Transcript Highlights:

• It's another thing to demonstrate that what you've learned, you've put into effect in the classroom and
• In 2024, the lowest minimum salary increased to $50,000 as a result of the LEARNS Act.
• That is not to say there has been no improvement due to the LEARNS Act.
• Similarly, there had been a steeper decrease prior to the implementation of LEARNS.
• So anyway, I was just curious as to how much LEARNS has influenced some of this data. Thank you.

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• How did you learn about this commission?
• learn about this commission? learn about this commission?
• year and uh it was amazing a learning year and uh it was amazing a learning experience<00:19:06.400
• c><00:20:32.720> about learn about it and learn about learn about it and learn about especially
• We chose to go to learning that we do.

Keywords: 912, senate, all

Summary: The committee first heard HCR 96, which encourages the University of Hawaiʻi to evaluate and expand student mental health services. University of Hawaiʻi Associate Vice President Farah Marie Gomes testified in support and noted the system’s mental health and basic-needs efforts across all 10 campuses. Members discussed staffing and funding constraints, including that the system had 27 adult mental health positions, 21 filled and six vacant, with one vacancy open for about four years. The resolution was adopted unanimously, unamended. The committee then took up several gubernatorial appointments. GM 785 nominated Wendo Hensel to the Western Interstate Commission for Higher Education (WICHE), and GM 784 nominated Terry George to the same body. Both nominees testified about the value of Hawaiʻi’s participation in WICHE; Hensel emphasized the importance of sharing policy ideas and best practices, while George highlighted Hawaiʻi’s unique higher education needs and the benefits of learning from other western states. Both nominations were supported and moved forward. The committee also considered multiple appointments to the Hawaiʻi Commission for National and Community Service. Kylie Alakard described wanting to serve as a youth voice and role model, and Ray Galas spoke about his prior volunteer board experience and desire to help people connect through service. Sandra Larson said volunteerism and community service were important to her and that she wanted to give back. The committee then heard GM 771 and GM 772 for Ken Kawahara to the Research Corporation of the University of Hawaiʻi; Kawahara said he would bring business and government experience to help with internal operations, education, and strategic goals, though he acknowledged he was still learning the organization’s details. Members also began hearing GM 624 for Joshua Famuina to the University of Hawaiʻi Board of Regents, with student caucus testimony in strong support emphasizing his attendance, communication, and engagement with students.

Transcript Highlights:

• And that sounds really big, but it also is beautifully connected to what students should be learning
• <00:21:30.799> in what students should be learning in what students should be learning in
• that they're learning are not things<00:21:51.520> that<00:21:51.679> we<00:21:51.840>
• :22:09.200> that she had learned and she left that she had learned and she left that program<00
• classroom of creating learning classroom of creating learning experiences<00:29:20.080> and

Bills: HB187, HB98, HB360, HB394, HB398, HB388, HB187, HB98, HB360, HB394, HB398, HB388

Keywords: school safety, emergency response, training, public safety, Alyssa's Law, law enforcement, scholarship, tuition assistance, dependent education, Alabama, blackout license plate, HB360, Second Amendment Sales Tax Holiday, sales tax holiday, firearms, guns, ammunition, bullets, primers, gun accessories

Transcript Highlights:

• engage before returning to learning. engage before returning to learning.
• Science of learning. Okay.
• Science of learning. Okay.
• So, play-based of learning. Okay.
• with play-based learning. with play-based learning.

Keywords: 1191, senate, all

Transcript Highlights:

• And, well, of course, now we have the advantage of hybrid learning or distance learning.
• hybrid l learning or distance learning. hybrid l learning or distance learning.
• a confirmation to the Early Learning a confirmation to the Early Learning Board<01:03:28.720>
• kuryama to the early learning board. kuryama to the early learning board.
• >> You learned a lot though, right? >> You learned a lot though, right?

Keywords: 912, senate, all

Transcript Highlights:

• Um, I learned a lot and time there.
• <01:19:51.199> The and and a willingness to learn. The and and a willingness to learn.
• I will learn the law that I know I need to learn when I transition over to family court if I'm confirmed
• I will learn the law that I know I need to learn when I transition over to family court if I'm confirmed
• I will learn the law that I know I need to learn when I transition over to family court if I'm confirmed

Keywords: 912, senate, all

Summary: The committee hearing covered three judicial confirmations for the First Circuit family court. The first nominee, Maria F. Penn, was introduced for confirmation to a six-year term as a district family court judge. Testimony from family law attorneys and the Hawaii State Bar Association was strongly supportive, emphasizing her courtroom demeanor, preparation, knowledge of family law, respect for litigants and counsel, and ability to manage emotionally difficult family court matters. Judge Penn also spoke about her background, including her legal career, prior service as a PDM family court judge, and her view that family court requires both legal judgment and empathy. The chair noted that the committee would not vote that day and would take up votes the next morning. The second nomination was Wilson Aunga for a district family court judgeship. Supporters described his character, community involvement, and suitability for family court, including testimony from the Honolulu prosecutor, longtime friends, classmates, community members, and others. Speakers highlighted his work with youth, his leadership in the prosecutor’s office, his calm and impartial temperament, and his commitment to education and public service. The chair reported 105 supporters, no opposition, and one comment from the Hawaii State Bar Association. Additional testimony continued from members of the public, including a speaker discussing mental health and personal support for Aunga. Throughout the hearing, the chair enforced a two-minute limit on oral testimony and explained that the committee was short on time and would recess as needed. No votes were taken during the hearing; the chair announced that voting would occur the following day in the same room.

Transcript Highlights:

• This resolution is very important because when high school students are able to learn about financial
• <00:41:35.000> about students are able to learn about students are able to learn about financial
• I don't think I even learned how to write a check in high school.
• and this establishes an early learning and this establishes an early learning apprenticeship<01:
• <01:13:59.239> field people entering the Early Learning field people entering the Early Learning

Keywords: 912, senate, all

Summary: The committee heard testimony on House Bill 110, HD1, which would clarify local food purchase goals for the Department of Education. DOE said it supports the measure and will work toward the 30% local food mandate by 2030. The Department of Agriculture also supported the bill, and outside advocates from the Hawaii Public Health Institute and Hawaii Farm to School Network strongly backed it as consistent with prior farm-to-school laws and helpful for measuring progress toward the goal. The committee then took up House Bill 293, which would exempt certain DOE purchases of local edible produce and packaged food products from electronic procurement rules and allow written-quote purchasing thresholds, including a lower quote requirement for some rural schools. DOE, the Department of Agriculture, the State Procurement Office, and the Hawaii Farm Bureau all supported the measure, describing it as a tool to help the department test and add local products and meet the 30% goal. However, members pressed DOE on the bill’s purpose and mechanics, questioning why the department could not simply add products to vendor lists or use existing procurement flexibility. DOE explained it was trying to test new local products, including products not yet on the USDA-approved list, and said the bill would allow limited pilot purchases while it works through USDA approval and vendor-list updates. Members also raised concerns about whether the bill was being used to bypass procurement and whether small farmers or aggregators could realistically supply the needed volume. House Bill 1069, which would add two voting members representing DOE and the Board of Education to the School Facilities Authority, also drew support from DOE and the Board of Education. Supporters said the change would improve accountability, strategic input, and communication on school facilities matters. SFA testified that it has already increased coordination with DOE through regular meetings and that recent discussions have been more robust. Committee members questioned whether voting seats were necessary given that DOE and BOE could already attend meetings and receive updates, and they raised concerns about how a voting representative would report back and whether the measure would actually solve communication problems. No votes or final actions were taken on the measures during the portion of the meeting provided.

Transcript Highlights:

• They give people opportunities to learn about teamwork and collaboration.
• I watched them grow into leaders and learn to work with others.
• State assessment should measure a full year of learning.
• It reduces learning.
• It would restore the time and ensure that everybody gets to learn what they're there to learn.

Bills: HB2020, HB2032, HB2033, HB2249, HB2313, HB2318, HB2378, HCR2003

Keywords: interference, disruption, educational institutions, public order, conduct rules, statewide assessment, student testing, academic standards, third grade reading, reading retention, promotion and retention, school accountability, assessment window, testing window, test scores, school report cards, nontest data, graduation rates, dropout rates, education data privacy

Transcript Highlights:

• um a good portion of our early learning um a good portion of our early learning services<00:40:57.319
• we think about early learning we think about early learning opportunities<00:41:16.319> and
• <00:57:47.400> their kids in schools and so they learn their kids in schools and so they learn
• here is literacy our kids need to learn here is literacy our kids need to learn how<01:21:33.199
• <01:45:37.520> if school and they really can't learn if school and they really can't learn

Keywords: 1183, house

Transcript Highlights:

• Now, the chairman and I learn of far-reaching decisions after the fact, and almost always.
• This weekend, we learned the White House is attempting to grant access for a Musk. employee to the IRS
• What can we learn? What can we learn from data?
• And as a result of that, hopefully learning has taken place, but I'd like to validate that.
• That's sad to learn. That's really sad to learn, especially given those promises.

Keywords: veterans affairs, VA modernization, employee layoffs, mental health, suicide prevention, transparency, senate committee, bipartisan support, oversight

Summary: The meeting involved detailed discussions on various veterans' issues, particularly focusing on the challenges faced by the Department of Veterans Affairs (VA) amidst a backdrop of significant staffing changes. Members expressed deep concerns over the recent layoffs of over 1,000 VA employees, emphasizing the crucial nature of these positions in the context of mental health support for veterans, particularly amid rising suicide rates. Senators articulated the need for transparency and effective communication between the VA and Congress to avoid further breakdowns in services. The session also spotlighted the ongoing modernization of VA systems and the urgent need to streamline processes to benefit veterans effectively.

Transcript Highlights:

• A past where I sat at a workbench at a camp by a deep Adirondack lake, learning how to braid thin plastic
• how to braid thin plastic learning how to braid thin plastic strips<00:01:52.440> into<00:01:
• <00:10:25.640> new I hope that you were able to learn new I hope that you were able to learn
• Anybody who wants to learn this summer, there are so many ways to learn.
• thoughtful<00:22:47.600> debate learned in productive, thoughtful debate learned in productive

Keywords: 926, house, all

Summary: The House convened with a devotional led by former Representative Carolyn Partridge, accompanied by bagpiper Ben Partridge. Partridge read Billy Collins’s poem “The Lanyard,” and the chamber then observed music and applause. Members also honored two former House members who had recently died: Representative Jason A. Barney of Highgate and Representative Noel E. Neely of Pomfret, followed by a moment of silence. The Speaker recognized the final group of legislative pages for their service and thanked them for their work during the busy end of the biennium. The House also read two concurrent resolutions adopted on the consent calendar: H.C.R. 273 recognizing May 2026 as National Tennis Month in Vermont, and H.C.R. 289 congratulating the 2026 Brattleboro Union High School championship mock trial team. The mock trial resolution noted the team’s first-place finish at the Vermont Law and Graduate School competition in South Royalton and identified the student advocates, witnesses, coaches, and advisor. Several members made announcements and introductions. A member from Jericho spoke in support of tennis and welcomed USTA Vermont representatives in the gallery. A member from Westminster introduced Carolyn Partridge and Ben Partridge, and a member from Brattleboro welcomed the mock trial students, noting they would visit committees later in the morning. A member from Winooski introduced family members in the balcony. House Democrats and House Republicans announced caucuses at 11:15. No floor votes were taken on legislation during this segment. The Speaker said the House would return to address bills on the calendar at 1:00 p.m., and the chamber stood in recess until then.

Transcript Highlights:

• When students learn about projects.
• Making these decisions is part of learning to be a journalist.
• So, um, you know, we've been learning a lot about this new board policy.
• So, um, you know, we've been learning a lot about this new board policy.
• <01:10:45.440> and are implementing the civic learning and are implementing the civic learning

Keywords: 910, house, all

Summary: The joint committees on Education and Higher Education first heard HCR 75 and HR 67, which ask the Department of Education and the University of Hawaiʻi to assess criteria for building an educational pipeline and curriculum for advanced manufacturing and cybersecurity. The Department of Education said it would stand on its written testimony, and UH supported the measure, noting existing community college and four-year programs related to the topic. Members asked how DOE promotes cybersecurity opportunities and whether it provides funding; DOE said schools usually connect with partners and its office works with them, but it does not have separate funding for such efforts. UH also explained that some advanced manufacturing concepts may overlap with 3D printing, material sciences, and entrepreneurship, and described P20 as a forum for aligning K-12 and higher education pathways. The committees then recessed the joint hearing and moved to the Education Committee agenda. The committee next heard HCR 46 and HR 39, which would make DOE recreational facilities available to the public during non-peak hours and non-school days. DOE said it already uses facilities agreements with insurance, liability waivers, indemnification, and certificates of insurance to protect schools. The Attorney General opposed the resolutions, warning that unrestricted public use without safeguards could create substantial liability and cost risks for the state. The measure’s introducer said the goal was to help underserved communities that lack access to public recreation spaces, and DOE said it would be open to joint-use arrangements with larger organizations but remained concerned about vandalism and liability. The committee also heard HCR 86 and HR 80 on creating an Aloha Civics working group, with DOE offering comments and Common Cause Hawaiʻi strongly supporting the idea. DOE described a civic learning and engagement task force that met with stakeholders, including UH and the PACE Commission, and produced recommendations such as building partnership inventories, integrating civic learning across grade levels, and aligning the work with DOE’s HA framework and learner outcomes. Common Cause said civic education can be implemented effectively and affordably, citing existing school projects such as ranked-choice voting and classroom constitutions. Later, the committee took up HCR 87 and HR 81, urging an annual Climate Week in public schools. DOE again stood on written comments, while the Climate Change and Health Working Group, Climate Future Forum, a student from Kaimuki High School, and other supporters argued that a dedicated week would ensure consistent climate education, build resilience, and connect climate issues to health, food security, and disaster preparedness. Supporters said existing climate-related opportunities are uneven across schools and that a formal Climate Week would create a more equitable approach. The committee then heard HCR 95 and HR 91 on informing students about changes to gun safety and storage laws; DOE asked for clarification on the measure’s intended outcome, and one individual testified in support. Finally, the committee heard HCR 104 and HR 100 on strengthening farm-to-school initiatives. DOE said it is already working to improve menus, emphasize local products, and meet with distributors to increase local procurement, while the College of Tropical Agriculture and Human Resilience offered food science, nutrition, and extension support. Climate Future Forum, the Hawaii Youth Food Council, and other supporters said farm-to-school efforts are important for student health, local farmers, and food sovereignty, noting that local food procurement in schools remains far below the state’s 30% by 2030 goal. DOE explained it is trying to provide distributors and farmers with more predictable demand and is meeting with distributors to set up next year’s supply chain.

Transcript Highlights:

• <01:03:23.520> is<01:03:23.680> learned everything you need to learn is learned everything
• you need to learn is learned in<01:03:24.160> kindergarten<01:03:24.799> so<01:03:24.960
• that have to pair all those learning that have to pair all those learning styles<03:49:58.199>
• <04:15:31.680> all and thematic learning all and thematic learning all that um<04:15:37.239
• <04:24:12.479> that all then the mind is on learning that all then the mind is on learning

Keywords: 928, house, all

Summary: The committee heard testimony on House Bill 362, which would give the Department of Education rulemaking authority over educator licensing and testing requirements, including professional education assessments. Representative Ladd argued the bill is meant to preserve New Hampshire’s higher standards for teacher preparation and to avoid lowering requirements for licensed educators, while also allowing flexibility for career and technical education (CTE) instructors who may have strong industry experience but not traditional classroom credentials. Members discussed whether the bill should preserve industry-recognized credentials and basic academic skills testing while exempting CTE teachers from content exams; DOE Director Steven Appy said an amendment would clarify that the bill applies to initial licenses, exempt CTE teachers from the content-testing requirement, and keep current administrative practice on basic skills and industry credentials in statute. The committee also noted that an executive session would be scheduled later, likely the following week, to act on the bills and amendment. The committee then took up House Bill 90, dealing with the definition of part-time teachers. Representative Ladd explained that the bill is intended to let university and community college faculty teach limited hours in high school concurrent enrollment settings, especially in subjects like math and STEM where some schools cannot find locally certified teachers with a master’s degree. He said the measure is designed to expand student access to college-level courses, not to replace fully certified teachers or reduce standards, and emphasized that the bill is limited to faculty employed or contracted by the University System of New Hampshire or the Community College System of New Hampshire, with criminal background checks and ethics/conduct rules still applying. No votes were taken during the hearing, and the discussion ended with the understanding that further action would come in executive session.

Transcript Highlights:

• about themselves, they learned about their identity, they learned about their language.
• college they learned about themselves they<00:37:52.839> learned<00:37:53.200> about<00
• identity they they learned about their identity they learned<00:37:54.680> about<00:37:54.960
• accredited by The Higher Learning accredited by The Higher Learning commission<00:42:36.240>
• I can learn.

Keywords: 1183, house

Transcript Highlights:

• surveyed are making a decision about whether or not they feel safe, whether they have a reasonable learning
• It needs to be a learning environment.
• Our teachers are working together to support... each other to learn more and enhance what they do in
• And we learn the most from the testimony we receive.
• As you've heard, teachers are the most significant factor in student learning.

Bills: SB26, SB 26

Keywords: teacher compensation, education funding, public school educators, teacher retention, teacher designation, SB 26, Texas Property Code, colonia, colonias, Spanish translation, bilingual contract, real estate contract, executory contract, residential property, border county, international border, economically distressed area, consumer protection, language access, translator certified in Spanish

Transcript Highlights:

• So let's remember SAIL reference to strengthening alignment between industries and learning.
• Service learning is in our DNA from the first day we opened our door.
• Service learning also provides research projects for our students.
• Being able to apply those things that you learn in the classroom...
• Cartwright that one thing is that we encourage our students to learn but also practice.

Summary: The Committee on Education Postsecondary held an informational hearing focused on how Florida’s public colleges and universities are aligning bachelor’s degree programs with workforce needs and improving student outcomes. Chancellor Kathy Hebda described Florida College System enrollment growth, the state college system’s workforce-oriented bachelor’s degrees, approval and accountability processes for those programs, and outcomes data showing strong completion and wage results, especially in health care. Emily Sykes of the Board of Governors outlined the State University System’s program review practices, performance-based funding metrics, strategic emphasis programs, and the MyFloridaFuture tool that lets students compare earnings, debt, and employment outcomes by major and institution. University and college leaders then described campus-level workforce initiatives. Florida Gulf Coast University highlighted employer-driven microcredentials, digital badges, internships, career fairs, service learning, and partnerships with regional employers. UCF discussed its career navigator requirements, major industry partnerships such as Lockheed Martin, nursing and faculty career-integration efforts, and a centralized career development center. Northwest Florida State College and the University of West Florida emphasized their bachelor’s programs, transfer pathways, teacher and nursing outcomes, military and defense-related workforce pipelines, cybersecurity training, and stackable credentials tied to regional labor needs. During member questions, senators asked how microcredentials and military experience translate into college credit, whether credentials transfer across institutions, and what legislators can do to help. Witnesses said the state’s common course and articulation systems already support transfer, and they encouraged continued legislative support for innovation, faster curriculum alignment, internships, and specialized transfer degrees. No bills were voted on, and the meeting ended with no public comment and an adjournment motion adopted.

Transcript Highlights:

• policies around that and really looking at the way that cell phones are impacting our children's learning
• They are as follows: children first learn to make friends as preschoolers.
• Too much screen time can slow a child's speech and language development and impacts learning for the
• With real relationships and learning in real time, >> Thank you for your testimony.
• But you live and learn, right? But I appreciate you bringing this. I agree with...

Keywords: 1183, house

Transcript Highlights:

• And when I learned it, I didn't learn from work and discussions on it and this is work and discussions
• And when I learned it, I didn't learn from From someone who is older than me, or someone already from
• nature, you learn to love humanity.<00:17:46.240> You<00:17:46.320> learn<00:17:46.480
• You learn how to appreciate humanity.
• so much together and also um learned so much together and also um learned<00:24:33.360> to<00

Keywords: 919, house, all

Summary: The Environment and Natural Resources Trust Fund Conference Committee met on May 13, 2026, to finalize House File 3426. After roll call established a quorum, staff walked members through the conference agreement and spreadsheet, noting that most appropriations were unchanged from the House and Senate positions. The report kept the LCCMR recommendations in resiliency, water, fish and wildlife, energy, and most land and education/outdoor recreation items, while removing the “cultivating conservation leaders through education and wilderness experiences” project and a Senate rotational grazing pilot provision. The committee also noted the overall appropriation total and carryforwards/extensions, and that the community grants program appropriation remained in the bill. Members then reviewed the policy language in the DE amendment. The agreement retained House provisions setting guardrails for the community grants program, including requirements for emerging issues account votes, maximum grant amounts, staff training, monitoring visits, pre-award risk assessments, surety bond or fiscal-agent approval for advance payments, and quarterly progress reports, while also adopting Senate language repealing a DNR acquisition-approval requirement. Senators McEwen and Her offered contrasting comments about the removal of the Boundary Waters-related project, with McEwen criticizing the decision as politicized and Her emphasizing stewardship and the importance of exposing young people to the Boundary Waters. Representatives Heintzeman and Fischer defended the need for accountability and said the issue had been addressed in a bipartisan way. The committee reported receiving a letter from the DNR supporting the language and thanking the conferees and staff. Chair Her moved adoption of the HF 3426 DE amendment and the spreadsheet dated 5/13/26 at 11:38 a.m., authorized staff to prepare the conference committee report and make technical and conforming changes, and the motion passed 7-0. The meeting ended with thanks to staff, LCCMR participants, and Speaker Melissa Hortman, followed by adjournment and instructions for members to watch for and sign the conference committee report electronically that night.

Transcript Highlights:

• And every day, they learn about a different branch of government.
• Content management system that PBS has called PBS Learning Media.
• teacher learning experiences.
• So it's going to be a full immersive day of learning for those teachers.
• So it's going to be a full immersive day of learning for those teachers.

Summary: The Louisiana Commission on Civic Education met with a quorum, approved the minutes from its prior meeting, and unanimously approved the 2026–27 membership slate for the Legislative Youth Advisory Council after hearing that more than 300 students applied. The commission also approved LIAC’s budget and mileage reimbursement guidelines, which were updated to reflect the IRS rate increase. Members thanked the Legislature for continuing to fund LIAC after earlier years of sponsor-based support. The meeting featured several civic education presentations tied to the nation’s 250th anniversary. Brandon Burris of the Lieutenant Governor’s office described state parks, museums, library backpack programs, Keep Louisiana Beautiful, and Homework Louisiana as civic and educational resources. Liam Julian of the Sandra Day O’Connor Institute discussed national trends in civics education, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and a PBS Learning Media series on Bernardo de Gálvez and Spanish Louisiana, along with teacher training events. LIAC members John Parker and Brandon Routon reported on their work over the year, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment of minors, and school advisory councils. The Louisiana Center for Law and Civic Education reported on Law Day and Constitution Day programming reaching thousands of students, its summer institute, student and teacher awards, and a proclamation marking the 250th anniversary of the American Revolution. Barry Irwin also reported that legislation to clean up the commission’s membership and quorum provisions had passed the House and been heard in Senate Education. The commission adjourned after thanking staff for managing the meeting during severe weather.

Transcript Highlights:

• And that helps they're ready to learn.
• Everything you need to learn<01:40:11.760> you<01:40:12.000> learn<01:40:12.080> in<
• <01:40:13.520> But<01:40:13.760> do learn you learn in kindergarten.
• But do learn you learn in kindergarten.
• <01:41:58.639> that to my child, I want you learning that to my child, I want you learning

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session on a bill concerning school meal access and reimbursement. The bill would address local school districts’ responsibility to provide meals during school hours, reimburse schools for meals served at no cost, and make an appropriation. The committee first moved to retain the bill, with supporters saying it was complex, had uncertain fiscal impacts, and should be considered alongside other related meals bills. Opponents argued the committee already had enough information, that the bill served a small number of students at relatively low cost, and that delaying action would harm children who need food to learn. The committee also heard from Tim Roar, a Keene school business administrator and co-designer of the bill, who explained that the proposal was intended to be an opt-in program for districts, with rulemaking to set participation requirements. He said the bill was meant to target aid to students between 175% and 200% of poverty, reduce bad meal debt, and avoid spending taxpayer money on families who could afford to pay. He estimated the state cost at about $250,000 in year one, with local taxpayer costs around $8,500 for Keene, and said some districts already have systems for online applications while others do not. Committee members questioned him about meal debt, online application software costs, and how districts handle students who reach debt limits. Roar said districts still feed students who are hungry, but use other resources and family outreach when meal debt is capped, and he argued that parents should be responsible for providing lunch when they can afford it. Other members pushed back, saying they had seen students go hungry and that teachers sometimes pay for lunches themselves. One member noted the bill would increase eligibility, make it easier to apply, strengthen personal responsibility, and was not a mandate. The discussion ended without a recorded final vote in the excerpt, though the retain motion remained the central action under debate.