Transcript Highlights:

• What we were able to do with this bill is provide some flexibility in funding streams that the districts
• For the coming summer, that was Representative Reams' bill and provided ongoing flexible funding and
• Very flexible use. We funded a task force to look at compensatory aid with Representative Feist.
• More flexible funding is needed to facilitate those conversations.
• We gave them the flexibility that we need.

Bills: HF1049

Keywords: school library aid, education finance, school districts, charter schools, funding eligibility

Transcript Highlights:

• This bill will provide flexibility to both respective boards and agencies.
• SB 739 provides a realistic and durable path forward. It provides CARB with the...
• SP 739 provides a realistic and durable path forward. It provides CARBB, with the...
• But toward the goal of trying to provide that flexibility that Assembly Member Rogers talked about, and
• It's very flexible.

Keywords: 988, house, all

Transcript Highlights:

• Then we need to provide flexibility for fundings, different buckets of money, to be able to, uh, go back
• <00:01:52.320> flexibility<00:01:53.040> for<00:01:53.280> fundings need to
• provide flexibility for fundings need to provide flexibility for fundings uh<00:01:54.479> different
• Senator Pratt and I have been working on a couple of different bill ideas where we can provide flexible
• Senator Pratt and I have been working on a couple of different bill ideas where we can provide flexible

Keywords: 919, house, all

Summary: The interview focused on Minnesota K-12 education, with the representative describing schools and educators as doing strong day-to-day work but saying policymakers need to address major problems such as literacy, math performance, and chronic absenteeism. He argued for more local control, fewer mandates, and flexible funding so districts can meet local needs, while also saying the READ Act and science-of-reading implementation should be carried out with fidelity to improve reading outcomes. A substantial portion of the discussion centered on chronic absenteeism and truancy. The representative said he has worked in a bipartisan way with Rep. Keeler on the issue, including home visits and district reporting efforts, but argued schools cannot solve every social problem alone and need families and other partners to help get students to class. He also criticized the Department of Education for not prioritizing a simple reporting mechanism related to the 15-day drop rule for students who disappear from enrollment. School safety was another major topic, especially after the Annunciation Catholic School shooting in Minneapolis. He said students should be safe regardless of whether they attend public or nonpublic schools and supported giving nonpublic schools access to safety funding. He said he and Sen. Pratt are working on flexible school-safety funding ideas and mentioned the Shield Act and multi-layered safety approaches as models. He also revisited universal school meals, saying the program has constrained future budget options and that a prior proposal would have redirected some of those dollars into flexible supplemental aid for districts. The interview ended with brief discussion of other constituent concerns, including age verification, cell phone use, and a youth skills training program that he said should allow students to gain office-based experience. No votes were taken; the representative mainly outlined policy priorities and frustrations with agency implementation and legislative priorities.

Transcript Highlights:

• You know, you make a lot of sacrifices like that just so you can provide.
• And so we did want to let you know that we've noticed all the providers that there...
• But we are very interested in providers and what they think about the QRIS.
• . different professional developments that they wanted to provide.
• We did that also in tandem with providers and questioned them: What is it that you want?

Keywords: 1204, all

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

Transcript Highlights:

• It expands access to options used for fourth-grade promotion, provides school districts flexibility in
• The bill provides greater flexibility for districts and instructional personnel by authorizing districts
• The bill provides greater flexibility for districts and instructional personnel by authorizing districts
• The bill provides flexibility in using federal funds to support programs and teacher recruitment in low-income
• Although there is an increase, the school districts are providing control and flexibility on how this

Summary: The committee first took up Senate Bill 296, as amended by strike-all, on middle and high school start times. Senator Bradley explained that the amendment would repeal the statewide mandate for later start times and return scheduling decisions to local school boards, while still requiring districts to inform the community about the health, safety, and academic effects of sleep deprivation and to consider later start times when setting transportation schedules. Testimony and debate were largely in support, with several school district and education group representatives waiving in support, and members citing transportation, staffing, family logistics, and cost concerns under the existing mandate. The strike-all was adopted, and SB 296 was reported favorably by roll call vote, with Senators Berman, Osgood, and Chair Calatayud voting yes and Senator Gaetz voting no; other members were absent or not recorded in the excerpt. The committee then heard Senate Bill 356, which would designate January 27 as Holocaust Remembrance Day in Florida. Senator Berman said the date matches the UN’s Holocaust Remembrance Day and would require the governor to annually proclaim it, while allowing public observance and instruction about the Holocaust’s harms and its impact on the Jewish community and humanity. There was no substantive opposition in the excerpt, and the bill was reported favorably by roll call vote with yes votes from Senators Berman, Gaetz, and Chair Calatayud. Finally, the committee considered Senate Bill 166 on administrative efficiency in public schools. Senator Simon described a broad deregulation package affecting student assessments, grade promotion, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, internal audits, facilities planning, cost-per-student-station limits, emergency make-up days, federal fund timing, and VPK oversight. Testimony was mixed: school district and education organization representatives generally supported the flexibility, while some groups opposed or urged changes to the grade 4 promotion and graduation-related provisions, arguing they could weaken academic standards. After debate focused especially on third-grade promotion and testing requirements, the bill was reported favorably by roll call vote. At the end of the meeting, members recorded their votes on SB 296 and SB 356, and the committee adjourned.

Transcript Highlights:

• <01:31:48.239> flexibility<01:31:49.040> for article three we provide flexibility for
• article three we provide flexibility for school<01:31:49.840> boards<01:31:50.840> in<
• um and that one as I mentioned provides um and that one as I mentioned provides flexibility<01:32
• And we need to provide flexibility to our schools, to their budget people, and so on, to be able to do
• And we need to provide flexibility to our schools, to their budget people, and so on, to be able to do

Keywords: 1183, house

Summary: The Education Policy Committee approved the minutes from January 21, 2025, and then heard testimony from several school superintendents about the financial and operational impact of recent education-related mandates. Chair Bennett framed the hearing as an opportunity to hear from districts about the effects of more than 65 new mandates and restrictions adopted in recent years. The first witnesses were Corey McIntyre of Anoka-Hennepin, Michael Thomas of Prior Lake-Savage Area Schools, and David Law of Minnetonka Public Schools. The superintendents said districts are facing rising costs, flat or declining enrollment, the end of federal pandemic aid, and mandates they described as unfunded or underfunded. McIntyre cited major budget cuts in Anoka-Hennepin, including reductions in central office staff, and said the district faces continuing shortfalls tied to special education, multilingual learner costs, unemployment claims, paid leave, transportation, literacy materials, and the K-3 discipline statute. Thomas said Prior Lake-Savage is balancing growing student needs against limited revenue, and argued that mandates such as REACT and other requirements should be delayed or better funded so districts can implement them with fidelity. Law said the concerns are statewide, not just metro-based, and criticized the accumulation of expectations around food service, mental health, sick and safe time, unemployment, and family leave without corresponding resources. Several witnesses emphasized that school budgets are heavily committed to staff costs and that new obligations create administrative burdens as well as direct expenses. They urged lawmakers to reduce, delay, or better fund mandates, adjust timelines, and provide more flexibility in local revenue tools and equalization aid. No votes were taken on legislation during this portion of the meeting beyond approval of the prior day’s minutes.

Transcript Highlights:

• I strongly support Senate File 1336 because it provides schools with... pre- Labor Day start to provide
• Senate File 1336 provides schools with much-needed flexibility to structure their academic calendar in
• year an earlier start date provide year an earlier start date provide students<00:19:06.320>
• I urge the committee to support this bill and give our districts the flexibility that they need to provide
• I urge the committee to support this bill and give our districts the flexibility that they need to provide

Keywords: 1187, senate, all

Transcript Highlights:

• But again, it provides us great flexibilities in our ways and also allows us to expend funds more towards
• But again, it provides us great flexibilities in our ways and also allows us to expend funds more towards
• So the handout that we've provided is from a webinar that we had for our higher ed institutions to provide
• And 37 were the private career education training providers or eligible training provider list folks.
• ALF providers for public comment.

Summary: The meeting focused on Arkansas’s proposed workforce system overhaul, including a combined WIOA/Perkins state plan and a package of federal waiver requests intended to consolidate workforce governance, reduce administrative costs, and redirect more funding to training and supportive services. Commerce officials said the plan would replace the current structure of 10 local workforce boards and more than 200 board members with a single statewide board and one administrative entity, while keeping local offices open and using regional business councils to preserve employer and local input. They said the state has already reduced Commerce headcount and operating costs, and that the changes would improve coordination with higher education, adult education, vocational rehabilitation, DHS, and Arkansas Industry Connect. Much of the discussion centered on the waiver package, especially the proposal to make the state board function as the local board, allow more flexible movement of funds across regions, eliminate the WIOA “last dollar” requirement for training and supportive services, create affiliate sites instead of requiring every area to maintain a comprehensive center, and relax the 14 youth program element requirement. Officials said the State Board of Workforce Development approved the waiver package 11-3 before it was submitted to the U.S. Department of Labor, and that implementation would begin only after federal approval and a closeout process, likely taking up to a year. They also described plans to streamline referrals and data sharing, expand mobile and virtual services, and use a more centralized model to improve customer service and employer engagement. Members raised repeated concerns about rural representation, local control, board composition, and whether jobs and relationships would be lost if local boards were eliminated. Commerce officials responded that local offices would remain open, some current staff could be rehired by the state, and regional business councils would help ensure local employer voice. Several members also questioned how the funding was being used, citing audit findings that only about $1.8 million to $1.9 million of roughly $14 million to $15 million in federal workforce funds had gone to training and supportive services. Officials said the reorganization could increase annual training spending to roughly $6 million to $7 million by reducing overhead, one-stop operator contracts, and board administration. The committee also discussed how the changes might support workforce training facilities, apprenticeships, child care and transportation assistance, and employer-driven training in fields such as manufacturing, health care, technology, and welding. The Division of Higher Education also briefed members on Workforce Pell. Officials explained that the new federal program would extend Pell eligibility to short-term programs, but only within narrow limits, such as 150 to 599 clock hours and 8 to 15 weeks of instruction, with additional completion and employment benchmarks. They said Arkansas is working with colleges and universities to identify programs that fit the criteria and that the governor has designated the Division of Higher Education to lead implementation. No votes were taken by the committee during this portion of the meeting.

Transcript Highlights:

• One was flexibility and one was accountability for the programs.
• One was flexibility and one was accountability for the programs.
• But if we have the flexibility in our plan to do that, I think we can do that.
• The point of my trying to needle at the flexibility is...
• I love the flexibility, I love the accountability.

Summary: The committee heard testimony from Nick Moore, Acting Assistant Secretary of the Office of Career and Technical Education, on efforts to better align workforce, education, and human services programs. Moore argued that WIOA, Perkins, and ESSA were designed to function as an integrated talent system, but that federal and state bureaucracy has kept them siloed. He said the Department of Labor and OCTAE are working on more integrated state plan guidance, including a 2026 plan modification timeline, combined Perkins/WIOA plans, and greater use of labor market information to align training with in-demand jobs and Workforce Pell. Moore emphasized reducing overhead, cross-training staff, using common intake and integrated case management, and focusing on the “shadow labor force” of people facing benefit cliffs, child care barriers, or other obstacles to work. He repeatedly urged states to use waivers and flexibility where possible, to consolidate or streamline local workforce structures, and to hold programs accountable through measures such as labor force participation, training-related employment, retention, and cost per successful outcome. Members asked about the balance between flexibility and accountability, the role of employers versus postsecondary institutions, rural “training deserts,” state waivers, and data systems such as Mississippi Spark and Arkansas Launch. Moore said states should use technology and integrated intake to co-enroll eligible participants in multiple programs and better match people to jobs. In response to questions, Moore said some federal rules cannot be waived, but many reporting and administrative requirements can be streamlined, and he encouraged Arkansas to propose ideas for waivers or state-level integration. He also discussed the need for enhanced wage records and state longitudinal data systems to improve workforce planning and economic development. After Moore’s presentation, DHS Secretary Janet Mann and Director Jay Hill gave a brief update on reimbursement rates, saying the department had compiled more than 100 public comments, recommended holding the current rate, and was awaiting executive review; they estimated the process could take 30 to 60 days. The committee then adjourned, noting a later audit presentation scheduled for the afternoon.

Transcript Highlights:

• Uh, this program was crafted to provide historically underserved and at-risk students with a career-focused
• The PTech program, as y'all probably know, provides students grade 9 through 12 the opportunity to complete
• Now that flexibility needs to be taken away for the good of the students.
• My preference is flexibility for everyone.
• What I don't like is when we are limiting flexibility just for some and not for others.

Transcript Highlights:

• And this Department of Ed money has flexibilities associated with it.
• The cornerstone, it provides flexible community driven parent directed support for native students in
• These numbers show the impact this program provides for.
• Russell, mentioned that flexibility was key. And I think you, Ms.
• , and that's what your legislation provides, is an opportunity to really think about flexibility.

Keywords: Native education, Department of Education, federal funding, testimony, treaty obligations, public schools, educational policies, Indigenous students

Summary: The meeting focused on the responsibilities of the U.S. Department of Education towards Native students, highlighting the importance of federal education programs that satisfy treaty obligations to Native communities. Various witnesses testified about the impact of educational policies designed to support Native students who primarily attend public schools. Concerns were voiced over recent proposals that could potentially undermine these programs, citing the role of federal funding in ensuring successful educational outcomes for Native youth. The chair of the committee emphasized the need for continued federal support and attention to the unique educational challenges faced by Indigenous populations.

Transcript Highlights:

• <00:03:00.640> with intended to offer flexibility with intended to offer flexibility with
• That said, again, the planning and development process is an important tool to provide that flexibility
• That said, again, the planning and development process is an important tool to provide that flexibility
• That said, again, the planning and development process is an important tool to provide that flexibility
• That said, again, the planning and development process is an important tool to provide that flexibility

Keywords: 1183, house

Transcript Highlights:

• Under the governor's proposal, school districts will be provided full flexibility to utilize the increase
• is maintained to continue providing a centralized, integrated data repository. $64.3 million is provided
• They have had that flexibility for the last couple of years.
• I think flexibility is useful, yes, sir. Thank you. Thank you. Thank you.
• I think flexibility is useful, yes, sir. Thank you. Thank you. Thank you.

Summary: The Appropriations Committee on Pre-K-12 Education received a presentation from the Governor’s Office of Policy and Budget and the Department of Education on the Governor’s fiscal year 2026-27 education budget. Shelby Salmons outlined the overall budget framework, and Commissioner Stasi Kamoutsis highlighted major education investments, including $486 million for VPK, $30.6 billion for K-12 education, a $761.1 million increase in FEFP funding, the highest per-student funding level to date, and $201 million more for teacher pay flexibility. The presentation also emphasized school safety, mental health, civics education, and the Guardian Program, along with continued funding for TEACH, HIPPY, Help Me Grow, and civics debate and literacy initiatives. Members asked about how the mental health allocation would be used, counselor staffing ratios, school closures and whether the department intervenes, oversight of school choice and voucher-funded schools, and the Guardian Program’s pay structure and effectiveness. Senators also raised concerns about the FISH school capacity report, data collection, teacher pay, professional development, AI and tutoring technology, and whether the budget adequately supports mental health services and school safety. The Commissioner said many funding decisions are left to districts, that the department stands ready to assist, and that the Guardian Program has been successful and expanded over time. During public testimony, Pinellas County School Board member Laura Hine said her district spends far more on safety and mental health than it receives in state categorical funding, and urged the committee to consider full-day VPK funding, arguing it has improved third-grade reading outcomes in Pinellas. Senators followed up on district flexibility and local spending choices. The committee took no substantive vote on the budget presentation and adjourned after thanking the department for its recommendations and partnership.

Transcript Highlights:

• I to say, I do think one of the pros, though, is the flexibility of the model.
• Madam Chair, you've mentioned this a number of times but provide greater flexibility for out of state
• Would you prefer the flexibility for each university to make their own decision or flexibility for each
• And so there is, you know, just being able to raise that price does provide a lot of flexibility and
• I will never argue against flexibility. Certainly.

Keywords: 999, senate, all

Transcript Highlights:

• questions that you may have provide questions that you may have provide additional<00:36:23.960>
• Thank you for the opportunity to provide comments on Senate File 310.
• <01:21:14.199> with small businesses are to be provided with small businesses are to be provided
• <01:25:44.560> more employer wouldn't have to provide more employer wouldn't have to provide
• consensus was that the this flexibility consensus was that the this flexibility for<01:32:29.920

Keywords: 1187, senate, all

Transcript Highlights:

• You've got your providers.
• It makes our healthcare providers and those that want to come into our state and provide healthcare look
• in our state, those providers are going to look other places.
• If the only lever we have right now is provider cuts, provider rate cuts, that's the only thing we have
• It would just have flexibility to work with how to provide those services and other services or reduce

Bills: HB4440, HJR1067, HJR1087, HJR1089

Keywords: Medicaid, low-income adults, healthcare, eligibility restrictions, constitutional amendment, Medicaid expansion, SoonerCare, health coverage, federal matching funds, FMAP, Article XXV-A, state question, special election, Title 63, public assistance, healthcare funding, federal-state match, Medicaid eligibility, Oklahoma Constitution, ad valorem

Transcript Highlights:

• We do encourage people also to provide written testimony to the Joint Committee on Consumer Protection
• The chair has flexibility, but three minutes. Make sure you can see the clock. Absolutely.
• They provide employment.
• to provide licenses for locations that make local sense.
• Without local flexibility to issue more, local growth and all the benefits that provides will stop.

Keywords: 995, all

Summary: The Joint Committee on Consumer Protection and Professional Licensure held a public hearing on a wide range of alcohol, liquor licensing, and hemp-derived beverage bills. Early in the hearing, there was a procedural dispute when Senator Jacob Oliveira attempted to testify virtually on S. 279; the House chairs declined to recognize virtual testimony from a committee member, and Senator Pavel Payano instead read prepared remarks supporting the bill to return liquor license authority to municipalities. The committee then heard testimony on H. 437/S. 279 from the Massachusetts Municipal Association and Cohasset Town Manager Christopher Senior, both of whom argued that local control would streamline licensing, better match modern community needs, and support downtown economic development. A Lexington business owner also supported local licensing flexibility for a paint-and-sip business seeking a beer and wine license. The committee also heard extensive testimony on hemp-derived beverage regulation, including H. 357 and S. 222. Supporters from the Commonwealth Beverage Coalition and Theory Wellness said the products are already widely available in unregulated settings, including gas stations and smoke shops, and argued for a regulated framework with age limits, testing, labeling, and local public health funding. The Massachusetts Brewers Guild supported regulation of low-dose hemp beverages but asked that breweries be allowed to participate using their existing retail and distribution rights. The Guild also supported H. 478, which would allow limited self-distribution by pub breweries, saying it would reduce inefficiency and help small breweries grow. Several bills modernizing alcohol licensing laws were also discussed. Representative Ruel supported H. 477, describing it as a cleanup measure that would remove the contiguous-premises requirement, add a character standard for applicants, and extend public notice periods. Representative Sangiolo testified in support of H. 3893, a local liquor-license bill tied to economic development and new businesses in Lexington, including a movie theater, coffee shop, and paint studio. Fable Brewing Company also supported the local license bill, saying the licenses are needed before they can finalize leases and open. The committee then heard opposition from the Massachusetts Package Stores Association and several retailers, who warned that the retail tier is under pressure from oversaturation, declining revenues, and expanded competition, and opposed a long list of bills they said would further weaken existing stores or the three-tier system. At the end of the hearing, Representative McKenna testified in support of H. 437 and S. 279, emphasizing municipal autonomy and the importance of on-premises licenses for restaurants and other economic-development projects. The chairs noted that additional written testimony could still be submitted on bills that did not receive in-person testimony. The hearing concluded with a motion by Representative Sangiolo, seconded by Representative LeBoeuf, to close the hearing, which passed by voice vote.

Transcript Highlights:

• But again, it provides us great flexibilities in our ways and also allows us to expend funds more towards
• But again, it provides us great flexibilities in our ways and also allows us to expend funds more towards
• So the handout that we provided is from a webinar that we had for our higher ed institutions to provide
• training provider list folks.
• But I wanted to provide you those today.

Keywords: 1204, all

Transcript Highlights:

• This bill provides a thoughtful phased-in approach with additional flexibility measures to ensure schools
• Others fail to provide the flexibility needed. AB 1390 will not fully address these concerns.
• At Los Angeles Unified, we work with service providers to provide free dental and vision service providers
• With me to provide testimony is Dr.
• During the pandemic, the flexibility helped provide greater continuity to students.

Keywords: 988, house, all

Transcript Highlights:

• a lot more flexibility to school districts.
• There is a desire given that there's more flexibility now, for example, an ELOP, more flexibility in
• If the same funding had been provided with broader flexibility tied to literacy outcomes, we might have
• And so with LCFF, I think the goal was to reduce the categoricals, provide lots of flexibilities to districts
• How do we provide the additional stuff?

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.