Transcript Highlights:

• , and so into those level classrooms he went.
• However, if a child is working two years above grade level, they are held down in grade levels teaching
• rose from almost eighth-grade level at the beginning of the year to the 10th-grade level at the end
• He knows the topics covered in his math classes and seeks additional material that his class is not offering
• Thank you. math classes, students may deviate by grades, by three grade levels of ability at the extremes

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• So we have an A, Class A, Class B, Class C was the way we had it before, correct?
• And I had a Class A at one time, actually. And I had a Class A at one time, actually.
• Class A is unlimited.
• The people that are doing the work now, your Class A, Class B folks...
• the class.

Summary: The Administrative Rules Subcommittee reviewed several agency rules and most were approved without objection. The Department of Agriculture moved to repeal rules tied to the now-repealed Arkansas Catfish Processors Fair Practice Act. The Department of Human Services updated Medicaid policy to clarify that pregnant women may still be referred to child support enforcement but will not be sanctioned during pregnancy and the 60-day postpartum period, removed the word “forcible” from rape/incest good-cause language, and eliminated a 90-day waiting period for ARKids B when group health coverage ends. DHS also received approval for a CMS cell and gene therapy model for sickle cell disease and a technical Medicaid medication-assisted treatment update that does not change coverage. The Department of Labor and Licensing presented several rules. One created procedures for the department to issue interpretations in local construction plan disputes under Act 591 of 2025. The Contractors Licensing Board and Residential Contractors Committee amended rules to raise the restricted commercial license threshold and light building project limit from $750,000 to $1.5 million, and to allow deferral of owner-complaint investigations while related civil litigation is pending. The HVACR Licensing Board presented broader cleanup and policy changes under Act 746 of 2025, including eliminating the Class C license by moving those holders into Class B, expanding work limits for Class A and B licensees, changing continuing education to eight hours per three-year code cycle, and keeping annual license renewal. Members asked detailed questions about impacts on businesses, training, youth working with parents, and whether any unintended burdens were created; the board said it had notified licensees and had received little pushback. The committee also granted the Department of Inspector General’s request for exclusion from rulemaking reporting for Act 473 of 2025, concluding that the statute was sufficiently detailed and did not require additional rules. In addition, the Arkansas State Library’s report was accepted, with the Department of Education stating that the library’s three existing rules should remain in effect. During the update on outstanding 2023-session rulemaking, Education explained that many delayed rules were held back because they were likely to be amended again in 2025, and members expressed concern about the length of time some rules have remained unfinished. The meeting ended after written 2025 rulemaking updates were noted, with no further action taken.

Transcript Highlights:

• Today I will be making a case for removing the standardized test at the LCSW level that master's level
• , the master's LCSW level.
• chosen for that class by the professor.
• The class was taught with more passion and depth than many of the classes I've taken.
• That class was taught with more passion and depth than many of the classes I've taken that rely on traditional

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• It graduates about two classes per year.
• It graduates about two classes per year.
• You got enough for the whole class?
• We have seats in that every single class.
• I am a NARTA graduate, Class 14, not Class 1. NARTA was conceived in 1996, when you were retiring.

Bills: HB2207, HB2225, HB2602, HB2641

Keywords: braille, disability access, education funding, state corrections, inclusion, HB 2225, Yavapai County, northern Arizona regional training academy, training academy, public safety training, law enforcement training, police academy, first responder training, capital appropriation, state general fund, state treasurer, lapsing appropriation, section 35-190, capital costs, regional training facility

Summary: The committee first heard HB 2641, which would ban firefighting foam containing intentionally added PFAS chemicals. The sponsor said the bill was intended to protect firefighters and the public from carcinogenic and persistent chemicals that can contaminate groundwater, and noted Arizona had already banned the foam for training. A University of Arizona public health researcher testified that firefighters have higher PFAS levels than the general public and that AFFF use is associated with elevated exposure, while a firefighters’ association representative said alternatives exist and that the bill would remove uncertainty for departments. The committee passed HB 2641 unanimously, 15-0. The committee then heard HB 2602, a $24,000 appropriation for a 10% pay increase for Department of Public Safety employees in fiscal year 2027. The sponsor and supporters from the Arizona Troopers Association argued the raise was needed for recruitment and retention, citing vacancies, departures, and the cost of training new troopers. Several members supported the idea but raised concerns about the budget impact and the broader issue of pay disparities across agencies and state employees. The bill received a do pass recommendation on a 10-0-3 vote, with two members voting no and three voting present. Finally, the committee considered HB 2225, which would appropriate $10 million for capital costs at the Northern Arizona Regional Training Academy in Yavapai County and keep the funds from lapsing until 2029. The sponsor and Yavapai County law enforcement witnesses said the academy is overcrowded, serves multiple agencies across northern Arizona, reduces travel and lodging costs, and provides both basic and in-service training. Some members questioned whether the state should fund a county-based facility and raised concerns about the size and structure of the appropriation, while others supported the training mission but wanted the issue handled in the budget process. The committee voted to give HB 2225 a do pass recommendation, with several members voting no or present.

Transcript Highlights:

• That is up 11% for the class of 2025.
• roadblocks at the state level.
• , so they could go and be in class.
• I think that's the next level of the work.
• the classes.

Summary: The Assembly Higher Education Committee held an oversight hearing on how federal actions are affecting California higher education, with opening remarks from the chair and members emphasizing the importance of state-federal shared governance and the need to protect access, affordability, and campus diversity. The first panel included leaders from the CSU, University of the Pacific, California Community Colleges, and UC, who described broad impacts from federal grant terminations, changes to student aid, loan limits, visa and immigration policy, and proposed reductions to research support. Testimony focused on the elimination of Grad PLUS loans, caps on Parent PLUS and Pell-related changes, the loss or suspension of hundreds of grants, and the resulting harm to student support services, research, workforce pipelines, food assistance, and health care training. UC and CSU representatives warned of major losses in research funding, indirect cost reimbursement, and student opportunities, while community college leaders highlighted uncertainty around federal grants and the need to maintain services for low-income, first-generation, undocumented, and other vulnerable students. Committee members asked how the state could respond, including through intersegmental partnerships, dual enrollment, transfer pathways, and support for basic needs and nutrition programs. Witnesses said California could help by sustaining financial aid, protecting minority-serving institution programs, and investing in research, housing, and workforce development. Several speakers stressed that federal changes were creating instability for students and campuses, and that the effects would likely be long-lasting, especially in health care, teaching, STEM, and social work pipelines. A second panel then focused on equitable access. The California Student Aid Commission described state efforts such as the $3.9 billion investment in aid programs, the Cal Grant system, the Dream Act, and possible reforms to better serve adult learners, foster youth, undocumented students, and students with dependents. The Los Angeles Community College District reported that federal cuts and policy shifts are discouraging students from applying for aid, threatening TRIO and MSI/HSI-funded services, and reducing support for basic needs, counseling, and workforce programs. The Association of Independent California Colleges and Universities and the CSU Academic Senate echoed concerns about FAFSA confusion, international student restrictions, grant losses, and the erosion of equity-focused programs. No formal votes or legislative actions were taken during the hearing; the committee primarily received testimony and discussed possible state responses.

Transcript Highlights:

• classes to To low.
• We need to have at least six students in a class to offer the class.
• We need to have at least six students in a class to offer the class.
• at the JD level, the master's level.
• The ABA requires us to have a certain number of upper-level legal writing classes.

Bills: SB1, SB3

Keywords: interstate medical licensure compact, physician licensure, medical license reciprocity, expedited licensure, medical practice act, New Mexico medical board, compact commission, physician mobility, telemedicine, license portability, background check, disciplinary action, joint investigation, reproductive health care, gender-affirming care, scope of practice, medical board transparency, multistate compact, licensure renewal, health care workforce

Transcript Highlights:

• Our success rates for class completion, meaning a student passed a college credit class with either an
• These are college classes, not audit classes, and then... College credits.
• These are college classes, not audit classes. And then they've completed 15 internships.
• What are the integrated classes? What are the integrated classes?
• And these are our foundation-level classes.

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

Transcript Highlights:

• <00:14:36.000> people,<00:14:36.480> middle-class working-class people, middle-class working-class
• We tax the wealth of middle-class and working-class people every single year.
• and working-class people.
• <00:23:17.160> and<00:23:17.320> working-class of middle-class and working-class of
• middle-class and working-class people.

Bills: HF4621, HF4123, HF4616, HF1183

Keywords: child tax credit, financial assistance, low-income families, state revenue, tax policy, net investment income, taxation, business income, self-employment, tax increase, wealth tax, fairness, public services, high-income earners, economic equity, Internal Revenue Code, employee classification, federal law, Minnesota statutes, 1183

Transcript Highlights:

• on grade level.
• grade level, and then at the does not meet grade level threshold.
• Of the SAT has a 75% chance of passing freshman level college classes.
• I would think, but unfortunately there are some specialty classes, especially at the high school level
• During class.

Keywords: 1184, house, all

Transcript Highlights:

• the classes.
• I think incorporating that class at the elementary level where all students, no matter what dish district
• He went from reading two grade levels behind to reading on grade level in third grade.
• And then we just declare this kid's on grade level. level, below grade level meeting, you know, all the
• They're not reading grade level.

Bills: HB6, HB27, HB 123, HB210, HB213, HB222, HB610, HB 1085, HB1481, HB6, HB27, HB123, HB210, HB213, HB222

Keywords: mental health, telehealth, public schools, discipline management, behavioral interventions, financial literacy, high school education, curriculum requirements, economics, personal finance, HB 123, kindergarten readiness, early literacy, early numeracy, reading screening, math screening, foundational literacy, foundational numeracy, dyslexia screening, reading intervention

Transcript Highlights:

• Texas at historic levels.
• level, at the Ph.D. level, and at the certificate level.
• 7% growth in our freshman class.
• classes?
• group class as well.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• That's an IOP-level problem.
• should be at your level.
• an entire class of students.
• change, state-level, system-level change, would you recommend us to consider or think about?
• We'd go around the class.

Summary: The hearing focused on youth mental health and treatment access in California, with opening remarks emphasizing that youth distress, self-harm-related emergency visits, and difficulty obtaining care remain elevated, while workforce shortages and reliance on one-time funding continue to limit access. Assemblymember Lori Davies echoed concerns about unstable funding and said lawmakers need to hear directly from providers and families as they prepare for the budget and legislation. The chair framed the hearing as a chance to hear from county, school, provider, and student perspectives, especially in San Diego County, where needs are high and investments have not always matched demand. County and school officials described the current system and recent state initiatives, including the Children and Youth Behavioral Health Initiative, school-linked fee schedules, payment reform, and the Behavioral Health Services Act transition. San Diego County Behavioral Health said it serves Medi-Cal youth with specialty mental health needs through a broad continuum of care, including outpatient clinics, school-based services, crisis response, residential treatment, and new crisis and residential facilities. San Diego County Office of Education and San Marcos Unified School District described efforts to expand school-based services and reimbursement through CYBHI, but said implementation is slowed by complex billing rules, insurance-data collection concerns from families, administrative burden, and uncertainty about sustaining staff positions funded by grants or soft money. School counselor testimony highlighted reduced stigma through campus outreach and clubs, but also noted that counselor-to-student ratios remain well above national standards and that budget cuts threaten supports. Provider testimony stressed that the system remains fragmented and that youth often move between emergency rooms, inpatient care, outpatient therapy, schools, and county programs without smooth handoffs. A child psychiatrist described crisis cases in which the main choices are brief hospitalization or discharge with limited follow-up, and argued for stronger warm handoffs, more outpatient and intensive outpatient options, better school-clinic coordination, and broader use of mobile crisis and 988. Rady Children’s Hospital and Aurora Behavioral Health described large increases in behavioral health demand, expansion of integrated care, and major barriers tied to low reimbursement rates, delayed payments, and administrative complexity. Across the panel, witnesses called for more stable funding, clearer reimbursement rules, better parent education on warning signs, and stronger collaboration among schools, counties, hospitals, and community providers to reduce stigma and improve timely care for youth.

Transcript Highlights:

• :53.520> South working-class family in South working-class family in South Baltimore.
• mean, you're just doing a class 6 roads. mean, you're just doing a class 6 roads.
• person or two people on a class 6 road. person or two people on a class 6 road.
• class six road and people are stranded. class six road and people are stranded.
• road, a class 6 road that now we class road, a class 6 road that now we just<04:13:45.680> allowed

Keywords: 1189, house, all

Transcript Highlights:

• So with either the same number of faculty or fewer faculty to teach classes, class sizes will go up and
• So with either the same number of faculty or fewer faculty to teach classes, class sizes will go up and
• We believe that student learning must be maintained at a high level and, as you heard, increased class
• Two of the hardest classes that we are currently in my major are notoriously known as weeder classes,
• And those classes are two classes crammed into one, and one of them is three classes crammed into one

Summary: The Assembly Budget Subcommittee on Education Finance held an extended hearing focused primarily on University of California budget issues, enrollment, housing, and Title IX. Chair David Alvarez opened by noting the governor’s proposed 8% ongoing General Fund reduction to UC, the deferral of compact funding, and the College of the Law budget item, while emphasizing that no votes would be taken that day. Public commenters, including UC Davis employees and lecturers, urged restoration of UC funding and opposed the hiring freeze, saying cuts would worsen staffing shortages, reduce research capacity, and harm students and patients. On UC core operations, the Department of Finance said the governor’s budget maintains the compact but defers $240.8 million in ongoing support and continues a planned 7.95% reduction, while the LAO recommended rejecting the deferrals and instead making any changes in the budget year. UC San Diego’s chancellor and UC Office of the President argued the cuts and deferrals would create major campus shortfalls, force hiring freezes, larger class sizes, fewer course offerings, delayed projects, and possible layoffs. Committee members questioned whether cuts could be shifted away from students and toward administration, discussed UCOP reserves and bond debt, and noted that UC’s budget structure makes the campus-level impact larger than the headline reduction. The committee also reviewed enrollment trends and nonresident replacement. The LAO said UC resident enrollment has grown and recommended revisiting 2026-27 targets and pausing the nonresident replacement plan if state funding does not improve. UC said it has exceeded California undergraduate enrollment and nonresident replacement goals, but warned that continued growth without funding would force enrollment reductions and harm quality. Members discussed the role of nonresident and international students, tuition rates, and the value of UC as a pathway for California students and a source of talent for the state. A separate housing item covered the state’s Higher Education Student Housing Grant Program. UC reported that recent bond savings could support additional affordable beds at UC Davis and UC Santa Barbara, but the LAO and Finance noted the Legislature would need to decide how to use the $6.2 million in savings from the original projects. The committee also heard a Title IX update from UC’s systemwide civil rights office, which described campus Title IX structures, training, and policy enforcement, and said the system has been working to improve confidentiality guidance and streamline complaint processes after survey feedback showed confusion and lengthy procedures.

Transcript Highlights:

• So I'm going to just start off at a high level question as to...
• they're put into regular classes and surrounded by support.
• , if this is happening at the UC/CSU level, have you seen the same impact at the community college level
• so they'd get extra time with each class.
• They're not at the same level.

Keywords: 987, senate, all

Transcript Highlights:

• or set of classes.
• another class or set classes. classes. classes.
• of protected class is defined as a class of protected class is defined as a class of voters<01
• are technically the minority class. are technically the minority class.
• for the local level?

Keywords: House streaming session for Friday, April 10, 2026, 957, house, all

Summary: The House met with 122 members present, heard the journal read, and proceeded through a long series of Senate messages, concurrence motions, and third-reading votes on a wide range of bills. Early business included conference committee appointments on Senate Bill 159 (Emergency Medical Services Vehicles and Ambulances, Required Supplies), Senate Bill 514 (Third Degree Assault), and Senate Bill 866 (Chain Restaurants, disclosure of sodium and added sugars), along with several other bills where the House declined to recede from its amendments and named conferees. The chamber also adopted concurrence on House Bill 1181 (children in out-of-home placement) and House Bill 1219 (climate change/homeowners insurance study), and adopted a favorable committee report on House Bill 1602 (no-cost cancer screening for volunteer firefighters), which was amended to add sponsors, make technical changes, and include retired volunteer firefighters before being ordered printed for third reading. The House then took up a Rules Committee consent calendar and moved a batch of bills to the appropriate committees. On third reading, it passed House Bill 1028 (Caroline County Board of Education compensation increase) and House Bill 1599 (Choptank River Enhancement Program and Maryland Seafood Industry Financial Assistance Fund) by constitutional majorities. It also rejected Senate amendments on House Bill 107 (Intelligent Speed Assistance System Pilot Program), House Bill 153 (residential rental apartments air conditioning requirement), House Bill 1063 (hunting management), and House Bill 1067 (lead and lead-based ammunition phase out), appointing conference committees in each case. House Bill 717 (Baltimore City raffles for organizations affiliated with professional baseball and football teams) and House Bill 892 (cemeteries, actions for sale/transfer/alternate use) also had Senate amendments rejected. The chamber then passed a series of Senate bills on third reading, including Senate Bill 309 (precious metal bullion or coins sales tax exemption), 523 (vernal pools identification), 742 (Maryland Protecting People with Disabilities Act), 141 (election misinformation/disinformation and deep fakes), 298 (Maryland Capital Police statewide jurisdiction), 515 (Health Services Cost Review Commission rate setting), 638 (Maryland Heritage Areas funding and grants), 28 (state employee arbitration reform), 72 (Baltimore County off-premises alcohol sales), 361 (Baltimore City alcoholic beverages license extension), 414 (Anne Arundel County nonprofit swim club license), 601 (cybersecurity standards), 305 (incarcerated individual training and reentry grant fund extension), 331 (retired law enforcement handgun permit renewal), 516 (protective body armor requirements and reporting), 651 (transfer-on-death deed establishment), 865 (private passenger automobile insurance work group), 933 (temporary appointment to the Commission on Judicial Disabilities), 261 (money transmission act definition changes), and 823 (Parole Commission selection committee changes). Most passed with little or no debate; Senate Bill 523 drew opposition from a delegate who warned that identifying vernal pools could lead to future regulation and land-use restrictions, while Senate Bill 823 prompted questions about victims’ rights and whether state’s attorneys remained opposed, with the floor leader saying the bill added a victims’ rights advocate to the selection committee and that opposition had been limited to written testimony. Several members later changed votes on Senate Bill 638 and Senate Bill 865 before the House moved on.

Transcript Highlights:

• county level.
• 1, level 2, level 3, and level 4.
• > level<01:43:25.679> three,<01:43:26.320> percent level 2, percent level three,
• percent level 2, percent level three, percent level<01:43:26.960> four.
• So that level the level of proficient.

Keywords: 928, house, all

Summary: The committee first approved corrected minutes from October 6 after members noted and fixed several transcription and spelling errors, including a clarification that a comment about SAU numbers came from former Senator Jim Rubin. The vote to approve the corrected minutes was moved, seconded, and adopted with one abstention. The main presentation came from Chuck Bates of the New Hampshire Association of School Business Officials (ASBO), who described the organization, its certification program, and the role of school business administrators. He explained that ASBO members handle accounting and financial management, facilities, food service, HR, information systems, transportation, and risk management. He also outlined the certification program, which includes 21 courses, most online, plus four in-person workshops unique to New Hampshire, and noted that many members are not certified because the state licensure requirement was removed. Bates then addressed the committee’s interest in SAU consolidation and county-wide restructuring. He said business administrators often manage multiple budgets, attend school board meetings, and serve as a visible point of contact for the community. He argued that consolidation would create operational and financial challenges, including staff and facility relocation, differing accounting systems, lack of a standardized chart of accounts, and uncertain return on investment. He said the biggest obstacle would be local control, especially in small towns that do not want outside decisions affecting school closures, class sizes, or student transportation. Committee members questioned him about the distinction between administrative and academic control, the size of district offices in larger cities, and what might reduce administrative costs; Bates responded that many administrative costs stem from legislation and that consolidation would be difficult to implement without local support.

Transcript Highlights:

• that's a very um um top level level that's a very um um top level breakout<00:57:18.240> of<00
• the class 10 and class 60 uh the the class 10 and class 60 activity<02:04:21.360> that<02:04:
• Uh, class three, uh, is class location.
• It's for class 27 and class 39, which is a DOI...
• for class 27 and class 39, which is a<02:09:02.079> DOI.

Keywords: 1191, senate, all

Transcript Highlights:

• <00:21:02.880> Complete 90% on level. 90% on level. Complete 90% on level. 90% on level.
• level, election level, the schoolboard level, election level, the superintendent<00:23:53.440> or<
• teacher in a class a small class<00:28:31.200> size.
• class size. class size.
• in high-level math classes.

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• An update on the transition to CLASS and where we are with that in the state.
• So the next question that came to us was about CLASS transition.
• that have completed their CLASS observations has grown.
• back that aren't on grade level.
• I do want to go back just a minute about an update on the CLASS pilot.

Keywords: 1204, all

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but face major barriers from inflexible schedules, high child care costs, and the mental load of balancing work and caregiving. The report cited survey and focus group findings showing most mothers want full-time work, with flexibility as the top requested workplace support. It also highlighted that child care costs can consume a large share of family income, with one infant care averaging about $8,900 annually and infant-plus-toddler care about $17,500. She also discussed paid leave, noting many mothers returned to work before six weeks after birth, and shared a personal story from a working mom in Monticello to illustrate the strain families face. Committee members asked about labor force data, flexibility examples, child care voucher changes, and whether state or employer policies could help. San Juan also referenced partnerships with Excel by 8 and business leaders to address child care as both a family and economic development issue. The committee then received an update from the Department of Education’s Office of Early Childhood on several administrative issues. Officials said new internal dashboards had gone live to improve transparency and data tracking for school readiness assistance, including enrollment, applications, and provider participation. They also said the state is continuing the CLASS transition and expects to release transition funding to providers soon, while emphasizing that OEP awards based on CLASS scores are separate from OEC’s work. They warned providers that a system transition from ACE to a new platform will likely delay payments from June 30 through about July 13, with payments owed during that period to be processed once the system is back online. Members also asked about Head Start audit requirements, market rate survey work, and an overpayment case involving a child care center that is under appeal. Additional updates covered early childhood special education funding, with one member raising concerns that inflation has eroded the value of the funds and that rural areas need more early intervention support. Department officials said they would follow up with special education staff to review funding sources and needs. They also discussed the upcoming QRIS work, including a June 23 webinar, and said the local lead network has been recompeted and will consist of 23 local leads covering all counties starting July 1. Officials said the local leads’ job duties remain the same, and that a new stakeholder group has been formed to provide ongoing feedback on PDG and broader early childhood issues. The meeting ended with no further business and adjournment.