Transcript Highlights:

• And that is why our farmers don't want to become graded.
• or the grading of eggs.
• Currently, under regulation, anybody can grade.
• But it is at that level with SB1864.
• They can sell and they can grade their product.

Bills: SB1864

Keywords: eggs, ungraded eggs, egg grading, poultry, farm products, local food, small farmers, direct-to-consumer sales, wholesale food sales, food safety, refrigeration requirements, sanitation standards, occupational license, dealer-wholesaler license, Texas Department of Agriculture, restaurants, small grocery stores, cooperatives, farmers cooperative, agricultural regulation

Transcript Highlights:

• kids back that aren't on grade level, and we've got this fund out here, the early childhood special
• And so the early childhood special education with learns targeting the third grade level and holding
• kids back that aren't on grade level.
• These parents are able to purchase these resources, work with the parents, and get them on grade level
• And like I said, I just, with us putting such an emphasis on holding kids back at a third-grade level

Summary: The committee first approved the minutes and then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing flexible hours were the most requested workplace support, 69% of moms identified child care costs as a barrier, and many families spend a large share of income on care. Members asked about labor force trends, what flexibility means in practice, and the cost and age structure of child care assistance programs. The presenter also noted child care affects economic development and workforce recruitment, and mentioned a Department of Commerce option that may help pay child care for people seeking training. Department of Education and Office of Early Childhood staff then gave updates on internal dashboards for enrollment, applications, and provider participation in School Readiness Assistance (SRA), saying the tools are now live for internal use and should improve transparency and data access. They said CLASS transition funding from the PDG grant would be released soon to providers who completed observations, and clarified that OEP awards based on CLASS scores are separate from OEC’s work. They also warned providers about a payment interruption during the transition to a new system: June 26 would be the last day to submit SRA payments for processing, payments would stop June 30, and billing would continue without processing from July 1 to 13, with back payments expected when the system resumes around July 14. Members raised concerns about provider cash flow, early childhood special education funding, an overpayment appeal involving a child care center, and whether CLASS data would be public; staff said the data is FOIA-able but not used by the department to set current quality or rates. The department also said it is reviewing audit requirements tied to Head Start and SRA, that Early Head Start children remained in their facilities after a closure, and that a market rate survey/cost analysis is still in procurement. Staff reported that the QRIS process will begin with a June 23 webinar and that CLASS will be part of a broader quality system still being developed with provider and parent input. They also said the local lead network was re-competed and will cover all counties starting July 1 with 23 local leads, and that the PDG partner group has been formed to provide ongoing stakeholder feedback. The meeting ended with no further business and adjournment.

Transcript Highlights:

• level and beyond.
• even when you compare their performances against the all-time best for their grade level, they're not
• setting records. ...against the all-time best for their grade level, they're not setting records.
• even when you compare their performances against the all-time best for their grade level, they're not
• setting records. against the all-time best for their grade level, they're not setting records.

Keywords: 1182, all

Summary: The committee first heard Superintendent Tom Horn’s State of Education address, which focused on school safety, academic outcomes, teacher pay, school choice, and opposition to DEI/CRT in schools. Horn argued that students cannot learn unless schools are safe, cited increased funding for school police officers and a recent Tucson charter school incident as evidence for more officers, and said the department’s academic efforts have centered on Project Momentum, tutoring, cell phone restrictions, career and technical education partnerships, and support for Native American districts. He also urged direct teacher pay increases through Proposition 123 and said the state board should revise teaching standards and school grading practices. Members questioned him about DEI compliance, cell phone enforcement, ESA accountability, teacher preparation programs, school safety funding, and literacy outcomes; Horn said the department’s role is largely advisory in a local-control state, that it tracks school practices on a website, and that it lacks academic outcome data for ESA students because private schools are not tested by the state. The committee then took up House Bill 2008, which would prohibit public school libraries from using public funds to pay dues or memberships to professional library associations that advocate for libraries and information services. Representative Cooper, the sponsor, said the bill was intended to keep school libraries politically neutral and prevent taxpayer money from supporting ideological advocacy, while arguing that membership could still be paid privately and that free professional development options exist. Opponents, including former librarian Judy Schweber, Marana board member Hunter Holt, and the ACLU of Arizona, argued the bill would undermine professional development, local control, and constitutional rights of association and petition, and that there was little evidence public funds were actually being used this way. Supporters, including Adrienne Johnson, said some library materials and associations promote political viewpoints and should not be funded with public dollars. After public comment and debate, the committee voted 7-5 to give HB 2008 a do pass recommendation. Members who explained no votes said the bill targeted a non-issue, lacked data showing a problem, and would divert attention from funding and literacy needs. Members supporting the bill said it was a reasonable restriction on public spending and a way to keep school libraries ideologically neutral. The committee then announced it would move on to House Bill 2249, the Parents’ Bill of Rights and Remedies.

Transcript Highlights:

• And none of us are going to grade ourselves as harshly as real life grades us.
• grades<00:34:56.159> us.
• in the eighth grade. in the eighth grade.
• we'd be able to tell you what grade we'd be able to tell you what grade level<00:48:31.520> equivalent
• So, do you want to see what grade level<00:48:36.200> a<00:48:36.240> student<00:48:36.560

Keywords: 958, all

Transcript Highlights:

• The value in the Read by Grade 3 assessment happens...
• So that is our SBAC that hits a bunch of grades. I can't remember them all right now.
• This is a change in terms of the additional state act for the Read by Grade 3 program.
• by Grade 3 laws, so there's sort of no alignment there.
• This just changes the Read by Grade 3 assessment from one assessment to another.

Bills: AB386

Keywords: AB386, Washoe County School District, reading assessment, literacy, elementary school, pupil assessment, statewide assessment, alternative assessment, reading proficiency, standards-based testing, valid and reliable test, State Board of Education, Department of Education, pilot program, school testing, assessment equivalency, education grant, Nevada education, NRS 388.157, school accountability

Transcript Highlights:

• reading level.
• reading level.
• reading level.
• Do you think it's okay that seniors in high school graduate with a fourth grade reading level?
• graduating with that fourth grade graduating with that fourth grade reading<01:35:07.040> level

Bills: SB2901, SB2902, SB2903, SB2904, SB2905, SB2906, SB2907, SB2908, SB2909, SB2910, SB2911, SB2912, SB2913, SB2914, SB2915, SB2916, SB2917, SB2918, SB2919, SB2920, SB2921, SB2922, SB2923, SB2924, SB2925, SB2926, SB2927, SB2928, SB2929, SB2930, SB2931, SB2932, SB2933, SB2934, SB2935, SB2936, SB2937, SB2938, SB2939, SB2940, SB2941, SB2942, SB2943, SB2944, SB2945, SB2946, SB2947, SB2948, SB2949, SB2950, SB2951, SB2952, SB2953, SB2954, SB2955, SB2956, SB2957, SB2958, SB2959, SB2960, SB2961, SB2962, SB2963, SB2964, SB2965, SB2966, SB2967, SB2968, SB2969, SB2970, SB2971, SB2972, SB2973, SB2974, SB2975, SB2976, SB2977, SB2978, SB2979, SB2980, SB2981, SB2982, SB2983, SB2984, SB2985, SB2986, SB2987, SB2988, SB2989, SB2990, SB2991, SB2992, SB2993, SB2994, SB2995, SB2996, SB2997, SB2998, SB2999, SB3000

Keywords: geological subsurface characterization, groundwater, geothermal resources, environmental review, Hawaii groundwater and geothermal resources center, scientific research, non-extractive, public trust doctrine, clean energy, greenhouse gas, carbon sequestration, climate change, energy policy, Hawaii state energy office, emissions reduction, sustainable development, fare-free transportation, greenhouse gas emissions, public transit, tax on petroleum

Transcript Highlights:

• components: weighted grade, interview panel grade, and overall grade, scored numerically and added together
• First of all, we're adding a grading component, so this is going to allow us to grade our solicitations
• And the same with candidates who would be mid-level and entry level as well.
• And the same with candidates who would be mid-level and entry level as well.
• panel grade, and a final overall grade.

Bills: SB1108, SB1205, SB1241, SB1286, SB1366, SB1431, SB1473, SB1477, SB1478, SB1479, SB1492, SB1517, SB1563, SB1586, SB1665, SB1671

Keywords: cash transactions, mandatory rounding, swedish rounding, public notice, Arizona Revised Statutes, motor vehicle booting, private property, fees, dispute process, regulations, SB1241, private permitting provider, private permit, private certificate of completion, building permit, building plan review, inspection, single-trade residential construction, residential construction, municipal permitting

Summary: The Senate Regulatory Affairs and Government Efficiency Committee approved the February 4, 2026 minutes and first considered the reappointment of Troy L. Campbell to the Arizona State Liquor Board. Campbell described his nearly 10 years of service, his role as chair since 2019, and his focus on fairness, public safety, and applying the law consistently. He answered questions about the board’s workload and authority, noting it handles roughly 40 to 50 cases a year and does not issue fines. With no public testimony, the committee voted 6-0 with one not voting to recommend his confirmation to the full Senate. The committee then heard and passed SB 1478, a liquor omnibus bill making technical and policy updates to liquor statutes, including changing “manufacture” to “produce,” allowing rather than requiring cities and towns to levy certain liquor-related taxes or fees, repealing a federal food-safety preemption reference, and clarifying cider’s definition to include products up to 8.5% alcohol by volume. Supporters described it as an annual stakeholder-driven cleanup bill, and the Department of Liquor Licenses and Control testified neutral. The committee adopted the Bolick amendment and then passed the bill as amended. It also passed SB 1108, which creates a Swedish-rounding framework for cash transactions when pennies are unavailable, with signage and enforcement provisions; the Leach amendment removed an individual-item exemption and clarified tax treatment. The Greater Phoenix Chamber supported the bill, and the committee passed it as amended. The committee next approved SB 1205, regulating private-property vehicle booting by prohibiting local bans, setting signage, written permission, rate limits, release rules, and misdemeanor penalties. Supporters said it would provide a more transparent, less costly alternative to towing, while members raised concerns about signage, appeals, and consumer protections. The Bolick amendment made a technical change, and the bill passed as amended. SB 1241, allowing private permitting providers to conduct plan reviews and inspections for single-trade residential projects, drew the most debate: supporters argued it would reduce delays and costs for homeowners and help cities with backlogs, while cities and counties warned about public-safety risks, loss of local control, and liability concerns. After adopting the Payne amendment on immunity, the committee passed the bill 5-2. Finally, the committee passed SB 1366, which creates a Public Property Towing and Impound Practices Study Committee to review fees, standards, insurance, background checks, and related DPS and public-property towing practices. Some members objected that the study committee lacked minority-leader appointments, but supporters said the review was needed before making permanent changes. The committee then began hearing SB 1431, a housing-design bill limiting municipal design standards and restrictions on certain shared features, but the transcript ends before any action on that measure.

Transcript Highlights:

• math level on IEPs, those kind of things, and maybe they're in 9th grade.
• I average 30 to 36 every day of my math classes, and, um, as far as grade levels, you know, you have
• different kids at different ages in grade levels.
• They range from 2nd grade to 8th grade skill level. So we, we have the same problems, I think.
• levels?

Transcript Highlights:

• We have schools that, for each grade level, they look at the average attendance for each month, and the
• class that has the highest attendance rate within each of the grade levels are awarded, like, for example
• ><01:45:47.040> look<01:45:47.239> at each grade level uh they they look at each grade
• <01:46:00.320> like<01:46:00.480> for grade levels um are awarded like for grade levels
• <02:14:51.079> level with a lot of the school level level with a lot of the school level level

Keywords: 910, house, all

Summary: The Committee on Education held an informational/budget briefing with presentations from the State Library System, the School Facilities Authority, and the Department of Education. The chair opened the meeting by outlining the order of presentations and noting that members would hold questions until after all three agencies had testified. The discussion focused on each agency’s priorities for the upcoming biennium and their budget requests. State Librarian Stacy Aldridge described library usage and services, emphasizing strong demand for physical and digital materials, internet and Wi-Fi access, programs, Kanopy streaming, and PressReader. She highlighted digital literacy classes, RFID self-check and smart shelving improvements, and the role of libraries as community hubs. The library’s budget request included an additional $1.2 million for security guards, $48.484 million for FY 26-27 to support popup libraries during temporary closures and other needs, $500,000 for repair and maintenance, $2 million for Kap planning and design, and $25 million each year for lump-sum capital funding. Mallerie Fujitani said the lump-sum funding is needed to keep roughly 50 projects moving and to avoid delays in construction. School Facilities Authority Executive Director Ricky Fujitani explained the agency’s startup history and its programs for preschools, Central Maui schools, and workforce housing. He said the authority is using standardized, prefabricated, programmatic approaches to speed delivery and improve maintainability, citing prior preschool renovations as a successful model. He reported that of $389 million appropriated, $106 million was released, with $81 million for preschools, $20 million for Central Maui schools, and $5 million for workforce housing; he also noted the workforce housing program was reduced after Maui fire-related reallocations. He said the pilot workforce housing site at Mililani High School has been awarded and pointed to University of Hawaiʻi student housing projects as a model. Superintendent Hayashi then began the Department of Education presentation, introducing DOE leadership and outlining the department’s mission to support academic achievement, character development, and student well-being. He noted the department serves more than 152,000 students in 258 public schools and employs over 42,000 people, with nearly 54% of students facing significant challenges. He framed the budget request around the department’s strategic plan to prepare graduates for college, careers, or military service. The transcript ends during the DOE presentation, before any committee votes or formal actions are taken.

Transcript Highlights:

• Is it through third grade or is it through eighth grade? I just don't understand.
• kindergarten through 8th grade. kindergarten through 8th grade.
• The standards for play is through third grade. The recess is through eighth grade.
• up until 8th grade.
• Every grade level is different. >> Correct.

Keywords: 1191, senate, all

Transcript Highlights:

• and first grade levels, with the way that the things have been written and particularly with recalibration
• So they stand to lose in the neighborhood of about 30%. kindergarten first grade levels kindergarten
• first grade levels with<00:59:51.680> the<00:59:51.920> way<00:59:52.160> that<00
• levels behind, and then when they leave our programs they're at grade level or above.
• levels behind, and then when they leave our programs they're at grade level or above.

Keywords: 916, all

Transcript Highlights:

• In 2019 I brought the decision to pilot Bar at the elementary level to our fifth grade leadership team
• Each grade level exceeded their MCA school improvement plan, and we were only one of two schools in our
• Each grade level exceeded their 10.2%.
• Each grade level exceeded their MCA<00:12:50.720> school<00:12:50.959> improvement<00:12
• the students that come from those grade the students that come from those grade level<00:16:07.600

Keywords: 1187, senate, all

Transcript Highlights:

• It is not just a grade book.
• there's state reporting, learning management system, grades and transcripts.
• level. down of my discipline incidents by grade level.
• level to grade level.
• The second year of letters training for our fifth grade teachers.

Transcript Highlights:

• No, sorry. 99% of the kids cannot perform at grade level.
• level.
• level, and the old kind of truism that kids learn to read by grade three or four, and they read to learn
• After I test them, they couldn't read past the sixth grade in reading level, but they had three points
• They were rapidly coming up to grade level reading and doing math. They were teaching differently.

Keywords: educational reform, federal grants, bureaucracy, wealth disparity, public testimony

Summary: The committee meeting engaged in discussions focused primarily on educational reform, the influence of federal grants on local education systems, and the growing disparities in wealth and access to quality education. Members expressed concerns about the bureaucracy surrounding federal funding that hampers schools' ability to obtain necessary resources for improvement. Several members highlighted personal anecdotes from constituents, emphasizing the urgent need for reform to help students succeed in both K-12 and higher education environments. The meeting included public testimonies that provided insights into various community perspectives on these pressing issues.

Transcript Highlights:

• He was at least two to three years behind grade level.
• He was reading on a DRA level of 20, which is the beginning of second grade, working on a math level
• at the beginning of second grade, and writing on a first-grade level.
• cannot read at grade level.
• Black students in Fort Worth ISD can't read on grade level.

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Members from both parties emphasized education as a major issue, while several Republicans framed the committee’s work around school choice and parent empowerment. Senator West and other Democrats stressed protecting public schools, listening to Texans, and considering the effects of vouchers or education savings accounts on school districts and communities. Chairman Creighton laid out Senate Bill 2, the Texas Education Freedom Act, describing it as a universal education savings account program modeled on similar programs in other states. He said the bill would provide about $200 million for a universal eligibility pool and additional funding for students with disabilities and lower-income families, with priority weighting for former public school students. He also highlighted anti-fraud measures, vendor pre-approval, criminal background checks, cybersecurity protections, annual testing requirements for participating students, and the use of the Comptroller rather than TEA to administer the program. Creighton repeatedly said the bill is not a voucher and argued it would not take money from public schools, which he said would receive separate historic funding increases. Members questioned Creighton about the 500% of federal poverty line definition, the adequacy of the $10,000 ESA amount, whether the program would favor students already in private school, how microschools and homeschool pods would fit, and whether the bill protects religious liberty and private-school autonomy. Democrats raised concerns about disability protections, 504 students, foster children, public-school funding, open records, and the historical context of vouchers. Republicans generally supported the bill as a way to expand options for parents and students, while also asking about administration, fraud prevention, and data security. After member questions, the committee began invited testimony, with EdChoice President Robert Inlow presenting in support of SB 2 and citing the growth and reported success of school choice programs nationwide.

Transcript Highlights:

• They want to level the playing field for homegrown charter schools.
• I did hear that familiar phrase we hear all the time, level the playing field.
• Can you explain more of what you mean by level the playing field for me? Certainly.
• The bill also increases the pay grade for the cafeteria manager class title from pay grade D to pay grade
• Any change in those duties or just simply the pay grade?

Keywords: 994, senate, all

Summary: The committee first heard a presentation from Tom Franta, founding executive director of the Mountaineer Charter School Alliance. He described the new nonprofit’s goals of supporting West Virginia charter schools through advocacy, legal and compliance assistance, shared operational services, professional development, communications, and network-building. Franta emphasized that charter schools face major facility and financing challenges, and he urged use of existing public buildings, low-interest revolving loans, credit enhancement tools through the West Virginia Economic Development Authority, and federal matching funds to help level the playing field for charter schools, including both brick-and-mortar and virtual schools. Members asked about what he meant by “level the playing field,” and Franta said charter schools receive 99% of basic state aid but lack access to the full range of public education funding and dedicated facilities support, forcing them to divert dollars toward buildings rather than classrooms. He said the goal is to ensure parents choosing a public charter option can expect appropriate funding. After the presentation, the chair announced Senate Bill 171 was removed from the day’s agenda. The committee then considered Senate Bill 166, which creates an exception to West Virginia Invest grant eligibility so individuals who already have a post-secondary degree may still receive support if pursuing an associate degree or certificate in emergency medical services. The committee reported the bill to the full Senate with a recommendation that it do pass, and under the original double committee reference, first be referred to the Finance Committee. Next, the committee took up Senate Bill 428, with a committee substitute that splits the bus operator title into three pay grades based on years of service and raises the cafeteria manager title from pay grade D to E. Senators asked whether duties would change; counsel and the sponsor said the bill is intended as a retention incentive, with no change in responsibilities, and that the fiscal note would remain the same. The committee adopted the committee substitute and then reported the bill to the full Senate with a do-pass recommendation, again first referring it to the Finance Committee. The meeting then adjourned.

Transcript Highlights:

• Okay, on the high-level summaries, they are in no particular order.
• level?
• So we're still talking about two-thirds of students are not doing math at grade level despite improvements
• Again, making sure that parents are notified if their students are not reading at grade level.
• Chairman, the responsibilities for this would fall on K through third grade.

Transcript Highlights:

• <00:56:58.720> or available at the division 2 level or available at the division 2 level or
• student taking a course at this level student taking a course at this level and<01:01:03.160>
• school funding, concluded that the cost of an adequate education in a district of average size and grade-level
• last year I had three fifth grade last year I had three fifth grade classrooms<01:29:50.320>
• and eighth grade math and reading.

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which clarifies that dual and concurrent enrollment courses may not exceed four credits. Members said the bill came from the community college system and was intended to preserve the program’s high school-to-college pathway. An amendment changing the effective date to passage was adopted 18-0, and the committee then voted 18-0 to recommend OTPA on the bill as amended, with the bill placed on the consent calendar. The committee then retained HB 295 and HB 366, both related to school building aid, after members said the issues were complex and needed more work. Both motions to retain passed 18-0, leaving the bills in committee without reports. The chair also said HB 354 would not be taken up that day because of possible changes from the Department of Education and others. HB 494, funding the math learning communities program, was then amended to flat-fund the program rather than increase it, with members citing budget uncertainty. The amendment passed unanimously, and the committee then voted 18-0 for OTPA on the bill as amended, placing it on consent. Finally, HB 515, which would repeal charter public school eligibility for state school building aid, drew debate over whether charter schools should be treated differently from traditional public schools. The committee voted 10-8 for inexpedient to legislate, sending the bill to the regular calendar; Representative Damon was assigned the minority report and Representative Popovic the majority report. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program, where members discussed flat-funding the program at $2.5 million per year and the potential impact on course availability, but the transcript cuts off before a final vote is shown.

Transcript Highlights:

• I wanna, it's not an attempt to avoid grading.
• Those because of the grading process are pulled from.
• Currently under regulation, anybody can grade.
• Without knowing what the grade was.
• They can sell and they can grade their product.

Transcript Highlights:

• levels behind.
• Why aren't they making up by third grade?
• Which is currently at 150% of the federal poverty level.
• But it’s lower down on the priority level.
• level are starting to shut down those programs.

Summary: The Education Administration Subcommittee held an introductory meeting focused largely on member introductions and “homework” reports about education issues in each district. Members raised a wide range of concerns and priorities, including early childhood care and VPK access, school choice and school closures, teacher recruitment and retention, conflict resolution and school safety, early literacy and preparedness, technology and AI/STEM instruction, attendance and mental health, ESE services, dual enrollment and career/technical education, caregiving youth, and real-time student enrollment/funding tracking. Several members also emphasized local challenges such as housing-driven teacher turnover, disaster-related attendance problems, and funding inequities across counties. The committee then heard a detailed presentation on Florida’s early learning system from Chancellor Carrie Miller of the Department of Education’s Division of Early Learning. She outlined the structure and funding of School Readiness, VPK, and the Gold Seal Quality Care program, the role of early learning coalitions and DCF, and the state’s quality and accountability measures. She highlighted the importance of kindergarten readiness, teacher quality, and the new School Readiness Plus program, which helps families transition off subsidy more gradually. Additional panelists from the Children’s Forum, the Early Learning Coalition of Miami-Dade/Monroe, and a Tallahassee child care provider discussed workforce shortages, low wages, provider turnover, the TEACH scholarship program, Help Me Grow, local coalition operations, and the need for more providers and more consistent regulation. During questions, members asked about wait lists, special needs services, teacher retention, provider onboarding, and DCF regulation. The panel said Miami-Dade’s wait list was about 4,000 children and described priority categories for service; they also said children with disabilities are screened and referred for support, though not given a separate priority category. Panelists reported that TEACH has helped reduce turnover through education support and service commitments, but said wages and career pathways remain major issues. Members also pressed for clearer, more consistent licensing standards and more support for new providers entering the field. No formal votes or committee actions were taken in the meeting.