processes for title/document delivery, driver licensing, disabled parking permits, and related services; a strike-all removed penalties and some CDL retesting provisions, and the bill was reported favorably. SB 636 by Senator Martin would restrict use of the far-left lane on high-speed roads except for passing, exiting, move-over compliance, or traffic/environmental conditions, with a civil fine and DOT signage requirements; it was reported favorably. SB 1152 by Senator Arrington would raise the cost of the Florida Wildflower specialty license plate from $15 to $25 to generate more funding for wildflower research, education, and habitat programs; it was reported favorably. SB 1188 by Senator McLean, which would limit local government authority over charter school siting and concurrency-related restrictions, drew the most debate. Supporters argued local ordinances were being used to block or delay charter schools, while opponents said the bill would tie the hands of local governments and could create traffic and public-safety concerns. After extensive discussion, the bill was reported favorably, with recorded no votes from Senators Arrington and Davis. The committee also unanimously recommended confirmation of multiple appointments to transportation-related boards and authorities, including the Greater Orlando Aviation Authority, Central Florida Expressway Authority, Jacksonville Port Authority, Jacksonville Transportation Authority, and Florida Transportation Commission.

Transcript Highlights:

• district, charter school, or state tribal education compact school updates or purchases a curriculum
• Beginning September 1, 2027, when a school district, charter school, or state tribal education compact
• School districts that operate a high school must provide a mandatory one-half credit...
• School districts that operate a high school must provide a mandatory one-half credit standalone course
• districts, the better for the students and the school districts and the teachers.

Summary: The committee first took up a motion from Ranking Member Root to promptly schedule public hearings on two citizens’ initiatives. Supporters argued the Constitution and public accountability required hearings so voters could hear pro and con arguments; opponents said the legislature was not obligated to act that way and the initiatives would still be heard at the ballot. On a voice vote, the motion failed. The committee then heard extensive testimony on House Bill 1295, which would require evidence-aligned, comprehensive literacy instruction for K-4 students, update teacher endorsement standards and preparation programs, and require literacy-related continuing education for some teachers. The bill also repeals several older literacy-related provisions. The sponsor and supporters said Washington’s reading results are too low and that structured literacy reflects the science of reading; districts such as Puyallup described strong gains after adopting evidence-aligned instruction. Opponents and alternative-program advocates argued the bill could narrow instructional approaches and exclude programs they say have worked well. PESB testified neutrally that much of the endorsement work is already underway but asked for clarification on recertification language. The hearing on HB 1295 was suspended and later resumed with additional pro testimony from students, parents, and literacy advocates. House Bill 2262 was then heard and completed. It would require high school civics instruction to include teaching students to produce a legible, repeatable official signature and explain how signatures are used in elections and ballot processes, while also requiring related outreach and reporting on signature mismatch ballot rejections. The sponsor and county auditor testimony emphasized that younger voters often have signatures that change over time and that better instruction could reduce ballot rejections; questions focused on whether the bill should account for printed signatures and diverse writing systems. The Secretary of State’s office and county auditors were reported as supportive, and the hearing closed after a large number of pro sign-ins. The committee also heard House Bill 2636, which would create a public education performance, operations, and funding review commission to evaluate whether education mandates and funding are effective, relevant, and adequately supported. Supporters said the bill would help identify unfunded mandates and reduce administrative burdens on districts; rural district testimony urged a narrower scope and earlier start date. Finally, House Bill 2007 was heard, proposing competency-based assessments as additional graduation pathway options in place of some existing course/exam requirements. Student testimony supported more flexible, equitable pathways, while the State Board of Education said it supports competency-based education but preferred to wait for its broader Future Ready graduation-requirements work and noted the bill would require additional rulemaking. The hearing on HB 2007 closed after testimony from students and a neutral statement from SBE.

Transcript Highlights:

• </c><00:02:51.440><c> regarding</c> school and a school district regarding school and a school district
• school district to provision commits the school district to provision of<00:05:25.800><c> services</
• district and changes it to within the school district, um, that is the school district that is responsible
• </c><03:46:35.359><c> district</c> requests or that a school district requests or that a school district
• with only one available school. school within the same district since school within the same district

Summary: The House Education Policy and Administration Committee heard testimony on HB 222, which would repeal the requirement that a chartered public school and the resident school district sign a memorandum of understanding on how students with disabilities will receive special education services. The prime sponsor, Rep. Peggy Balboni, said the bill was requested by the New Hampshire Association of Special Education Administrators and the New Hampshire Alliance for Public Charter Schools. She argued that federal and state law already require districts to provide FAPE and that the MOU requirement has created extra work, legal costs, and delays without improving services. She said many MOUs remain unsigned, but students are still receiving services and complaint numbers have not changed. Rep. Mooney also supported repeal, calling the MOU duplicative and impractical because IEPs and 504 plans already govern services. Testimony from Jane B. Brulu of the special education administrators’ association and Beth McLure of the charter schools alliance echoed that view, saying the MOU has not helped students, has added hours of work and legal fees, and has mostly been a source of disputes over funding and service costs. McLure said her school has worked with more than 15 districts and has always been able to reach agreements, though the first year of the requirement took substantial time and money. Committee members asked about the original purpose of the law, unsigned MOUs, and whether disputes could be resolved without the requirement. A representative from the Department of Education said the MOU was originally proposed to address reports that some students were not getting services on time and to provide some oversight, but the department has no authority to order charter schools or districts to agree and no appeal process if they cannot. The department also said it does not currently audit charter school special education services because it lacks authority to monitor charter schools directly, and it urged the committee to consider some alternative oversight if the MOU requirement is repealed. The hearing on HB 222 was then closed, and the committee announced it would begin the hearing on HB 699 after a short break.

Transcript Highlights:

• In the next section, the bottom of page six, a statute requires school districts and charter schools
• Statute also requires school districts and charter schools to include long-term cost estimates of insurance
• I believe we have 17 school districts and charter schools that converted to four days, 16 that converted
• I too had some concerns about adding another burden on our school boards. ...and the local school district
• School District.

Transcript Highlights:

• in our school districts.
• </c> school districts here in this body. school districts here in this body.
• school districts are County districts school districts are going<01:23:18.240><c> to</c><01:23:18.280
• <01:33:39.720><c> districts</c> school districts school districts would<01:33:41.360><c> have</c><01:
• </c> and pain in school districts. and pain in school districts.

Transcript Highlights:

• students leaving should not impact that school district.
• students leaving should not impact that school district.
• And we've lost some school districts after state control.
• and then all the activities that go with school districts and the events of school districts.
• , particularly school districts in my district.

Committee: All ARKANSAS LEGISLATIVE COUNCIL (ALC)

Summary: The Arkansas Legislative Council meeting began with approval of the December 2025 minutes and a presentation from the Bureau of Legislative Research on the December revenue report. Dr. Carlos Silva said gross collections were about $4.02 billion, up slightly from the prior year, and net available for distribution was also above last year but down modestly from the previous month because of higher-than-expected corporate income tax refunds. Members asked about corporate tax trends, tariffs, and inflation, and Silva said it was too early to call the corporate decline a trend and that tariff effects would likely show up mainly in sales tax collections. The council then adopted several subcommittee reports, including the Executive Committee Subcommittee, Administrative Rules, Hospital/Medicaid/Developmental Disabilities, Occupational Licensing Review, PEER, Review, State Insurance Program Oversight, and Personnel. The PEER report drew the most debate because of a Department of Agriculture grant tied to Perry County and Central Arkansas Water; members discussed whether removing the Perry County portion would affect the grant’s competitiveness, and the report was ultimately adopted with the item included. The Review Subcommittee also heard questions about a BDO contract for the rural health transformation program, with DFA explaining that the contractor would manage the program while state agencies would make funding decisions consistent with the state’s application. A major portion of the meeting focused on the Education Freedom Account appropriation tied to LEARNS. Senators and representatives debated whether the program helps families or diverts money from public schools, with supporters arguing it funds students and choice and opponents arguing it is costly, vulnerable to fraud, and harms public school funding. Department of Education officials said roughly 28,000 private school students and 17,500 homeschool students were participating, that EFA students must submit standardized tests annually, and that the requested $32 million was to cover existing participants. After multiple substitute motions and extended debate, the body rejected a motion to strip out the $32 million and then adopted the report and related motions. The meeting ended after routine approvals of additional agency items and adjournment.

Transcript Highlights:

• certain school districts.
• Does the school district already have the authority to close schools when they feel the need?
• schools all the time based on... ...districts that are within my house district closed schools all the
• My school district doesn't have to.
• And like you said, it's different district to district, parish to parish, school to school oftentimes

Bills: HB113 , HB342 , HB632 , HB690 , HB1003 , HB1078 , HB1132 , HB1146

Committee: House Education

Transcript Highlights:

• Innovation Zone money went out to school districts first for a lot of school districts who had not already
• And so how you choose to regulate what a school district does versus a charter school that is approved
• districts are going to— I think the assumption here is that school districts are going to need some
• It's about how school districts and charter schools use the resources they have.
• You'll see proficiency rates for the last three years for every school district and charter school.

Transcript Highlights:

• A school district I love public schools.
• A school district I love public schools.
• A school district I love public schools.
• A school district—I love public schools.
• </c><01:01:19.839><c> district</c> just like a public school district just like a public school district

Summary: The commission to study the cost of special education met, confirmed a quorum, introduced members and guests, and approved the minutes from the October 29 meeting. Members noted the commission’s mandate under Senate Bill 57 and emphasized the need to focus on recommendations and findings by July 1, 2026. The chair also distributed additional handouts, including materials related to the Education Freedom Account (EFA) program and administrative rules tied to differentiated aid and disability determinations. The main discussion centered on how students qualify for differentiated aid under the EFA program. Matt Sutherton of the Children’s Scholarship Fund explained that the organization, which contracts with the state to administer EFAs, accepts either school-district/IEP documentation or a medical certification of disability (MCD) from a licensed medical professional. Members questioned how this process relates to the state’s special education rules and whether the school-district examiner standards in ED 107/1107.04 apply to EFAs. Sutherton said the MCD form, created with the department, requires the medical professional to sign that they are qualified to make the determination and to identify the disability. Several members expressed concern that the EFA process is less rigorous than the school-district IEP process and may be inflating disability counts. One member argued that the administrative rules cited are primarily for school districts, not EFAs, and said the Department of Education may not know how many of the roughly 890 EFA students receiving differentiated aid came through school-district documentation versus the MCD pathway. Another member said the EFA system appears more generous than the school system and raised concerns about oversight, auditing, and whether the program’s data are accurate. Sutherton said the organization reviews signed documentation, credentials, and diagnosis information, and may request additional records to help adjudicate expenses. No votes or formal actions were taken beyond approving the prior minutes.

Transcript Highlights:

• Some school districts have expressed confusion... In the education code.
• It's uniting our P.K. or TK–12 districts, along with our community college districts and schools.
• We're not putting pressure on any school districts or schools to implement new programs when it comes
• with Title I schools, small and rural districts, and districts serving English learners.
• with Title I schools, small and rural districts, and districts serving English learners.

Committee: Senate Education

Transcript Highlights:

• district rests with the school board.
• ><c> out</c> have school districts or teachers out have school districts or teachers out there<01:00:
• </c><01:11:10.080><c> on</c> school districts to train instructors on school districts to train instructors
• </c><01:25:53.120><c> district</c> isn't just a big school district isn't just a big school district
• School districts um in school districts.

Committee: Senate Education Policy

Transcript Highlights:

• Some school districts have expressed confusion... ...in the Education Code.
• It's uniting our P.K. or TK-12 districts, along with our community college districts and schools.
• We're not putting pressure on any school districts or schools to implement new programs when it comes
• with Title I schools, small and rural districts, and districts serving English learners.
• Unified School District, in support.

Committee: Senate Education

Summary: The committee heard several education-related bills. SB 1154 would allow community college districts to use best-value procurement for public works projects over $1 million. The author and community college supporters argued it would give colleges flexibility similar to K-12, UC, and CSU and help avoid delays and costly change orders. Contractors and electrical subcontractors opposed the bill, saying its skilled-and-trained workforce requirement and safety provisions would narrow competition and disadvantage small and nonunion firms. The bill passed the committee on a due-pass vote and was placed on call. SB 1347 would clarify that stock albuterol may be stocked in all public schools, including preschool programs. The author and a physician testified that the bill would remove confusion in existing law and improve access to emergency asthma medication for students. School nurses, respiratory care advocates, and small school districts supported the measure, and there was no opposition. The bill passed unanimously on a due-pass to the floor vote and was placed on call. SB 1222 would create a pilot program to designate a lead county office to help regions struggling with career technical education implementation. Supporters said many students remain disconnected from school and work and that the bill would spread proven regional CTE practices. Some committee members questioned whether another pilot was needed, arguing existing CTE programs need more funding and fewer new structures, while the author and sponsor said the bill would build regional capacity and share successful models. The bill passed to Senate Appropriations and was placed on call. SB 1378 would create a California Excellence in Service Learning Designation Program to recognize schools and districts with strong service-learning programs. Supporters said it would validate existing work and encourage civic engagement, while one member raised concerns about adding more designations and workload for schools. The bill passed as amended to Senate Appropriations and was placed on call. SB 1048 would create a Seal of Climate Literacy for high school students demonstrating climate science knowledge through coursework and hands-on learning. Supporters, including the Department of Education and climate education groups, said it would align students with growing clean-energy careers; some members cautioned against adding more curriculum-related seals and noted equity and implementation concerns. The bill passed to Senate Appropriations and was placed on call. Later, SB 1101, the Higher Education Data Sharing Transparency Act, was presented. It would require CSU, community colleges, independent colleges, and request UC to notify students, faculty, and staff when their personal information is shared with federal agencies such as the Office for Civil Rights, and to limit disclosure to what is legally required. Supporters said recent federal investigations and subpoenas have created fear and a lack of transparency on campuses. Committee discussion focused on subpoena authority, constitutional limits, and whether notice should be required; one member said she would abstain because of legal concerns, while another said the bill would continue to be examined in the next committee. The transcript ends during discussion of SB 1101 before a final vote is recorded.

Transcript Highlights:

• This figure shows the five BMEPs Fewer districts and schools are offering BMEPs compared to school year
• School Districts and Charter Schools receive annual funding for all instructional materials through the
• For schools within a local district or for the whole district, there are a range of consequences.
• Well, every school and school district is a little bit different.
• Your larger schools, your larger school districts, they probably have assignments to people.

Transcript Highlights:

• So currently in Missouri, only 227 school districts out of 518 have a gifted and talented program.
• So we're requiring the districts to have a policy for the next school year in a law that won't become
• Is there a requirement on the way in which those students have to be serviced by the school districts
• I think that would be up to a school district on how they wanted to do that.
• So you're saying about half the school districts in the state have created a gifted program.

Committee: House Elementary and Secondary Education

Transcript Highlights:

• </c> school districts for quite a while. school districts for quite a while.
• </c><03:10:43.840><c> districts,</c> of adding school districts, of adding school districts, I<03:10:
• district by school district.
• district by school analysis school district by school district.<03:27:35.439><c> Um,</c><03:27:36.000
• Um, if a school district district.

Committee: Joint Select Committee on School Finance Recalibration

Transcript Highlights:

• It's a beloved charter school in my district, Answer Charter School, and we are really... ...my district
• Your actual salary is determined by the local school district or charter school.
• district or charter school.
• district or charter school.
• Pupil services staff are among the hardest roles for school districts to fill.

Committee: Senate Education

Transcript Highlights:

• We have between schools and districts.
• > to</c><04:35:14.639><c> to</c> with the school district and SAU6 to to with the school district and
• Hampshire</c> of the school districts in New Hampshire of the school districts in New Hampshire are<
• school districts and that representative school districts and that board<04:48:11.200><c> hires</c><
• </c> oversee those school districts. oversee those school districts.

Committee: House Education Policy and Administration

Transcript Highlights:

• Then this also deals with CTE grants to school districts.
• Then this also deals with CTE grants to school districts.
• c> buildings</c> districts can do with school buildings districts can do with school buildings that<00
• If public school districts in the state.
• building reverts to the school district.

Committee: Joint Education