Transcript Highlights:

• We got to meet every teacher in the...
• The chair is preparing to close. Declare the vote. Eighty-four aye, zero nay.
• The chair is preparing to close. Declare the vote. Sixty aye, seventeen nay.
• The Chair is preparing to close. The Chair is preparing to close. West, Tammy, aye. Marty, aye.
• The Chair is preparing to close. Hays, aye. Duel, aye. Aye. Duel, aye.

Bills: SB1365 , SB2139 , SB1595 , SB1303 , SB2180 , SB2072 , SB1772 , SB1209 , SB137 , SB1944 , SB372 , SB1636 , SB1256 , SB1827 , SB2104 , SB1226 , SB1876 , SB1966 , SB80 , SB1148 , SB1147 , SB1149 , SB1161 , SB1162 , SB1164 , SB1159 , SB1165 , SB1174 , SB1156 , SB1158 , SB1163 , SB1175 , SB1176 , SB1166 , SB1167 , SB1157 , SB1146 , SB1481 , SB1144 , SB1145 , SCR20

Summary: The House opened with prayer, the Pledge of Allegiance, and several gallery introductions, including the Oklahoma Elks Lodge Association, Guthrie Day visitors, students from Sanger Ridge Elementary and Stillwater, and multiple honored guests and athletic teams. The chamber also heard a farewell speech from Representative Dale Kerbs reflecting on his 10 years in the House, his committee work, staff, family, and major policy changes during his tenure. A concurrent resolution recognizing the YMCA on its 175th anniversary was also adopted. The bulk of the meeting focused on a series of Senate bills carrying joint committee reports, many of them appropriations or retirement-related measures. The House passed bills providing COLAs or related benefit changes for judicial retirees (SB 1148), firefighters (SB 1147), police retirees (SB 1146), public employees (SB 1145), and teachers (SB 1144), along with a one-time stipend for a small group of retired police and firefighters who missed prior increases (SB 1149). Members asked questions about pension solvency, tiered COLA structures, and whether any bills reduced state contributions; the sponsors generally said the systems were stable or that future legislatures would retain oversight. The House also passed limits bills for the Health Care Authority (SB 1161), State Department of Health (SB 1162), Department of Mental Health and Substance Abuse Services (SB 1164), Department of Human Services (SB 1163), Public Safety (SB 1165), Agriculture (SB 1166), and the Oklahoma Water Resources Board (SB 1175 and SB 1176). Several other measures were approved with little or no debate, including appropriations for remediation assistance (SB 1159), a Pardon and Parole Board pay increase (SB 1156), funding for the Office of Juvenile Affairs to ensure juveniles receive prescribed medication (SB 1158), a new OSBI cybercrimes and fraud unit (SB 1157), and OMES provisions for Pay for Success and a public contract-spending database (SB 1167). The House also passed a school bill adding 20 minutes of recess for K-5 students, with members joking about recess for legislators as well. Most bills passed with strong bipartisan margins, and several emergency clauses were adopted by the required two-thirds vote. The House then recalled HB 1933 from engrossing and enrolling and adjourned until Monday, April 20, 2026.

Transcript Highlights:

• It's being used by teachers.
• It's going to replace the teachers, it's going to replace administrators, whatever.
• It's going to replace the teachers, it's going to replace administrators, whatever.
• And my concern was that it would never be used to replace a teacher.
• And my concerns was that it would never be used to replace a teacher.

Committee: House Education

Transcript Highlights:

• , and direct teacher preparation programs to adopt those revised standards within two years of their
• Teacher said, 'She's really bright. Don't know what's wrong.
• Teacher said, she's really bright. Don't know what's wrong.
• I hear all the time from middle school teachers who say, 'I'm a subject teacher.
• It does support high-quality instruction, teacher preparation, and teacher development, as well as supporting

Bills: HB1796 , SGA9249 , SGA9269 , SGA9244

Committee: Senate Early Learning & K-12 Education

Keywords: school construction, contract indebtedness, school districts, bonding authority, education funding

Transcript Highlights:

• The intention, Representative Edmonston, is that if a decision is made where the teacher or teacher feels
• like, The decision is made where the teacher or teacher feels like they need someone else to try to
• My wife was a kindergarten teacher, currently as a pre-K teacher.
• teacher preparation program requirements to include instruction in evidence-based literacy practices
• I can't speak for every teacher, but the ones that I'm still in contact with are elementary teachers

Committee: House Education

Summary: The House Education Committee met on March 18, 2026, with 11 members present and adopted prior meeting minutes without objection. The committee first heard HB 649 by Rep. Brass, which would create a statewide common application portal for dual enrollment. Supporters from the Pelican Institute and the Board of Regents said the bill would simplify enrollment, reduce paperwork for counselors and families, and improve awareness of dual enrollment options. Members asked about nonparticipation by institutions and access for nontraditional students; the bill was reported favorably without objection. The committee then took up HB 807 by Rep. Brass, which would establish the Workforce Instructor Capacity Investment Program within LCTCS to help recruit and retain instructors for high-demand workforce programs. Testimony from River Parishes Community College, Dow, and the Louisiana Chemical Association described instructor shortages as a bottleneck for training workers for major industrial projects, and said employer-sharing models and apprenticeships have been successful. An amendment expanded eligibility to include LSU Eunice and Southern University at Shreveport, and the committee adopted the amendments. After debate about whether the state needed a new fund versus using existing systems, the bill was reported favorably by a 13-1 roll call vote. Next, the committee heard HB 285 by Chairman Bacala, which authorizes school boards to cooperate with banks and credit unions to operate branches in high schools as part of financial literacy programs. Bacala said the bill clarifies statutory authority, and an amendment added banks to the original credit union language. Members discussed ethics, exclusivity, student access, and whether the branches could market products; supporters from LABI and financial industry groups said the programs improve hands-on financial education. The bill was reported with amendments without objection. The committee also considered HB 28 by Rep. Owen, which adds a BESE-level appeal for certain teacher certification applicants affected by administrative or contractor errors. Owen described a case in which applicants paid for certification programs but were denied because of a mentor-signature issue, and said the amendment would require BESE or its designee to act within 30 days. Department of Education staff said the Teacher Certification Appeals Council had already granted extensions rather than outright denials in the affected cases, but the committee advanced the bill after a 9-4 roll call vote. Finally, the committee began HB 268 by Rep. Carver, which would strengthen career exposure requirements for students by tying activities more closely to high-wage, high-demand jobs and adding an annual exposure requirement in K-5; testimony emphasized early workforce awareness, and discussion focused on keeping the requirements manageable for schools.

Transcript Highlights:

• Senate Bill 6278, concerning the ongoing review of approved teacher and principal preparation... ...concerning
• the ongoing review of approved teacher and principal preparation programs.
• and principal preparation programs to include the following components: program standards, educator
• It provides a process and directives for when preparation program performance... ...partners.
• the standards and requirements, and it changes submission frequency requirements for student teacher

Summary: The House Education Committee met in executive session to consider several Senate bills. On Substitute Senate Bill 5242 concerning anaphylaxis medication in schools, staff described the underlying bill as expanding school authority to administer epinephrine and related protections, and a striking amendment by Representative Marshall was adopted after a technical correction to fix an albuterol reference. Members spoke in support of broader access to life-saving epinephrine in schools, and the bill was reported out with a do pass as amended recommendation by a 19-0 vote. The committee also advanced Substitute Senate Bill 5346 on student use of mobile devices in public schools. An amendment sponsored by Representative Santos was adopted to update terminology, adjust reporting timelines, and clarify that districts may limit possession and use of mobile devices during instructional hours while considering OSPI research and recommendations. Supporters said the bill balances local flexibility with guidance to reduce classroom disruption and bullying; it passed 17-1 and was reported out as amended. Substitute Senate Bill 5841, which strengthens high school and beyond plan requirements related to financial aid information, was amended to add College Bound Scholarship identification and more explicit review of financial aid application completion. Members supporting the bill said it would help students understand scholarship and grant opportunities and improve college-going rates, though one member noted the added burden on school counselors. The committee also passed Substitute Senate Bill 6268, requiring OSPI to keep a freely accessible 20-year online record of final special education complaint decisions, and Senate Bill 6278, which codifies ongoing review of teacher and principal preparation programs by the Professional Educator Standards Board. Both bills were reported out unanimously, and the committee adjourned after reminding members about amendment deadlines for future executive sessions.

Transcript Highlights:

• And as a teacher, talking to other teachers, one of the biggest issues and struggles we see is that our
• I had some questions on the teacher evaluations.
• ...to get a social studies teacher?
• Again, I'm putting my teacher hat on here.
• Section 72, Nevada Institute on Teacher and Educator Preparation, a $2 million appropriation in fiscal

Committee: Assembly Education

Transcript Highlights:

• This is what we're calling strengthening teacher Preparation and residencies.
• Are they preparing? In what we as teachers need in the classroom.
• And some teachers are trained, and some teachers aren't trained.
• And in that capacity, I worked as a teacher preparer in teacher preparation for art education majors,
• Their goal is to strengthen math... teacher preparation programs to ensure educators feel confident.

Transcript Highlights:

• They are behind their kids, supporting, and they believe in teachers.
• And investing in our teachers, making sure that we are attracting teachers that have a math background
• Microschools emerge from parents and teachers working together.
• I was a public school teacher prior.
• We deliver personal finance curriculum and teacher professional development to 140,000 teachers and 5

Summary: The committee heard testimony on SB 1067, which would require annual early math screening for K-2 students beginning in 2028-29 to identify learning gaps and connect students to evidence-based support. Senator Weber and supporters, including EdVoice and UC Davis researcher Dr. Charles Wilkes, argued that California’s low math performance and persistent achievement gaps justify early identification and intervention. Opponents, including the California Mathematics Council, county superintendents, and CTA, said the bill could create a new mandate, encourage narrow skill-based instruction, and divert attention from implementing the California Mathematics Framework and investing in teacher training and coaching. Committee members discussed how the screener would work, whether it would identify disabilities or simply flag students needing further evaluation, and cited examples of districts already using early screening tools. No vote was taken because quorum had not yet been established at that point. SB 1110, a child care subsidy administration bill, was presented next. Senator Becker and co-sponsors from the Child Care Resource Center and EveryChild California said the measure would stabilize the child care system as the state moves to enrollment-based funding by clarifying funding for administrative and family-service functions and helping providers maintain staffing, payment timelines, and compliance. There was support from several child care and education organizations and no opposition testimony. The bill was not voted on because the committee still lacked quorum. After recess, the committee heard SB 1374, which would allow public higher education institutions to seek temporary restraining orders on their own behalf when they face credible threats of violence. The CSU Chancellor’s Office and San Diego State police described incidents where threats were directed at campuses broadly rather than specific individuals, leaving institutions without a legal remedy under current law. UC and independent colleges supported the bill, and there was no opposition. The bill was held on call pending quorum. The committee then took up SB 1321, which would direct the State Auditor to review remedial course use and student preparedness at selected UC and CSU campuses. Senator Nila and supporters argued that recent UC San Diego data show severe gaps in incoming students’ math preparation and that the audit would help assess admissions and placement practices; there was no opposition testimony. Members raised concerns about the scope and timing of the audit request, and the bill was held on call. The committee also heard SB 1086 on microschools, which would define microschools in statute and direct model ordinances for local land use regulation. Supporters said microschools are growing but face inconsistent zoning treatment, while some members questioned whether the Legislature had enough information to define the model or direct state guidance without more study. After quorum was established, the committee voted SB 1086 out on a 4-1 vote to the Senate Appropriations Committee, with Senator Perez voting aye, Senator Ochoa Bogh aye, and Senator Cabaldon no; the remaining votes were not fully recorded in the transcript. Finally, SB 1181 was presented as a voluntary pilot program in Central Valley counties to allow schools to share credible safety concerns with regional threat assessment centers. Senator Hurtado and supporters, including the mother of a student killed in a shooting and Corcoran High School students, said the bill would improve early intervention and communication around threats. Members expressed support while also raising privacy and federal-sharing concerns about fusion centers; the bill was discussed but no vote was taken in the excerpt.

Transcript Highlights:

• by teacher.
• by teacher.
• by teacher. teacher. teacher.
• Three registered teacher teachers.
• > registered</c> opportunity of teacher registered opportunity of teacher registered teacher<01:20:09.760

Bills: HF3650 , HF2238

Committee: House Workforce, Labor, and Economic Development Finance and Policy

Transcript Highlights:

• Last week, we toured Lively Technical College to see some of the workforce programs that prepare our
• So I am prepared to speak on her behalf this morning.
• I hate to say unfunded mandate, but it's almost like one with the teacher pay, when teacher pay comes
• salary, which we've needed to address, and also in performance pay for teachers.
• So not only our school counselors speaking with our students, but the actual CTE teachers.

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.

Transcript Highlights:

• &nbsp; 166 PREPARES THEM FOR THE SPACE I AM IN NOW.
• , and I was a certified teacher, but I was...
• even a teacher, and I was a certified teacher, but I was very...
• Booth: I had something prepared, but it has gone away.
• PREPARED BUT IT HAS GONE AWAY.

Summary: The Student Academic Success Subcommittee met with a quorum and considered two PCS bills. PCS for HB 1059, by Rep. Booth, would designate the first week of November as Florida Speech and Debate Week to recognize speech and debate programs and the educators, coaches, judges, and school districts that support them. Supporters, including students and advocates, testified that speech and debate builds critical thinking, civics knowledge, confidence, and respectful civil discourse, and several members praised the students’ testimony and the program’s value. The bill was reported favorably by a 14-0 vote. The committee then heard PCS for HB 851, by Rep. Long, which requires each school district’s professional learning system to include at least one annual autism-specific training opportunity for teachers and school-based administrators, developed with the Center for Autism and grounded in evidence-based practices. The sponsor said the bill is intended to give educators practical tools to support students with autism, while members asked questions about scope, virtual training, charter schools, and the relationship to existing law. Public testimony and member debate largely supported the bill, with speakers emphasizing the need for better educator preparation and inclusion for students with autism. The bill also passed unanimously, 14-0, and was reported favorably. At the end of the meeting, members and the chair offered brief closing remarks thanking colleagues and staff and reflecting on the committee’s work, with the chair noting it may have been the committee’s last meeting of the session.

Transcript Highlights:

• , including teachers, school psychologists, counselors, administrators, and future researchers.
• And so we are definitely working to prepare for tomorrow's workforce.
• And so we are definitely working to prepare for tomorrow's workforce.
• So as we prepare for a new gymnasium, we see it as a part of this initiative.
• These activities enhance STEM education and teacher capabilities statewide.

Committee: Senate Education Postsecondary

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• And poor teacher, by the way...
• We must do everything we can to strengthen the teacher preparation process, providing financial incentives
• including a high cost of preparation and the Result of systemic barriers, including a high cost of preparation
• prepared to meet our students' needs today.
• , and the faculty who prepare them.

Summary: The Assembly Education Committee heard a full agenda of bills, first adopting a consent calendar of 11 measures without individual presentations. The committee then took up AB 1412, which would require California schools to implement or adopt a transferred special education student’s IEP within 30 days for out-of-state transfers and to coordinate more quickly on records. The author and military-family witnesses said the bill would reduce delays for highly mobile students, especially military children; a school administrators group opposed it. The bill received initial support from committee members and was moved on call. The committee also reconsidered AB 281, which would require notice to parents when outside consultants provide sex education instruction; the author accepted amendments removing a copy-right provision, but the bill remained on call after a split vote. The committee heard AB 1005, which would create a statewide drowning-prevention education and swim-lesson voucher framework for underserved communities. The author and supporters described drowning as a preventable public health and equity issue, while the bill was clarified as developing a plan rather than immediately launching a voucher program. It was voted out on a 3-0 roll with the measure placed on call. AB 908, as amended, would add compliance monitoring for existing requirements that schools use LGBTQ-inclusive instructional materials and curriculum under the FAIR Act. Supporters said the bill would improve implementation and student safety; opponents raised concerns about privacy, girls’ sports, and school burdens. The committee approved the bill 5-2 and sent it to Appropriations. The committee then heard AB 1401, which would affirm parents’ access to school records, including unofficial records unless exempt by law. The author argued that parents need clearer access to information held by schools and vendors, while school officials and teachers’ union representatives warned the bill was too vague and could sweep in personal notes, journals, and other sensitive material. The bill failed on a 2-3 vote and was placed on call. Finally, AB 727 would require student ID cards to include the Trevor Project hotline for LGBTQ youth; supporters framed it as a suicide-prevention measure, while opponents argued it conflicted with parental rights and religious beliefs. Committee discussion focused on whether 988 already provides similar access and whether the Trevor Project is an appropriate resource to print on IDs; the hearing continued with the bill still under consideration.

Transcript Highlights:

• Teachers want that feedback.
• It's giving teachers the information that they need to not only gauge what they are doing as teachers
• Now teachers also get told consistently from their bosses to make sure to prepare the kids for this test
• Like to know, in school and being a teacher, you recognize that teachers don't always grade papers the
• Is there a way that teachers are hesitant?

Bills: HB8

Committee: House Public Education

Transcript Highlights:

• They are behind their kids, supporting, and they believe in teachers.
• Now, I was a very, I want to say a very passionate teacher. I'm here...
• Micro-schools emerge from parents and teachers working together.
• I was a public school teacher prior.
• We deliver personal finance curriculum and teacher professional development to 140,000 teachers and 5

Committee: Senate Education

Transcript Highlights:

• H. 4217 would finally change this and ensure that teacher preparation programs actually teach the science
• I was an infant teacher, preschool daycare teacher, fresh out of high school, so I knew what the specs
• I was an infant teacher, preschool daycare teacher, fresh out of high school, so I knew what the specs
• Special ed kids have a main teacher.
• Oh, it was the same teacher. Same teacher. Okay.

Committee: Joint Joint Committee on Education

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:

• This teacher in particular is an English teacher. She's not open to the use of AI at all.
• So the second teacher that I talked to is a professional communications teacher.
• Pro-com teacher.
• These teachers all, whoops, sorry. Pro-com teacher.
• These teachers all, whoops, sorry.

Committee: All ALC-HIGHER EDUCATION SUBCOMMITTEE

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• Some districts are saying we can't find chemistry teachers and physics teachers.
• teachers.
• seeing repeat teachers, those are your master teachers.
• “Teachers.
• Can we hit more teachers?

Committee: All JOINT BUDGET COMMITTEE

Summary: The committee heard a series of Arkansas Department of Human Services budget presentations and questions, beginning with the Secretary’s Office and then the Division of Aging, Adult and Behavioral Health Services. Staff described the divisions’ appropriations, funding sources, and major programs, including senior centers, Meals on Wheels, mental health grants, substance abuse treatment, community alcohol safety, the Medicaid tobacco settlement program, and crisis stabilization units. Members raised concerns about flat or limited funding for senior services, the use and tracing of federal block grants, the lack of a funding source for the veterans’ mental health grant, and the mechanics of the community alcohol safety and treatment programs. The committee also discussed patient benefits funds at state facilities, transportation for senior center clients, and whether some special-language appropriations or fund balances should be revisited. Executive recommendations were adopted for the divisions considered. The committee then reviewed the Division of Children and Family Services and the Division of County Operations. Questions focused on foster care growth, adoption subsidies, professional fees tied to staff training and onboarding, vacancies, the Children’s Trust Fund, and TANF subgrants. Members asked about the reduction or elimination of TANF funding to child advocacy centers and other subgrantees, and DHS explained that prior reserves had been spent down and that the department was now trying to live within the annual TANF block grant and rebuild reserves. County operations questions also covered summer EBT, SNAP employment and training, the farmers’ market program, and the expected impact of a federal SNAP administrative match change, which DHS estimated would increase state costs by about $24 million annually, with roughly $18 million affecting the current year because the change begins October 1. Executive recommendations were again adopted. Finally, the committee heard from the Division of Developmental Disability Services and the Division of Medical Services. DDS testimony covered vacancies, staffing shortages, human development center construction and repairs, the reopening of the Boonville work training program, and funding for infant infirmary and child/family life programs. Medical Services testimony covered the Medicaid program, the current FMAP rate, the Our Kids B CHIP program, Medicaid payments to schools, nursing home distress funding, and large appropriation lines used to provide flexibility for claims and potential facility closures. Members asked for more detail on school Medicaid payments, reserve balances, and why some appropriations were much larger than actual spending. In each division, the committee moved and adopted Executive REC after questions concluded.

Transcript Highlights:

• Men Teach, the Teachers of Color and<00:04:44.160><c> Indigenous</c><00:04:44.720><c> Teachers</c><00
• a severe teacher shortage.
• a severe teacher shortage.
• I wasn't a teacher. But but I member. I wasn't a teacher.
• </c> in teacher prep school. in teacher prep school.

Transcript Highlights:

• preparation programs and how they play a key role also in preparing our future teachers.
• And how they play a key role also in preparing our future teachers to be in front of our students.
• And then also with that teacher preparation, it's making sure that those teachers are receiving some
• in our classroom through our teacher preparation programs, so we need to kind of be looking and it.
• We work with our university partners, but our college partners as they're preparing the teachers.

Committee: Senate Education Pre-K - 12

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.