Transcript Highlights:

• Thank you for, I'm learning a lot about Clam-a-Lot. Chair.
• Thank you for, I'm learning a lot about Clam-a-Lot. So this is really great.
• We had award-winning chefs coming down to Spring Creek to learn about our oysters.
• One of the lessons that we learned from Hurricane Michael that really paid off during Hurricane Helene
• Then, once they learn it, they have the opportunity to go forward with the cost share.

Summary: The Senate Committee on Agriculture met with a quorum present and heard three presentations focused on Florida aquaculture, agricultural nutrient reduction, and land preservation. First, clam farmer Tim Solano of Cedar Key described the economic and environmental importance of the state’s clam industry, noting Florida’s strong national production, the industry’s recovery role after the net ban, and the severe damage caused by recent hurricanes and red tide. He said the Dislocated Workers program helped farmers return to work and asked that existing state programs be written more broadly to include aquaculture. Oyster producer Canaan Greg of Pelican Oyster Company then discussed the growth of off-bottom oyster farming, the losses his industry suffered from Hurricane Michael and the pandemic, and the need for better access to recovery loans, student internships, local seed production, and waterfront protection. Members asked questions about leases, production, predators, and storm resilience, and the presenters emphasized that aquaculture is a sustainable, year-round industry that filters water and supports local economies. The committee next heard from UF/IFAS regional extension agent Dr. Bob Hockmouth on education, research, and extension efforts to reduce nitrogen in the Suwannee Valley Basin Management Action Plan area. He explained that the region’s agricultural load reduction target has increased from about 4.2 million to 5.8 million pounds of nitrogen, and that extension programs are helping farmers adopt practices such as precision fertilizer placement, soil moisture sensors, controlled-release fertilizer, petiole sap testing, and irrigation automation. He highlighted corn and watermelon as major examples, saying on-farm demonstrations and cost-share programs are essential because the equipment and technology are expensive. He reported substantial reductions from participating farms and said growers are generally cooperative when funding is available. Finally, the Department of Agriculture and Consumer Services presented an update on the Rural and Family Lands Protection Program. The program acquires development rights through voluntary conservation easements to keep working agricultural lands in production, protect water resources and wildlife habitat, and preserve taxable land without transferring ownership. The presenter said the program has expanded rapidly in the last two years, with more acreage acquired, faster application review, and more properties in the Florida wildlife corridor. He noted new online application and monitoring tools, a shortened review timeline, and stronger partnerships with federal and defense-related programs. Committee members asked about long-term maintenance responsibilities and the Board of Trustees approval process, and the presentation closed with support for continued funding and efficiency improvements before the committee adjourned without objection.

Transcript Highlights:

• I will share some of the many skills that we learn at the youth farm.
• The way we learned this at the youth farm is by going into groups.
• It's great to learn about the work that you're doing in St. Pete.
• So the culinary, what we've learned is the most economic way to do that is through the, What we've learned
• It's helping you learn how to prepare it.

Bills: S0534, S7020

Keywords: food insecurity, hunger, college students, nutrition assistance, pilot program, open government, sunset review, aquaculture, public records, exemption

Summary: The committee met, called the roll, and opened with the Pledge of Allegiance. It first considered the appointment of Melanie Ressler to the Florida Citrus Commission. No appearance forms were requested, and the committee voted unanimously to recommend her confirmation favorably. The committee then took up SPB 7020, which reenacts a public records exemption for certain aquaculture production records held by the Department of Agriculture and Consumer Services. Senator Trunow explained that the exemption protects shellfish and submerged land lease records, supports compliance with federal partners and statutory requirements, and helps protect marketplace competition. A representative from the Department appeared in support, and the bill was moved as a committee bill and reported favorably. Next, the committee heard SB 534, Senator Bernard’s hunger-free campus pilot program bill. He described a pilot within the Department of Agriculture and Consumer Services to identify campuses with high numbers of Pell-eligible students, develop a survey with the Hunger Task Force, designate staff to help students enroll in SNAP, expand campus food access, and require reporting on outcomes and future funding. The bill had one appearance form in support and was reported favorably without debate. The committee also received a presentation from the St. Pete Youth Farm, led by Carla Bristol and youth ambassadors. They described the farm as a youth-led community project on city-owned land that addresses food insecurity while providing leadership, financial literacy, career readiness, mental wellness programming, composting, aquaponics, and community events. Senators praised the program, asked about possible expansion into a culinary kitchen and partnerships with schools, and the presenters said they hope to expand youth opportunities, food preparation training, and related programming. The meeting concluded with adjournment.

Transcript Highlights:

• And we learn from those lessons from other states as we inform this legislation.
• So we've learned from that.
• So we've learned from that.
• Good news is we can learn from their mistakes and build.
• Those families, their children are engaged in learning in a different way.

Bills: SB 2

Keywords: 1185, senate, all

Transcript Highlights:

• And then number two, how can we use those lessons learn to guide us through the community schools process
• Results from an impact study conducted by the Learning Policy Institute of cohort one, which I have and
• But the study itself by Learning Policy Institute only just looks at after year one.
• The study itself by Learning Policy Institute only just looks at after year one implementation, cohort
• Upon learning this, some rank-and-file members and community members have started to build a campaign

Keywords: 988, house, all

Summary: The Select Committee on the Status of Boys and Men of Color held its second hearing, focused on the cradle-to-college-and-career pipeline, with an emphasis on education, school discipline, community schools, and higher education pathways. Chair Isaac Bryan opened by noting that two bills from the first hearing had been introduced and were advancing through the Legislature. Members Mike Fong, Senator Gonzalez, and Corey Jackson offered remarks supporting bipartisan, cross-sector work to address inequities affecting boys and young men of color. The first panel discussed school discipline and safety. Dr. David Turner cited major declines in suspensions since state reforms such as SB 274, SB 419, and AB 420, but said disparities remain for Black and Native boys and that school policing and “ghost suspensions” still push students out of class. Brandy Bowen-Bremont and LaQuan Muhammad described hidden disciplinary practices, police referrals, and the need for restorative, culturally rooted, and care-first supports. Members asked about the causes of the suspension decline, statewide versus local data, and whether MTSS and restorative practices are being implemented with fidelity. The second panel focused on community schools. Witnesses from Californians for Justice, Reclaim Our Schools LA, M.I.L.P.A., and the Center at Sierra Health Foundation urged a $1 billion ongoing state investment in the California Community Schools Partnership Act. They argued community schools improve attendance, school climate, academic outcomes, and family engagement while reducing suspensions and chronic absenteeism. The third panel addressed college and career pathways, with speakers from the California Faculty Association, UC Student Association, Brotherhood Crusade, A.M.E.N., and Improve Your Tomorrow calling for more financial aid, dual enrollment, mentorship, and student support. They also criticized state spending priorities, compared prison and higher education budgets, and urged investment in programs that keep young men of color connected to school and work. Public commenters largely echoed support for community schools, youth justice, and broader investment in boys and men of color, including rural and urban perspectives. Chair Bryan closed by highlighting the importance of representation and the role of mentorship and second chances in his own life, then adjourned the committee.

Transcript Highlights:

• ; 78 of those students benefit from title fund money that we get because they have IEPs, special learning
• I want to thank the LFC for its collaboration with our department and taking the time to learn about
• So Title II is that professional learning funding from the federal government.
• As you heard, we've been funding what we We are now calling it career-connected learning.
• So we've called this career-connected learning.

Transcript Highlights:

• I would like to recognize Kari Miller chancellor for the division of early Learning Department of Education
• We are the division are learning.
• They're required to line their program to our Florida early learning developmental standards with the
• Well, having education early learning education, you're recognized. Thank you.
• I will share and partnership with the just read Florida office and the Division for Learning.

Transcript Highlights:

• California has made historic investments in expanded learning opportunities, over $4.6 billion annually
• through the Expanded Learning Opportunity Program and nearly $5.5 billion when combined with the ASIS
• I think it points to why we need to make sure that we have these expanded learning opportunities.
• So it actually may be healthy to open up the robust conversation of what we've learned in our general
• We've learned in our general areas and apply that because when you have a state of 40 million people,

Summary: The Assembly Education Committee heard a lengthy agenda of education-related bills, with quorum established at the start and several measures taken up on consent or special order. The committee also announced that AB 1644, AB 2362, and later AB 2197 were pulled from the hearing. Members reminded the public of hearing rules and limited testimony to two witnesses each in support and opposition. AB 2651, by Assemblymember Bonta, would require schools to notify parents when school vaccination rates fall below herd-immunity thresholds. Supporters, including physicians, the California State PTA, public health groups, and school employee organizations, argued that families need timely, school-specific information to protect children and vulnerable community members. Opponents raised concerns about privacy, stigma, and whether school-level snapshots could be misleading. The bill passed the committee 5-1 and later 7-1 on the roll call. AB 2509, by Assemblymember Schultz, would allow districts to use a five-year rolling average for ADA funding calculations; supporters said it would stabilize funding amid attendance declines, while one member noted concerns about masking long-term enrollment problems. It passed 5-1 and later 7-2. The committee also approved AB 2430, which would expand after-school access, especially for high school students, improve funding and transparency, and create a work group on program quality. Testimony emphasized the value of expanded learning for youth development and working families, and members discussed the need to address middle school access as well. AB 2526, focused on special education funding, would expand the low-incidence fund to include students qualifying for the California alternate assessment; supporters said it would better align funding with student need, while some concerns remained about over-identification. AB 2325, the Pathways to Bilingual Teaching Act, would create a grant program to build bilingual teacher pipelines through partnerships among schools, community colleges, and universities; it received strong support and passed unanimously. AB 2460, presented by Assemblymember Pellerin for Assemblymember Celeste Rodriguez, would update school mental-health referral protocols to address trauma related to immigration enforcement; it also passed unanimously. AB 2404, which sought to require Central Valley representation on several governor-appointed bodies, drew debate over geographic representation and board composition and ultimately failed on a 2-5 vote.

Transcript Highlights:

• And they're also learning about how the different foods affect their body from the nutrients and the
• the classroom, it's a relevant learning the classroom, it's a relevant learning experience<00:15
• experience to where a vibrant learning experience to where that<00:15:45.360> it<00:15:45.519
• > also<00:15:58.880> learning classroom.
• And they're also learning classroom.

Keywords: Meeting Start: 00:00 Attendance Roll Call: 00:12 SB 5 Discussion: 03:10 SB 5 Roll Call Vote: 18:05 SB 73 Discussion: 22:00 SB 73 Roll Call Vote: 22:40, 958, all

Summary: The Senate Agriculture Committee met for the first meeting of the 2026 session, established a quorum, and opened with the pledge and a moment of silence honoring Gary Shell, the father of Commissioner of Agriculture Jonathan Shell. Committee members welcomed new senators to the panel and briefly noted a soybean association luncheon later in the day. The committee then took up two bills, both sponsored by Senator Jason Howell and presented with Commissioner Shell. Senate Bill 5 was the main item of discussion. Howell and Shell described it as a measure to reduce procurement barriers and expand the use of Kentucky-grown food in school nutrition programs, with a broader goal of connecting farmers, school districts, and the Department of Education through Kentucky Proud and related local sourcing efforts. Shell also discussed related agriculture-in-the-classroom efforts, including “All In for a Week,” and said the bill was part of a larger push to decentralize food sourcing and improve access for local producers. Several members asked questions and offered supportive comments, including a discussion of whether Kentucky Proud products would be included and a side conversation about possible future aquaculture legislation. The committee voted favorably on SB 5, and it passed with favorable expression. The committee then considered Senate Bill 73, which would allow beef tallow-based cosmetic products to be made at home under the state’s home-based industry rules by creating a specific statutory exclusion. After a brief explanation and no substantive debate, the committee voted on the bill and it passed with favorable expression and was recommended to be reported.

Transcript Highlights:

• No, I've been here long enough to learn that I don't need to continue after motion is called.
• It's about growing, learning, and having fun with friends. 4-H has helped me discover my passions.
• <00:14:53.160> growing same time it is about learning growing same time it is about learning
• be transportation, location within city limits, or anything else to make it accessible for them to learn
• <00:21:22.120> and make it accessible for them to learn and make it accessible for them to

Keywords: 958, all

Summary: The House Agriculture Committee met with a large group of 4-H and FFA students and guests in attendance, and members repeatedly highlighted the importance of those youth programs to agriculture and future leadership. The committee first took up House Bill 356, as amended by a committee substitute, which would create the Kentucky Urban Youth Agriculture Initiative. The sponsor explained that the substitute broadened the bill beyond hands-on farming to include agricultural education, agribusiness, advocacy, internships, apprenticeships, and other experiential learning, while also lowering the starting age from 6 to 5, removing the requirement that participants have access to farmland, and changing the program into a pilot focused on urban youth. Testimony from a 4-H student and Kentucky 4-H leadership emphasized that the goal is to remove barriers and provide access to agriculture education for all youth, including those in urban areas. Several members spoke in support, noting the value of urban agriculture and youth exposure to the field, and one member asked whether urban community gardens would fit within the concept; the sponsor said the substitute was designed to allow that kind of access. The committee then voted unanimously to pass HB 356 as amended, and also approved a title amendment. After HB 356, the committee moved to House Bill 315, a foreign adversary land bill intended to limit certain foreign entities’ ability to purchase land in Kentucky. The sponsor said the bill was carried over from a prior version drafted by a former representative. The chair then recognized Tim Shank, general counsel for the Kentucky Bankers Association, who testified in opposition to the mechanics of Section 8 dealing with foreclosure. He said banks are already heavily regulated and must screen borrowers through federal systems such as FinCEN, and warned that the bill’s provisions could create problems for community banks that make agricultural loans and potentially limit access to credit if the issue became widespread. The transcript ends during discussion of HB 315, before any final committee action on that bill is shown.

Transcript Highlights:

• First, it's important to listen and learn.
• Ultimately, it's not just enough to listen and learn. You have to show up with action.
• So we have a lot to learn from tribes. And while it is an honor to... ...of the landscape.
• So we have a lot to learn from tribes.
• He said they learned all those things the hard way.

Keywords: 987, senate, all

Transcript Highlights:

• You know, I’d learned a lot from him. I appreciate him very much.
• And you start learning from how people do things around you.
• And so I learned that from Mike. There’s other things, too, that you’ll see.
• I’ve learned that along the way from Mike.
• And so one of the ways that I learned that was we served on Finance together.

Keywords: 994, senate, all

Transcript Highlights:

• Always listening and learning because that enables me to lead.
• We're very eager to Listening and learning, which will enable me to lead.
• I'm listening and learning.
• I've been learning about, as Mr.
• I would love to learn more about that.

Summary: The House Agriculture and Natural Resources Committee held an interim work session focused on Washington agriculture’s viability, workforce, and competitiveness. Director Derek Sanderson of the Washington State Department of Agriculture and WSU Dean Raj Kosla described the size and diversity of the state’s farm sector, declining farm numbers, major export markets, and pressures from labor costs, low commodity prices, trade barriers, drought, regulatory burdens, and pests and disease. Kosla emphasized WSU’s land-grant role in education, research, and extension, including precision agriculture, broadband needs in rural areas, and the need for state support to help producers adopt new technologies and train the next generation of agricultural workers. Members asked about retaining farmland, increasing workforce capacity, and the role of precision agriculture. Kosla said precision agriculture can help address labor shortages and water scarcity, but adoption is limited by cost and rural broadband gaps. He explained precision agriculture as tailoring inputs to the right place, time, amount, and manner, and said WSU is working on low-cost sensor technologies and other innovations. Members also asked about how widely precision agriculture is used and whether it improves farm bottom lines; Kosla said adoption varies by tool and that he would follow up with more data. The committee then heard from Dr. Randy Fortenberry of WSU’s Impact Center on an agricultural competitiveness study and the effects of tariffs and trade. He reported that Washington’s competitiveness has generally declined relative to peer states in dairy, grapes, hops, apples, and wheat, with potatoes as the main bright spot. Surveyed producers said a substantial share of revenue is tied to regulatory compliance, with labor-related costs a major driver, and small diversified farms reported land access, capital, and profitability as bigger barriers than regulation. On trade, Fortenberry said Washington agriculture is highly export-dependent and vulnerable to retaliation, citing past losses in wheat, apples, pulses, and cherries when tariffs disrupted markets, while noting current uncertainty around China and India. The committee asked follow-up questions about compliance time, peer-state comparisons, and regulatory burdens; no votes were taken, and the department said it plans an interim report by the end of the year and a final report by June 2026.

Transcript Highlights:

• To learn and to work in a bipartisan way to put our soldiers first.
• I think what we have learned and you Have seen in Ukraine and with some of the other conflicts is it's
• Creating a feedback loop and a learning loop that gets lessons learned from the actual soldiers in the
• from the field, and the learnings from our friends in places like Ukraine.
• Our lessons learned for the Army will apply to the Air Force and apply to the Navy.

Transcript Highlights:

• to that end, I was able to work with my school district to create several different pathways for learning
• Tant, I will tell you that I have a child that had some learning disabilities, and they had shared with
• , basic electricity skills, learn some robotic... 100 students to participate in.
• some electrical, basic electricity skills, learn some robotic. ...where students learn electrical and
• I asked him if he was aware of the early learning coalitions, and he's not.

Summary: The Careers and Workforce Subcommittee met for its first meeting of the year, took roll, and heard member introductions centered on the importance of workforce pathways beyond the traditional four-year college route. Members repeatedly emphasized manufacturing, trades, rural workforce needs, apprenticeships, and helping students and adults find multiple paths to good jobs. The chair outlined the subcommittee’s focus on policies that build a skilled workforce and announced the day’s theme would be manufacturing, with presentations from the Florida Department of Commerce, the Florida Semiconductor Institute, and Fleet Force CDL training. Secretary Alex Kelly presented Florida’s manufacturing report, saying manufacturing is a major economic driver and that Florida has become the 10th largest state in manufacturing employment. He highlighted strong job multipliers, rapid growth in manufacturing GDP and establishments, the importance of logistics and ports, and the state’s small-business-heavy manufacturing base. He also stressed the aging manufacturing workforce, the need for modern skills such as robotics, cybersecurity, and data analytics, and the role of public-private partnerships, apprenticeships, and workforce education investments in supporting reshoring and industry growth. Dr. David Arnold described Florida’s semiconductor sector and the Florida Semiconductor Institute’s mission to grow research, workforce, and ecosystem development. He said semiconductors are strategically important, Florida ranks fifth nationally in semiconductor workforce, and the main bottleneck is mid-level technician talent rather than engineers or entry-level workers. He pointed to NeoCity, Valencia College, and other regional partnerships as models, and said the state needs more proactive planning, better instructor capacity, and stronger pathways from K-12 through postsecondary. Evan Agiloff of Fleet Force discussed Florida’s CDL shortage, saying trucking is essential to the supply chain, Florida has about 18,000 open CDL positions, and Fleet Force’s college-based model can quickly move students into middle-class jobs. Members asked about apprenticeships, CTE pathways, semiconductor training, infrastructure needs, and how to expand and better fund workforce programs; no votes were taken.

Transcript Highlights:

• The second benefit is the mitigation of learning loss, as well as weather disruptions.
• <00:18:25.640> loss break can contribute to learning loss break can contribute to learning
• I think we can't devalue what we're learning outside of the classroom too.
• harder for families to find the learning harder for families to find the learning environment<00
• , and personalized learning models.

Keywords: 1187, senate, all

Transcript Highlights:

• If you want to stay in the state of Massachusetts, you earn and learn and stay. Simple as that.
• Dean, I would just say that this is something that the committee would love to learn more about.
• I mean, absolutely something that, you know, we are, you know, you know... ...learn more about.
• One, for me, and this is my tagline, it's about articulated and actualized learning pathways for all
• from the co-op program. past 15 years on other universities trying to learn from the co-op program in

Keywords: 995, all

Summary: The committee held an informational hearing on the economic impact of Massachusetts higher education institutions, with opening remarks noting the significance of September 11 and the role colleges and universities play in the state’s economy, workforce, and research ecosystem. UMass leaders testified first, describing UMass as a major employer and economic driver that educates large numbers of Massachusetts residents, supports thousands of jobs, and generates billions in annual economic activity. They emphasized the importance of research funding, warned that federal grant cancellations, suspensions, and slowdowns were harming research operations and talent retention, and voiced strong support for Governor Healey’s proposed DRIVE initiative as bridge funding to protect research capacity and jobs. Committee members focused heavily on workforce preparation in emerging fields such as AI, cyber, quantum computing, and engineering. UMass leaders said AI is being embedded across curricula and research, but also warned that financial constraints forced reductions in PhD admissions, especially in computer science and engineering, which could weaken the future workforce pipeline. They also described the practical effects of grant uncertainty, including reduced graduate admissions and concerns about losing researchers to institutions abroad. Members asked for more detailed data on grant timing, funding gaps, and where students and researchers were going. A second panel from private colleges and universities, including AICUM, Suffolk, Smith, and Clark, highlighted the broad economic and civic contributions of private higher education. Testimony cited large annual economic impacts, job creation, tax revenue, community service, legal clinics, dual enrollment, entrepreneurship support, sustainability investments, and access programs. Speakers also discussed enrollment pressures, COVID-related social and mental health challenges, student visa and federal policy concerns, and the need to preserve liberal arts alongside career-focused training. The committee then heard from MIT, where testimony focused on research commercialization, biotech spinouts, and the role of federal, philanthropic, and industry funding in sustaining innovation; members pressed for more data on funding sources and asked what state policy could do to keep talent and businesses in Massachusetts. The hearing continued with additional public higher education testimony, including Bridgewater State, Bristol Community College, and Northeastern, which emphasized workforce-aligned programs, social mobility, apprenticeships, co-op education, and the need for better coordination between higher education, employers, and state workforce systems.

Transcript Highlights:

• An IEP outlines support services that exceptional students need to learn, grow, and thrive.
• HB 615 is about making the process clearer, THAT EXCEPTIONAL STUDENTS NEED TO LEARN GROW AND THRIVE.
• It made me feel frustrated, depressed, and not good enough to learn and keep up with math.
• to learn.
• THE WAY THEY NEED TO LEARN.

Summary: The committee met with a quorum and began by welcoming students and coaches participating in the inaugural Sunshine State Debate. Members then heard and voted on a series of education-related bills, with most measures receiving favorable reports by unanimous or near-unanimous votes. The first bill, HB 1081, created a Cybersecurity Internship Clearance Readiness Program in the Department of Commerce for NCACE-designated universities and Florida College System institutions; a friendly amendment expanded access to private schools, and the bill passed 19-0. HB 1201 updated Florida’s epilepsy/seizure plan law to clarify protections for charter school students, require acceptance of physician-submitted plans, extend training validity to five years, and expand training to regular bus drivers; epilepsy advocates supported it, and it passed 19-0. HB 851 required annual autism-specific professional learning opportunities for teachers and school-based administrators, and it also passed 19-0. HB 615, dealing with IEPs, required quicker parent notice when services are missed, faster access to service logs, individualized parent orientation, and standardized district service logs; parents and advocates testified strongly in support, and the bill was reported favorably. HB 1503 added technology-related competencies to education courses and directed the Department of Education to develop computer science certification coverage; it passed 19-0. HB 371 required public schools to display portraits of Abraham Lincoln and George Washington in common areas and passed 19-0 after testimony both for and against. HB 731 revised extracurricular eligibility rules and allowed local policies for compensating coaches and activity sponsors; an amendment broadened manual requirements and clarified fee actions, and the bill passed 18-0. The committee also took up HB 173, a parental rights bill that drew the most extensive debate and public testimony. The bill would require parental consent for many medical decisions for minors, give parents access to medical records, and expand parental review/opt-in rights for certain school surveys and biofeedback devices. Supporters argued it restores parental authority, improves safety, and prevents children from being cut out of important medical decisions; opponents warned it would remove confidential access to STI treatment, crisis mental health care, and other services for minors in unsafe or abusive homes. Members raised questions about abuse exceptions, emergency care, and how the bill would affect routine treatment and time-sensitive care. The bill was not voted on in the portion provided, and debate continued through multiple rounds of sponsor responses and member comments.

Transcript Highlights:

• I had to learn what it was. So as I went into a room with educators and I said, if I told...
• They've got to learn the law side, and walking that tight line is very difficult.
• And then we have a lessons learned class that it goes into. OSSI believes in building partnerships.
• We need to continue to learn, we need to continue to push. I want to use some of Mr.
• I hope you've learned something.

Summary: The committee heard extensive testimony on Oklahoma school safety from Commissioner Tipton, OSSI director Mike Fike, OACTIC director Alan Young, OSBI lieutenant Isiles Keene, and Rogers County Sheriff Scott Walton. The main focus was a statewide school-safety framework built around response, prevention, and recovery. Witnesses described training law enforcement in the LASER active-shooter response model, adding A-TURK training for coordinated law enforcement/fire/EMS response, expanding run-hide-fight and Stop the Bleed instruction for educators and staff, conducting risk and vulnerability assessments, and using the Rave panic-button system and the ProtectOK tip app to speed reporting and dispatch. They also emphasized behavioral threat assessment and management (BTAM) teams as a prevention tool to identify and support at-risk students before violence occurs. Members asked about administrator and teacher training, school counselor involvement, how apps are deployed on personal versus school devices, and whether schools are actually using the programs. Witnesses said administrators, counselors, and SROs should be part of BTAM, that training is most effective when it is realistic and repeated, and that Rave is geofenced and typically invited onto devices by schools. Several members stressed that school leaders must buy in for safety plans to work, and one member raised concerns about traumatic training and the need for mental-health support as part of prevention. Witnesses said mental-health referral and monitoring are part of BTAM, but the school and local partners must manage the process. OSBI’s lieutenant added broader context, comparing school safety to fire safety and noting that Oklahoma still lacks some statutory requirements for intruder drills and stronger penalties for school threats. He also discussed possible future tools such as surveillance analytics, gunshot detection, ballistic-rated doors and walls, and better access controls, while warning that technology should supplement, not replace, basic safety systems and training. Sheriff Walton closed by describing rural response challenges and his foundation’s effort to place ballistic shields in schools and police cars, arguing that human resources and rapid communication remain the biggest gaps. No votes or formal actions were taken in the meeting.

Transcript Highlights:

• And then we'll move into lessons learned. After that, we'll turn it over to Dr. Jones. Thank you.
• That we actually are able to use to compare student learning data.
• But we also know that there are other conditions of learning that impact achievement.
• We have a social-emotional learning survey called Panerai.
• So stay tuned for that because we're very interested in learning more and digging into.

Transcript Highlights:

• What did you learn? How did you grow? What were your relationships like with other kids?
• And I think we would bring a lot to offer, but also have a lot to learn.
• Then we learned about Parker Charter, a school at Devens, a 40-minute drive from our home.
• He was very far behind, but he was finally learning and growing.
• She learns Mandarin. And above all, she is loved. Boston Renaissance is not just a school.

Keywords: 995, all

Summary: The Joint Committee on Education held a lengthy hearing on a large slate of bills focused primarily on charter school policy and vocational technical education. Committee members opened with ground rules for testimony, including a two-minute limit, written testimony acceptance, and a live-streamed format. The committee then heard testimony on bills to expand collective bargaining rights in Horace Mann and Innovation Schools, reform charter school funding and reimbursement, allow enrollment preferences for high-need students in charter lotteries, and require BESE to consider district impacts when approving new or expanded charters. Several witnesses, including union leaders, parents, educators, and legislators, argued that charter growth has strained district budgets and that funding formulas should be reworked to better protect public schools; charter advocates and alumni countered that charter schools serve high-need students well and should not be penalized for their success. A major portion of the hearing focused on vocational technical education bills, including proposals to expand access and capacity, create a large grant program, and increase MSBA reimbursement rates for vocational school construction. Supporters described long waitlists, strong labor-market demand, and the higher cost of building and maintaining vocational schools, while municipal officials emphasized the tax burden on local communities. The committee also heard testimony on charter school reimbursement bills that would extend the state’s reimbursement schedule, with witnesses from districts such as Boston, Worcester, Fall River, and New Bedford describing large net losses to charter tuition and arguing for longer reimbursement periods and structural reform. The committee took no final votes during the hearing. In one instance, the chair said a bill would be held open until a missing senator could testify. Members asked several detailed questions about charter admissions lotteries, special education placements, funding formulas, and the practical effects of proposed charter caps and reimbursement changes. The hearing remained informational, with witnesses and committee members presenting sharply different views on whether the bills would improve equity and opportunity or harm existing public school systems.