Transcript Highlights:

• Since this is a bit wonky and it does involve some math tests that we've asked Mr.
• development in writing and math. development in writing and math.
• <01:17:45.360> tests<01:17:45.760> that<01:17:46.120> uh math tests that uh math
• Like the early childhood special education classroom isn't doing parallelogram math.
• So, this member's job was um put math.

Keywords: 1187, senate, all

Transcript Highlights:

• The math ain't math.
• 55:45.040> math.
• The math ain't math. sense. The math ain't math.
• English said: the math's not math.
• English said, the math's not math. Rep. English said, the math's not math.

Keywords: 981, all

Summary: The House convened, led the pledge of allegiance, and established a quorum before approving the corrected journal. The Majority Leader then moved a long list of bills—House Bills 1150 through 1179—to be made special orders for February 11, 2026 at 9:15 a.m., and the chamber agreed without objection. The committee then took up House Bill 1150, a supplemental appropriation for the Department of Agriculture. Representative Serna explained it included technical adjustments tied to other agencies, plus a pilot program to test a biocontrol strategy for the mountain pine beetle infestation in Colorado’s ponderosa pine forests. After brief opposition from a member who said he would vote no on spending measures generally, the bill passed. House Bill 1151, the supplemental appropriation for the Department of Corrections, generated extensive debate. Supporters said the bill was necessary to cover major costs such as medical case loads, outside medical and mental health contracts, local jail payments, prison case load, private prison utilization, and food services, while also addressing staffing and parole/community corrections coordination. Opponents argued the state keeps funding more beds instead of investing in services that reduce incarceration, criticized DOC management and delays, and said the legislature should demand better accountability and efficiency. Supporters countered that DOC does not control the parole board or community corrections, that the prison population is aging, and that the state must pay for required custody and care. The transcript ends amid continued debate over the corrections supplemental, with no final vote on House Bill 1151 shown in the excerpt.

Transcript Highlights:

• inclusive with all the schools, the communities, the people in the community, with evidence-based intervention
• It updates all existing references in state law from STEM, or science, technology, engineering, and math
• move into a career in engineering or finance, but we still make sure they have access to higher-level math
• chronic absenteeism, stronger student and family engagement, and gains in English language arts and math
• The arts should be thought of as important as core subjects like science, math, reading, writing, and

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• Math doesn't teach itself. Kids don't feed themselves.
• systems<00:13:38.480> you<00:13:38.560> know<00:13:39.040> uh<00:13:39.160> math
• you know uh math doesn't teach itself<00:13:40.519> kids<00:13:40.760> don't<00:13:40.920
• We implement every possible intervention: skills groups, sensory areas, movement breaks, restorative
• <01:47:32.840> science<01:47:33.560> social core areas reading math science social

Keywords: 1183, house

Summary: The Education Policy Committee approved the minutes from January 21, 2025, and then heard testimony from several school superintendents about the financial and operational impact of recent education-related mandates. Chair Bennett framed the hearing as an opportunity to hear from districts about the effects of more than 65 new mandates and restrictions adopted in recent years. The first witnesses were Corey McIntyre of Anoka-Hennepin, Michael Thomas of Prior Lake-Savage Area Schools, and David Law of Minnetonka Public Schools. The superintendents said districts are facing rising costs, flat or declining enrollment, the end of federal pandemic aid, and mandates they described as unfunded or underfunded. McIntyre cited major budget cuts in Anoka-Hennepin, including reductions in central office staff, and said the district faces continuing shortfalls tied to special education, multilingual learner costs, unemployment claims, paid leave, transportation, literacy materials, and the K-3 discipline statute. Thomas said Prior Lake-Savage is balancing growing student needs against limited revenue, and argued that mandates such as REACT and other requirements should be delayed or better funded so districts can implement them with fidelity. Law said the concerns are statewide, not just metro-based, and criticized the accumulation of expectations around food service, mental health, sick and safe time, unemployment, and family leave without corresponding resources. Several witnesses emphasized that school budgets are heavily committed to staff costs and that new obligations create administrative burdens as well as direct expenses. They urged lawmakers to reduce, delay, or better fund mandates, adjust timelines, and provide more flexibility in local revenue tools and equalization aid. No votes were taken on legislation during this portion of the meeting beyond approval of the prior day’s minutes.

Transcript Highlights:

• And in fact, we by just mathing it.
• appropriate intervention. appropriate intervention.
• three interventions at a minimum. three interventions at a minimum.
• These are very short simple interventions interventions interventions uh<00:56:37.599> or<00:56
• an appropriate intervention. an appropriate intervention.

Bills: HB0076, HB0102, HB0115

Keywords: annexation, landowner rights, municipal law, city planning, property, local government, artificial intelligence, synthetic sexual material, child protection, self-harm, criminal liability, cardiac emergency, defibrillator, school safety, training, public health, 916, all

Transcript Highlights:

• ,<00:15:04.720> principal behavior interventions, principal behavior interventions, principal
• to trained behavioral and intervention to trained behavioral and intervention staff.<00:15:33.360
• We need to know how to do math and all those things.
• And so that's um, K6 in math alone.
• We're still gaps in math are huge.

Keywords: 916, all

Transcript Highlights:

• came in and objected to this math framework. ...that came in and objected to this math framework because
• That curriculum without the math algebra component within middle school.
• Wood prior to that happening, and we discussed the math curriculum.
• I was still thinking of the math vote.
• Like we're 43rd in the nation, and our math proficiency is at 37.

Keywords: 987, senate, all

Summary: The Senate Rules Committee first approved several governor’s appointments not required to appear, including Arthur Krantz to the Public Employment Relations Board and Christopher Ferguson, Brian Haynes, Anna Marie de Mars, and Ronald Fiore to the Student Aid and Student Athletic commissions. The committee also approved references of bills to committees by a 5-0 vote. It then heard testimony from Julia Montgomery, nominated as General Counsel to the Agricultural Labor Relations Board, who described her long career serving agricultural workers and said the ALRB’s mission is to protect workers’ rights, support fair bargaining, and ensure access to information and resources. Questions to Montgomery focused on card-check unionization procedures, signature authenticity, outreach to farmworkers, and enforcement of make-whole orders. Senator Grove raised concerns about workers being pressured or not knowing what they signed, while Montgomery said objections and unfair labor practice charges can be filed and investigated, though the office does not independently verify signatures unless there is an allegation. Senator Reyes pressed on delays in collecting make-whole awards, including the Tri-Fanucchi case; Montgomery said appeals, bankruptcies, and employer closures often delay relief, but the agency seeks settlements and enforcement when possible. The committee voted 3-2 to advance Montgomery’s appointment to the full Senate. The committee then considered three State Board of Education nominees: Cynthia Glover Woods, Brenda Lewis, and Gabriela Orozco Gonzalez. In their testimony, all three emphasized long careers in education, support for students and teachers, and the importance of early learning, community schools, professional development, and aligning instructional materials with standards. Members questioned them about math achievement, the 2023 mathematics framework and Algebra I access, the state’s low national rankings, transitional kindergarten access, and a proposed change to education governance. The nominees said they support flexibility for students ready for Algebra I, believe recent instructional materials and professional learning will help improve outcomes, and had not been involved in governance-structure discussions. Public witnesses from school and child-serving organizations spoke in strong support. The committee then advanced Glover Woods and Gonzalez on 3-1 votes and Lewis on a 4-1 vote for full Senate confirmation.

Transcript Highlights:

• Um, so, interventions for our schools.
• .<01:32:04.239> While<01:32:04.560> some<01:32:04.800> interventions intervention
• While some interventions intervention.
• <01:46:18.480> and point of time for intervention and point of time for intervention and support
• And yeah, the pilot intervention.

Keywords: 1187, senate, all

Transcript Highlights:

• And I started doing the math on it, and I'm like, you're getting squeezed.
• looking at what sort of intervention looking at what sort of intervention should<00:23:12.480>
• When I think about greater Minnesota, what we hear time and again is that the math doesn't math to do
• to<00:27:30.880> do<00:27:31.039> the uh the math doesn't math to to do the uh the
• math doesn't math to to do the workforce<00:27:31.840> housing<00:27:32.240> projects<00

Keywords: 1183, house

Transcript Highlights:

• One of these teachers has five tested math preps.
• And it drops to 42% in math.
• It also funds math academies for K-8 educators, a proven model for improving. Instruction.
• Fewer than half of Texas students meet grade-level standards in math and reading by third grade.
• We've seen 10-year math and science teachers leave the profession to go out to a public job.

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• It is a math year.
• So math, high-quality instructional materials for math would be funded with this appropriation.
• The math bill does the same thing.
• It was Pre-K, home visiting, early intervention.
• Eighth graders not proficient in math.

Keywords: 996, all

Transcript Highlights:

• , and eighth grade reading and math.
• If you're going to teach math, you generally need to know math pretty darn well.
• I got to do this math. Our direct budget is roughly $200 million.
• that It's not good doing live math.
• The feds do require an assessment in reading and math.

Keywords: 1184, house, all

Transcript Highlights:

• side that we want to make sure that public schools are sticking strictly to reading, writing, and math
• I want to kind of talk about the intervention part of this piece of the bill.
• So in regards to the interventions and all that, that would be something totally different. Mr.
• When do you start interventions for third grades?
• When do you normally start interventions for third grade? So that starts quarter one.

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

Transcript Highlights:

• So you know this this an intervention.
• this three queuing and into intervention this three queuing and into intervention programs<00:15
• Um, and in full disclosure, reading recovery would not be on that intervention list.
• Um, and in full disclosure, reading recovery would not be on that intervention list.
• Glad to reading and math and science.

Keywords: 958, all

Summary: The committee first heard House Bill 44, sponsored by Representative Chris Lewis, which would create a robotics program trust fund and a robotics funding selection committee through the Kentucky Department of Education. Supporters, including Kentucky First Robotics executive director Kelly Gowen and students from Whitfield Academy, said the bill would expand hands-on robotics education in high schools, connect students to manufacturing and engineering careers, and help meet workforce needs. The proposal would fund grants for coach stipends, competition fees, kits, supplies, and related expenses, and Lewis requested a one-time $500,000 appropriation along with private contributions from manufacturers. The students demonstrated their robot and described how robotics programs teach coding, design, manufacturing, and competition skills. The committee took no questions and approved HB 44 with a favorable expression of opinion for passage on the House floor. The committee then considered House Bill 253, sponsored by Representative James Tipton, which would phase out the use of three-cueing reading instruction and require greater alignment with the science of reading. Tipton said the bill builds on the 2022 Read to Succeed law and would prohibit three cueing in public schools by the 2029-2030 school year, while also barring public university teacher prep programs from teaching it beginning in 2027-2028. He and Kentucky Department of Education officials said the bill is intended to shift instruction toward phonemic awareness, phonics, vocabulary, fluency, and comprehension, and to expand professional learning for teachers through LETRS and other options. KDE testified that enforcement would focus on support rather than punishment, using literacy coaches, regional support staff, and MTSS specialists to help districts transition. Members discussed the bill’s delayed implementation, the evidence against three cueing, and whether reading recovery should be excluded from approved interventions. Supporters cited studies and brain research they said show three cueing can hurt later reading performance, while several members emphasized the need for teacher flexibility and support. Representative Jackson noted Kentucky’s 2025 NAEP third-grade reading ranking of fourth in the nation as evidence that current efforts are helping. Representative Truett and others raised concerns about how the bill would affect classroom practice and intervention strategies, and Tipton and KDE said the goal is to align instruction with evidence-based methods rather than punish educators. The transcript ends during continued discussion of reading recovery and related instructional approaches, with no final vote on HB 253 shown in the excerpt.

Transcript Highlights:

• funding to buy AEDs in schools. ...funding to buy AEDs in schools, and combining CPR with timely intervention
• Research indicates that interventions such as tutoring may have direct impacts on student achievement
• Tutoring is available for various content areas, including Navajo language, math, writing, and Spanish
• have already passed bills that are making fast track where they will be proficient in reading and math
• Line or two before there on the reading proficiency, math proficiency, etc., most of this programming

Bills: SB83, SB106, SB107, SB123, SJR1

Keywords: ecological monitoring, sustainability, tribal engagement, education, research funding, graduate scholarship, higher education funding, New Mexico, appropriation, financial aid, out-of-school programming, education funding, youth programs, affordability, nonprofit organizations, defibrillators, public schools, health and safety, emergency response, school elections

Transcript Highlights:

• Chair and members, I'll have a caveat because I can't do that math right off the top of my head.
• Chair and members, I'll have a caveat because I can't do that math right off the top of my head.
• The data on the high-risk cases, you have absconders, failures to appear, and the interventions that
• If that's your situation, it's just math is non-negotiable. The reality of mathematics.
• If that's your situation, it's just math is non-negotiable.

Bills: SB1046, SB1317, SB1376, SB1416, SB1448, SB1471, SB1493, SB1498, SB1502, SB1504, SB1538, SB1544, SB1550, SB1579, SB1581, SB1584, SB1624, SB1673

Keywords: telecommunications, broadband, internet infrastructure, critical infrastructure, cybersecurity, national security, foreign adversary, China, Chinese equipment, supply chain security, network equipment, microchips, Arizona Corporation Commission, telecommunications provider, communications infrastructure, Huawei, ZTE, state-owned enterprise, sanctions, infrastructure security

Summary: The committee first approved its February 4 minutes and announced several bills would be held, including SB 1317, SB 1416, SB 1419, SB 1490, and SB 1493. It then heard SB 1579, which would appropriate about $4.7 million from the state general fund to expand a law enforcement data-sharing pilot through the Department of Administration, with funds for DPS, county sheriffs, university police, and city/town police departments. Testimony from the sponsor, Flagstaff’s mayor, Eloy’s police chief, and Maricopa County Sheriff’s Office staff emphasized faster records access, better coordination, and officer safety; an amendment added $125,900 for the Scottsdale Police Department after it had been omitted. The committee adopted the amendment and gave SB 1579 a do pass recommendation by a 6-0 vote with one not voting. The committee next considered SB 1581, which appropriates about $1.4 million from the Peace Officer Training Equipment Fund for pepperball equipment and about $1.316 million for public safety training simulators, with an amendment increasing the Nogales Police Department’s pepperball allocation and expanding simulator funding so Yavapai County could buy two simulators with a three-year warranty. Supporters from Navajo County, Phoenix, Glendale, Flagstaff, and Cochise County described pepperball as a de-escalation tool and simulators as important for crisis-response and use-of-force training. The committee adopted the amendment and passed SB 1581 as amended on a 7-0 vote. SB 1673 was heard next and would appropriate $8.2 million from the general fund to the Law Enforcement Crime Victim Notification Fund, exempting the appropriation from lapsing. The sponsor and law enforcement witnesses said the automated notification system has improved victim communication, reduced workload, and sent millions of updates; committee members asked about funding sources and why a bill is needed for a constitutionally mandated program. The committee approved SB 1673 without amendment on a 7-0 vote. The committee also heard SB 1544, which would make adult probation records public on request, while requiring redaction or withholding of sensitive information such as victim data, minors’ information, medical or counseling records, active investigations, and confidential informants, and creating a process for written denials and court appeals. The sponsor said the bill is intended to increase transparency and data access, while witnesses raised concerns about risk-assessment language and confidential information; the sponsor said amendments would be brought later to clarify those provisions. The committee passed SB 1544 on a 4-3 vote. Finally, SB 1376, creating a civic leadership development special plate and fund for a youth mentoring nonprofit, passed unanimously, and SB 1550, a three-year Queen Creek pilot program to prevent runaway youth exploitation and improve investigations, also passed after testimony from Queen Creek officials and police; one senator voted no, citing concerns about how runaway youth are treated in other legislation. The committee then began hearing SB 1504, a pension bill modifying retirement dates and COLA timing for Tier 2 and Tier 3 public safety personnel, with supporters arguing it would improve recruitment and retention and opponents warning it would create significant unfunded liabilities, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• So, what we're finding is in elementary literacy and math, In elementary literacy and math, there's a
• Particularly in math, middle schools saw small negative effects on cell phone bans.
• For example, I'm really bad at math and I have never been good at math.
• "Open your computers, try to figure out your math on your own, and that's it."
• I think that math is one of I think that math is one of those topics where you can't just give a kid

Keywords: 916, all

Transcript Highlights:

• It's a math problem that results from that.
• It's a math problem that results from that.
• It's a math problem that results from that.
• It's a math problem that results from that.
• It's a math problem that results from that.

Keywords: 1183, house

Transcript Highlights:

• It evolved into Math Nation, and now it's run independently by a technology vendor.
• It's a classic math problem that'll give you a sense of it.
• It's a classic math problem that'll give you a sense of it. you probably will feel familiar.
• The classic math problem that'll give you a sense of it. You probably will feel familiar.
• Math Matrix, scene two, take two. Action. All right, are you ready for the problem? Yes.

Summary: The Education Postsecondary Committee held its first meeting and focused on state university centers and institutes, with an overview from the Board of Governors on how the more than 500 centers and institutes across Florida’s public universities are categorized, overseen, and reported. The Board described three categories: state-level centers, legislatively established centers, and university-established centers. Members were told universities must maintain policies, notify the Board of changes, publish public inventories, and submit annual reports and compliance certifications. Senator Harrell asked about funding sources and whether underperforming centers are reviewed for elimination; the response was that funding varies by center and that universities decide whether to maintain or disband centers under their own policies, with annual reporting and audit findings shared with the Board. Four university presentations followed. Florida Atlantic University highlighted its Center of Excellence in Biomedical and Marine Biotechnology, describing research in marine-derived drug discovery, genomics, imaging, cancer, neurodegenerative disease, and ocean sustainability, along with spin-off institutes and partnerships that have generated significant grant and contract support. FIU presented its Center of Excellence for Hurricane Damage Mitigation and Product Development, emphasizing the Wall of Wind facility, hurricane and water intrusion testing, code and product innovation, insurance modeling, and future expansion toward higher wind speeds and flood simulation. Florida State University’s High-Performance Materials Institute described work in advanced materials, aerospace composites, sensors, nanocomposites, and AI-enabled materials development, along with patents, industry partnerships, and new facilities tied to economic development. The University of Florida’s Lastinger Center for Learning outlined its work on teacher professional learning, literacy, New Worlds Reading, tutoring, and mathematics supports, including microcredentials, statewide book distribution, and early results showing improved reading confidence and growth. Members generally praised the centers for their research, commercialization, workforce development, and education impacts. Senator Jones and Senator Harrell commended the Lastinger Center’s literacy work and the broader return on investment from these programs, while Senator Berman noted the value of the synergies across institutions. The chair emphasized that future funding requests should clearly show measurable success, commercialization, and statewide impact. The committee then adjourned without any formal votes on legislation.

Transcript Highlights:

• How do you achieve that goal of, at the end of the day, prevention and intervention?
• It's ELA and math. That's two days: one day for ELA, one day for math.
• And the only improvement was in fourth-grade math.
• And the only improvement was in fourth-grade math.
• We have to work with math folks.

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.