Transcript Highlights:

• For years, I owned a preschool and fought for kids in the special needs community.

Summary: The Senate opened with a prayer and Pledge of Allegiance, then recognized the YMCA on its 175th anniversary and later welcomed officials from the city of Lindsay. The chamber then moved through confirmations for Frank Darnell Jr. to the Alcoholic Beverage Control Appeals Board, Michelle Edgar to the State Board of Barbering and Cosmetology, and David Galavis to the State Park and Recreation Commission; all three appointments were confirmed after roll calls. The Senate also adopted a consent calendar of bills and resolutions without objection. On the floor, senators debated Senate Joint Resolution 12 opposing federal offshore oil and gas leasing off California. Supporters argued offshore drilling would threaten coastal environments and public participation, while opponents said California’s energy shortages and affordability problems require more in-state production. The resolution passed. The Senate also adopted Senate Concurrent Resolution 118 urging release of unclassified Jeffrey Epstein investigation files to promote transparency and accountability for survivors, and Senate Resolution 99 declaring April 21, 2026, California Agriculture Day, with broad praise for the state’s agricultural industry and concerns raised about water, farmland loss, and farmworker treatment. Finally, the Senate adopted Senate Resolution 100 designating April 16, 2026, as Breaking the Silence Day of Awareness to highlight child sexual abuse prevention, mandated reporting, and survivor support. The chamber then adjourned in memory of Rob Trice and Alwyn Ben Holman, honoring their service and community impact. The session concluded with announcements of upcoming budget subcommittee meetings and notice that the Senate would reconvene on April 27, 2026.

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• For years, I owned a preschool and fought for kids in the special needs community.

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• And, you know, you think about cuts to things like the preschool programs for kids with developmental

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• That P20W is preschool, 20, you know, K-12 plus college and then W is workforce.

Committee: House Joint Committee on Education

Summary: The Joint Committee on Education met to hear an informational presentation from the Department of Higher Education and Workforce Development on Missouri’s higher education funding model and related workforce trends. Commissioner Bennett Boggs described the department’s mission, its data and workforce partnerships, and the need to better align postsecondary education with Missouri’s labor market, noting projections that 65% of jobs in the 2030s will require education beyond high school. He emphasized that the current “base-plus” funding approach dates to 1992 and no longer reflects demographic, technological, or economic changes, and said the department wants every institution to remain healthy and serve its region. Deputy Commissioner Leroye Wade outlined a proposed cost-based, performance-informed funding framework with four main parts: fixed costs, variable program costs, performance measures, and a mechanism for targeted legislative investment. He said the model is intended to be data-driven, transparent, and more responsive to enrollment changes, program mix, completion outcomes, workforce needs, and collaboration among institutions. He also reviewed the history of the effort, including a 2022 legislative appropriation for a study, a 2023 report, and subsequent interim and bill activity. Committee members asked about educational attainment goals, the P20W longitudinal data system, persistence and completion rates, and how the model would account for mission differences and student outcomes. Representative John Black, sponsor of the bill discussed, said the legislation is meant to move Missouri toward a 21st-century higher education funding system by tying appropriations more closely to state goals and institutional performance rather than continuing automatic across-the-board increases. He said the department’s work and the bill are intended to prompt continued refinement of the model, and he warned that declining enrollments and tight state finances make reform urgent. No votes were taken; the committee heard the presentation, allowed brief public comment, and then adjourned.

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• the University of South Florida; he studied accounting, and she studied education and is a local preschool

Summary: The Senate Appropriations Committee on Higher Education met to continue confirmation hearings, but the chair announced the committee would not present its budget that day and would instead roll it out the following week in coordination with House partners and Senate notice requirements. After a quorum was confirmed, the committee discussed how it would handle a large number of university board appointments, noting that some reappointments would be grouped for a block vote while others could be heard individually if members requested it. The committee then heard testimony from a series of appointees and reappointees to university boards. Florida A&M University nominees Roderick Harris, Victor Young, and Rafael Vasquez emphasized service to FAMU, student success, and support for the university’s national standing; Harris highlighted his FAMU background and faculty experience, Young cited his business and health care leadership, and Vasquez described scholarship support through his company. Florida Atlantic University appointees Linda Stock and Thomas Mersh focused on servant leadership, research growth, entrepreneurship, and FAU’s recent R1 designation and quantum computing initiatives. University of Central Florida reappointee Alex Martins discussed UCF’s preeminence goal, workforce needs, and strong nursing outcomes. The committee also heard from Florida Gulf Coast University appointees James Gris-Mall, Douglas Van Orte, Robert Rommel, Sarah Partial Perry, and reappointment Joseph Fogg, who spoke about workforce development, affordability, student success, water and nursing programs, and FGCU’s role in regional economic growth. University of South Florida reappointee Rogan Donnelly highlighted USF’s AAU status, research growth, and workforce-focused programs. Members and the chair responded positively throughout, praising the universities’ achievements and the nominees’ qualifications. At the end of the hearing, the committee voted by block on all nominees in tabs 2 through 13 and recommended them for confirmation without objection. The meeting then adjourned.

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• She got hers in education, and she's a local preschool teacher here in Leon County.

Committee: Senate Appropriations Committee on Higher Education

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• NOT BECAUSE I WANT TO TELL A PRESCHOOL CHILD YOU HAVE TO BE A NURSE BUT TO START TO INFORM THEM WHO IS

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• educational journey began at Broad Oak School at Whittier College, where she was a student from preschool

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• make assumptions, but I actually have two daughters that started Irish dancing when they were in preschool

Summary: The Assembly convened after a quorum call and prayer, then handled several procedural matters before moving to the daily file. Members approved a motion to withdraw Assembly Bills 100 through 219 to the second reading file by a roll call vote of 42-15, and unanimously approved re-referrals of AB 440 and AB 1265 to different committees. The chamber also welcomed international visitors, student and community guests, and later heard a series of guest introductions tied to agriculture, immigration, and Irish heritage. The main floor action centered on two resolutions. H.R. 19, recognizing California Agriculture Day, drew strong support from members representing agricultural districts, who highlighted the state’s farm production, exports, and the role of farmworkers and ranchers; the resolution was adopted by voice vote after 65 co-authors were added. ACR 51, honoring Irish American Heritage Month, was also adopted by voice vote after 66 co-authors were added, with members speaking about Irish immigration, labor history, California-Ireland ties, and St. Patrick’s Day. The Assembly also held multiple adjournment-in-memory tributes for the Honorable Leon Lawson Williams, a pioneering Black civic leader in San Diego who served on the City Council and County Board of Supervisors and helped expand public transit and advance civil rights. Members from San Diego and others described his barriers-breaking career and lasting influence on local government and community leadership. The House then received announcements about upcoming committee hearings and adjourned until Thursday, March 20, at 9 a.m.

Transcript Highlights:

• things, we've started something called the Play Lab, which is how we do community-based, almost preschool
• It's not a traditional preschool, but it's caregivers coming in and playing with their children, no tech
• to start with... ...the new students that show up next academic year, so our kindergartners or preschoolers

Committee: Joint Special Education Funding Committee

Transcript Highlights:

• things, we've started something called the Play Lab, which is how we do community-based, almost preschool
• It's not a traditional preschool, but it's caregivers coming in and playing with their children, no tech
• So our kindergartners or preschoolers or wherever they're starting.

Committee: Joint Special Education Funding Committee

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• things, we've started something called the Play Lab, which is how we do community-based, almost preschool
• It's not a traditional preschool, but it's caregivers coming in and playing with their children, no tech
• we can do to start with the new students that show up next academic year—our kindergartners or preschoolers

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• A preschool student carried a loaded gun in a backpack, a preschool student.
• Two students were arrested after one A preschool student.

Committee: House House Education Committee of Reference

Summary: The committee first heard Superintendent of Public Instruction Tom Horn’s annual State of Education address, which focused on school safety, academic outcomes, school choice, teacher pay, and opposition to DEI/CRT in schools and teacher preparation. Horn said the department has expanded school police officers, promoted Project Momentum and tutoring, supported cell phone restrictions in classrooms, and pushed for more phonics-based reading instruction and stronger university teacher-prep programs. Members questioned him about DEI complaints, cell phone implementation, ESA oversight, school safety funding, reading proficiency, and teacher compensation; Horn said ESA spending is reviewed and recovered when inappropriate, and argued teacher raises should come directly to teachers, not through districts. No formal action was taken on his presentation. The committee then considered HB 2008, which would prohibit public school libraries from using public funds to pay dues to professional library associations. Sponsor Representative Cooper argued the bill would keep school libraries politically neutral and prevent taxpayer money from supporting ideological advocacy, while saying membership itself would still be allowed if paid privately. Opponents, including a former librarian, a school board member, and the ACLU of Arizona, said the bill would undermine professional development, local control, literacy support, and constitutional rights of association and petition. Supporters said associations promote ideological content and that free professional-development alternatives exist. After public testimony and debate, the committee voted to return HB 2008 with a do-pass recommendation.

Transcript Highlights:

• childhood, administrators in Title V programs, and practitioners working directly in our state-funded preschool
• Every day, CDCLA serves 475 infants, toddlers, and preschoolers in 10 child care centers that are funded
• by CCTR and California State Preschool Contracts.

Committee: House Education

Transcript Highlights:

• :04:59.320><c> federal</c> Futures is doing through a federal Futures is doing through a federal preschool
• <01:05:00.480><c> development</c><01:05:00.920><c> grant,</c> preschool development grant, preschool
• 01:05:09.360><c> federal</c> have the numbers from the federal have the numbers from the federal preschool
• <01:05:10.000><c> development</c><01:05:10.440><c> grant</c><01:05:10.680><c> numbers,</c> preschool
• development grant numbers, preschool development grant numbers, and,<01:05:12.560><c> um,</c><01:05:12.840

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• My school community serves 685 children between preschool and grade 4.
• c><00:21:08.640><c> the</c><00:21:08.799><c> grades</c><00:21:09.039><c> of</c><00:21:09.200><c> preschool
• </c> children between the grades of preschool children between the grades of preschool and<00:21:10.000
• Um, they would say seven because we have a preschool.

Summary: The meeting focused on school governance and a proposed shift in responsibilities related to SAU consolidation, with committee members first discussing how school board members and other local officials would be selected for future testimony. The main presentation came from the New Hampshire Association of School Principals, whose executive director Brady Belair and several principals argued that mandatory statewide administrative consolidation should be approached cautiously and that any consolidation should be voluntary and locally driven. They said anticipated savings may not materialize, citing possible higher personnel, transportation, and technology costs, and warned that forcing changes could create disruption without improving student outcomes. Principals testified that their jobs are already broad and demanding, centered on instructional leadership, student safety, staff supervision, family communication, and day-to-day crisis response. Kathleen Murphy of Amherst described working 60 to 70 hours a week and said principals spend substantial time coaching teachers, handling student issues, and supporting school climate; she said adding more administrative duties would compromise student learning and teacher growth. Adam Osborne of Bow Memorial School similarly described principals as daily problem-solvers who set school-level direction and create conditions for schools to thrive. The witnesses also emphasized that principals, superintendents, school boards, and business administrators have different training and responsibilities, and that specialized tasks such as special education compliance, FERPA/HIPAA issues, and labor matters require appropriate expertise. Committee members questioned the witnesses about overlap between superintendent and principal duties, the completeness of statutory responsibility lists, and whether some functions such as curriculum, discipline, hiring, and evaluation are shared. The principals acknowledged some overlap and collaboration, but said superintendents typically handle broader system-level, legal, and central-office responsibilities while principals focus on building-level leadership and teacher support. One member raised the earlier expectation that districts might move to a principal-plus-business-manager model, but the witnesses said that model did not develop as expected and that district structures vary widely. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• I know you have the three categories here: preschool, early childhood.
• Would that be mainly like preschool settings, and then just the overall $7.9 million being spent and

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.

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• Access Plus Capital, provided much-needed technical assistance and financing to Manitas de Amor preschool
• Access Plus Capital, provided much-needed technical assistance and financing to Manitas de Amour preschool

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• Access Plus Capital, provided much-needed technical assistance and financing to Manitas de Amor preschool
• Access Plus Capital, provided much needed technical assistance in financing to Manitas de Amour preschool

Summary: The subcommittee first heard an item on the vehicle license fee backfill for counties, focused largely on San Mateo County and the related excess ERAF calculation. Department of Finance staff said the administration does not propose the requested $119 million backfill, arguing the payment is discretionary and that the existing statutory formula should continue to operate as written. Senators and public witnesses, including Senator Becker and former Senator Jackie Speier, argued the state has a longstanding obligation to local governments and that San Mateo County faces severe service cuts without the funds; they also discussed whether the issue could be solved through local school district boundary changes or other structural fixes. The chair held the item open after testimony. The committee then reviewed Secretary of State budget proposals. The department presented SB 851 implementation funding of $1.1 million General Fund in 2026-27 and $807,000 ongoing for four positions and software to track election-related litigation, update voting system standards, and expand vendor notice requirements. Members asked about election security, the impact of recent federal court decisions, the end of federal HAVA funds in 2027-28, and the staffing and timeline needed to implement the law. The committee also heard a $11.8 million General Fund request for the Cal Access Replacement System, intended to replace the outdated campaign finance and lobbying disclosure platform; staff said the project is on track for a November 2026 go-live with a stabilization period afterward. A separate item sought $9.795 million Business Fees Fund for the Notary Automation Program replacement, with the department explaining delays were due to more planning, a 2025 special election, and the need to secure a contractor, with go-live now projected for 2029. All three items were held open. The Department of Veterans Affairs presented its overall status and then its Yountville skilled nursing facility project. CalVet described progress on veterans homes, home loans, housing programs, and mental health initiatives, while noting higher-acuity needs among older veterans and continued support for underserved groups. For Yountville, the department said the new 240-bed skilled nursing facility is nearing completion and will replace the aging Holderman Hospital building, though some functions will remain in the old building and other campus projects, including roof and steam system work, are still underway. Members also raised concerns about retroactive tax liabilities for employees whose housing fringe benefits had not been reported, and CalVet said it has corrected the reporting, retrained staff, and is working with employees on repayment and lease adjustments. The committee also discussed a proposal to eliminate vacant positions under Control Section 4.12; CalVet said the positions were long vacant and could be given back without harming operations, while the LAO noted the Legislature had not concurred and keeping them would increase General Fund costs. The item was held open. Finally, the California Arts Council gave an informational update on its work and the cultural districts program. The director described the council’s grantmaking, technical assistance, and support for 24 cultural districts statewide, while members emphasized the economic and preservation value of arts funding and urged more investment, including a proposed $50 million General Fund augmentation and a $10 million carve-out for cultural districts. Staff explained that the original cultural district funding was reduced and that the program is currently unfunded and lacks dedicated staff, limiting its ability to expand beyond a small share of applications. Members from different regions noted that many parts of the state still lack cultural district designations and pressed the council to broaden access beyond major urban areas. The item was informational only, with no vote taken.

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• whereas the YMCA is the largest child care provider in the state with more than 20 early learning preschool
• whereas the YMCA is the largest child care provider in the state with more than 20 early learning preschool