Transcript Highlights:

• The GED is a test-based credential, and success requires a 9th through 12th grade reading level.
• It's the same credential traditional high school students earn, issued by the Arkansas Department of
• basically one out of every 10 Arkansans is an adult that does not have the most basic education credential
• Would that, for that group of individual staff support staff, paraprofessionals, instructional assistants
• I make sure I got it right: it was about the instructional aides and paraprofessionals.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• , outcomes-driven model that strengthens families economically, supports employer demand for a credentialed
• The GED is a test-based credential, and success requires a 9th-through-12th-grade reading level.
• It's the same credential traditional high school students earn.
• basically one out of every 10 Arkansans is an adult that does not have the most basic education credential
• It was about the instructional aides and paraprofessionals.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• don't always account for people that transfer into the state because some states have different credentialing
• that service is not really adequate in terms of creating need for providers to step out, get the credentialing
• required to provide that service. need for providers to step out, get the credentialing required to
• They cannot provide the paraprofessional service.
• They cannot provide the paraprofessional service.

Summary: The House Health Services Subcommittee met to approve the October 7, 2024 minutes and then shifted to a broad discussion of behavioral health policy, taking up work previously handled by a behavioral health working group. Representatives Wooldridge and Vaught described major gaps in Arkansas behavioral health care, emphasizing access problems, workforce shortages, rural service barriers, low reimbursement, and the need to move from a reactive crisis system to more proactive community-based care. Members discussed possible 2027-session priorities such as reducing red tape, improving provider licensing and supervision pathways, expanding billing codes and reimbursement structures, and considering interstate compacts and other workforce fixes. A major focus was the state’s crisis and forensic system, including long waits for competency evaluations, the backlog at the Arkansas State Hospital, and the use of county jails for people awaiting treatment. DHS Director Paula Stone explained that Medicaid pays for most behavioral health services, but cannot pay for services in jails or state hospitals because those individuals are treated as inmates of public institutions, leaving state general revenue to cover much of that cost. She outlined DHS efforts including secured restoration beds, therapeutic communities, community mental health center contracts for jail-based services, and plans for an institution-for-mental-disease waiver that could allow Medicaid payment for certain hospital-based services. Members also discussed crisis stabilization units, with DHS noting that Fort Smith and Jonesboro have been more successful than Fayetteville and Little Rock, largely because of location, partnerships, and law enforcement coordination. Questions covered reimbursement for county jails, step-down facilities, civil commitment options, non-emergency behavioral health transportation, and whether DHS should create a bed-availability dashboard similar to hospital systems. DHS said it does not currently have such a dashboard but is exploring the idea. The meeting ended with a commitment to continue the work, with more detailed discussion planned for August, and the subcommittee adjourned.

Transcript Highlights:

• I work as a special education paraprofessional at King Elementary in River.
• This benefit would make the paraprofessional shortage even worse.
• It's because a paraprofessional isn't there.
• My mother worked for years as a paraprofessional.
• Our paraprofessionals worked hand-in-hand with me on a daily basis.

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• There's also the RETAIN Act that creates fully refundable tax credits for teachers, paraprofessionals
• credits for teachers paraprofessionals credits for teachers paraprofessionals Mental<00:13:24.440
• <01:08:57.640> so do but they don't have a credential so do but they don't have a credential
• This means that people participating in this pilot, even if their usual job is as a paraprofessional
• And they also do our paraprofessionals, so they look at the monthly bill of our substitutes based on

Keywords: 1187, senate, all

Transcript Highlights:

• I was the second person in Kentucky registered as a peer support specialist when the credential was created
• boards to address regulatory credentiing boards to address regulatory and<00:04:16.000> application
• body by November 1 of this credentiing body by November 1 of this year.
• <00:05:02.960> roles and other paraprofessional roles and other paraprofessional roles [clears
• And when House Bill 505 was first passed, it essentially on January 1 made the credential that was just

Keywords: 958, all

Summary: The Senate Standing Committee on Licensing and Occupations met on February 24, 2026, with a quorum present and took up one bill, House Bill 470. The bill sponsor and supporters described it as a cleanup measure to House Bill 505 that would extend the deadline for peer support specialists in the substance use field to become registered, because the earlier regulations were not promulgated in time and employers and workers were left in limbo. Supporters said the bill includes an emergency clause to stabilize the workforce and creates a working group to recommend a more effective oversight structure, possibly a new board, by November 1. They argued the extension would preserve access to services, allow providers to continue billing for peer support, and give the state time to address regulatory backlogs and workforce shortages. Several supporters emphasized that peer support is a critical part of recovery services and that the current system needs better infrastructure, accountability, and uniform standards. They said the bill would help prevent fraud and abuse by tightening guardrails while allowing qualified peers to keep working. One supporter said the bill would close the door on higher-level billing abuses and that other Medicaid-related efforts were also underway to address improper billing practices. Another witness said the bill would allow people who completed certification to continue serving and would help providers retain staff and get reimbursed. Senator McDaniel raised concerns that the bill might simply extend the period during which abuse of the peer recovery model could continue, rather than fixing the underlying problems. In response, the sponsors said House Bill 505 already imposed tighter training requirements and that this bill only extends the registration deadline while other efforts, including managed care organization limits and broader Medicaid reforms, are addressing abuse. Senator Howell asked about barriers to registration, and witnesses said the problem was a mix of supply-demand issues, workload, and some applicants’ reluctance to take the test. Senator Berg supported the bill as necessary to ensure proper billing and accountability, while Senator Meredith said the committee was missing key information from the cabinet and suggested it may be premature to act without hearing from the agency. No vote was taken in the portion of the meeting provided.

Transcript Highlights:

• So last year, there was a 4.4% increase in the number of credential completions of students at Florida
• I'm, I guess, a paraprofessional or someone that is just entering this program.
• As a paraprofessional working in the school district that's a participating employer, they would receive
• We have about 45% of our career dual-enrolled students who are completing a post-secondary... credential
• They also have that post-secondary credential they earned.

Keywords: 999, senate, all

Transcript Highlights:

• I'm a credentialed teacher and credentialed administrator with Lakeview Charter School an award winning
• I'm a credentialed public school teacher and my children are enrolled with a public.
• I'm a credentialed teacher, charter school mom.
• I am a California credentialed teacher from Cameron Park, California.
• And I'm a credentialed teacher, and I also homeschool my son, and I really oppose AB 84.

Keywords: 988, house, all

Transcript Highlights:

• , outcomes-driven model that strengthens families economically, supports employer demand for a credentialed
• The GED is a test-based credential, and success requires a 9th- through 12th-grade reading level.
• basically one out of every 10 Arkansans is an adult that does not have the most basic education credential
• Would that, for that group of individual staff support staff, paraprofessionals, instructional assistance
• I make sure I got it right was about the instructional aides and paraprofessionals.

Keywords: 1204, all

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education, presented by Goodwill Industries of Arkansas and the Excel Center network. Witnesses described the state’s adult diploma gap, arguing that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED and that the Excel Center provides a supported, diploma-based alternative with child care, transportation help, tutoring, and career services. Goodwill officials said the Arkansas campuses are the state’s only public adult charter high schools, are not state-funded, and have produced strong enrollment growth and graduation outcomes. A University of Notre Dame researcher testified that a study of Excel Center graduates found higher employment and earnings, more credential and college-credit attainment, and lower criminal justice involvement, with a high estimated return on public investment. Some members questioned the framing of Arkansas’s adult education challenges and whether the state was being portrayed too negatively, while others asked about wraparound services and the role of nonprofit providers. The committee ultimately adopted the interim study proposal, though there was some procedural confusion and debate about whether questions should have come before the vote. The committee then received a detailed Bureau of Legislative Research presentation on Arkansas K-12 education funding as part of the adequacy study. Staff reviewed national funding principles and Arkansas’s funding structure, including state, local, and other revenues; the Public School Fund; Department of Education operations; and the Facilities Partnership Program. They explained that 2025 K-12 state and local revenues totaled about $6.6 billion, with foundation funding, categorical funding, supplemental funding, and additional funding distributed to districts and charters. The presentation covered the matrix used to calculate foundation funding, the role of the uniform rate of tax, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and how charter schools are funded differently from traditional districts. Staff also discussed categorical programs such as alternative learning environments, English learner funding, enhanced student achievement, and professional development, as well as supplemental categories including transportation, special education high-cost occurrences, teacher salary equalization, declining enrollment, and student growth. Members asked numerous questions about the funding formulas, the meaning of specific staffing categories, how categorical funds are used, and the number of districts receiving teacher salary equalization or ALE funding. One member noted that the Excel Center’s funding appeared in the broader state-local totals and asked for clarification. Staff said some of the more detailed spending questions would be addressed in the next day’s presentation and offered to provide follow-up information, including district lists and historical changes. The meeting ended after the chair noted that the department was present mainly to answer questions, not to deliver a separate update, and no further business was taken up before adjournment.

Transcript Highlights:

• So last year there was a 4.4% increase in the number of credential completions of students at Florida
• So again, short-term, rapid credentials individuals are earning that are helping prepare them for the
• Can you walk me through, kind of start to finish, if I'm, I guess, paraprofessional or someone that is
• have earned in high school or the post-secondary environment, and they have that post-secondary credential
• have earned in high school or the post-secondary environment and they have that post-secondary credential

Summary: The Higher Education Appropriations Committee met for its first meeting of the session and heard presentations focused on workforce education in the Florida College System and district technical colleges. Members introduced themselves and discussed their personal connections to higher education, then heard from Department of Education senior chancellor Kevin O’Farrell, South Florida State College president Fred Hawkins, and Pinellas Technical College representative Mark Hunt. O’Farrell outlined the department’s budget request, including increases for adult education, Florida College System program funds, workforce development capitalization grants, apprenticeship and teacher apprenticeship programs, Open Door scholarships, and CAPE industry certification funding. He emphasized record growth in enrollments, completions, dual enrollment, and program offerings, and described grant-funded expansion in fields such as health sciences, manufacturing, logistics, aerospace, and AI-related programs. Committee members raised concerns about whether current programs match actual labor-market demand, how artificial intelligence may reduce future human labor needs in some fields, and how the state should avoid unwarranted duplication of programs. O’Farrell said the department uses economic forecasts, employer demand data, and a CTE audit process to review programs and phase out those that do not meet performance thresholds. Members also asked for more detail on the teacher apprenticeship model, the transition from technical college clock hours to college credit, job placement and salary outcomes, and the LPN-to-RN pathway. O’Farrell said he would provide additional information later. Hawkins described South Florida State College’s rural service area, low college-going rates, and difficulty recruiting and retaining faculty and staff because salaries lag behind local market alternatives and nearby school district pay. He said the college has had to turn away students in high-demand programs due to staffing and operational limits, while also noting strong outcomes in nursing, dental hygiene, EMT/paramedic, and radiography. Hunt said Pinellas Technical College serves about 5,000 students annually, including many dual-enrolled high school students, and reported a placement rate above 90% and strong local economic returns. He said many programs have waiting lists and that additional operational funding is needed to meet demand, maintain equipment, and keep pace with salary and cost increases. The meeting ended after public comment was opened and no further business was brought before the committee, and the committee adjourned.

Transcript Highlights:

• They have to follow these credentials when they are accepted into the NDAA.
• They have to follow these credentials when they are accepted into the NDAA.
• We hire a lot of paraprofessionals.
• We have so many paraprofessionals who are dedicated to working in special education.
• We have so many paraprofessionals who are dedicated to working in special education.

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

Transcript Highlights:

• They are entering a comprehensive transition program that provides them with a meaningful credential,
• So the credentials that we’re offering, the different concentrations and tracks, and this is based on
• There are 117 concentrations and tracks, 173 micro-credentials and badges that students have, and 352
• Our students earn a certificate of professional readiness, which is the credential at our university
• Our students earn a certificate of professional readiness, which is the credential at our university

Summary: The committee held its first meeting of the session and received an overview of the Higher Education Appropriations budget from staff director Tim Elwell. He explained the committee’s broad jurisdiction over universities, state colleges, district workforce programs, vocational rehabilitation, blind services, student financial aid, private colleges, and the Board of Governors, and reviewed key budget concepts such as local funds, funds per FTE, performance funding, and the distinction between the total appropriation and the recurring base budget. He noted that higher education is funded largely through state and local sources, with substantial flexibility compared with other state budgets, and that the base budget is heavily weighted toward lump-sum allocations to the public systems. The committee then heard a presentation from the University of South Florida’s Florida Center for Cybersecurity (Cyber Florida), led by retired Marine Gen. Frank McKenzie and USF representative Mark Walsh. They described Cyber Florida as a statewide cybersecurity platform created by the Legislature in 2014 to support education, research, workforce development, public policy, and community engagement. McKenzie emphasized the growing cyber threat environment, Florida’s leadership role, and several funded initiatives, including K-12 outreach, workforce training, a cyber range for county governments, critical infrastructure assessments, grant development, and public conferences and outreach. Members asked about public cyber awareness, the lack of a national cyber defense strategy, school district participation in Cyber Launch, and which counties are most at risk; McKenzie said smaller counties with limited cybersecurity staffing are generally more vulnerable and offered to provide follow-up information. Finally, the committee heard from the Florida Center for Students with Unique Abilities at the University of Central Florida, led by Dr. Drew Andrews, along with program and parent representatives from participating institutions. Andrews explained the center’s role in coordinating Florida’s postsecondary comprehensive transition programs for students with intellectual disabilities, supporting program development, distributing grants and scholarships, and monitoring outcomes. He reported that the state now has 33 approved programs at 35 institutions, including universities, state colleges, and technical colleges, and that scholarship and grant funding has grown significantly. He said student retention is about 88 percent, many graduates are employed, and median hourly earnings have increased over time. A representative from Southeastern University described how the center’s support helped build and sustain SEU Link, including a new third-year employment-focused option for students.

Transcript Highlights:

• credential.
• credential.
• commissioner for the paraprofessional commissioner for the paraprofessional credential.<00:34:34.480
• Section two was credential.
• paraprofessional paraprofessional qualifications<00:34:50.080> and<00:34:50.240> competencies

Keywords: 1187, senate, all

Transcript Highlights:

• meaning that we see kids performing better and doing better in school, if we see kids having a credential
• It's very hard sometimes to get a full credential completed during that time when you think about a credential
• And these are kids that are getting a credential, a workforce credential, because it's a program that's
• So that 85% filled rate, the 15% vacancy reflects the teachers or paraprofessionals that FLVS is filling
• It was either four paraprofessional vacancies and five teacher vacancies statewide, or it's the other

Summary: The committee met to hear an overview of the Appropriations Committee on Criminal and Civil Justice budget area and then received performance-measure presentations from the Department of Corrections, the Commission on Offender Review, and the Department of Juvenile Justice. Staff reviewed the roughly $7.4 billion criminal justice and judiciary budget, noting major funding areas such as corrections, law enforcement, victim services, courts, and due process, along with recent investments in prison health care, security equipment, fentanyl enforcement, court staffing, and juvenile justice salaries and education programs. Secretary Dixon of the Department of Corrections described staffing and population pressures, including growth in inmate population, overtime-driven deficits, and the opening of additional housing units. He emphasized the department’s use of performance measures and highlighted reforms such as incentivized prisons, administrative management units, reentry planning, faith-based programs, and expanded education and vocational training. Members asked about teacher hiring, public defender pay parity, fentanyl funding, staffing capacity, and the role of the National Guard; Dixon said teacher vacancies had improved, public defenders had received comparable pay increases, fentanyl funding would be addressed further by FDLE, and the Guard had helped stabilize staffing. The Commission on Offender Review reported on parole, conditional release, addiction recovery supervision, and revocations, saying its recidivism/success rates had improved over a three-year measurement period. Senator Rouson pressed the commission on clemency and pardons, saying that work was omitted from the presentation and asking for backlog and case data; the commission said it did not have those figures on hand and would follow up. The committee also discussed a conditional medical release pilot study, and members questioned the report’s conclusion that no suitable elderly inmate population could be identified, asking what criteria were used and whether stakeholders were consulted. Secretary Hall of the Department of Juvenile Justice outlined the agency’s prevention-to-residential continuum and its emphasis on education, data-driven decision-making, and evidence-based programming. He said salary increases had reduced vacancies, juvenile arrests and residential commitments had fallen sharply over time, and tools such as civil citations, risk assessments, and quality-improvement reviews were being used to guide placements and services. Hall also described the department’s use of dashboards, monthly data check-ins, and the dispositional matrix to improve outcomes and reduce recidivism.

Transcript Highlights:

• LITERACY THE BILL REQUIRES INTENSIVE READING INTERVENTIONS BY BE DELIVERED BY PERSONNEL WHO POSSESS A CREDENTIAL
• THIS IS A GOOD BILL AND I'M HOPING WE CAN HAVE CONVERSATIONS ABOUT PARAPROFESSIONALS SPECIFICALLY THOSE
• SPECIFICALLY SENATOR OSGOOD I LOVE TO WORK MORE WITH YOU ON THAT SUPPORT FOR PARAPROFESSIONALS.

Keywords: 999, senate, all

Transcript Highlights:

• that if allegations were found unsubstantiated, there's a way that teachers could maintain their credentials

Bills: SB514, SB346, SB1593, SB1782, SB1366, SB1497, SB366, SB1895, SB2048, SB2005, SB2006, SB710, SB1480

Keywords: SB514, school choice, charter school, virtual charter school, OSSAA, extracurricular activities, interscholastic activities, athletics, homeschool, other means of education, alternative education, student eligibility, student transfer, district policy, public school district, adjacent district, blended learning, virtual learning, school sports, academic eligibility

Transcript Highlights:

• Behavior analysts, qualified autism service paraprofessionals, and qualified autism service paraprofessionals
• and qualified autism service paraprofessionals are the only providers whose qualifications are not listed
• provider qualification requirements for qualified autism service providers professionals and paraprofessionals
• Anna Cuevas, on behalf of the qualified applied behavior analysis credential report, in opposition.
• Anna Kuevas on behalf of the qualified, applied behavior analysis credential report in opposition.

Summary: The Assembly Health Committee heard several bills focused on health care access, oversight, and affordability. The first major item was SB 306 by Senator Becker, a prior authorization reform bill. Becker and supporters, including the California Medical Association and California Hospital Association, argued that prior authorization delays care, adds administrative burden, and can lead to serious patient harm. The bill was substantially amended late in the process to have DMHC and CDI identify services and drugs to exempt from prior authorization based on utilization data, with safeguards for fraud, waste, abuse, and patient safety. Health plans and insurers opposed the measure as written, saying prior authorization remains an important utilization-management tool and raising concerns about the 90% threshold, drug inclusion, and how modifications are counted. The committee also heard SB 35 by Senator Umberg, which would let cities or counties inspect unlicensed sober living homes if DHCS does not act promptly on complaints. Supporters said the bill would address weak enforcement and protect residents, while one behavioral health directors group opposed it unless amended. Members generally supported the measure, citing problems with unlicensed facilities and the need for local enforcement backup. The committee then heard SB 62, which would codify California’s updated essential health benefits benchmark if approved by the federal government. Senator Wiener said the package would add hearing aids, durable medical equipment, and infertility treatment including IVF, acknowledging that premiums could rise but arguing the benefits were worth it. Health Access California and other advocates supported the bill, while the California Family Council opposed it. The committee also took up SB 596 by Senator Menjivar, which would tighten the rules for hospitals claiming an on-call list as a defense to nurse staffing ratio penalties. Supporters, including nurses and SEIU, said hospitals have used vague or ineffective on-call practices to avoid accountability and that the bill would improve enforcement and patient safety. Hospital groups opposed it, arguing that staffing is highly dynamic, that hospitals need flexibility to manage acuity and emergencies, and that the bill could increase costs and interfere with collective bargaining arrangements. Finally, the committee heard SB 40 by Senator Wiener, the Insulin Affordability Act, which would cap insulin copays at $35 for a 30-day supply and restrict step therapy unless a plan covers at least one insulin in each drug type. Supporters, including physicians, diabetes advocates, nurses, students, and patient groups, said insulin is life-saving and too often unaffordable, forcing patients to ration or choose between medication and basic needs. There was no formal opposition testimony, though one member questioned why insulin remains so expensive. The committee also began discussion of SB 363, but the transcript cuts off before that bill’s full presentation or any action on the measures. No votes are recorded in the portion provided, and several bills were noted as consent items earlier in the hearing.

Bills: S0100, S0102, S0104

Keywords: Florida Statutes, codification, revisers bill, statutory adoption, official law, general laws, repeal by omission, statutory compilation, Florida Legislature, legal code update, session law, statute revision, F.S., codified laws, legislative services, pending civil remedies, accrued rights, reviser bill, statutory cleanup, technical corrections

Summary: The Senate Committee on Rules met with a quorum present and heard three housekeeping/statutory revision bills. Chair Passidomo introduced the committee’s new staff director, and the committee proceeded quickly through the agenda with no public appearance forms, questions, or debate on any of the bills. SB 100, the Adoption Act, prospectively adopts the 2026 Florida Statutes as an official document and adopts the statute materials passed by the 2025 regular session as official state statute law. SB 102 deletes statutory provisions that were previously repealed or expired and are now without effect. SB 104 is the General Reviser's Bill, which removes obsolete language, updates cross-references, and corrects grammatical and typographical errors in the Florida Statutes. Each bill was reported favorably by roll call vote. After the votes, several senators asked to be recorded as voting favorably on tabs 1 and 2, and the committee adopted that request without objection. The meeting then adjourned, with members reminded that the committee would meet again on Thursday.

Bills: HJR5, HB39, HB 102, HB 126, HB290, HB300, HB1330, HB2110, HB2143, HCR64, HCR101

Keywords: education funding, Texas State Technical College System, constitutional amendment, capital projects, workforce education, military education, early registration, ROTC, corps of cadets, higher education, military academy, student athletes, name image likeness, compensation, intercollegiate athletics, representation, tuition assistance, military, Texas State Guard, education

Transcript Highlights:

• Uh, paraprofessional, we have a teacher shortage and we continue to have a teacher shortage in Texas
• And we have some very qualified people like paraprofessionals in our programs that are very talented,
• but they lack the credential.
• that the credentials funded under House Bill 8 lead to strong workforce outcomes.
• 60% of Texas jobs will require a credential, uh, beyond high school by 2031.