Transcript Highlights:

• Several of my nephews and nieces are educators.
• And I worked in global education for one of the largest education companies.
• It just continues to drain the public schools, where our educators are one of the lowest paid educators
• If I'm going to be serious about education, however we're funding education, I believe that there should
• in the state of Florida is quality education, quality education... ...in the state of Florida is quality

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and took up several education bills. SB 1150, by Senator Calatayud, was presented as a measure to help school districts retain school social workers by removing an exam requirement unrelated to the profession. With no questions or debate, the committee voted the bill favorably. The committee then moved to SB 1514, by Senator Smith, on anaphylaxis response in public schools. After adopting a delete-all amendment and a late-filed amendment clarifying FDA-approved epinephrine devices and weight-based dosing, the committee heard support from Orange County Public Schools and reported the bill favorably. The most extensive discussion centered on SB 1708, also by Senator Calatayud, which would expand Schools of Hope by broadening the definition of low-performing schools from those in the bottom 10% in both math and reading to those in the bottom 10% in either subject, and would authorize co-location of Schools of Hope in underused public school facilities. Senators questioned how co-location would work, who could enroll, how liability and contracts would be handled, and whether the bill would help the specific students most in need. Many public speakers opposed the bill, arguing it would strain already underfunded public schools, reduce space and resources, and unfairly favor charter operators. The sponsor said the bill would not reduce classroom space in use, would require contracts to address safety and liability, and would provide a net positive to districts through a $600-per-student facility payment plus associated funding. After debate from both supporters and skeptics, the committee reported the bill favorably. The committee also considered CS for SB 822, by Senator Rodriguez, which would give charter schools more autonomy over governance and operations, including deadlines, enrollment caps, student conduct policies, and data sharing. The Florida Charter School Alliance supported the bill, arguing it would create parity and reduce burdens on charter schools, while committee members pressed the witness on claims of district “harassment” and the basis for those concerns. The bill was reported favorably after a roll call vote. At the end of the meeting, members recorded votes on prior tabs, thanked staff, and adjourned.

Transcript Highlights:

• relating to educational scholarship programs.
• to the school districts that educate the students.
• to educational scholarship programs.
• to the school districts that educate the students.
• to educate them in.

Summary: The committee first heard the Pre-K-12 education budget proposal for fiscal year 2025-26 and voted to adopt it as the committee’s recommendation to the full Senate Appropriations Committee. The proposed $34.7 billion budget includes increases for the FEFP, Family Empowerment Scholarships, VPK, school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. Members asked no questions on the budget before it was advanced, and staff was authorized to make technical corrections. The committee then passed CS/SB 1402, which expands eligibility for dropout retrieval services to any individual who has withdrawn from high school and clarifies how school grades are calculated for virtual instruction providers that offer only dropout retrieval services. An amendment to clarify the grading calculation was adopted without objection, and the bill was reported favorably after a roll call vote. The committee also took up SPB 7030, a comprehensive scholarship-program bill sponsored by Senator Gates, which would separate Family Empowerment Scholarship funding as its own categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, change payments to a monthly schedule, require background checks for paid instructional providers, mandate annual FTE audits by the Auditor General, and standardize reimbursement and eligibility procedures. After extensive discussion and public testimony, the bill was adopted as a committee bill and reported favorably, with Senator Osgood voting no. Finally, the committee considered CS/SB 508, which requires private schools participating in the Family Empowerment Scholarship Program to disclose in writing what accommodations, modifications, and services they will provide for students with existing plans such as IEPs, 504 plans, or ELL plans. An amendment was adopted to require public schools to consult with private schools about equitable services, and the bill was reported favorably. Public testimony included support from parent-choice advocates and concerns from private-school representatives about administrative burden and the scope of the required disclosures. The meeting concluded after the final roll call votes and adjournment motion.

Transcript Highlights:

• Let's talk about why our public education is suffering.
• Let's talk about why our public education is suffering.
• Let's talk about why our public education is suffering.
• Let's talk about why our public education is suffering.
• Fathers were left out of education for years.

Summary: The committee first took up CS for CS for HB 1471, which would bar Florida courts from enforcing foreign or religious law that conflicts with the U.S. or Florida Constitution, create a process for designating domestic terrorist organizations, and prohibit public funds from supporting such organizations. The sponsor said the bill protects constitutional supremacy, due process, and taxpayer dollars, while opponents argued it was vague, targeted religion, and could be used to suppress dissent and protected speech. Members debated whether a conviction was required, who would make designations, and what consequences would follow; an amendment changing student expulsion language from “may” to “shall” was adopted. After extensive public testimony both for and against, the bill passed 16-4 and was reported favorably with amendment. The committee then heard CS for CS for HB 1071, an education bill covering parental opt-outs for certain health instruction, required instruction on embryology, fetal development, and HIV/AIDS, math plan requirements, student-led organizations, epinephrine access, instructional material review, safe-school officer options, and chronic absenteeism reporting. The sponsor framed it as a parental rights, academics, accountability, and safety measure, while opponents said parts of the bill would restrict sex education, chill student organizations, and undermine DEI-related activities and LGBTQ student groups. Several amendments were offered by the ranking member to remove or soften the provisions restricting funding for DEI and social/political activism, but those amendments failed. The committee adopted a Trabulsy amendment requiring districts to publicize virtual instruction options, and another amendment clarifying reading-coach language and safe-school officer options, as well as an amendment giving publishers an appeals process if removed for noncompliant materials. A final Trabulsy amendment requiring annual reporting of chronic absenteeism by grade level was also adopted. Public testimony on the bill remained sharply divided, with supporters emphasizing embryology, parental rights, and school safety, and opponents warning about censorship, reduced reproductive health education, and harm to student expression. The transcript ends during continued public testimony on HB 1071, before final committee action on the bill is shown.

Transcript Highlights:

• ... ...the Department of Education, the Department of Education, the Department of Education, and the
• Department of Education.
• , the Department of Education, the Department of Education, and the Department of Education.
• I'm the chief of staff of the State Department of Education.
• I'm the chief of staff of the State Department of Education.

Summary: The House Education Committee heard Senate Bill 1336, a late-session education measure centered on civics, American history, and American government instruction in Idaho public schools. The bill’s sponsor and supporters said it is intended to codify and strengthen civics education ahead of America 250 by requiring instruction in core civic virtues, foundational documents, the principles of the U.S. republican form of government, and selected totalitarian ideologies. It also would require secondary students to take two credits each in American history and American government, add related English language arts instruction when appropriate, encourage patriotic curriculum materials, and allow the State Board of Education to grant exemptions to charter schools with unique missions. Dr. Samuel Lair and Greg Wilson of the State Department of Education testified that the bill largely aligns with recently adopted social studies standards and existing civics requirements, and that the language was developed after extensive stakeholder discussions. They emphasized that the bill is meant to provide statutory durability and broad guardrails rather than micromanage local curriculum. Several members raised concerns that the bill’s detailed requirements, especially the long list of documents and the English language arts component, could be too burdensome for schools and difficult to fit into existing high school schedules. Multiple representatives also objected to the charter-school exemption, arguing that alternative and magnet public schools with similarly unique missions should have access to the same relief. After debate, Representative Marmon moved to send Senate Bill 1336 as amended to the floor with a due pass recommendation. The committee then took a roll call vote and the motion passed 8-6. Representatives Nelson, Pickett, Veeley, Matthias, and Galavis voted no, while the bill advanced to the floor.

Transcript Highlights:

• <00:03:02.239><c> reduced</c> education reduced education reduced expenditures.<00:03:04.640><c> Um</
• </c><00:03:42.640><c> So</c> to the special education formula. So to the special education formula.
• Um, education costs into the forecast.
• </c> those costs to the special education those costs to the special education formula,<00:04:09.280>
• </c> education reduced expenditure. education reduced expenditure.

Keywords: 1183, house

Transcript Highlights:

• </c> $33.9 million for special education aid. $33.9 million for special education aid.
• The state is putting in 1.25 FTE for special education through the Department of Education.
• </c> education to career technical education. education to career technical education.
• special education.
• special education.

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• The board implemented a new continuing education framework to better align license education with public
• I have to have a certain amount of education, and I still have to continue that education.
• We strongly believe that the board's educational efforts will result in a reduction of continuing education
• Educational standards are overseen by the National Council of Reflexology Educators.
• Educational standards are overseen by the National Council of Reflexology Educators.

Keywords: 988, house, all

Transcript Highlights:

• ,</c><00:01:48.640><c> the</c> office of higher education, the office of higher education, the Minnesota
• </c> you can see the higher education you can see the higher education committee<00:02:38.959><c> has
• </c> for the office of higher education. for the office of higher education.
• </c> continued support of higher education. continued support of higher education.
• </c> continue to invest in higher education. continue to invest in higher education.

Keywords: 1187, senate, all

Transcript Highlights:

• It would make it harder for the educators and parents who are standing up for public education to put
• It's not about education or any other kind of education financing mechanism.
• Through my involvement with the Mesa Education Association and the Arizona Education Association, Through
• my involvement with the Mesa Education Association and the Arizona Education Association, as well as
• Educators earn every dollar. Educators earn every dollar they make.

Summary: The House convened with prayer, the Pledge of Allegiance, a journal approval, and recognitions including the Doctor of the Day and guests. Members also adopted a proclamation honoring National School Social Work Week, with remarks emphasizing the role of school social workers in student mental health, crisis intervention, and family support. The chamber then moved through first readings and multiple Committee of the Whole calendars. On the first calendar, the House considered HB 2123, HB 2140, and HB 2144, all dealing with gold and silver or child support beginning at pregnancy. HB 2123 and HB 2140 were amended and recommended do pass; HB 2144 drew debate over paternity, genetic testing, rape-related pregnancies, and whether support should begin before birth, but it also received a do-pass recommendation as amended. The House adopted the Committee of the Whole report and engrossed those bills. On a later calendar, the House advanced HB 2492 on urban growth boundaries, HB 2875 with clarifying amendments, HB 2946 on housing affordability and construction costs, and HB 4115 and HCR 2051 on ballot initiative petition rules and disclosure. Supporters said those measures would improve transparency and ensure Arizona initiatives are driven by residents, while opponents argued they would make it harder for citizens to qualify measures and would burden direct democracy. The House also considered HB 2175 on hate-crime law, HB 2270, HB 2416, HB 2495, HB 2557, HB 2697, HB 2940, and HB 4010. HB 2175 prompted a failed attempt to add a Garcia amendment that would have included gender identity and removed political affiliation from the hate-crime statute; the House later adopted the Committee of the Whole report without that amendment. HB 2557 was described as a medical-records bill changing timing from calendar days to business days, and HB 2697 was explained as a Good Samaritan-style measure extending protections for expired opioid antagonists such as Narcan. HB 2940 drew substantial opposition from Democrats and health advocates who said it would cut people off SNAP and Medicaid/Access and could violate pension protections, while the sponsor argued it would reduce ineligible enrollment and save money; it still advanced as amended. HB 4010 also advanced as amended. In the final portion, the House took up HB 2324, HB 2573, HB 2601, HB 2876, and HCR 2004. HCR 2004, on photo enforcement, was amended to allow cities with photo radar to put the issue to local voters; supporters framed it as a compromise and a local-choice measure, while opponents argued photo enforcement saves lives and reduces speeding-related crashes. The House adopted the Committee of the Whole reports, then reconsidered earlier failed bills HB 2055, HB 2150, HB 2426, and HB 2755. The chamber also passed several third-reading bills, including HB 2264 and HB 2373, while HB 2413 failed. The transcript ends amid debate and voting on HB 2862, a sentencing bill involving crimes committed while wearing a mask.

Transcript Highlights:

• </c> promoting and advancing civic education promoting and advancing civic education in<00:19:48.760>
• </c> introduce four outstanding Educators introduce four outstanding Educators recently<00:20:16.559>
• The first two extraordinary 2025 PACE outstanding educators have dedicated their careers to civic education
• Today I am honored to recognize two exceptional educators who embody the very best of civic education
• Today I am honored to recognize two exceptional educators who embody the very best of civic education

Keywords: 910, house, all

Transcript Highlights:

• Secretary of Education, Linda McMahon.
• it also fails to promote quality education.
• in the future, Department of Education would be necessary.
• Department of Education has cost taxpayers... The U.S.
• Local education agencies did not follow the laws.

Keywords: 989, all

Summary: The committee first heard Senate Bill 1326, as amended, a private-property rights bill sponsored by Representatives Alfieri and Boyle. The sponsors said the measure would require government agents to obtain permission or a warrant before entering private property, with limited exceptions for exigent circumstances, welfare checks, service of papers, and similar situations, and would impose a $1,000 civil penalty for knowing violations. Supporters, including landowners and the Idaho Farm Bureau, described repeated instances of uninvited government entry and said the bill would better protect landowners. Opponents, including Idaho Fish and Game, Trout Unlimited, and the Idaho Wildlife Federation, argued the bill would hinder routine compliance checks, poaching investigations, and interagency cooperation, and that the penalty was unfair to conservation officers. After debate, the committee passed the bill 12-2 and sent it to the floor with a do pass recommendation. The committee then considered Senate Bill 1301, a brewery licensing bill that would allow breweries to operate up to two remote retail locations instead of one. Representative Pesky described it as a small-business measure to give breweries more flexibility to grow. Testimony was uniformly supportive from the Meridian Chamber of Commerce, Lost Grove Brewing, and the Snake River Sugar Beeters Association, which said the change would help local businesses, jobs, and community giving. The committee approved the bill without opposition and sent it to the floor with a do pass recommendation. Finally, the committee took up House Joint Memorial 19, which expresses support for eliminating the U.S. Department of Education and returning education authority to the states. Representative Monks and supporters argued that education should be controlled locally and that federal bureaucracy and regulations are burdensome. Superintendent Critchfield testified that Idaho already handles much of the work, that some federal functions have been shifted to other agencies without disrupting funding, and that the state would likely need to develop systems if more responsibilities were transferred. Supporters from Idaho Family Policy Center and Mountain States Policy Center said the federal department has expanded bureaucracy without improving outcomes. The memorial was passed and sent to the floor with a do pass recommendation.

Transcript Highlights:

• get that education, how to pay for that education, average wages for those careers, and then finally
• careers, where to get that education, careers, where to get that education, how<00:06:18.240><c> to</
• /c><00:07:12.639><c> and</c> technical education in general, and technical education in general, and
• </c> career and technical education programs. career and technical education programs.
• </c> students and educators. students and educators.

Keywords: 958, all

Summary: The House Budget Subcommittee on Primary and Secondary Education and Workforce Development met without a quorum and heard presentations on several workforce and school-safety funding requests. The first item was a proposal for a school mapping data program, presented by Rep. Steve Bratcher with law enforcement and mapping partners. They said the plan would move money to the 911 system so school maps could be embedded there and kept current for all schools, public and private, to improve response times and officer, student, and teacher safety. The request was described as a $10 million one-time appropriation, with an estimate that the work could be completed in about a year. The committee then heard testimony on the Be Proud Initiative, a mobile workshop program aimed at exposing students age 13 and up to skilled trades and related education and career opportunities. Speakers from the Kentucky Association of Manufacturers, MI2, the Kentucky Treasury, and the Associated General Contractors said the program would improve perceptions of manufacturing, construction, and metals careers, connect students to training and employers, and help build the workforce pipeline. They said private industry would contribute $1 million in FY 2026-2027 before state funds are released, and requested $3 million in state funding in FY 2027-2028 contingent on that match. A Treasury official said handling the funds through the Treasury would have minimal impact on the office. Committee members responded favorably, including a comment from Rep. Bojanowski about the value of hands-on learning for students who struggle with test-focused instruction. Speakers also explained that the program includes classroom materials before and after the truck visit and ongoing outreach for students and parents. The final presentation was on an MI2 metals career pathway proposal, which cited economic impact data for Kentucky’s metals industry and asked for a $3 million one-time investment for FY 2027-2028 to pilot a middle- and high-school pathway in Carroll and Logan counties. The proposal would be matched by industry funds and used for curriculum, equipment, dual-credit and apprenticeship connections, student stipends, and parent outreach. The chair closed by noting it was the final scheduled meeting of the session and moved toward adjournment.

Transcript Highlights:

• </c> associated with with special education associated with with special education certainly<00:39:53.359
• so the cost of an adequate education so the cost of an adequate<02:17:40.000><c> education</c><02:17
• </c><02:40:10.960><c> trust</c> appropriated from the education trust appropriated from the education
• </c> districts do about special education districts do about special education costs<03:03:56.640><c>
• then regular education would must pay then regular education would suffer<03:04:10.000><c> in</c><03:

Keywords: 928, house, all

Summary: The executive session focused primarily on HB 563, which revises the school funding formula, especially the adequate education grant amounts for special education students and the treatment of fiscal capacity disparity aid. Representative Ladd moved OTPA on Amendment 06508, explaining that FY 26 would largely hold the current formula steady, while FY 27 would increase several per-pupil amounts, including base cost, free and reduced-price meals, English language learner aid, and special education differentiated aid. He said the special education change was based on estimated case loads across disability categories and that the amendment also reinstates fiscal capacity disparity aid, using a formula intended to better assist property-poor communities. Several members supported the amendment as a step in the right direction, saying it better recognizes special education costs and separates property wealth from low-income student counts. Others raised concerns about the lack of time and the absence of a printed spreadsheet showing how the fiscal capacity disparity aid would affect each town. In response, sponsors said the spreadsheet existed, that the LBA had copies, and that the amendment would help about 40 target towns, while Manchester would be the main community receiving less under the new formula because of prior shifts in the extraordinary needs grant. Discussion also covered the broader impact of the bill, with members noting that about 200 of the state’s 245 cities and towns would see an increase and 45 a decrease under the proposed FY 27 changes. Supporters argued the bill was a compromise given limited revenues and that it should move forward so it can be considered by the full House and then Finance. No final vote on the amendment or bill was taken in the portion provided, and the chair indicated the committee was still deciding whether it had enough information to proceed.

Transcript Highlights:

• Good morning, welcome to the Senate Education Committee hearing.
• Trustee, Placer County Board of Education, in support.
• You see, you do research and graduate education, and undergraduate education all the way down the line
• We share the author's priority in expanding access to higher education.
• How we can possibly base any higher education decision...

Keywords: 987, senate, all

Transcript Highlights:

• Committee on Public Education.
• in front of the Committee on Higher Education.
• for the Committee on Higher Education.
• schools by the Texas Education Agency related to public school educators refer to the Committee on Public
• Education.

Transcript Highlights:

• At the same time, we know that inside of an education, a public education setting, there are issues that
• Religious education doesn't belong in taxpayer-funded, public, education.
• When it comes to directing the education, the education, that could mean all kinds of things.
• When it comes to directing the education, the education, that could mean all kinds of things.
• You're talking about education.

Summary: The House began with prayer, the Pledge of Allegiance, and approval of the prior day’s journal by a 123-1 roll call vote. Members then spent time introducing guests, including physicians, sheriffs, students, interns, and school groups from several districts. The chamber also heard a personal privilege statement recognizing a member’s son’s birthday. On third reading, House Bill 1758, dealing with permanent daylight saving time in Missouri, drew debate over whether ending clock changes would improve convenience or create safety and health problems by leaving more commutes in darkness. Supporters argued it would align with public preference and reduce disruption, while opponents warned of circadian and safety concerns. The bill passed 107-31 with two present. The House then moved to perfection of House Bill 3329, which repeals expired or unused tax credits, and House Bill 3405, which reclassifies SALT/pass-through entity items as deductions rather than tax credits for reporting purposes; both were described as cleanup and efficiency measures and were perfected without opposition. The chamber then took up House Bill 2426, a broad parental rights bill covering medical, educational, privacy, and related decision-making for children, and a major amendment focused on individualized education plans (IEPs). Supporters said the bill and amendment strengthen parental involvement and require stricter judicial review, while opponents raised concerns about overbreadth, school district administration burdens, transparency requirements, and possible conflicts with existing law on truancy, medical care, and records. House Amendment 1 was adopted 98-25 with six present, and debate continued on the underlying bill with no final vote shown in the transcript excerpt.

Transcript Highlights:

• THANK YOU FOR THE OPPORTUNITY TO SHARE THE SOUTHERN REGIONAL EDUCATION BOARDS COMMISSION ON AI AND EDUCATION
• THE GROUP INCLUDES EDUCATORS, STATE LEADERS, HIGHER EDUCATION EXPERTS AND BUSINESS PARTNERS.
• THUS THEIR CHIEF INNOVATION OFFICER OTHER VP OF EDUCATION US WORLDWIDE VICE PRESIDENT OF EDUCATION.
• YOUR POINT HOW DO WE CONTROL EDUCATION?
• WHAT DOES AI FOR EDUCATION MEAN?

Transcript Highlights:

• We, as educators, require and rely on our entire educational community.
• We as educators, we require and rely on our entire educational community.
• Strong schools depend on strong educators. Strong educators deserve a seat at the table.
• Members, Arizona educators...
• to actually pay to educate students. ...taxpayer money that flows to education to actually pay to educate

Keywords: 1182, all

Transcript Highlights:

• There's some type of criminal offense in addition to education and everything else.
• Continuing education credits should be made available.
• And again, continuing education credits for attendance should be made available.
• And that educational material... Make it as effective as possible.
• And that educational material. make it as effective as possible.

Keywords: 995, all

Summary: The special commission on xylazine met virtually to review and discuss the first draft of its final report. Chair Mindy Domb opened the meeting, confirmed quorum, and the commission approved the minutes from its December 11 public meeting. Staff then walked commissioners through the proposed report structure, including background on xylazine as both an FDA-approved veterinary drug and an illicit drug supply contaminant, as well as appendices for public meeting materials and public resources. The commission discussed findings and recommendations for several working groups. For oversight and enforcement, members focused on licit versus illicit sources of xylazine, noting that the illicit supply is typically obtained through online vendors rather than diverted from veterinary use. Recommendations included better storage and reporting practices in authorized settings, review of manufacturing and distribution information, and focusing enforcement on fentanyl trafficking and large-scale xylazine importation rather than personal possession. Commissioners also discussed whether xylazine should remain in Schedule 6 or be subject to additional penalties, and several members emphasized the need for coordination, information-sharing, and possibly a DPH task force or advisory body to monitor emerging drug threats. For outreach and treatment, staff summarized strong existing programs such as drug checking, wound care education, naloxone distribution, mobile and low-threshold care, and self-directed wound kits, while noting gaps including the lack of an FDA-approved reversal agent for xylazine, difficulty distinguishing xylazine from other exposures, and uneven access by geography, insurance, and audience. Commissioners stressed the need for provider education, including physicians, nurses, pharmacists, family support networks, and first responders, and for clear guidance on wound care and when more intensive treatment is needed. The education and training section identified first responders, clinicians, non-clinicians, and people who use drugs and their families as key audiences for tailored, stigma-free materials, with emphasis on real-time, centralized data, naloxone and breathing support, recognition of overdose versus xylazine exposure, and adapting materials as the drug supply changes. The meeting ended with discussion of next steps: staff will circulate a revised draft by March 2, the commission will meet again on March 9 to consider the report and recommendations, and an additional late-March meeting was reserved if needed before the statutory deadline.

Transcript Highlights:

• House or joint education will come to order.
• House or joint education will come to order.
• So I would ask the chair, because this is my first term on the education committee, has the education
• Now, that's that educational agency.
• That local education agency and our state education agency at the department has indebtedness?

Summary: The House/Joint Education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, focusing first on matrix spending and then non-matrix spending. Staff explained the methodology for mapping APSCN expenditure data to matrix lines, reviewed district and school categories used in the analysis, and highlighted key findings: foundation funding covered a large share of matrix costs but total spending on matrix items exceeded foundation funding, with classroom teachers making up the largest share. Members asked for additional breakdowns on waivers, superintendent survey responses, trend data, and spending by district type, size, and rural/urban status. Staff also noted limitations in tracking two matrix lines—salary enhancement for other employees and all personnel health insurance—because of coding and definition issues. The committee then reviewed non-matrix expenditures, including instructional aides, facilities, school safety, mental health, dyslexia services, gifted and talented, and career and technical education. Staff reported that non-matrix spending remained above $2 billion over the last three years, with most of it coming from other funds rather than foundation funding. Members raised concerns about dyslexia identification and funding, mental health needs, school safety, food service, athletic transportation, and whether some items should be added to the matrix. The Department of Education clarified that the building fund reflects district-held funds for construction and maintenance projects, while the facilities partnership program is a separate state process for approved projects. In the final discussion, staff summarized total spending as more than $15,800 per student in 2025, with about 69% going to matrix resources and 31% to non-matrix resources. The chair explained the adequacy process and the committee’s role in setting future funding recommendations, and members discussed the recommendations worksheet included in the binder. The chair then proposed postponing the remainder of Part Two of the presentation until a May meeting after the fiscal session, along with inviting the Department of Education back for more detailed questions; with no objections, the committee adjourned.