Transcript Highlights:

• head, what if I really hated learning head, what if I really hated learning pods?
• A learning pod typically means a homeschool group, whereas a micro school is different than a learning
• self-learning, all that kind of stuff. self-learning, all that kind of stuff.
• <02:01:22.960> so curiosity, and accelerate learning so curiosity, and accelerate learning
• meeting infrequently in these learning meeting infrequently in these learning pods<02:01:39.040>

Keywords: 1189, house, all

Transcript Highlights:

• We do a lot of hands-on lab-based and outdoor field learning.
• Um, we get to learn a lot. We get to understand culture.
• I have no doubt that he's learning. Excellent question. Thank you.
• So the homework, it's part of what we're doing, um, learning to learn, I would say is the heart of our
• If a student can't learn that over time, they're not going to stay with us.

Transcript Highlights:

• the learning was emphasized.
• um<00:24:49.600> uh that's where the learning was um uh that's where the learning was um
• ,<00:48:56.000> creating spectrum of student learning, creating spectrum of student learning
• follow student learning more clearly. follow student learning more clearly.
• <01:27:16.239> cursive nice to see that he's learning cursive nice to see that he's learning

Keywords: 1187, senate, all

Transcript Highlights:

• And I learned a lot during that time. And I learned a lot during that time.
• We have to be willing to learn, to learn from each other, to learn from the exactly what to do when and
• lot to learn. lot to learn.
• ,<00:22:02.720> to<00:22:02.840> learn have to be willing to learn, to learn have to
• from each other, to learn from the lobbyists, to learn from our colleagues, to learn from our staff,

Keywords: 919, house, all

Summary: Representative Torkelson gave a long farewell-style floor speech reflecting on his legislative career, thanking colleagues, staff, family, and voters, and sharing anecdotes from his early campaigns and years in office. He emphasized the importance of listening to constituents, working across party lines, and not holding grudges after disagreements. He also praised the Minnesota Capitol, Cass Gilbert’s design, and the renovation work, and noted his service on committees including Transportation, Capital Investment, Ways and Means, and redistricting. A major theme of the speech was bipartisanship and institutional respect. Torkelson described working with members from both parties, including House leaders and committee counterparts, and said the House’s tied balance had forced more work to the committee level and produced bipartisan outcomes. He warned against using redistricting as a political weapon and urged Minnesota not to follow that path. He also thanked specific staff members and mentioned his family, including his daughter, who works as a lobbyist. The speech did not involve a bill debate or recorded vote. It concluded with a call for legislators to keep learning from one another and to find practical paths forward while staying true to their values, ending with a quotation from Ecclesiastes and applause.

Transcript Highlights:

• We certainly saw that with virtual learning, and many of our schools have dedicated virtual learning
• And if our kids aren't there to learn, they aren't going to learn from home.
• If they are there, they can learn. If they're not there, they're not learning.
• If they are there, they can learn. If they're not there, they're not learning.
• And so one of the things that we learned, or thought we learned, was that students who were involved

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.

Transcript Highlights:

• they're learning financial skills, where they're learning skills important for employment, for example
• They are also getting service learning credit and learning a great deal about themselves and who they
• , learning how to make precision cuts on various meats and seafoods, as well as learning how to make
• These students learn how to speak up when These students learn how to speak up when something isn't right
• , and they learn how to persevere when something feels hard, and they learn how to collaborate, even

Summary: The meeting opened with routine business, including approval of the January 13, 2026 minutes, and a brief recognition of Autism Awareness Month. The task force then heard a presentation from the University of Arkansas College of Education and Health Professions on two student support programs: the Empower Program for non-degree-seeking students ages 18–24 with mild intellectual disabilities, and the Autism Support Program for degree-seeking students with autism. Speakers described academic coaching, peer and career coaching, residential supports, person-centered planning, internships, and scholarship/fee structures, noting that both programs charge a $5,000 per-semester fee and rely on scholarships and fundraising to offset costs. Members asked about dorm arrangements, individualized plans, and how students transition in and out of supports; presenters explained that Empower students remain in the program throughout, while Autism Support Program students may enter or leave services as needed. The committee next heard from Pulaski Technical College’s 3D program, a three-year transition and post-secondary program for students with intellectual and developmental disabilities focused on culinary, baking, and hospitality training. Presenters outlined integrated classes with traditional students, faded support over time, internships, and outcomes such as 97 students enrolled since the program began, 57 graduates, strong completion rates, and many graduates obtaining and retaining jobs in the food service industry. Members asked about how success is measured, why rates are not 100 percent, the role of integrated classes, tuition, and community partnerships; staff explained that grading includes technical and professional skills, tuition is $5,700 per semester, and scholarships such as GETS and FAFSA help reduce costs. They also noted plans to expand offerings and pursue accreditation through the Inclusive Higher Education Accreditation Council. Finally, the task force received a presentation from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, community activities, and advocacy. Leaders described a long-term vision tied to the Cato Springs mixed-use development, where housing, jobs, clinical services, and community amenities would be integrated in a “live, work, play” model. They discussed a residential program, a new vocational program called Program Forge, community events, and the challenges of the “services cliff” after age 21, especially for adults with complex support needs. Members and parents spoke about the importance of trained direct support professionals, ABA-based supports, and the need for better funding and service models for adults. The meeting ended with announcements about upcoming autism-related events and a request for future discussion on task force appointments and broader issues around ABA oversight and misuse.

Transcript Highlights:

• A test alone cannot make up for years of interrupted learning.
• I think teacher pay was one of them, some of the things with LEARNS and access.
• traditional barriers to learning for students.
• I have one more quick question about the alternative learning environment.
• Why is there funding for students in alternative learning?

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• Every morning she was excited to go, actually excited to learn.
• She loved learning.
• She's learning again. Her test scores are now up.
• She's learning again. Her test scores are now up.
• She gets to learn about God, learn about morals, learn about values, Christian values that we'd like

Keywords: 974, senate, all

Transcript Highlights:

• So these lost learning days add up.
• <00:15:07.680> in happening and see what we can learn in happening and see what we can learn
• credit for it because those are learning credit for it because those are learning opportunities<
• about that certainly Having learned that about that certainly Having learned that or<01:01:56.000>
• We learned what they were doing, so we learned about the different unique things that each group was

Keywords: 1183, house

Transcript Highlights:

• Molly Grant, Executive Director of the Florida Association of Early Learning Coalitions.
• Learning for the Department of Education and Ms.
• Molly Grant, Executive Director of the Florida Association of Early Learning Coalitions.
• Before I dive in fully, a little bit of context on the Division of Learning and who we are.
• The Division of Early Learning distributes those funds to their 30 early learning coalitions across the

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and first heard House Bill 731, which would address coach and extracurricular sponsor compensation and change how student-athlete transfer eligibility is determined. The bill would allow local school boards to adopt policies letting booster clubs or similar associations support coaches and activity sponsors, and it would let superintendents treat certain coaches and athletic leaders as administrative personnel for compensation purposes. It would also shift eligibility decisions for transferred student-athletes to the governing athletic association and require clearer bylaws and timelines for those determinations. Members raised questions about booster club oversight, pay equity, the new athletic administrator language, and safeguards against abuse or unequal treatment, while supporters argued the bill would help retain coaches and better support student athletics. The bill was debated and then reported favorably by roll call vote. The committee then received presentations from the Department of Education’s Division of Early Learning and the Florida Association of Early Learning Coalitions on school readiness fraud prevention and mitigation. Speakers explained that Florida’s school readiness program pays providers based on verified attendance rather than enrollment, requires daily parent sign-in/sign-out records, and uses multiple layers of oversight including coalition anti-fraud plans, annual audits, programmatic monitoring, DCF inspections, and referrals to state fraud investigators when needed. They emphasized that Florida delayed implementation of a federal rule that would have required prospective enrollment-based payments, and said the state’s current system makes fraud difficult. Members asked about military and grandparent guardianship situations, audit findings, and the number of fraud referrals; presenters said fraud cases are relatively limited and that the existing controls and public enforcement act as deterrents. The meeting ended after members thanked the presenters and the committee adjourned without further business.

Transcript Highlights:

• And I I hear that my more important, my more learned, my more learned colleagues agreeing with me.
• I was learning any parent know you learn it's lifelong journey.
• I think that it learned that about me here.
• We also have the division of early learning.
• And the early learning coalitions located throughout our state to also inform early edge, early learning

Keywords: 999, senate, all

Transcript Highlights:

• So I've been learning a lot just in that process.
• I've spoken to some members of the Commission and I've learned quite a bit about what they do.
• Um so so so um<00:02:04.600> I've<00:02:04.760> been<00:02:04.960> learning<00:02
• <00:02:11.440> um of the Commission and I've learned um of the Commission and I've learned
• And I sort of pride myself in my ability to learn new areas and be responsive in a studied way.

Keywords: 912, senate, all

Summary: The Judiciary Committee held a Governor’s Message hearing on two nominations. For GM 750, Tracy Fujita was nominated to the Commission to Promote Uniform Legislation for a term ending June 30, 2030. Testimony in support came from several officials and commission members, including the Deputy Attorney General, Maui Behavioral Health Resources CEO Nicole Hokoana, Maui Council Chair Alice Lee, and Uniform Law Commission members. Fujita said her county-level legislative law background at the Department of Corporation Counsel and Office of Council Services would help her serve, and she expressed particular interest in health care legislation. For GM 778, Jessica Schafer was nominated to the Commission on the Status of Women for a term ending June 30, 2030. Support testimony came from Commission Executive Director Yasmin Chaney and multiple others. Schafer said her background includes prosecuting domestic violence cases, working in a human trafficking clinic, investigating sexual misconduct in higher education, and leading gender-based violence programming at the University of Hawaii; she said she is especially interested in sexual and gender-based violence issues but is open to broader commission work. After questioning, the committee moved to decision-making on both nominations. The chair recommended advise and consent for each, and the committee adopted both measures without any no votes or reservations. The meeting then adjourned.

Transcript Highlights:

• So with that, our last meeting we explored the early learning system.
• So my other question had to do with the learning that was lost after COVID.
• Our students did not experience this massive learning loss.
• We learned about a lot of good things earlier with getting our early learning kids to do it.
• We learned about a lot of good things earlier with, you know, getting our early learning kids to do it

Summary: The subcommittee first heard an overview from Department of Education Chancellor Paul Burns on Florida’s K-12 governance structure and major divisions, including early learning, public schools, safe schools, school choice, and accountability. He highlighted school readiness and VPK, teacher preparation and licensure, school safety functions, scholarship and virtual/home education programs, and FAST progress monitoring. Burns also cited statewide gains such as higher mid-year reading performance, a record graduation rate of 89.7%, and record CTE enrollment, while members questioned the meaning of Florida’s “number one” education rankings, teacher pay, post-COVID learning loss, vacancies, and chronic absenteeism. St. Lucie County Superintendent John Prince then described the scale and responsibilities of a mid-sized district, emphasizing student safety, transportation, meals, hurricane shelter operations, career and technical education, teacher recruitment and retention, progress monitoring, remediation, and mental health supports. Members asked about school shelter construction standards, remediation funding, late school start times, attendance, and concordance scores; Prince argued for more flexibility for CTE pathways and noted that local districts use a mix of state and federal funds to support remediation and staffing. The committee then moved to an early warning systems panel. Burns explained that Florida law requires districts to use attendance, behavior/suspensions, course performance, FAST results, and other academic indicators to identify students needing support, with districts and families developing intervention plans. Superintendents from Putnam, St. Johns, and St. Lucie counties said chronic absenteeism is tied to achievement and NAEP decline, but causes vary by district, including poverty, transportation, daycare, family instability, travel, and student athletics. They described MTSS, PBIS, home visits, attendance letters, and community partnerships as responses. Members also discussed VPK access, full-day VPK funding, excused versus unexcused absences, and the need for earlier intervention in pre-K and K-2. Finally, Vice Chancellor Darren Norris outlined Florida’s post-Parkland school safety measures, including armed school officers, anonymous reporting, behavioral threat assessment teams, mental health training, panic alert systems, emergency drills, active assailant response policies, and firearm detection canines. Superintendents said compliance is costly and often requires shifting local funds, but they praised state grants for mental health, hardening, and mapping. They noted ongoing challenges with new mandates, capital costs, manual reporting burdens, and the need to balance safety requirements with classroom resources.

Transcript Highlights:

• She loved learning.
• She's learning again. Her test scores are now up.
• She gets to learn about God, learn about morals, learn about values, Christian values that we'd like
• She's learning again. Her test scores are now up.
• She gets to learn about God, learn about morals, learning about values, Christian values that we'd like

Summary: The committee met for public testimony on the Finance budget, with the main discussion focused first on funding for disability services and then on the LA GATOR scholarship program. Several individuals testified in support of fully funding Families Helping Families and Louisiana Rehabilitation Services (LRS), describing how advocacy, transition services, and direct support workers help people with disabilities access education, employment, and independent living. Witnesses urged the committee to preserve or increase state general funds to draw down federal matching dollars, and provider groups said current reimbursement rates and staffing shortages are leaving agencies in deficit, creating waitlists, overtime costs, and difficulty retaining workers. Committee members thanked the speakers and noted that the testimony would be used to compare the governor’s, House, and remaining budget requests. The committee then heard extensive testimony in support of increasing funding for the LA GATOR scholarship program. Supporters included policy groups, school leaders, parents, and students who argued that the program expands educational choice, helps low-income and special-needs students find schools that fit their needs, and should be fully funded at the level of demonstrated demand. Speakers from Catholic and Christian schools said GATOR funding had helped students thrive academically and spiritually, but that shortfalls left many eligible students without awards, hurt kindergarten enrollment, and forced schools to raise private donations to cover gaps. Several witnesses emphasized that the program is not a zero-sum attack on public schools, but a way to let education dollars follow students. A few committee questions focused on the fiscal impact and on whether choice programs improve outcomes without harming public schools. Testimony cited enrollment growth, parent demand, and data from other states to argue that school choice can improve student and parent outcomes and may also strengthen traditional public schools through competition. No votes or formal actions were taken during the public testimony portion of the meeting.

Transcript Highlights:

• And she's done a really good job helping our professors learn it.
• We go there to help them learn and to encourage them to graduate from school.
• They learn. They go to public events. They are Wildcats.
• She learned how to buy property. She learned how to get some of her fellows free, buy people...”
• We learned, recently we just brought a judge in to speak to them.”

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• We're calling it career-connected learning.
• Work-based learning is also defined in federal law.
• Into the work, not just learning about it.
• It's time to re-learn.
• Or what are they gonna learn in city or county government doing this? They're not gonna learn much.

Transcript Highlights:

• To address these learning deficiencies.
• So it learns about the student as the student is responding immediately and over time.
• , learns about the student as it works with the student.
• And then also at the public education department, our professional learning.
• Chair, we know they affect student learning, and that's why we work hard. Thank you.

Transcript Highlights:

• Every value that guides me in public service I learned from you.
• They'll learn to spot ...bank account, file taxes, and evaluate a loan offer.
• . that commit to transition to a system that requires evidence-based learning.
• At a time when most children are enthusiastic about learning, Brody felt lost.
• And by reading, we learn to understand the tools to get there.

Keywords: 995, all

Summary: The House took up several procedural orders early in the session, including extending the reporting deadline for the Housing Committee on H.4655 and suspending Joint Rule 12 for a petition seeking to rescind prior Article 5 constitutional convention applications. It then advanced three Ways and Means bills on education-related topics: personal financial literacy education (H.4670), expanded access to the state seal of biliteracy (H.4671), and teacher preparation and student literacy (H.4672), each moving through amendment adoption and third reading or engrossment procedures. A major portion of the meeting focused on H.4670, which would require personal financial literacy instruction in middle and high school and establish a financial literacy trust fund for curriculum and teacher training. Members spoke in support, emphasizing budgeting, credit, student loans, and long-term financial planning, and the bill passed to be engrossed by a 154-0 roll call. H.4671, which broadens access to the seal of biliteracy for students in public and private schools, also drew support and passed to be engrossed 155-0. The most extensive debate centered on H.4672, a literacy bill requiring evidence-based reading instruction, DESE-approved curricula or approved local alternatives, screening and progress monitoring, professional development, and related implementation measures. Members described concerns about declining reading scores and argued for a shift away from three-cueing toward phonics-based, science-of-reading approaches. Several amendments were considered: a proposal to change intervention language from “significantly” to “at risk of falling behind” failed, while amendments adding funding language, stakeholder collaboration, and other implementation details were adopted. One amendment clarifying that pictures may be used as a supplement in literacy curricula was also adopted, and the bill ultimately passed to be engrossed 155-0. The House also observed moments of silence for former Judge Leslie Harris, former Representative Mark Carron, and former Representative Dennis Rosa, and adjourned to meet the next day at 11 a.m.

Transcript Highlights:

• And we also learned through this process that when DCS caseworkers go to a... ...and we also learned
• So they select cases where they feel like learning can come from them.
• Where they feel like learning can come from them.
• When people see reviews like this, it actually shuts down learning.
• This is what aviation does so well: they learn from their near misses.

Keywords: 1182, all

Summary: The committee met to review Department of Child Safety reforms developed after oversight hearings on the deaths of Emily Pike, Zariah Dodd, and Rebecca Baptiste. Members described a stakeholder process involving tribes, DCS, law enforcement, county attorneys, schools, and advocates that produced several bills already moving through the Legislature or signed by the governor. Those measures include SB 1125 on tribal-DCS information sharing, a bill requiring schools to provide records to DCS in investigations, a duty-to-report bill requiring direct knowledge, a hotline bill allowing DCS to consider 90 days of prior reports and route repeat cases to more experienced staff, a bill allowing attorneys to share more safety information with judges, and a requirement for advanced forensic interviews within 72 hours in sexual abuse cases. The chair emphasized that reforms are needed across DCS, the courts, and attorneys, and that the San Carlos Tribe’s letter would be entered into the record. DCS Director Catherine Patak presented 2025 agency data, saying the hotline received nearly 160,000 calls and 43,000 cases were investigated, while the out-of-home care population stayed relatively steady at just over 7,000 children. She reported 3,000 reunifications, 1,300 adoptions, 800 guardianships, 1,100 young adults receiving transition services, 534 new foster homes licensed, a 50% reimbursement increase for older youth caregivers, a 40% drop in youth missing from care since September 2024, and a 30% reduction in fatalities of children in care since 2024. She also discussed the annual fatality review process, noting 123 alleged fatality or near-fatality reports in the review period, 52 with prior DCS involvement, and systemic themes such as support for teens with complex needs, collaboration with law enforcement and the courts, and better staff support. Patak answered questions about group-home notification rules, saying DCS is updating rules to remove “runaway” and “AWOL” and use “missing” consistently, while also considering a statute change for the timing of notifications. She said about 300 children in care are there because of behavioral issues after adoption, and members raised concerns about insufficient behavioral health services for adopted children and the need for better training and support in group homes. Senators also asked about placement practices for sexually abused children and whether staff gender matching is considered; Patak said she was not aware of a specific requirement and would look into it. The committee then heard from Malcolm Hightower of Casey Family Programs, who said Arizona is generally near the national average on child welfare measures, does better than average on kin placements, but has a higher-than-average share of children in congregate care and slightly lower permanency within two years. He noted Arizona’s safety outcomes are roughly in line with national rates and urged continued cross-branch collaboration and timely information sharing. A final presentation from KC Melsick of Collaborative Safety focused on the agency’s systemic critical incident review model. He argued that child welfare and other public systems should move away from blame-focused responses after tragedies and toward a “safety culture” that examines system factors, near misses, and decision-making. He said Arizona has used this approach since 2016, with reported improvements including reduced turnover, and that the model is similar to after-action reviews used in the military and root-cause analysis in healthcare. Members discussed applying the same approach more broadly across state agencies. The committee ended with expressions of appreciation for the bill sponsors, DCS staff, tribal partners, and ongoing work, and adjourned with plans to continue the reforms in the interim and next session.

Transcript Highlights:

• A test alone cannot make up for years of interrupted learning.
• , for example, I can... ...with ACCESS and LEARNS.
• barriers to learning for students.
• I have one more quick question about the alternative learning environment.
• Why is there funding for students in alternative learning?

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.