Transcript Highlights:

• </c> school districts. school districts.
• c> Um, if the school if a school is not Um, if the school if a school is not meeting<00:03:09.840><c>
• c> with</c> the school or school district with the school or school district with notice<00:03:46.159
• </c><00:07:02.080><c> pay</c> schools a school district can pay schools a school district can pay tuition
• And small schools and sparse schools.

Keywords: 926, house, all

Transcript Highlights:

• </c> from the school staff. from the school staff.
• school board.
• </c> sure our schools are funded this year. sure our schools are funded this year.
• </c> for charter school procurement policy. for charter school procurement policy.
• our traditional schools.

Keywords: 1187, senate, all

Transcript Highlights:

• lunch</c> school breakfast and school lunch school breakfast and school lunch programs<00:14:58.120>
• new schools or remodel a school.
• some new schools or remodel a school.
• some new schools or remodel a school.
• </c> school districts uh every school school districts uh every school district<01:15:34.520><c> has<

Keywords: 1183, house

Transcript Highlights:

• to be a public school.
• the public school in new where the developer is or within the school district are?
• Are you place a school?
• schools are public schools that I started this committee.
• So I think, you know, obviously charter schools are public schools.

Keywords: 999, senate, all

Transcript Highlights:

• Um, it would also develop best practices for schools and support schools who may not employ a school
• Um, it would also develop best practices for schools and support schools who may not employ a school
• Um, it would also develop best practices for schools and support schools who may not employ a school
• School nurse.
• School districts um in school districts.

Keywords: 1187, senate, all

Transcript Highlights:

• We have asked the school districts to go into our school We have asked the school districts to go into
• This for the school districts.
• Does it go to the district and that school year? Is it a lot of for the next school year?
• who's in private school.
• You know. >> We don't want to go back to school. We want to that public school.

Transcript Highlights:

• schools.
• in our school districts.
• Board, Westa School Board, Espanola School Board, school board, Espanola School Board, school board,
• school board...
• Lloyd School Board, Cuesta School Board, Espanola School Board, Superintendent.

Keywords: 996, all

Transcript Highlights:

• district, schools, teachers.
• a C school, right?
• We established these D and F schools. Hopefully we don't have any more D and F schools.
• But schools know, right?
• the 2025 school year.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• </c> seven high schools and one school is seven high schools and one school is actually<00:40:04.800>
• them... schools um we have schools that are schools um we have schools that are Blended<00:53:00.760>
• </c> schools that um make actually 40 schools schools that um make actually 40 schools total<00:56:14.039
• </c> schools that lead into the high schools schools that lead into the high schools that<01:35:41.000
• or high school.

Keywords: 910, house, all

Transcript Highlights:

• of school bus infraction detection systems on district school buses. school bus infraction detection
• , a middle school, or a high school?
• Is there flexibility, like if you have an elementary school, a middle school, and a high school all in
• is actually school-to-school times, right?
• Our school zones are active from the moment students arrive until the last after school Our school zones

Summary: The Appropriations Committee on Transportation, Tourism, and Economic Development met with a quorum and considered five bills. Senate Bill 628, naming a portion of South Navy Boulevard in Pensacola as Warrior Sacrifice Way to honor three Navy sailors killed in the 2019 Naval Air Station Pensacola attack, drew supportive remarks from senators and was reported favorably. Senate Bill 382 addressed electric bicycles and scooters by requiring riders to yield to pedestrians, limit speed near pedestrians, and use audible signals, while creating an e-bike safety task force and reporting requirements; witnesses from law enforcement, local government, and school boards supported the bill but urged clearer inclusion of e-scooters and better data collection, and the bill was reported favorably. Senate Bill 880 created a Miami Northwestern Alumni Association specialty license plate to fund scholarships and school programs, and Senate Bill 696 authorized online trademark registration applications and updated trademark classification and verification procedures; both were reported favorably with little opposition. The committee also took up Chair DeSigley’s CS for SB 654 on traffic infraction enforcement cameras for red-light running, school-zone speeding, and school-bus violations. The bill aimed to increase consistency, transparency, and fairness by limiting data use, requiring records retention, authorizing virtual hearings, restricting commissions, and adding school board approval and reporting requirements for school-bus camera programs. An amendment was adopted to clarify several provisions, including the definition of careful and prudent driving, limits on camera data use, contract timing for commission prohibitions, and reporting on violations outside authorized enforcement periods. Members raised concerns about privacy, surveillance, school-zone notice, and whether all-day school-zone enforcement should continue; Hillsborough County law enforcement testified in support of all-day enforcement based on crash data, while the sponsor said he would continue working on clarifications. After debate, the amended bill was reported favorably.

Transcript Highlights:

• school.
• The basic program for schools, how we fund every school district in the state, is based primarily on
• and school districts.
• A lot of school districts and charter schools are already doing what you just described.
• And we have a school in New Mexico, I get, Mr. Chair, and we have a high school.

Transcript Highlights:

• Catholics had started a school system, and that school system was pretty much just as long as a school
• system, and that school system was pretty much just as large as the public school system.
• Yeah, into a religious school.
• Churches are the school.
• If they're a private school, they're different than a public school.

Summary: The committee first approved the minutes from February 2 and 3, then heard RS 33159 on OITS powers and duties, which would shift most state IT procurement to IT professionals rather than other departments, with exceptions for entities like the military, judiciary, legislature, constitutional officers, and schools. The motion to introduce the RS passed. The committee also heard RS 33195, a campaign finance cleanup bill requiring candidates to maintain a separate bank account for election funds and to certify loans to campaign accounts within seven days; that motion to introduce also passed. The main item was H.J.R. 7, which would place before Idaho voters the question of repealing Article 9, Section 5 of the Idaho Constitution, the Blaine Amendment prohibiting aid to sectarian institutions. The sponsor and supporters argued the provision is rooted in anti-Catholic and anti-Mormon discrimination, conflicts with U.S. Supreme Court precedent on religious neutrality, and has already caused litigation and confusion in Idaho. Opponents argued the amendment helps preserve separation of church and state, protects public school funding, and prevents state money from flowing to religious schools or creating entanglement with religion. Testimony was split along those lines, with supporters emphasizing equal access and constitutional conflict, and opponents warning about discrimination, public funding, and the consequences of repeal. After extensive questioning and testimony from advocates, clergy, policy groups, students, and attorneys, the sponsor closed by saying repeal would not automatically send money to religious schools and that any future funding issues would require further legislation. The committee then voted on the motion to send H.J.R. 7 to the floor with a due pass recommendation, and it passed 8-6.

Transcript Highlights:

• at a high school.
• High schools.
• those schools.
• schools and the other schools.
• There's lots of schools, not just in charter schools, but around the state, all types of schools.

Summary: The House Education Committee met on March 18, 2026, with 11 members present and adopted prior meeting minutes without objection. The committee first heard HB 649 by Rep. Brass, which would create a statewide common application portal for dual enrollment. Supporters from the Pelican Institute and the Board of Regents said the bill would simplify enrollment, reduce paperwork for counselors and families, and improve awareness of dual enrollment options. Members asked about nonparticipation by institutions and access for nontraditional students; the bill was reported favorably without objection. The committee then took up HB 807 by Rep. Brass, which would establish the Workforce Instructor Capacity Investment Program within LCTCS to help recruit and retain instructors for high-demand workforce programs. Testimony from River Parishes Community College, Dow, and the Louisiana Chemical Association described instructor shortages as a bottleneck for training workers for major industrial projects, and said employer-sharing models and apprenticeships have been successful. An amendment expanded eligibility to include LSU Eunice and Southern University at Shreveport, and the committee adopted the amendments. After debate about whether the state needed a new fund versus using existing systems, the bill was reported favorably by a 13-1 roll call vote. Next, the committee heard HB 285 by Chairman Bacala, which authorizes school boards to cooperate with banks and credit unions to operate branches in high schools as part of financial literacy programs. Bacala said the bill clarifies statutory authority, and an amendment added banks to the original credit union language. Members discussed ethics, exclusivity, student access, and whether the branches could market products; supporters from LABI and financial industry groups said the programs improve hands-on financial education. The bill was reported with amendments without objection. The committee also considered HB 28 by Rep. Owen, which adds a BESE-level appeal for certain teacher certification applicants affected by administrative or contractor errors. Owen described a case in which applicants paid for certification programs but were denied because of a mentor-signature issue, and said the amendment would require BESE or its designee to act within 30 days. Department of Education staff said the Teacher Certification Appeals Council had already granted extensions rather than outright denials in the affected cases, but the committee advanced the bill after a 9-4 roll call vote. Finally, the committee began HB 268 by Rep. Carver, which would strengthen career exposure requirements for students by tying activities more closely to high-wage, high-demand jobs and adding an annual exposure requirement in K-5; testimony emphasized early workforce awareness, and discussion focused on keeping the requirements manageable for schools.

Transcript Highlights:

• So we're taking a charter school, a virtual charter school, a virtual school that is not doing well,
• So there's a variety of virtual schooling, the cost of virtual schooling, and the kind of virtual schooling
• Chair, all schools, elementary schools if they're in the school district, I'll start there, have to take
• Is it particular to a school? Is it multiple schools?
• on their And the size of the school and the need at that particular school.

Keywords: 996, all

Transcript Highlights:

• Middle college and early college high schools are formal partnerships between schools and higher education
• days in a school year before administering the screening for kindergarten pupils and at least 46 school
• These new requirements would not prohibit schools from screening students at the beginning of the school
• School Construction.
• the school facility program, which is administered by the Office of Public School Construction.

Keywords: 987, senate, all

Transcript Highlights:

• K through 12, 216 local school districts, and 74 public charter schools.
• school funding.
• schools.
• schools.
• We're not trying to hurt rural schools. We're trying to keep providing IDLA to the rural schools.

Summary: The committee first approved a technical correction to the Health and Welfare Division of Licensing and Certification budget, restoring 2 FTP that had been cut in error while leaving funding unchanged. It then adopted language extending the deadline for Medicaid comprehensive managed care-related state plan amendments and waivers from July 1, 2026 to 2027, and passed that language after brief discussion about MMIS delays and legal issues. The committee recessed briefly before moving to public school support items. For the Division of Student Support, the committee approved a FY 2026 supplemental adding $7.8 million in federal spending authority, then considered several FY 2027 budget motions and related language. After debate over special education high-needs funding, ELL funding shifts, health insurance, classified staff, and virtual-school funding, the committee ultimately adopted a motion reducing the division’s general fund by $16,222,300, adding $4,141,200 in dedicated funds and $7.8 million in federal funds, and passed several pieces of accompanying language. Those language items included a $3 million reduction to virtual-school discretionary funding, a $7.5 million transportation funding reduction tied to prior statutory changes, reporting requirements for virtual programs, a one-time ELL distribution shift to LEAs, a change to technology curriculum contract requirements, and a special education expenditure report to JFAC. The committee then turned to the Idaho Digital Learning Academy. After extensive debate over alleged “double dipping,” rural access, and the need for policy changes, it rejected a proposed $15 million cut, then approved a smaller $13,500 reduction tied to a pending policy bill. It also adopted language restricting PCIF access and directing IDLA to reduce offerings as needed, plus reporting language on DEI compliance and a usage/enrollment report with more detailed data on synchronous versus asynchronous courses and LEA-level enrollment. The meeting ended with notice that the committee would meet again Monday to take up the Secretary of State budget and trailer bills.

Transcript Highlights:

• school year.
• school year.
• But we know that with a million school kids and 295 school districts, this is nuanced.
• Lastly, we're open to the concept of incentives for school systems, maybe districts or schools.
• Seattle Public Schools.

Summary: The committee heard Senate Bill 6192, which would expand structured literacy and numeracy requirements, add a third-grade math intervention process similar to the existing reading “gate,” create annual STAR teacher bonuses for selected math and ELA teachers, and require updated teacher endorsement standards. The sponsor, Sen. Braun, said the bill is meant to refocus districts on core academics and use research-based instruction while still allowing local flexibility, especially in math. OSPI said it supports the bill’s goals but raised concerns about the teacher award structure and access to student-level data. ESD representatives also flagged implementation issues with the award program. Testimony was split: some parents, students, and reading advocates opposed the bill as too prescriptive or too reliant on phonics and standardized testing, while others supported stronger academic intervention and accountability. No vote was taken. The committee then heard Senate Bill 6206, a pilot program to incentivize child care providers to serve children of first responders through grants administered by the Department of Commerce, with local matching funds and a report on recruitment and retention outcomes. Sen. Dhingra said the bill addresses a major barrier for police, firefighters, EMTs, and crisis workers, especially women leaving the field because of child care challenges. Testimony from law enforcement officers, union representatives, and a national law enforcement child care foundation strongly supported the bill, describing unpredictable schedules, last-minute overtime, and the need for nontraditional and sick-child care. Senator Wilson asked about existing non-standard-hours child care bonuses and whether the proposal should instead be housed at DCYF; staff explained the current subsidy program and that this bill would create a separate Commerce pilot. No vote was taken. Finally, the committee heard Senate Bill 5346 on student mobile device use in public schools. The bill would add mobile devices to digital citizenship instruction, direct OSPI to compile research and best practices, and require reports on school policies limiting phone use during instructional hours, with final recommendations due in 2028. Sen. Leas argued that phones are distracting, harm learning and mental health, and should be restricted in schools while still teaching responsible use. Testimony was largely supportive from students, parents, educators, and researchers who described improved engagement, fewer disruptions, and better school climate under phone restrictions; several urged a stronger bell-to-bell statewide policy. Opponents raised concerns about emergency communication, student safety, and local control. The hearing on the bill was closed without a vote.

Transcript Highlights:

• high school.
• America High School is an alternative America High School is an alternative high<00:56:22.039><c> school
• and in rural schools.
• This school district or this school is doing such and such innovation, because schools can go to that
• </c><01:13:26.800><c> is</c> this School District or this school is this School District or this school

Keywords: 1183, house

Transcript Highlights:

• in control of the school system is the<01:22:48.040><c> school</c> the school the school superintendent
• </c><01:27:45.719><c> districts</c> school distri all all school districts school distri all all school
• </c><03:48:15.199><c> schools</c><03:48:16.199><c> in</c> in our state's High School schools in in our
• </c> students just why they come to school students just why they come to school school<04:20:36.960>
• </c><04:59:10.480><c> y</c><04:59:11.280><c> we</c> for a school that we do high school y we for a school

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• as the child's original school.
• school years for off-campus.
• To let children leave the school during the school day from 8 to 3:30 usually.
• Do they get to tell the schools when, or do the schools get to tell them when?
• Dolby Middle School is closing.