Transcript Highlights:

• That's when we know that they have learned.
• Chair, in the math learning part.
• Chair, understood wrong is the early testing.
• All early grades, K through 2, and this would make it K through 3, are required to take early assessments
• It's about supporting contextualized learning.

Keywords: 996, all

Transcript Highlights:

• learning space, not in the K-12 space.
• The last couple I'll talk about I think professional learning—professional learning tends to be one of
• Learning.
• So I'll definitely take that question back to our division of early learning.
• I will definitely take that back to our Chancellor of Early Learning. Thank you.

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• INCLUDING TRANSPORTATION HUBS AND MAINTENANCE BUILDINGS AND FINALLY RELATING TO EARLY LEARNING THE BILL
• Simon: THE EARLY LEARNING COALITIONS ARE THE ONES THAT ARE MONITORING VPK PROGRAMS NOW.
• THAT NOW WILL FALL ON VPK PROGRAMS TO MONITOR THEIR OWN PROGRAMS NOT THE EARLY LEARNING COALITION AS
• LEARNING COALITIONS?
• WHAT WILL BE, WHAT WILL THE EARLY LEARNING COALITIONS HAVE LEFT TO DO AS A CONSEQUENCE OF THIS BILL?

Keywords: 999, senate, all

Transcript Highlights:

• <00:10:55.920> childhood state related to early childhood state related to early childhood
• Learning really begins at birth.
• <00:20:05.120> child wife and I put them in early child wife and I put them in early child
• c> beginning<00:20:40.559> at You talk about learning beginning at You talk about learning
• <00:21:29.440> childhood diverse types of early childhood diverse types of early childhood

Keywords: 958, all

Summary: The Senate Standing Committee on Families and Children met and heard presentation of Senate Bill 191, a pilot proposal to create the Kentucky Kindergarten Readiness Performance-based Child Care Incentive Program. Senator Danny Carroll explained that the three-year pilot, to be developed with the University of Kentucky College of Education, would reward child care providers or families with a $2,000 payment when a child is found kindergarten-ready, with the award tied to the prior two years of care. He said the program would include child care centers, child care homes, and eligible low-income families, with added supports such as home-visiting resources and curriculum assistance, and would also automatically fund providers caring for children with special needs who cannot be assessed in the same way. Members asked about logistics, eligibility, diversity, and cost. Senator Meredith asked how parents would participate and how many children might be included; Carroll said UK would help define the details and that the pilot would likely use about $2 million in available funds, with a broad enough sample to produce meaningful data. Senator Thomas raised concerns about direct payments to parents and the fiscal implications of scaling the idea; Carroll responded that the pilot would only test the concept, that public pre-K and Head Start would not be included, and that the program would target families eligible for child care assistance. He estimated the broader annual cost, if expanded statewide, could eventually be much higher, but argued the educational and workforce benefits would outweigh the expense. Senator Thomas also asked whether the bill’s reference to diverse providers meant geographic, racial, language, and socioeconomic diversity, and Carroll said that was the intent, with UK given latitude to structure the sample and assessment tool. Another senator supported the bill as a step toward universal pre-K and emphasized that learning begins at birth. The discussion ended with a motion and second on the bill, followed by a roll call vote, but the transcript cuts off before the vote result is stated.

Transcript Highlights:

• But we've learned a lot.
• child is experiencing difficulties learning to read.
• Adverse early childhood experiences are declining.
• Early childhood professionals statewide. 23 of 42 New Mexico higher education institutions offer early
• It was Pre-K, home visiting, early intervention.

Keywords: 996, all

Transcript Highlights:

• I think about all the efforts to really monitor and invest best in early learning and post-secondary
• Second, this bill recognizes that early learning is one of the highest leveraged investments for improving
• Chairman, members, my name is Lauren McKenzie, and I'm the Senior Policy Associate for Early Learning
• So I want to thank you all for your work and attention to early learning this session and to pre-K issues
• These early investments are key to accelerating learning and setting students up for long-term success

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• We're continuing to meet with the Early Learning Committee to look at these programs.
• Infrastructure and implementation around early learning.
• And I think it's good to have this update around the state-supported early learning program.
• Do we have the right level of support for early learning?
• As we continue to invest in early learning, as we continue to support quality and increase access, I

Summary: The meeting began with approval of the prior minutes and then shifted to an update from Department of Education Secretary Jacob Oliva and Deputy Commissioner Stacey Smith on early childhood education, especially the state-funded Arkansas Better Chance (ABC) program. They said Arkansas had received a federal Preschool Development Grant and described ABC as a large state program with about 23,800 funded slots and roughly $114 million in annual appropriations. Department officials said they are reviewing slot allocations because about 1,000 seats are funded but unfilled, while more than 2,000 families are on waiting lists, and they plan to reduce or reallocate slots from providers that have not filled them over several years. They also said they are examining whether income thresholds, curriculum expectations, daily rates, and summer programming should be updated, and members raised concerns about access, local control, transportation, and whether the program should better align with K-12 choice and school readiness goals. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical data and other information for future discussion. The committee then received a legal presentation from BLR attorney Taylor Lloyd on the constitutional and statutory framework for education adequacy in Arkansas. She reviewed the Dupree and Lake View cases, explaining that the state must maintain a general, suitable, and efficient system of free public schools, and that adequacy and equity are distinct but related concepts. She emphasized that the General Assembly is responsible for defining adequacy, studying whether the system meets that standard, and reacting to the evidence, while the courts ultimately decide constitutional compliance. Lloyd also explained the current adequacy definition, the role of the matrix as a funding tool rather than a spending mandate, and the distinction between unrestricted foundation funding and restricted categorical funding. BLR’s Elizabeth Bynum followed with a historical overview of how Arkansas responded to the court cases and developed the current adequacy process. She traced major legislative actions from the 1980s through the Lake View litigation, including the creation of funding formulas, categorical aid, isolated funding, declining enrollment funding, and the 2003-2004 adequacy study that led to the Continuing Adequacy Evaluation Act and the matrix used to set foundation funding. She also described later changes to the adequacy statute, the financial reporting requirements for districts, and the ongoing use of surveys, stakeholder testimony, and consultant studies in the biennial adequacy process. Members asked questions about whether private or homeschool programs could use public funds for expenses like utilities, whether stakeholders should include those groups, the difference between average daily membership and attendance, and whether school board members are surveyed; staff said those issues would need further research or were outside the scope of the presenters’ role.

Transcript Highlights:

• But it's used in the early learning space not in the K to K 12 space.
• I'll talk about think professional learning professional learning 10 still be one of those conditions
• Well, there's our mathematics professional learning that we provide.
• learning.
• So I'll definitely take that question back to our division of early learning.

Keywords: 999, senate, all

Transcript Highlights:

• that are up here with me, sitting, sitting, you two, Judge, great leaders that I served with, that I learned
• House Bill 1223 by Representative McFarland provides relative to the Louisiana early-phase clinical trial

Bills: HR257, HR258, HR259, HR260, HR261, HR262, HR263, HCR105, HCR106, HR252, HR253, HR254, HR255, HR256, HCR103, HCR104, SB83, SB143, SB155, SB228, SB283, SB295, SB338, SB388, SB408, SB431, HR84, HR188, HR205, HB302, HB597, HB819, HB1257, HB1258, SCR24, SB45, SB58, SB71, SB81, SB92, SB100, SB109, SB141, SB156, SB181, SB203, SB204, SB205, SB207, SB213, SB214, SB216, SB229, SB257, SB274, SB290, SB304, SB374, SB379, SB396, SB410, SB425, SB427, SB429, SB479, SB522, SB357, SB406, HR171, HCR49, HCR65, HCR72, HR37, HCR64, HR170, HR191, HR206, HR207, HR208, HR217, HCR11, HCR53, HCR60, HCR66, HCR68, HR9, HCR27, HCR28, HCR50, HCR62, HCR67, HCR71, HCR78, HCR81, SCR19, SCR3, SCR6, SCR18, SCR11, SCR22, SCR2, SCR20, HCR6, HB64, HB68, HB92, HB130, HB258, HB633, HB801, HB61, HB98, HB102, HB139, HB142, HB170, HB185, HB194, HB199, HB231, HB247, HB294, HB336, HB474, HB661, HB842, HB852, HB301, HB359, HB657, HB675, HB680, HB727, HB79, HB251, HB625, HB769, HB775, HB783, HB895, HB1011, HB1057, HB1155, HB1186, HB1224, HB1245, HB1247, HB1253, HB1254, HB1255, HB1256, SB41, SB44, SB64, SB84, SB87, SB93, SB98, SB107, SB118, SB142, SB192, SB195, SB199, SB219, SB222, SB234, SB241, SB255, SB275, SB277, SB292, SB294, SB306, SB314, SB482, SB8, SB10, SB11, SB12, SB13, SB14, SB16, SB17, SB18, SB20, SB21, SB22, SB40, SB48, SB55, SB69, SB75, SB77, SB78, SB85, SB102, SB115, SB133, SB140, SB148, SB151, SB165, SB169, SB170, SB185, SB197, SB200, SB217, SB235, SB278, SB280, SB291, SB300, SB303, SB315, SB324, SB330, SB411, SB416, SB420, SB436, SB438, SB449, SB455, SB456, SB477, SB489, SB521, HB646, HB824, HB341, HB682, HB766, HB926, HB998, HB1051, HB1080, HB1201, HB1223, HB603, HB940, HB1191, SB47, HB901, HR20, HR74, HB284, HB306, HB366, HB393, HB458, HB577, HB582, HB605, HB614, HB733, HB752, HB773, HB798, HB911, HB955, HB996, HB1035, HB1069, HB1113, HB1140, HB1180, HB1240, SB82, SB89, SB149, SB382

Keywords: condolences, memorial resolution, House Resolution, Shreveport, children, tragedy, sympathy, bereavement, tribute, mourning, schoolchildren, public charter school, elementary school, Head Start, family loss, Louisiana House of Representatives, condolence resolution, House resolution, victims, family support

Transcript Highlights:

• that are up here with me, sitting, sitting, you two, Judge, great leaders that I served with, that I learned

Bills: HR257, HR258, HR259, HR260, HR261, HR262, HR263, HCR105, HCR106, HR252, HR253, HR254, HR255, HR256, HCR103, HCR104, SB83, SB143, SB155, SB228, SB283, SB295, SB338, SB388, SB408, SB431, HR84, HR188, HR205, HB302, HB597, HB819, HB1257, HB1258, SCR24, SB45, SB58, SB71, SB81, SB92, SB100, SB109, SB141, SB156, SB181, SB203, SB204, SB205, SB207, SB213, SB214, SB216, SB229, SB257, SB274, SB290, SB304, SB374, SB379, SB396, SB410, SB425, SB427, SB429, SB479, SB522, SB357, SB406, HR171, HCR49, HCR65, HCR72, HR37, HCR64, HR170, HR191, HR206, HR207, HR208, HR217, HCR11, HCR53, HCR60, HCR66, HCR68, HR9, HCR27, HCR28, HCR50, HCR62, HCR67, HCR71, HCR78, HCR81, SCR19, SCR3, SCR6, SCR18, SCR11, SCR22, SCR2, SCR20, HCR6, HB64, HB68, HB92, HB130, HB258, HB633, HB801, HB61, HB98, HB102, HB139, HB142, HB170, HB185, HB194, HB199, HB231, HB247, HB294, HB336, HB474, HB661, HB842, HB852, HB301, HB359, HB657, HB675, HB680, HB727, HB79, HB251, HB625, HB769, HB775, HB783, HB895, HB1011, HB1057, HB1155, HB1186, HB1224, HB1245, HB1247, HB1253, HB1254, HB1255, HB1256, SB41, SB44, SB64, SB84, SB87, SB93, SB98, SB107, SB118, SB142, SB192, SB195, SB199, SB219, SB222, SB234, SB241, SB255, SB275, SB277, SB292, SB294, SB306, SB314, SB482, SB8, SB10, SB11, SB12, SB13, SB14, SB16, SB17, SB18, SB20, SB21, SB22, SB40, SB48, SB55, SB69, SB75, SB77, SB78, SB85, SB102, SB115, SB133, SB140, SB148, SB151, SB165, SB169, SB170, SB185, SB197, SB200, SB217, SB235, SB278, SB280, SB291, SB300, SB303, SB315, SB324, SB330, SB411, SB416, SB420, SB436, SB438, SB449, SB455, SB456, SB477, SB489, SB521, HB646, HB824, HB341, HB682, HB766, HB926, HB998, HB1051, HB1080, HB1201, HB1223, HB603, HB940, HB1191, SB47, HB901, HR20, HR74, HB284, HB306, HB366, HB393, HB458, HB577, HB582, HB605, HB614, HB733, HB752, HB773, HB798, HB911, HB955, HB996, HB1035, HB1069, HB1113, HB1140, HB1180, HB1240, SB82, SB89, SB149, SB382

Keywords: condolences, memorial resolution, House Resolution, Shreveport, children, tragedy, sympathy, bereavement, tribute, mourning, schoolchildren, public charter school, elementary school, Head Start, family loss, Louisiana House of Representatives, condolence resolution, House resolution, victims, family support

Summary: The House convened with 93 members present, opened with prayer and the Pledge of Allegiance, and then spent much of the morning recognizing guests and former members, including student groups, arts educators, rodeo queens, and Congressman Troy Carter, who urged members not to let partisan divisions harm Louisiana. Representative Newell also delivered a lengthy floor statement tying current voting-rights debates to civil rights concerns and warning against weakening protections for Black communities. The chamber then received Senate messages and committee reports, and several resolutions and bills were advanced or referred in routine order. A large portion of the meeting was devoted to House resolutions, many of them memorials or study requests. The House adopted resolutions supporting a physical therapy degree designation for federal loan purposes, honoring veterans who served in Honduras, extending a behavioral health courts study, seeking bridge-removal funding for U.S. 90 in St. Tammany Parish, urging DOTD studies on local traffic projects, requesting a study of rural economic development, supporting Camp Beauregard and the National Guard Youth Challenge Program, creating a permit-study committee, and asking for studies on autism services, school nurse orientation, opioid treatment in correctional settings, floodplain map updates, and care gaps for people with intellectual and developmental disabilities. One resolution on rent stabilization failed, and another on pregnancy-related emergency medication was returned to the calendar after questions about its implications. The chamber also concurred in or rejected several Senate amendments to House bills. Concurrences included bills on arrest warrant recall procedures, disturbing the peace near places of worship, rape and sex offense provisions, bridge naming, holiday rules, victim confidentiality, and the classic black license plate. The House rejected Senate amendments to HB 258 on dual office holding and dual employment. The most contentious item was HB 102, which would create second-degree cruelty to the elderly and persons with infirmities but was amended in the Senate to add broader first-degree murder provisions tied to firearms and public shootings; members raised concerns about self-defense, overcharging, capital punishment exposure, and fiscal impact on the public defender system. Despite those objections, supporters argued the changes would deter violent crime and protect the public, and the bill was ultimately supported in floor debate as amended.

Transcript Highlights:

• Ashland Abney, Education Division Director for the Office of Early Childhood.
• I'm thinking you're talking about the Early Head Start. Early Head Start, yes. Okay. Yes, ma'am.
• And so the early childhood special education, with learning targeting the third-grade level and holding
• And so the early childhood special education with learns targeting the third grade level and holding
• But what we learned in the PD specifically. Yes, ma'am, we started it for that.

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 report found that Arkansas moms want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing most mothers want full-time work, 69% identified child care costs as a barrier, and many said flexible hours were the most important workplace support. She also described county-level dashboard data, the high cost of infant and toddler care, and examples from working mothers about spending most or all of their paychecks on child care. Members asked questions about labor force participation trends, the meaning of the child care cost figures, and how flexibility could be implemented across industries. The presenter and members also discussed the broader economic-development impact of child care shortages and the need for public-private partnerships. The Department of Education then gave an update on early childhood programs. Officials said they are building internal dashboards to improve transparency and data access for school readiness assistance, including enrollment, application, and provider participation monitoring. They reported that the state is still moving forward with the CLASS transition and expects to release transition funding to providers in the coming weeks using Preschool Development Grant funds. They also clarified that OEP awards based on CLASS scores are separate from OEC’s work and that the data is FOIA-able. Officials warned providers about a temporary payment delay during the transition to a new system, saying payments will stop June 30 and resume around July 14, with any owed funds processed then. Members raised additional concerns about early childhood special education funding, overpayment recovery from a child care center, audit requirements for Head Start and SRA funds, the market rate survey, and the status of local leads after a recompete. Department staff said they would follow up on special education funding levels and audit rules, noted that the overpayment case is under appeal, and said the market rate survey is still in procurement. They also reported that 23 local leads will cover all counties starting July 1, with no major job-description changes, and described a new PDG Partners stakeholder group and an upcoming June 23 QRIS webinar to gather provider and parent input. The meeting ended with no further business and adjournment.

Transcript Highlights:

• <00:02:15.640> Learning subsidies for child care Early Learning subsidies for child care Early
• transferred Early Learning grants were transferred Early Learning grants were transferred over<00
• Those are early learning grants.
• other subsidy program which is early other subsidy program which is early learning<01:18:35.960>
• <01:19:29.360> learning old um the subsidies for early learning old um the subsidies for early

Keywords: 1183, house

Summary: The committee met for an introductory overview of its jurisdiction and budget, with the chair emphasizing the committee’s role over a large portfolio of children, youth, and family programs and the new Department of Children, Youth, and Families (DCYF). House Research and House Fiscal staff explained their roles and described the 2023-24 reorganization that transferred many programs from DHS, DPS, MDH, and MDE to DCYF, along with a statute recodification and a crosswalk resource for members. Doug Berg then walked through the committee’s budget structure, explaining the difference between all-funds and general fund views, the major funding sources, and how forecasted programs and grant bases roll forward. He highlighted that the committee’s general fund base is a little over $2.1 billion for the biennium, with large federal components such as SNAP and TANF, and noted smaller accounts including child protection-related opioid funds and federal reimbursement offsets (FFP) for administrative costs. Members asked several questions about federal financial participation, TANF, and the effect of the repeal of the Diversionary Work Program (DWP). Staff explained that FFP generally applies to administrative costs for federally related programs and usually does not change much unless program activity changes, while TANF is a block grant that has been stable for years. On DWP, staff said the program was sunsetted effective March 1, 2026, and that the associated funding and administrative costs were being reworked rather than simply removed. A member also asked about federal funding fluctuations; staff said no changes were currently factored in, though SNAP or other federal policy changes could alter future numbers. Danielle Penelli then presented on economic assistance and employment supports transferred to DCYF, focusing first on MFIP, Minnesota’s state-supervised, county-administered welfare program jointly funded by state and federal dollars. She explained that MFIP provides cash and food assistance, employment and training services, and related supports, with a 60-month time limit and certain exemptions for illness, incapacity, or other barriers to employment. She also described the program’s income and asset standards, including a $10,000 asset limit with exclusions for homesteads and one vehicle per assistance unit member age 16 or older. Members asked clarifying questions about how the time limit applies and what assets count, and staff responded that the limit applies to the caregiver and does not restart with additional children. Penelli also introduced support services grants, which fund employment services for MFIP, DWP, and SNAP participants through workforce centers, counties, tribes, and community agencies, and help cover some county and tribal administrative costs. She began outlining nutrition programs under DCYF, including SNAP, the Minnesota Food Assistance Program, the Minnesota Food Shelf Program, the Emergency Food Assistance Program, and the American Indian Food Sovereignty Program. No formal votes or bill actions were taken during this meeting; it was primarily an informational staff briefing and question-and-answer session.

Transcript Highlights:

• Force recommendations. of the Early Education and Care Task Force recommendations.
• We propose a $25 million early literacy Of one's life.
• I would connect with you and learn more about that particular challenge.
• Many of our students are still struggling to recover learning impacted by the pandemic.
• Let's start with early literacy high-dosage tutoring.

Keywords: 995, all

Summary: The hearing focused on House Bill 55, the governor’s FY25 supplemental budget proposal to spend about $1.3 billion in surplus Fair Share revenue. House and Senate chairs framed the bill as a one-time opportunity to invest fairly in education and transportation, while also noting the need to protect the state’s long-term fiscal balance. Administration officials said the proposal should be considered alongside the FY26 budget and related bills, since the governor’s broader Fair Share plan aims for roughly an even split between education and transportation over time. Secretary of Administration and Finance Matthew Gorzkowicz, Transportation Secretary Monica Tibbits-Nutt, and Education Secretary Patrick Tutwiler outlined the administration’s priorities. Transportation funding would go mainly to the MBTA and related reserves, including money for the Federal Transit Administration reserve, MBTA stabilization reserve, low-income fares, winter resilience, RTA workforce support, MassDOT workforce and project delivery, and micro-transit grants. Education funding would support universal preschool expansion, early education and care capacity, early literacy tutoring, adult basic education and ESOL, early college and career technical education, MyCAP expansion, and special education circuit breaker funding. The administration emphasized that many of these investments are one-time or multi-year measures designed to address current needs without creating unsustainable recurring costs. Committee members raised concerns about regional equity, especially the large share of transportation money going to the MBTA versus regional transit authorities and rural areas. Several members asked for more detail on how the proposal would benefit Western Massachusetts and other non-MBTA regions, and whether micro-transit and Chapter 90-related investments would be sufficient. Education questions focused on special education reimbursement shortfalls, federal funding cuts to school districts, and how CTE and vocational investments would align students with workforce needs. The administration said it would provide additional data on MBTA versus RTA investment and explained that the special education circuit breaker and transportation reimbursement changes were intended to improve predictability and relief for districts. After the administration panel, Jessica Tang of AFT Massachusetts testified in support of using Fair Share funds to protect public education amid federal uncertainty and cuts. She argued that schools are facing a fiscal cliff, that vulnerable students would be hit hardest by funding losses, and that the Fair Share revenue should be used to preserve services and support students’ needs.

Transcript Highlights:

• We spent a good amount of time there learning about what happened there. much.
• We spent a good amount of time there learning about what happened that.
• It's early. I apologize. We have a few public appearances.
• And I'm sure that in case of ...learning.
• We want them to learn, and we're seeing how much that can impact the learning when they're in school

Summary: The Education Administration Subcommittee heard and approved four bills focused on school safety, student health, and classroom environment. HB 1403, Safety of Students, would expand Guardian program participation to child care facilities, require substitute teachers to receive campus safety protocols, and allow limited exceptions for certain CTE classrooms; it drew supportive testimony from school safety and education groups and passed 16-0. PCS for HB 907, the Sunshine Genetics Act, would create the Florida Institute for Pediatric Rare Diseases at FSU and launch an opt-in newborn whole-genome screening program funded with $20 million; supporters said it could speed diagnosis, save lives, and reduce health care costs, and it passed 17-0. HB 949 would prohibit student use of wireless communication devices during the full school day, while allowing districts flexibility in implementation and medical exceptions; supporters cited distraction and bullying data, and the bill passed 17-0. The committee also approved HB 723, the Type 1 Diabetes Early Detection Program, which requires the Department of Health to provide school-based informational materials to parents and guardians about early warning signs, risk factors, and screening for type 1 diabetes. An amendment broadened the notification to include voluntary pre-K, kindergarten, and first grade and shifted the annual notice to September 30. Testimony in support came from diabetes advocates and pediatric groups, and members spoke about personal experiences with diabetes and the value of earlier education. The bill passed 17-0 after the amendment was adopted. Across the meeting, members from both parties generally praised the bills as bipartisan efforts to improve student safety, health, and learning conditions. Several members raised questions or concerns about implementation details, including school guardian tracking, cell phone pouches and emergency access, and how the diabetes notice would be distributed, but no bill faced opposition in committee. All four measures were reported favorably.

Transcript Highlights:

• We're continuing to meet with the Early Learning Committee to look at these programs.
• learning.
• And I think it's good to have this update around the state-supported early learning program, and that's
• Do we have the right level of support for early learning?
• Do we have the right level of support for early learning?

Summary: The meeting began with approval of the previous minutes and then focused on an update from the Department of Education on early childhood programs, especially the state-funded Arkansas Better Chance (ABC) program. Secretary Jacob Oliva and Deputy Commissioner Stacey Smith said Arkansas had received a federal Preschool Development Grant and described ongoing work to review ABC slots, which have been flat for years at about 23,800 slots and roughly $114 million. They said about 1,000 slots statewide are currently unfilled despite a waiting list of more than 2,000 families, and the department is shifting toward paying based on enrollment rather than guaranteed slots. Members asked about school choice, income eligibility, year-round access, curriculum flexibility, transportation, and whether funding should be increased or rebalanced; the department said it is collecting data, may survey providers more formally, and is considering whether to modernize income thresholds, daily rates, and other program rules. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical information on income limits and other program details. The second major portion of the meeting was a legal presentation on the framework for Arkansas school adequacy by BLR education attorney Taylor Lloyd. She reviewed the constitutional basis for a “general, suitable, and efficient” public school system, the Dupree and Lake View cases, and the principle that adequacy and equity are different but related: adequacy asks what resources are needed, while equity asks whether those resources are distributed fairly. She explained that the General Assembly must define adequacy, study it, and react to evidence over time, and that the current adequacy definition includes curriculum and career/technical frameworks, the 38 mandatory Carnegie units, state testing standards, and sufficient funding. She also described the matrix as a funding tool, not a spending mandate, and noted that categorical funds are separate from the matrix. BLR’s Elizabeth Bynum then gave the historical framework, tracing legislative responses from Dupree through Lake View and into the present. She highlighted major changes such as the creation of equalization funding, fiscal distress and academic distress laws, the adequacy study process, the Educational Adequacy Fund, facilities and transportation changes, declining enrollment and student growth funding, and later adjustments to teacher salaries, isolated funding, and categorical programs. She explained that the adequacy study has evolved through committee hearings, surveys, site visits, and outside consultants, and that recent changes include updates to accountability references and the addition or removal of certain funding categories. Members asked follow-up questions about how the matrix is used, whether homeschool or private-school funding raises comparable issues, whether stakeholders include private and homeschool participants, whether school board members should be surveyed, and whether the state should revisit average daily membership versus attendance-based funding. No votes were taken on the adequacy presentations, but the committee did agree to continue the early childhood discussion in a future subcommittee meeting.

Transcript Highlights:

• And yes, they do learn some, but these courses provide a deeper dive.
• In 2019, HB3 eliminated the early agreement credit.
• The early agreement credit had been in place since 1995.
• Businesses routinely receive incentives for early payments.
• He said he has two things on his bucket list: learn how to play the guitar and to learn a language.

Bills: HB178, HB178, HB1551, HB1939, HB2040, HB2354, HB2674, HB3029, HB3460, HB3631, HB3662, HB5201, HB5381

Keywords: efficiency audit, political subdivision, tax rate, fiscal management, government accountability, Texas education, public schools, curriculum, social studies, high school graduation requirements, State Board of Education, Education Code, ethnic studies, world history, world geography, U.S. history, government, economics, personal financial literacy, free enterprise

Transcript Highlights:

• These concerns need to be considered early in the process of any water use project, especially before
• These concerns need to be considered early in the process of any water use project, especially before
• These concerns need to be considered early in the process of any water use project, especially before
• These concerns need to be considered early in the process of any water use project, especially before
• These concerns need to be considered early in the process of any water use project, especially before

Keywords: 1183, house

Transcript Highlights:

• respective universities do partner with us to share their expertise in the science of how students learn
• Early in the planning phase, P.K.
• The innovation pipeline starts early, and it starts for us in elementary school.
• We feel like if you can turn the lights on early for elementary school students...
• We feel like if you can turn the lights on early for elementary school students, they will be engaged

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• It creates the Early Steps extended option. Early Steps is a key part of what we do.
• We've got our Early Steps expansion.
• The learning loss is so significant and parents really don't have many options.
• We diagnose them early, and then they can become productive in school.
• Early diagnosis, treatment, and intervention make the difference.

Summary: The Senate opened with prayer, the pledge, doctor-of-the-day recognition, and a series of introductions honoring visitors and groups in the galleries, including Moffitt Cancer Center, students from Lakeland Christian School, space industry guests, Kappa Alpha Psi, the Florida Association of Licensed Investigators, and others. Senators also made announcements about local delegations visiting the Capitol and a session wellness competition. The chamber then took up CS/CS/SB 112, relating to children with developmental disabilities. Senator Harrell presented the bill as a major autism-focused measure that would expand screening and referral grants, extend Early Steps services through age four with a federal waiver, designate the University of Florida Center for Autism and Neurodevelopment as a statewide hub for research and coordination, create grants for autism-focused summer programs and charter school models, and establish a microcredential for workers who serve children with autism. Senators Davis, Jones, Osgood, Duma, Wright, and others supported the bill while raising concerns about provider shortages, Medicaid managed care coverage, the need for better recruitment incentives, and the importance of research into causes and treatments. Harrell responded that services would be covered under new contracts, Medicaid would provide coverage, the University of Florida would develop the online credential with a stipend incentive, and the bill was a first step in a broader effort that should also address adults on the spectrum. The Senate passed CS/CS/SB 112 unanimously, 38-0, and then adopted a motion to immediately certify the bill to the House. The chamber also adopted Senate Resolution 1856 by publication, honoring the life and legacy of Senator Geraldine Thompson, with 38 co-introducers recorded. In addition, SB 1324 by Senator Simon was withdrawn from further consideration, and the Senate adjourned until the next scheduled meeting.

Transcript Highlights:

• And that is devastating to an early parent, even whether it's first... ...an early parent, even whether
• I'd be really happy to learn more about it.
• Help me, help me learn and figure it out.
• I'm the Division Director for Pregnancy and Early Childhood.
• I'm the Division Director for Pregnancy and Early Childhood.

Keywords: 995, all

Summary: The commission met to reopen its work for the year, with roll call and attendance confirmations followed by remarks from the co-chairs and members. Senator Liz Miranda stepped down as co-chair, citing multiple responsibilities and personal losses, and Senator Adam Gomez was welcomed as the new Senate co-chair. Gomez said he would listen and learn from commissioners and advocates, and both outgoing and incoming leaders emphasized continuing the commission’s work on maternal health, postpartum depression, and equity. Members discussed several current policy and implementation issues. The Department of Public Health reported a new regulation to implement the 2024 midwifery access law, including temporary licenses for licensed certified professional midwives. Commissioners also raised concerns about birthing hospital and inpatient obstetric unit closures, OB-GYN workforce shortages, reimbursement changes, and the need to expand midwifery, doula, and birth center capacity. Other topics included substance use and perinatal mental health supports, the limited $220,000 appropriation for community-based perinatal mental health organizations, and the need for stronger funding in the budget to implement the maternal health law. The commission also focused on future priorities and information sharing. Members suggested more presentations from clinicians, regulators, infant and early childhood mental health experts, and PSI of Massachusetts; greater attention to parent-child relational health and postpartum screening in pediatric settings; and possible commission action such as a letter to the governor on workforce and access issues. The group agreed that there was not enough time to plan a May event and instead would use the commission to publicize related events, including Black Maternal Health Week activities. Commissioners voted to create a biweekly digest for sharing updates, with urgent items to be sent by email, and then adjourned the meeting.