Transcript Highlights:

• </c><00:13:45.519><c> program,</c> enrolled in a teacher prep program, enrolled in a teacher prep program
• in a teacher prep program to stay<00:18:09.840><c> teachers</c><00:18:10.160><c> and</c><00:18:10.480
• </c><00:18:53.520><c> while</c><00:18:53.679><c> ensuring</c><00:18:54.000><c> that</c> teacher prep
• program to get that full uh teacher prep program to get that full uh teacher<00:24:02.320><c> prep</
• And so what we are teacher prep license.

Transcript Highlights:

• </c><00:22:56.400><c> up</c> then I think we have teacher prep up then I think we have teacher prep up
• <00:44:51.760><c> to</c><00:44:51.920><c> do</c> example teacher prep decided to do example teacher prep
• </c><00:51:43.680><c> for</c><00:51:43.920><c> our</c> year to teacher prep for our year to teacher prep
• </c><01:20:00.000><c> program,</c> enrolled in a teacher prep program, enrolled in a teacher prep program
• to get that full teacher prep license.

Bills: HF3635 , HF3638

Committee: House Education Policy

Keywords: teacher mobility, interstate compact, licensure, military spouses, education, teacher regulation, teacher qualifications, state sovereignty, educator licensing, paraprofessional credentials, mental health, professional development, data sharing

Transcript Highlights:

• That's at the university level, the teacher prep programs that future teachers go through.
• ><00:11:31.839><c> of</c><00:11:32.000><c> the</c><00:11:32.160><c> education</c><00:11:32.959><c> prep
• </c> requires that all of the education prep requires that all of the education prep programs<00:11:33.920
• It was much so I think for sort of self-evaluation as well from the individual teacher prep programs
• </c><00:15:36.639><c> programs</c> the individual teacher prep programs the individual teacher prep programs

Committee: House Education Policy

Transcript Highlights:

• That was House Bill 156 from last year, which already put that requirement in the ed prep programs.
• That is work, again, that we're doing with all of our educator prep programs right now.
• And then we also accredit our educator prep programs. So there is ongoing monitoring.
• Educator prep programs. So there is ongoing monitoring. We audit those programs.
• We just did recently an audit this fall of all of our educator prep programs.

Bills: SB234 , SB210 , SB243 , SB244 , SM16 , HB8

Committee: House House Education

Summary: The committee heard Senate Bill 37, the High-Quality Literacy Instruction Act, which would strengthen reading instruction and educator preparation around the science of reading. The sponsor and supporters said the bill requires evidence-based, culturally and linguistically responsive literacy instruction, including support for English learners and students in bilingual and dual-language programs, use of approved high-quality instructional materials for K-3 reading and interventions, a K-3 reading assessment, literacy coaches, and parent progress reports. An amendment package was adopted to clarify biliteracy language, broaden references to bilingual/dual-language and Indigenous language settings, remove awkward phrasing, and adjust reporting requirements from monthly to four times per school year. The committee then moved forward with the amended bill. Public testimony was largely supportive. Students, educators, school leaders, advocacy groups, and tribal representatives said structured literacy has improved reading outcomes and can help struggling readers, including students with dyslexia and multilingual learners. Several speakers emphasized that the amended bill better protects bilingual, dual-language, and Native language programs, and some noted the importance of parent communication and early intervention. Supporters also cited recent literacy gains in New Mexico and said the bill aligns teacher preparation, materials, assessment, and coaching. Opposition focused mainly on concerns that the bill could still privilege English over Indigenous languages, that high-quality materials requirements may be too restrictive or costly for districts, and that testing and reporting could add workload. Tribal speakers from Acoma and Taos said they could not support the bill without further changes to explicitly protect Native language revitalization. Other opponents raised concerns about funding for materials and coaches, the burden on teachers, and whether the assessment and HQIM requirements would be flexible enough for local needs. In committee discussion, the sponsor and PED said existing funds and staff could support implementation, that the assessment would be formative and teacher-focused, and that the bill was intended to complement, not replace, Native and bilingual education programs.

Transcript Highlights:

• So currently to enter into an ed prep program, there are EPSB-established standards requirements for
• So currently to enter into an ed prep program, there are EPSB-established standards requirements for
• </c> conversations with our teacher prep conversations with our teacher prep programs<00:08:27.039><c
• So currently to enter into an ed prep<00:09:10.880><c> program,</c><00:09:11.200><c> there</c><00:09:
• 11.360><c> are</c><00:09:11.519><c> EPSB</c><00:09:12.240><c> established</c> prep program, there are

Committee: House Primary and Secondary Education

Transcript Highlights:

• I believe it was Chair Snyder's bill that talked about teacher prep programs, but this is the exact,
• But it's teacher, you know what I'm talking about, teacher workshop, prep days.
• So part of teacher prep, so here's my question: because students bring their own experiences of, say,
• poverty, for example, part of teacher prep is to help student teachers, faculty, to be prepared and
• And so this is about getting teachers prepped to teach, okay?

Summary: The Careers and Workforce Subcommittee met with a quorum and took up four bills. The first, HB 875 on educator preparation, would align teacher-prep programs under a uniform core curriculum, create a competency-based coaching program (CERT), standardize mentor and clinical educator requirements, allow certain certification waivers, and establish a Florida Institute of Teaching Excellence at Miami-Dade College subject to appropriation. Debate focused heavily on language in the bill related to systemic racism, identity politics, privilege, and historical distortion, with supporters saying the bill is about pedagogy and opponents warning it could limit discussion of important historical and social topics. The committee adopted a strike-all amendment and then reported the bill favorably, 12-4. The committee then considered PCS for HB 541 on minimum wage requirements, which would allow employees to knowingly and voluntarily waive the state minimum wage for up to 12 months in certain structured work-based training settings. Supporters argued it would expand access to training and career pathways for inexperienced workers and help address labor shortages, while opponents said it could depress wages, invite coercion, and conflict with the state constitution’s minimum wage provisions. Public testimony included opposition from workers and labor groups and support from NFIB. The bill was reported favorably, 12-4. Next, PCS for HB 681 on apprenticeship and pre-apprenticeship program funding was presented as a transparency and accountability measure to improve funding reporting and address bargaining issues between education agencies and program providers. Support came from industry groups and the ranking member, and the bill was reported favorably without opposition, 16-0. Finally, PCS for HB 1105 on education and Bright Futures would broaden Gold Seal Vocational eligibility, align CTE diploma requirements with Bright Futures, add AP Capstone as an automatic qualifier, and remove barriers for certain military and public service families. The committee supported the bill, which was reported favorably, 15-0. The meeting ended after a correction to the record on one public comment card and adjournment.

Transcript Highlights:

• So we have a lot of our prep projects coming to a close this year.
• Of course, you don't see prep on here. Prep was a one-time in FY22, but this is all of.
• We'll go for the ArPA and prep infrastructure spreadsheet and again, we printed these off on the big
• Over the course of our program, we had $14 million for our prep hanger program.
• Of course, this doesn't talk about the prep one-time funds.

Transcript Highlights:

• I understand that this bill is really for the educational educator prep programs that addresses that.
• That was House Bill 156 from last year; it already put that requirement in the ed prep programs.
• That is work, again, that we're doing with all of our educator prep programs right now.
• And then we also accredit our educator prep programs. So there is ongoing monitoring.
• We just did recently an audit this fall of all of our educator prep programs.

Bills: SB234 , SB210 , SB243 , SB244 , SM16 , HB8

Committee: House House Education

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• That is the annual report on ed prep institutions. That's probably a value.
• Representative Pollitt had said we didn't do anything in 681 on ed prep. That's not true.
• number four, line 9, page 3, the state board shall align literacy instruction coursework for teacher ed prep
• Representative Pollitt had said we didn't do anything in 681 on ed prep. That's not true.
• number four, line 9, page 3, the state board shall align literacy instruction coursework for teacher ed prep

Committee: House Legislative Review

Summary: The discussion focused on a literacy/reading bill modeled in part on other states’ reforms, especially Mississippi, with debate over universal screening, science-of-reading instruction, intervention, and mandatory retention. Several members raised concerns about early childhood and kindergarten being pushed too far academically, arguing for more play-based learning, parent support, and funding changes before adding more requirements. Others said the bill should more closely mirror the full set of Mississippi-style steps, including supports before retention, and questioned whether the legislation was skipping important implementation pieces. Representative Steinmetz spoke in favor of science-of-reading approaches and said teachers should retain professional flexibility in using tools, but not as a primary reading strategy. She also raised concerns about retaining students who have worked hard but still struggle, especially students with disabilities or other challenges, and emphasized the need for parent involvement and age-appropriate kindergarten. A witness from the Show-Me Institute supported the bill, saying Missouri’s literacy outcomes have been poor, the bill strengthens earlier law, bans three-cueing, simplifies screening to one universal screener, and uses mandatory retention as an objective backstop that can improve incentives and outcomes. Opposition testimony from Missouri NEA said the bill contains some useful pieces, including annual reporting on educator preparation institutions, but argued that parts of the bill duplicate or alter provisions already addressed in prior legislation. The witness urged keeping the advisory council for stakeholder input, warned that adding another annual test and possibly a new assessment could disrupt districts, and noted that the retention language should preserve decision-making around promotion or retention rather than impose a rigid mandate. The committee also discussed whether the bill’s language should be revised to better reflect the intended limits on three-cueing and the timing of assessments.

Transcript Highlights:

• And we are both accredited by both of the national teacher prep accreditors, CAEP and AAQEP.
• And we are both accredited by both of the national teacher prep accreditors, CAEP and AAQEP.
• And we are both accredited by both of the national teacher prep accreditors, CAEP and AAQEP.
• And we are both accredited by both of the national teacher prep accreditors, CAEP and AAQEP.
• 52.800><c> think</c><01:37:52.880><c> about</c> teacher prep, if you think about teacher prep, if you

Bills: HF3435 , HF3409

Committee: Senate Education Policy

Keywords: school access, school site, school district, charter school, federal agents, DHS, Department of Homeland Security, ICE, Immigration and Customs Enforcement, CBP, Customs and Border Protection, USCIS, immigration enforcement, judicial warrant, student privacy, school safety, sanctuary schools, warrant requirement, federal warrant, school grounds

Transcript Highlights:

• Additionally, there is a continuing requirement to align Our teacher prep programs and higher education
• They're relying on our teacher prep programs to provide that workforce.
• in one place, but I think we can certainly change the direction of what's happening in our teacher prep
• Teacher prep programs.
• But really, the ability to audit those teacher prep programs, we have to do that collaboratively.

Bills: SB1778 , SB1570 , SB134 , SB1966 , SB1636 , SB1725 , SB1726 , SB259 , SB504 , SB592 , SB2030 , SB1572 , SB843 , SB1242 , SB1255 , SB1262 , SB1264 , SB1286 , SB1581 , SB1290 , SB1316 , SB1319 , SB1369 , SB1379 , SB1381 , SB1400 , SB1427 , SB1436 , SB1461 , SB1496 , SB1509 , SB1534 , SB1553 , SB904 , SB1592 , SB1645 , SB1684 , SB1767 , SB1772 , SB1813 , SB1894 , SB1928 , SB1946 , SB1980 , SB2040 , SB2060 , SB2061

Keywords: reading instruction, literacy, educational equity, intervention services, third grade retention, Strong Readers Act, child welfare, child safety, administrative transition, Department of Child Safety and Well-being, Oklahoma Commission on Children and Youth, juvenile justice, foster care, retirement, public employees, reemployment, benefit adjustment, Oklahoma Public Employees Retirement System, memorial highways, bridge designations

Transcript Highlights:

• In Arkansas educator prep programs, there were fewer individuals enrolled in and completing the programs
• In Arkansas educator prep programs, there were fewer individuals enrolled in and completing the programs
• So you'll hear the term educator preparation programs, or EPP, or sometimes prep programs for short.
• programs, I'm just wondering if there's a list of, a list of, I think. your prep programs.
• In other words, is there specialized coursework within a teacher prep program that addresses English

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

Transcript Highlights:

• to announce that as of June 1st of this year, any teacher or candidate who is enrolled in a teacher prep
• </c> education in their teacher prep program. education in their teacher prep program.
• programs are aligned to our teacher prep programs are aligned to Redact<00:34:16.079><c> standards.
• </c><00:38:08.079><c> Senator</c><00:38:08.480><c> Swisinski</c> that I did not prep Senator Swisinski
• that I did not prep Senator Swisinski for<00:38:09.280><c> asking</c><00:38:09.520><c> that</c><00:38

Transcript Highlights:

• So my next question is, speaking of the bar, we had bar prep courses.
• And I'm not sure if the NCLEX also provides NCLEX prep courses. So we had Kaplan, Barbri.
• As far as an outside prep course, you've given me homework, and I do not know, in fact, As far as an
• But I do have concerns, and part of it is the prep courses do impact it.
• And part of it is the prep courses do impact it.

Summary: The Careers and Workforce Subcommittee heard three bills. HB 919 on nursing education programs would tighten accountability for nursing schools with low NCLEX pass rates by shortening the probation period, requiring remediation plans, mandating free remediation for students who fail, and requiring tuition reimbursement for programs with very low pass rates. The sponsor argued Florida’s nursing pass rates are unacceptably low and that stronger consequences are needed; opponents warned the bill could shut down programs, worsen the nursing shortage, and unfairly target private schools, while supporters said it would protect students and improve outcomes. After debate, the bill was reported favorably by a vote of 18-0. The committee then heard PCS for HB 1261, the “Smart Living Act,” a student-driven proposal from Jefferson High School in Hillsborough County to expand personal financial literacy and practical life-skills instruction in high school. Students and school officials testified that the bill would better prepare graduates for adulthood by covering topics such as budgeting, credit, loans, FAFSA, resumes, interviews, and basic household skills. Members praised the students’ work and the bill’s practical focus, and the PCS was reported favorably 18-0. Finally, the committee considered HB 809, which would exempt school social workers from educator certification requirements for general and subject-area knowledge. Supporters from Lee and Broward counties said the current testing requirement is unrelated to social work, creates financial and recruitment barriers, and has contributed to staffing shortages. Members from both parties supported the measure as a simple way to remove an obstacle to hiring and retaining school social workers. HB 809 was also reported favorably by a vote of 18-0, and the meeting adjourned after all agenda items were completed.

Transcript Highlights:

• The same prep and lure offerings would be available to U of M students and dislocated workers.
• Um the test prep is dislocated workers.
• :49.680><c> would</c><00:15:49.920><c> be</c> prep and lure offerings would be prep and lure offerings
• The same prep and lure offerings fund.
• I think they would like some prep time.

Committee: Senate Jobs and Economic Development

Transcript Highlights:

• As you interact with deans, as you interact with these teacher prep programs, I think you all have the
• So again, I think there's a role for you all to play in making sure these teacher prep programs uphold
• the law and the intent of the legislature, that teacher prep programs are producing quality educators
• That teacher prep programs are producing quality educators.
• But he's doing an independent audit and really reviewing these teacher prep programs, and so I would

Summary: The Senate Education Committee’s Appropriations Subcommittee met to hear budget presentations from OETA, the Commissioners of the Land Office, and the Oklahoma Educational Quality and Accountability Commission (OEQA). The chair asked witnesses to stay focused on budget requests and agency operations rather than policy, unless policy affected the numbers. OETA reported no request for additional funding. Director Sean Black highlighted the agency’s 70th year of continuous broadcasting, completion of transmitter replacements, conversion to fiber, and lower electricity costs from more efficient equipment. He said OETA would offset the loss of federal CPB funding through donations, events, and partnerships, and described its statewide reach, educational programming, and multiple broadcast and streaming channels. Members asked about energy use and were told the new transmitters had reduced power costs. The Commissioners of the Land Office discussed record distributions to schools, a flat budget, and planned spending on invasive woody species, implementation of SB 951, IT modernization, and possible changes to mineral management and staffing. The secretary requested funding for a revenue compliance director, field services manager, internal auditor support, and other adjustments, while explaining the agency’s use of stabilization funds and carryover. Senators questioned orphan and abandoned wells, AI use, and staffing efficiency; the secretary said the agency was trying to work more closely with operators, use AI and in-house software where possible, and manage wells and land in ways that protect school revenue. OEQA presented its priorities for teacher quality, including Teach Forward apprenticeship pilots, dashboard expansion, accreditation review, statutory cleanups, and continued monitoring of cell phone-free zones. The agency described a small, stable budget, five unfilled positions, and a proposed $100,000 reduction for FY 2027 based on efficiencies. Members asked about Teach Forward applications, multilingual testing, and the broader quality of teacher preparation programs; OEQA said it had received three Teach Forward applications and that translating certification tests would raise cost and validity concerns. Senators urged OEQA to play a stronger role in connecting teacher preparation programs with classroom needs, and the meeting adjourned without any votes or formal actions taken.

Transcript Highlights:

• PrEP is a medication that, when taken daily, is highly effective at preventing HIV infection, reducing
• Seeking PrEP must navigate a prior authorization process.
• PrEP, as Representative Jones outlined, is up to 99% effective at preventing HIV acquisition.
• You have to start PrEP and take it for seven days in a row before it is the most effective in your body
• We could pass House Bill 1680 and speed up the time that somebody is able to start PrEP.

Bills: HB813 , HB1680 , HB3569 , HB4074 , HB4635 , HB5178 , SB527 , SB1307 , SB1822

Committee: House Insurance

Keywords: autism, health insurance, coverage, medical treatment, health benefit plan, HIV prevention, prescription drug, prior authorization, health benefits, insurance coverage, insurance, contract termination, property and casualty, insurance agents, discrimination, appraiser, umpire, licensing requirements, continuing education, admin penalties

Transcript Highlights:

• so, my next question was, have you gone to those individual deans or college presidents or teacher prep
• your agency can be the bridge there as you interact with deans as you interact with these teacher prep
• So again, I think there's a role for you all to play in making sure these teacher prep programs uphold
• the law on the intent of the legislature that teacher prep programs are producing quality educators.
• argue NCTQ is already doing, but he's doing an independent audit and really reviewing the teacher prep

Transcript Highlights:

• I also bumped the 2026 session prep to December.
• Yeah, I would love to receive an email for the 2026 session prep.
• Everyone’s nodding their heads in agreement. 26 session prep.
• I would love to receive an email for the 2026 session prep.
• Everyone's nodding their heads in agreement. 26 session prep.

Committee: Joint Select Committee on Pension Policy

Summary: The Select Committee on Pension Policy Executive Committee approved the September minutes and received updates on two court cases, Fowler and Dolan. Staff explained that Fowler concerns interest calculations for members who transferred from Plan 2 to Plan 3 before 2002; the Ninth Circuit has already found liability, and the remaining issue is damages, which could be significant depending on the expert-driven calculation. Dolan was described as quieter, with briefing completed at the Court of Appeals and oral argument possible later this year or early next year. The committee also heard an actuarial update on the interim work plan, including planned informational briefings on month-of-death policy, a Plan 1 ad hoc COLA, and the OSA demographic experience study, which is still under external audit. Members asked whether updated fiscal notes had been prepared for two bills under study; staff said preliminary analysis had been done and full updates would come if the bills move forward. The committee then discussed how to handle the ad hoc COLA item and agreed to have staff draft a letter endorsing House Bill 1474 and any similar Senate bill for a one-year ad hoc COLA, to be brought back for full committee consideration in November. Staff reviewed the draft November and December work plan. The committee adopted the November agenda, which includes annual updates from the State Investment Board and Retirement Systems, the left one study closeout, and the ad hoc COLA action item. Members also discussed whether excess compensation and 2026 session prep should be handled by email rather than in a meeting, with general agreement to move the session prep to electronic communication and possibly handle excess compensation as an informational item, depending on availability. Constituent correspondence included several messages on climate change and Plan 1 COLAs, including support for the merger bill and COLAs in general. Jacob White of the LEOFF 2 Board reported that the board had only held an educational briefing on excess compensation and overtime, found the data limited, and took no further action. The meeting ended with thanks to staff and an adjournment vote.

Transcript Highlights:

• FEAPs, which are professional standards for effective teachers and serve as the foundation for teacher prep
• The state board will also consider these work group recommendations to update the teacher prep program
• excellence examination and also submit an implementation plan to the Legislature detailing how teacher prep
• Senators, the goal here is to help address our teacher shortage and also help improve our teacher prep
• and Representative Pizzo in the House, we are working to find a place where we can take our teacher prep

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Summary: The Appropriations Committee on Pre-K-12 Education met and considered a wide range of education-related bills, with most measures receiving favorable reports. Early in the meeting, the committee approved CS/SB 754 on International Baccalaureate bonus funding, CS/SB 1122 on Florida Virtual School updates, and CS/SB 430 requiring public schools to adopt cardiac emergency response plans, train students and staff in CPR/AED use, and maintain accessible AEDs. Testimony on the cardiac bill came from the American Heart Association and the Florida chapter of the American College of Cardiology in support, and the chair noted a survey suggesting many districts already have AEDs in schools. The committee also approved CS/SB 1528 on educational opportunities for military children, which expands coordination and training under the interstate compact, and CS/SB 364, which would move the Council on the Social Status of Black Men and Boys from the Department of Legal Affairs to Florida Memorial University for research and administrative support. The committee then adopted amendments and favorably reported CS/SB 1590 on educator preparation, which modernizes teacher standards and certification pathways, including updates to FEAPs, a revised teacher exam, and an alternative certification program. The SPLC testified in opposition to part of the bill, arguing that language on historical instruction and systemic racism was contradictory and could limit accurate teaching of history. The committee also approved CS/SB 1702 on education, incorporating a wireless-device-in-schools pilot and other education provisions, with support from the Florida Charter School Alliance and others. CS/SB 444 on human trafficking awareness was amended to require no-cost training for school employees and charter schools; FSU law students testified in support, emphasizing the need for school personnel to recognize trafficking indicators. The committee also approved CS/SB 650 on hazardous walking conditions, expanding transportation eligibility for students walking near limited-access facilities, though members noted the bill carried an indeterminate fiscal impact and no dedicated funding. Later, the committee favorably reported CS/SB 1102 on school readiness, which expands how disabilities can be identified for early learning services and ties additional funding to training on early identification of delays. It also approved SB 1382 on access to school readiness programs for economically disadvantaged households, revising eligibility and priority tiers to use state median income rather than federal poverty level and refining the waitlist and forecasting process. Several members recorded votes on bills they had missed during the meeting, and the committee adjourned after reporting all of the above measures favorably.