Transcript Highlights:

• , adding Presidential Fitness testing to the school curriculum.
• was changed, and that there is now a different program used by schools for physical fitness testing
• And I've talked to schools... ...that we're not even sure what's in the program yet.
• If we're going to bring in school lunches, the school lunch program, they don't have to accept that if
• in public... ...participation in the presidential physical fitness test in public schools.

Keywords: 908, all

Summary: The committee first took up Senate Bill 2401, which would require physicians to complete continuing education on nutrition and metabolic health as part of the state’s rural health transformation effort. HHS supported the bill, saying it would help physicians better address chronic disease and preserve federal grant points tied to the state’s application. A member of the public also testified in favor, arguing that better nutrition education could improve diabetes outcomes and reduce costs. The committee then adopted an amendment to add the Board of Occupational Therapy Practice to the background-check statute so the occupational therapy compact could proceed, and it passed the bill as amended on a roll call vote. The committee next heard House Bill 1621, which would require the Presidential Fitness Physical Fitness Test in elementary, middle, and high school physical education courses. HHS said the bill was part of the rural health transformation application and could help preserve federal funding, but members raised many questions about the test’s criteria, adaptive options for students with disabilities, equipment needs, and whether the bill should apply to non-public schools. Senator Clemens offered an amendment to limit the requirement to public schools, but it failed. Senator Hogan then offered an amendment to clarify exemptions and allow DPI to align implementation with federal guidance; that amendment passed. A further amendment adding language allowing DPI to establish criteria for and exceptions to the test also passed. The committee then approved the bill as amended on a roll call vote. The committee also considered House Bill 1622, which joins North Dakota to the physician assistant licensure compact. HHS said the compact would improve access to care, especially in rural areas, support military families, and help preserve rural health transformation funding. Members noted the compact had been discussed in a prior session and that many earlier concerns had been resolved. After brief discussion about the compact process and its consistency with other interstate compacts, the committee voted to do pass the bill. Finally, the committee began Senate Bill 2402, which expands pharmacists’ prescriptive authority and therapeutic substitution powers. HHS and the Board of Pharmacy supported the bill as a way to improve access to care and maintain rural health transformation funding. Senator Roers introduced a detailed amendment negotiated with the Board of Medicine and Board of Pharmacy to narrow and clarify the bill, including notification requirements, limits on certain drug categories, and patient-protection language for therapeutic substitution. The Board of Pharmacy then testified in support of the broader bill and explained the CLIA-waived testing provisions and the repeal of the older, narrower pharmacist-testing language. The hearing and amendment discussion were still underway when the transcript ended.

Transcript Highlights:

• What we noticed is that school districts can best monitor their programs themselves.
• They don't need the VPK programs to come in and monitor our school districts.
• I have a lot of VPK programs that are not run through the school district, but now the school district
• So you're going to have the programs monitoring themselves? It'll be the district school boards.
• A lot of our schools and our districts have gone to just teaching toward the test because the test becomes

Summary: The committee first took up Senate Bill 296, as amended by strike-all, on middle and high school start times. Senator Bradley explained that the amendment would repeal the statewide mandate for later start times and return scheduling decisions to local school boards, while still requiring districts to inform the community about the health, safety, and academic effects of sleep deprivation and to consider later start times when setting transportation schedules. Testimony and debate were largely in support, with several school district and education group representatives waiving in support, and members citing transportation, staffing, family logistics, and cost concerns under the existing mandate. The strike-all was adopted, and SB 296 was reported favorably by roll call vote, with Senators Berman, Osgood, and Chair Calatayud voting yes and Senator Gaetz voting no; other members were absent or not recorded in the excerpt. The committee then heard Senate Bill 356, which would designate January 27 as Holocaust Remembrance Day in Florida. Senator Berman said the date matches the UN’s Holocaust Remembrance Day and would require the governor to annually proclaim it, while allowing public observance and instruction about the Holocaust’s harms and its impact on the Jewish community and humanity. There was no substantive opposition in the excerpt, and the bill was reported favorably by roll call vote with yes votes from Senators Berman, Gaetz, and Chair Calatayud. Finally, the committee considered Senate Bill 166 on administrative efficiency in public schools. Senator Simon described a broad deregulation package affecting student assessments, grade promotion, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, internal audits, facilities planning, cost-per-student-station limits, emergency make-up days, federal fund timing, and VPK oversight. Testimony was mixed: school district and education organization representatives generally supported the flexibility, while some groups opposed or urged changes to the grade 4 promotion and graduation-related provisions, arguing they could weaken academic standards. After debate focused especially on third-grade promotion and testing requirements, the bill was reported favorably by roll call vote. At the end of the meeting, members recorded their votes on SB 296 and SB 356, and the committee adjourned.

Transcript Highlights:

• We have expanded the line program to allow schools to be able to use line funding to do this type of
• So public schools constitute 36.5% of the LPN programs that are below the national average, but they
• I think it is a good idea to have some of the schools that really are good on the tests and have high
• I think it is a good idea to have some of the schools that really are good on the tests and have high
• One thing I also did want to add is that my school also does a preceptorship program already.

Summary: The committee took up a series of health and human services bills, beginning with CS/SB 1602, which would require emergency departments to have evidence-based pediatric care protocols, training, appropriate child-sized equipment and medications, a designated care coordinator, and participation in a pediatric readiness assessment. It was reported favorably. CS/SB 1224 followed, aligning Florida law with federal requirements so paramedics may administer controlled substances in the field under physician or nurse practitioner protocols; it also passed favorably after supportive testimony from fire chiefs. The committee then adopted a strike-all for SB 890, the Emily Adkins Family Protection Act, which addresses venous thromboembolism by creating a statewide registry, requiring screening and training in hospitals and long-term care settings, and adding assisted living facility response requirements. Assisted living representatives objected to the ALF provisions as unrealistic and potentially harmful, while supporters argued the bill would save lives; the bill was reported favorably. CS/SB 1182, requiring continuous glucose monitors to be covered as both durable medical equipment and a pharmacy benefit, also passed favorably with support from AARP. The committee next considered CS/SB 12, a claim bill for a child severely injured after a DCF home visit allegedly failed to meet standards, and it was reported favorably without opposition. CS/CS/SB 954, dealing with substance abuse treatment centers and recovery residences, drew substantial debate. The bill would limit local zoning restrictions on treatment facilities and allow larger recovery residences if staffing ratios are increased; a late-filed amendment reduced the maximum active patients from 500 to 300. Municipal and county representatives warned that the bill could override local reasonable-accommodation efforts and create institutional-scale facilities, while supporters said housing is essential to recovery and that clustering concerns are overstated. The committee ultimately reported the bill favorably. CS/SB 1050, expanding the developmental disabilities pilot program statewide and creating a statewide family care council, also passed after extensive testimony from families and advocates. Supporters emphasized the long waitlist and the need for more services, while some speakers opposed managed care and warned about provider shortages and loss of individualized supports. Later, CS/SB 614, requiring a public educational webpage about background screening clearinghouse and level two screening requirements, was reported favorably. CS/SB 1578, which would require coverage for mammograms and supplemental breast cancer screening in certain circumstances, was also reported favorably. CS/SB 1060 created a joint legislative oversight committee to review Medicaid operations and financing; members discussed the need for stronger oversight of large midyear spending adjustments, and the bill passed favorably. CS/SB 1240, a Department of Children and Families substance abuse and mental health bill, was amended to clarify Baker Act transfer timing and notification requirements after debate over whether facilities could hold patients too long; it was then reported favorably. Finally, Senator Harrell presented CS/SB 526, a major nursing education bill aimed at Florida’s low NCLEX passage rates. The bill would require nursing programs to use exit exams, remediation, reporting, and stricter oversight, and the strike-all would add graduate preceptorships for low-performing programs and temporary provisional licenses for graduates pending NCLEX passage. The transcript ended while that bill was still being explained, before final action was taken.

Transcript Highlights:

• No one's going to really good program directors not going to come to our schools.
• Not all schools will accept credits from other schools.
• But we do have some nonprofit schools comprised of about 60% of all of the nursing programs in the state
• So of the test takers in 2024, private schools had 5,596, all public Schools, University system college
• I don't want her going to a school that is not preparing her. >> To take that test and then she finishes

Keywords: 999, senate, all

Transcript Highlights:

• two programs that preceded the fund: the school safety pilot program and the rural county interoperability
• The school safety interoperability fund and two programs that preceded the fund, the school safety pilot
• The third function we tested was remote access to schools' live security cameras.
• prevented some current school administrators from using the system during our tests.
• And when it got down to the actual end-to-end tests, where they were testing the schools with the PSAPs

Keywords: 1182, all

Summary: The committee opened with remarks about moving JLAC to a more frequent monthly schedule and spending more time on each audit. Members also recognized Melanie Chesney of the Auditor General’s office for 32 years of service, with several members praising her work and her role in school safety and other audits. The meeting then turned to the JLAC-directed Arizona School Safety Special Audit on interoperable communication systems, with the Auditor General’s office presenting the December 2025 report. The audit found that the state had allocated nearly $26 million to interoperable communication efforts, but implementation varied widely. Auditors said all 14 law enforcement agencies used the money for interoperable systems, yet four agencies allowed private or tribal schools to participate contrary to statute, and several agencies failed to submit required expenditure reports. The report also found procurement problems: nine of 14 agencies did not follow procurement requirements or lacked documentation, many contracts lacked accountability provisions, and some agencies had not planned for ongoing costs. The audit estimated ongoing annual costs for an average rural county could range from about $16,000 to $382,000, and recommended that agencies document costs, follow procurement rules, monitor vendors, and plan for future funding. It also recommended the legislature clarify whether non-public schools may participate and revisit statutory system requirements that were vague or inconsistently interpreted. Members questioned the Auditor General about vendor licensing, whether systems could be built in-house, why some functions were not configured, and whether the systems were truly usable in emergencies. The presentation explained that some systems met requirements only in part, that Mutualink had a per-user licensing model affecting access to secure text and file sharing, and that some schools were unwilling or unable to install apps or keep devices logged in. The committee also discussed the difference between the separate school safety grant program administered by ADE and this interoperability fund, and several members expressed frustration with sole-source contracting and weak documentation. In the final portion of the presentation, auditors said only two of eight observed systems demonstrated all five critical emergency functions, while four agency systems could not be tested because they were reportedly not functioning. The committee then began hearing responses from county sheriffs, starting with the Arizona Sheriffs’ Association president, who emphasized county commitment to school safety and noted that some counties had implemented systems across multiple districts, including tribal and rural schools. No votes or formal actions were taken during the portion provided.

Transcript Highlights:

• However, if you went to Wisconsin, a school in Wisconsin, our board did not vet that program, so in order
• However, if you went to Wisconsin, a school in Wisconsin, our board did not vet that program, so in order
• However, if you went to Wisconsin, a school in Wisconsin, our board did not vet that program, so in order
• However, if you went to Wisconsin, a school in Wisconsin, our board did not vet that program, so in order
• We do have teachers currently today in preparation programs that do take the practice test in order to

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• the Empower program. program at the University of Arkansas, a program that we felt was a perfect fit.
• Without more of these programs, there are some Texans that we are not giving enough. schools to be able
• of higher education that has programs such as the School of Civic Leadership. via the School of Civic
• In 2023, our school began a transition. to use the classical learning test as our primary standardized
• As a school school.

Keywords: 1184, house, all

Transcript Highlights:

• WE EXPANDED THE LINE PROGRAM TO ALLOW SCHOOLS TO BE ABLE TO USE A LINE FUNDING TO DO THIS TYPE OF PROGRAM
• PUBLIC SCHOOLS CONSTITUTE 35.6 PERCENT OF THE LPN PROGRAMS BELOW THE NATIONAL AVERAGE.
• ONLY PRIVATE SCHOOLS PROGRAM DIRECTORS.
• ONE THING I ALSO WANT TO ADD IS THAT MY SCHOOL ALSO DOES A PRECEPTORSHIP PROGRAM ALREADY.
• IN TEST AND TRAINED UP TO DO THE JOB IN A SCHOOL IS PREPARING THEM TO DO.

Keywords: 999, senate, all

Transcript Highlights:

• Florida produced almost 20,000 test takers for from more than 374 pre licensure nursing education programs
• So we still have test takers from programs that are not currently active.
• When we look at our public pn programs, they're producing a slightly lower number of test takers are
• and we had some test takers that were from closed programs are not active programs.
• When we look at the number of programs with test takers and the number of test takers by region.

Keywords: 999, senate, all

Transcript Highlights:

• run program we only do the high school run program we only do the high school thank<02:50:59.359
• c><03:22:13.760> so<03:22:14.479> public programs um this also tests so public programs
• We've tested shellfish. We've tested water samples for lead in the schools.
• We've tested shellfish. We've tested water samples for lead in the schools.
• <03:33:48.239> was program and that that testing was program and that that testing was happening

Keywords: 928, house, all

Summary: The Finance Division III work session focused on the Department of Health and Human Services’ Division of Public Health Services budget. Department staff said Public Health has a relatively small budget compared with other DHHS divisions, is supported mostly by federal and other non-General funds, and contains nearly 100 accounting units and more than 50 federal grants. They emphasized that the governor’s budget did not include significant cuts, but that federal funding uncertainty and the winding down of pandemic-era resources were major factors affecting the division. The division also explained that some apparent budget growth reflects reorganizations, including moving the Bureau of Emergency Preparedness, Response, and Recovery and some programs from other DHHS divisions into Public Health. The presentation described Public Health’s mission as serving the entire state through food and water safety, disease surveillance, emergency response, maternal and child health, chronic disease prevention, WIC, community health center support, and public health data collection. Members asked about bird flu, and staff explained that human-health response would involve Public Health’s lab, infectious disease, and emergency preparedness units, while animal-health issues are handled with the Department of Agriculture; they also noted ongoing milk testing requested by FDA and USDA. The division said its organizational structure includes bureaus for Family Health and Nutrition, Infectious Disease Control, Public Health Protection, Emergency Preparedness, Prevention and Wellness, Statistics and Informatics, and Public Health Laboratories, with about a 15% vacancy rate. Committee members questioned whether the division’s budget and staffing had really grown since pre-COVID, and staff responded that full-time authorized staffing is about the same as in 2018, with the increase largely due to federal pandemic funding that has since receded and to program transfers between divisions. They said Public Health’s General Fund share is about $24 million out of roughly $1.1 billion in DHHS General Fund spending, or about 2.2% of the department total. Members also asked about the 3,000-position cap and unfunded positions; staff explained that the cap remains in chapter law through June 30, 2025, that 394 positions were unfunded in the governor’s budget, and that the division expects flexibility to move money from personnel lines and fill unfunded positions to manage changing needs. No votes or formal actions were taken in this portion of the work session.

Transcript Highlights:

• So, we recommend that schools don't<00:28:31.360> necessarily<00:28:31.919> test<00:28:
• You're right, you can opt out in a public school um from testing requirements.
• You're right, you can opt out in a public school um from testing requirements.
• You're right, you can opt out in a public school um from testing requirements.
• You're right, you can opt out in a public school um from testing requirements.

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• So, we recommend that schools don't necessarily test in the first week of April because you still have
• You're right, you can opt out in a public school from testing requirements.
• You're right, you can opt out in a public school from testing requirements.
• You're right, you can opt out in a public school from testing requirements.
• You're right, you can opt out in a public school from testing requirements.

Keywords: 1189, house, all

Transcript Highlights:

• So for our program, and I can't speak to others, our program, we only have one school who does a flex
• high school program?
• It has the potential to help expand a program in a small school.
• We're adding a new school and we get to add another school to our Barr program.
• We're adding a new school and we get to add another school to our bar program.

Keywords: 908, all

Transcript Highlights:

• building aid put toward this uh School building aid program<00:06:22.800> so<00:06:23.039>
• the state school building aid program.
• The program shall consist of one or more high school level courses.
• listed here either, and so I'm wondering how the program gets promoted or marketed to schools.
• Our first schools will be implementing this program in the fall of 2025.

Keywords: 928, house, all

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

• schools and ESA programs report stuff to the state treasurer, this would allow the public schools to
• school option program, which excellence school option program, which submits<00:40:57.760> a<00
• 00:59:46.559> in<00:59:46.720> schools >> Schools who are participating in this program
• local public school community programs? local public school community programs?
• So we'd be testing our high school kids >> So we'd be testing our high school kids before<01:47

Keywords: MS House Floor - 15 January, 2026; 10:00 AM, 925, all

Summary: The House convened with prayer, the Pledge of Allegiance, a quorum present, and approval to dispense with the reading of the journal. Members introduced guests from Humphreys County and South Haven, then moved to the calendar and took up House Bill 2, a broad education-related measure. The bill was called up, the rules were suspended, and a committee substitute was adopted. An initial amendment correcting drafting errors in the charter school section and subsection numbering was then adopted without objection. Members then gave extended explanations of HB 2, describing it as a comprehensive school choice and education reform package. Supporters said the bill would create Magnolia student accounts/education savings accounts funded from existing per-pupil dollars, prioritize lower-income families, require testing and financial audits, expand special needs ESAs, and allow public-to-public transfers without a sending district veto. The bill also would expand charter schools into districts with D or F schools, create an accountability dashboard for public and private school reporting, expand the Tim Tebow Act for homeschool extracurricular participation, extend literacy and math requirements through eighth grade, adjust teacher and assistant teacher pay and retirement-related provisions, create a specialized school option program, and require a federal testing waiver. Supporters framed the measure as empowering parents while preserving public schools. During questions, members raised concerns about charter schools, the cost of the program, accountability, and whether the bill would help or harm public education. One member asked whether failing charter schools were addressed; the response was that the bill was aimed at reconstituting the system rather than directly fixing those schools. Another questioned why a child accepted for transfer could still be denied by a receiving district; the bill sponsor said districts would set and publish acceptance policies and could deny students for lack of room. The discussion remained focused on the bill’s scope and policy rationale, and the transcript does not show a final vote on passage of HB 2 in the excerpt provided.

Transcript Highlights:

• Public schools offer norm-referenced tests to seniors in high school.
• Most of the programs originally started with prior public school choice program.
• schools, even if they have a public school choice program available to them.
• Utah School Choice Program is not the biggest program.
• Norm-referenced tests are not a pass-or-fail type test for schools to take.

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. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• So for our program, and I can't speak to others, our program, we only have one school who does a flex
• the typical high school program.
• So our program typically will hire all faculty that are in K-12 schools.
• We're adding a new school and we get to add another school to our Barr program.
• We're adding a new school and we get to add another school to our bar program.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• EXPANDS ELIGIBILITY FOR TEACHER APPRENTICESHIP PROGRAMS, LIMITING THE GENERAL KNOWLEDGE TEST TO CLASSROOM
• MONITOR THEIR PROGRAMS SO THEY DON'T NEED THE VPK PROGRAMS TO COME IN AND MONITOR OUR SCHOOL DISTRICTS
• Berman: I'M A LITTLE CONFUSED, I HAVE A LOT OF VPK PROGRAMS NOT RUN FOR THE SCHOOL DISTRICT.
• BUT NOW THE SCHOOL DISTRICT WILL BE MONITORING THOSE PROGRAMS?
• A LOT OF OUR SCHOOLS, OUR DISTRICTS HAVE GONE TO JUST TEACHING TOWARDS THE TEST BECAUSE THE TEST BECOMES

Keywords: 999, senate, all

Transcript Highlights:

• Celiac Disease Screening Pilot Program.
• school of nursing at Regis College.
• I have partnered with the Regis School of Nursing in this program, which is unique in its ability to
• I explained to them that the day a nurse graduates nursing school or NP school, they can start practicing
• Physicians don't usually test them.

Keywords: 995, all

Summary: The Joint Committee on Public Health heard testimony on four bills: H. 5013 and S. 2928, which would establish a three-year celiac disease screening pilot program for children during routine cholesterol/lipid screening at ages 8 to 12; H. 5087, regulating medical spas; and H. 5115, establishing statewide food truck regulations, though the transcript focused almost entirely on the celiac and medical spa bills. For the celiac proposal, Rep. Badger and Sen. Lovely described long diagnostic delays, the lack of a cure, and the potential for a simple blood test to identify children earlier and reduce long-term harm. Multiple patients, clinicians, and researchers supported the pilot, saying celiac is frequently missed because symptoms vary widely or are absent, and that early detection could prevent malnutrition, growth problems, osteoporosis, and other complications. Testifiers also emphasized that the bill would study feasibility, accuracy, cost, and acceptability, and would include family education and support resources if diagnoses are made through the program. Several experts and advocates backed the celiac screening pilot, including a pediatric gastroenterologist from Italy who described successful national screening efforts there, a Celiac Disease Foundation representative, pediatric gastroenterologists from Massachusetts and Colorado, a pediatric dietitian, and a parent whose child was diagnosed after severe malnutrition. They argued that routine screening alongside existing pediatric bloodwork could identify many undiagnosed children and improve health equity, since celiac disease is often overlooked in people of color and lower-income patients. Committee members asked about how the screening would work, and witnesses explained it could begin with a blood test, followed by confirmatory endoscopy if needed. No vote was taken in the hearing. On H. 5087, witnesses from the medical aesthetics industry largely opposed the bill as written, saying it was outdated, redundant with existing Massachusetts licensing and board oversight, and too restrictive for nurse practitioners, physician assistants, and other licensed providers. Testifiers, including a retired lobbyist, a nurse practitioner, a PA, a plastic surgeon, and a clinic owner, said the bill could reduce access, raise costs, and push care into less regulated settings, while not addressing the real issues of training, compliance, and patient safety. Committee members pressed for more specific feedback on what provisions were unnecessary or duplicative, and witnesses said they had submitted position papers and written testimony identifying conflicts with current law. The hearing ended with the chair noting that all oral and written testimony would be reviewed before any decisions are made.

Transcript Highlights:

• The board has supplied the schools who wanted it; we did a pilot program.
• They allowed our board to help pay for a pilot program for some of the schools who are interested.
• What we're doing is paying for their schooling, so their educator preparation program.
• What we're doing is paying for their schooling, so their educator preparation program.
• So, what if we as a school put money into paying for your testing, putting the modules, because we do

Keywords: 910, house, all