Transcript Highlights:

• This bill aligns the PEP scholarship instructional materials category with other FES scholarships, clarifies
• Most of our conversations have been about how our students are learning.
• About how our students are learning.
• It aligns with a lot of the conversations that we had as a committee early.
• Because the parents know how their children learn.

Summary: The Student Academic Success Subcommittee met with a quorum and considered two bills. The first, PCS for HB 1565, would expand permitted purchases under the Personalized Education Program scholarship to include digital devices, clarify statutory terms, and distinguish between parent-directed part-time programs and full-time instructor-led programs. Rep. Hinson questioned oversight and misuse safeguards, while the sponsor said existing statutory and SFO oversight already applies. Public testimony included support from the James Madison Institute, and the bill was reported favorably by a 12-1 vote. The committee then heard PCS for HB 1483, the SCORE Act, which would gradually align Florida’s school grading scale with the familiar A-F scale used for students over a 10-year transition. The sponsor argued that current school grades are inflated and confusing to parents, and said the bill would also expand early support identification from pre-K through 8th grade. Members raised concerns about the impact on public and charter schools, low-income communities, teacher workload, resources, property values, and whether the bill should be paired with funding and professional development. Public testimony included an ESE teacher asking about funding and class size, one opponent from Orange County teachers, and a proponent from Florida Citizens Alliance. After extensive debate, the committee voted 12-5 to report PCS for HB 1483 favorably. Supporters said the bill would improve transparency and accountability for parents and create pressure to raise standards, while opponents warned it could sharply increase lower-rated schools without sufficient resources and could mislead the public about school performance during the transition.

Transcript Highlights:

• New learning curve. We have some testimony.
• Those early investments, often made in K-12 classrooms, ...have a lasting impact.
• Our students can promote active learning, use technology to enhance learning, meet different learner
• , and accessibility, while also learning its limits.
• Students in early literacy. Follow up, Mr. Chairman. Follow up. Thank you, Mr. Chairman.

Committee: House Education

Transcript Highlights:

• </c><00:54:11.720><c> fund</c> holder the children's scholarship fund holder the children's scholarship
• the scholarship the children's scholarship<00:59:02.319><c> fund</c><00:59:02.599><c> enters</c><00:
• </c> Duty um and so they so the scholarship Duty um and so they so the scholarship organ<01:06:25.559
• </c> of this is also that the scholarship of this is also that the scholarship organization<01:07:41.279
• </c> laws that is now up to the scholarship laws that is now up to the scholarship organization<01:17

Committee: Senate Education

Transcript Highlights:

• Okay, we're putting money in early childhood now; it'll go away.
• So, there is a learning curve for us as we teach our students.
• for our students. learning for our students.
• Again, there is a learning curve regarding.
• We can offer scholarships as well.

Committee: House House Government, Elections & Indian Affairs

Transcript Highlights:

• For the record, Omera Harrington, staff to the Early Learning and Human Services Committee.
• The striking amendment that passed out of the Early Learning and Human Services Policy Committee should
• But I do want to remind members here that we have invested over 10 times in our early learning since
• But I do want to remind members here that we have invested over 10 times in early learning since FY16
• Chair, just want to make sure that that is the version that was as amended by the Early Learning and

Bills: HB2689 , SB5420 , SB5868 , SB5877

Committee: House Appropriations

Keywords: Working Connections Child Care, child care subsidy, subsidized child care, Washington DCYF, Department of Children, Youth, and Families, low-income families, child care providers, licensed child care centers, family child care, market rate survey, subsidy rates, income eligibility, state median income, SNAP, Basic Food, collective bargaining, provider reimbursement, daily payment, half-day care, partial-day care

Transcript Highlights:

• </c><00:39:56.880><c> retirement</c> the many more took the early retirement the many more took the early
• </c> Pap papichi there was that um early Pap papichi there was that um early request<00:52:19.799><c>
• </c><01:03:26.599><c> is</c> accept the premise that learning is accept the premise that learning is
• </c> million each year to support early million each year to support early childhood<01:25:22.920><c>
• </c> credits for students doing our early credits for students doing our early college<01:31:55.400><

Summary: The committee received an orientation from University System of New Hampshire Chancellor Katherine Preventure and Senior Director of Government Relations Lauren Banker on the system’s enrollment, finances, workforce role, and academic programs. They described the system as consisting of UNH, Keene State, and Plymouth State, with about 23,000 students, $928 million in FY24 operating expenses, a $3.7 billion economic impact, and UNH’s R1 research status. They emphasized the system’s role in graduating students into the New Hampshire workforce, its statewide Cooperative Extension and regional campus presence, and its alignment of degree offerings with top occupations identified by New Hampshire Employment Security. The presentation also highlighted partnerships with businesses, internships, and collaboration with the community college system, including 100 transfer pathways and a direct-admit program. A substantial portion of the discussion focused on tuition, state support, and student costs. The chancellor said the state invested $95 million in FY25, with about $81 million used to reduce resident tuition and about $14 million for statutory programs such as Cooperative Extension and the Agricultural Experiment Station. She said the state subsidy is about $7,300 per New Hampshire student, and that resident net tuition averages about $7,000, while nonresident net tuition averages about $16,600. She provided published tuition figures for UNH, Plymouth State, and Keene State, and explained that resident tuition has been held flat for five years while financial aid has increased, reducing average net tuition and fees for New Hampshire students from about $10,500 in 2020 to $9,800. Members asked for clarification on how residency and workforce-retention percentages were calculated, and the chancellor said she would follow up. Members also asked about comparisons with peer institutions, housing and meal costs, research funding, and the reasons for declining enrollment and staffing reductions. The chancellor said peer comparisons were based on flagship universities for UNH and smaller regional publics for Plymouth and Keene, and noted that out-of-state tuition has risen about 2.5% annually. She said housing for a UNH double room is $8,536 and a meal plan is $5,100, and offered to provide a consolidated cost document. On research, she said the system’s direct research spending includes federal funding and that indirect costs were about $34 million last year, with a follow-up promised on the federal/state and direct/indirect split. She attributed enrollment declines largely to demographics and said the system is responding by reducing costs, selling buildings, exiting leases, moving the system office to NHTI, and implementing Workday. She also noted that Plymouth received approval for five three-year bachelor’s degree programs and that members praised the shorter, workforce-focused pathways, especially for manufacturing and other in-demand fields.

Transcript Highlights:

• Learning.
• </c><00:01:34.880><c> So,</c> Executive Office of Early Learning.
• So, Executive Office of Early Learning.
• </c> office of early learning. office of early learning.
• </c> about early childhood. about early childhood.

Bills: SB2901 , SB2902 , SB2903 , SB2904 , SB2905 , SB2906 , SB2907 , SB2908 , SB2909 , SB2910 , SB2911 , SB2912 , SB2913 , SB2914 , SB2915 , SB2916 , SB2917 , SB2918 , SB2919 , SB2920 , SB2921 , SB2922 , SB2923 , SB2924 , SB2925 , SB2926 , SB2927 , SB2928 , SB2929 , SB2930 , SB2931 , SB2932 , SB2933 , SB2934 , SB2935 , SB2936 , SB2937 , SB2938 , SB2939 , SB2940 , SB2941 , SB2942 , SB2943 , SB2944 , SB2945 , SB2946 , SB2947 , SB2948 , SB2949 , SB2950 , SB2951 , SB2952 , SB2953 , SB2954 , SB2955 , SB2956 , SB2957 , SB2958 , SB2959 , SB2960 , SB2961 , SB2962 , SB2963 , SB2964 , SB2965 , SB2966 , SB2967 , SB2968 , SB2969 , SB2970 , SB2971 , SB2972 , SB2973 , SB2974 , SB2975 , SB2976 , SB2977 , SB2978 , SB2979 , SB2980 , SB2981 , SB2982 , SB2983 , SB2984 , SB2985 , SB2986 , SB2987 , SB2988 , SB2989 , SB2990 , SB2991 , SB2992 , SB2993 , SB2994 , SB2995 , SB2996 , SB2997 , SB2998 , SB2999 , SB3000

Keywords: geological subsurface characterization, groundwater, geothermal resources, environmental review, Hawaii groundwater and geothermal resources center, scientific research, non-extractive, public trust doctrine, clean energy, greenhouse gas, carbon sequestration, climate change, energy policy, Hawaii state energy office, emissions reduction, sustainable development, fare-free transportation, greenhouse gas emissions, public transit, tax on petroleum

Transcript Highlights:

• This chart is from early spring, and you can maybe see it.
• Challenges and lessons learned. Challenges and lessons learned.
• I've been a part of those communities of practice and I've just learned so much from my colleagues learning
• I've been a part of those communities of practice and I've just learned so much from my colleagues learning
• I've been a part of those communities of practice and I've just learned so much from my colleagues learning

Transcript Highlights:

• they're learning financial skills, where they're learning skills important for employment, for example
• They are also getting service learning credit and learning a great deal about themselves and who they
• , learning how to make precision cuts on various meats and seafoods, as well as learning how to make
• These students learn how to speak up when something isn't right, and they learn how to persevere when
• Right now, we're early. We're growing into this vision.

Committee: All TASK FORCE ON AUTISM

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• :25.039><c> our</c><00:05:25.160><c> early</c> and um sing play learn is our early and um sing play learn
• It includes voluntary pre-kindergarten, child care assistance, Early Learning Scholarships, families
• </c> Learning scholarships uh family served Learning scholarships uh family served in<00:23:17.640><c
• </c><00:30:39.320><c> Learning</c> school-based Early Learning school-based Early Learning programs<00
• </c><00:40:20.119><c> Learning</c> with the supportive Early Learning with the supportive Early Learning

Bills: HF984 , HF921 , HF922

Committee: Senate Education Finance

Keywords: education funding, nonpublic schools, counseling services, guidance services, transportation for students, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization

Transcript Highlights:

• But we've learned a lot.
• We have invested in training, scholarships, and career pathways, making early childhood a profession,
• Early childhood professionals statewide. 23 of 42 New Mexico higher education institutions offer early
• It was Pre-K, home visiting, early intervention.
• The lottery scholarship and the Opportunity Scholarship, we don't require a co-pay for those programs

Committees: Senate Senate Finance , Senate House Appropriations & Finance

Transcript Highlights:

• RESPECTIVE UNIVERSITIES DO PARTNER WITH US TO SHARE THEIR EXPERTISE AND THE SIGNS OF HOW STUDENTS LEARN
• PK YOUNG EARLY HEALTHY LIVES PROGRAM INCLUDES EARLY RESPONSE PROVIDERS AS WELL AS YOU HAVE CAREERS AND
• THEY WILL INITIATE AN EARLY RESPONSE TO FLORIDA'S EMERGING CHALLENGES. NOW I AM SUPPOSED TO PAUSE.
• THE INNOVATION PIPELINE STARTS EARLY. IT STARTS FOR US IN ELEMENTARY SCHOOL.
• THE GOLDWATER SCHOLARSHIP IS RESERVED FOR UNDERGRADUATE STUDENTS.

Transcript Highlights:

• The governor's scholarship in statute only benefits full-time students who don't stop.
• The governor's scholarship in statute only benefits full-time students who don't stop.
• Evidence has to be presented: assessment evidence of student learning outcomes.
• </c><01:16:37.199><c> that</c> those extra 30 credits of learning that those extra 30 credits of learning
• I want my kids to learn about programs.

Summary: The committee heard updates from the chancellors of the state university system and the community college system on ongoing restructuring, collaboration, and enrollment trends. The university system said its office move to the NHTI campus is ahead of schedule and should save students about $250,000 a year while creating revenue for the community college system. Both systems described continued work on transfer pathways, direct-admit outreach, shared advising, and broader efforts to shrink footprints, reduce costs, and improve operational efficiency in response to declining enrollment and demographic pressure. A major topic was a possible federal change to Pell Grant eligibility that would require students to enroll in at least 7.5 credits. The chancellors said most community college students are part-time because of work and family responsibilities, and that the change could affect roughly 2,000 current Pell recipients and make it harder for students to afford or sustain enrollment. Members also discussed how the state’s governor’s scholarship statute largely benefits full-time students, suggesting possible future statutory changes. The chancellors explained how credits typically work, noting most courses are three or four credits and that students would likely need to add an entire course to meet the proposed threshold. The committee also discussed the broader higher education landscape, including declining high school cohorts, competition among New England institutions, and the need to right-size capacity. One member raised concerns about the health of regional campuses such as Plymouth and Keene; the chancellors said incoming enrollment is down at UNH and Plymouth and holding at Keene, attributing the trend to demographics rather than one campus drawing students away from another. They emphasized the importance of community colleges, adult learners, and short-term workforce programs as part of the state’s future education mix. Finally, the committee touched on the value of the university system’s research enterprise. The chancellor said about $250 million a year flows into the university system in federal research grants, with about $9.5 million currently under stop-work orders from federal agencies. She said the immediate concern is not DEI-related but federal cuts and possible caps on indirect cost recovery. Members noted that the R1 research designation supports business partnerships, student opportunities, and economic development projects such as West Edge in Durham.

Transcript Highlights:

• We say, what does a school board need to do to improve student learning?
• And I think we all should learn that that's okay. So I appreciate the work.
• That is absolutely student learning.
• Maybe we need to look at our competency-based learning that we've gone to.
• I do expect we'll see this bill early in the 2026 session.

Committee: Joint Education Interim Committee

Transcript Highlights:

• to the border to learn about immigration law. have a spring break service learning course, an intensive
• class where we take a group of students to the border to learn about immigration law.
• We always start early. Maybe I just don't go to meetings. That's a different story.
• We always start early. Maybe I just don't go to meetings. That's a different story.
• And we have a couple of other full tuition scholarships and one full ride scholarship.

Bills: SB1 , SB3

Committee: House House Judiciary

Keywords: interstate medical licensure compact, physician licensure, medical license reciprocity, expedited licensure, medical practice act, New Mexico medical board, compact commission, physician mobility, telemedicine, license portability, background check, disciplinary action, joint investigation, reproductive health care, gender-affirming care, scope of practice, medical board transparency, multistate compact, licensure renewal, health care workforce

Transcript Highlights:

• We have the Executive Office on Early Learning in support.
• for competencies, because child care and early learning is not something you can learn from a book.
• for competencies, because child care and early learning is not something you can learn from a book.
• for competencies, because child care and early learning is not something you can learn from a book.
• </c><01:14:54.640><c> learning</c> help us to increase the early learning help us to increase the early

Bills: HB1183 , HB1656 , HB1658 , HB1661 , HB1663 , HB1664 , HB1859 , HB2116 , HB2271 , HB2276 , HB2335 , HB2360 , HB2387 , HB2472 , HB1805 , HB2469 , HB1815 , HB1860 , HB2117 , HB2118 , HB2437 , HB2438 , HB2604 , HB1590 , HB2156 , HB2268

Committee: House Finance

Keywords: retirement, pension, law enforcement, public safety, Hawaii Revised Statutes, indebtedness, salary recovery, employee compensation, deductions, financial management, collective bargaining, employee relations, impasse procedures, arbitration, public employment, HB1661, cafeteria plan, Section 125, Internal Revenue Code, flexible spending account

Transcript Highlights:

• </c><00:19:01.799><c> so</c> where our children are not learning so where our children are not learning
• </c> kindergarten through three they learn kindergarten through three they learn and<00:28:23.120><c>
• </c> prioritizing you to get the scholarship prioritizing you to get the scholarship money<04:15:14.439
• </c> know these kids are actually learning know these kids are actually learning anything<04:21:09.000
• </c><06:13:54.080><c> more</c><06:13:54.280><c> about</c> I'm uh learning more about I'm uh learning

Summary: The Finance Division 2 work session first took up HB 506, a bill dealing with the return of seized firearms. Members discussed how the measure would shift background-check processing for firearm returns through the Department of Safety, while the physical firearms would still remain with local police unless State Police had taken custody. The department said the bill would change which cases come to it, and members clarified that the bill concerns the background-check decision rather than possession of the firearms. The committee then voted OTP on HB 506 FN by a 7-0 roll call. The committee next discussed HB 671, establishing a kindergarten literacy readiness program. Department of Education staff explained that the bill grew out of a COVID-era Waterford contract that provided home-based early literacy support for families using federal relief funds, at a cost of about $600,000 per year, but that the program ended when those funds expired. Members raised concerns that the bill’s $1 appropriation was not realistic, that the prior program lacked sufficient outcome data, and that the references to ESSA tier-one benchmarks were unclear. The department said it was conducting a broader literacy needs assessment and updating the state literacy plan, including data from the zero-to-five range, K-5, and dyslexia-related work. Waterford representatives described the program as an early-literacy, pre-K readiness service for children ages zero to five, originally designed to work in homes with computers and internet provided where needed, and later expanded in some settings such as daycares and pre-K classrooms. They said the program used assessments at the beginning and end, had served hundreds of children, and was intended to support family engagement and kindergarten readiness. Despite that testimony, members remained concerned about funding and the lack of clear results, and one member moved to retain the bill for more information. The discussion ended with the bill retained rather than advanced.

Transcript Highlights:

• I think another example is peer support, supporting scholarships, for example.
• I think another example is in peer support, supporting scholarships, for example.
• You mentioned lived experiences a number of times and peer support scholarships.
• We can learn from one another.
• I see us involved with taking some of what you've been able to learn, taking what we learn every single

Summary: The Committee on Children, Families, and Elder Affairs considered three bills and a confirmation. On SB 1600, as amended, the sponsor explained that the original child welfare language was replaced with a strike-all requiring the Office of Insurance Regulation to work with DCF and community-based care lead agencies to study liability insurance coverage and availability, report findings to the Legislature by January 1, 2027, and allow penalties for failure to provide requested information. The committee adopted the amendment and amendment to the amendment, heard supportive testimony from child welfare advocates, and reported the committee substitute favorably. The committee also heard CS/SB 556, which would allow students with disabilities to satisfy a physical education graduation requirement through participation in Special Olympics, and clarify that two years of marching band participation can satisfy PE and fine arts credit. Special Olympics Florida, parents, and other supporters testified in favor, and the bill was reported favorably. On SB 794, the sponsor described requirements for background screening of employees in residential facilities and day training programs for people with developmental disabilities, plus a review of waiver support coordination quality, workforce needs, geographic service gaps, and related recommendations due in 2027. The committee adopted a conforming amendment and reported the bill. The committee then took up the confirmation of Taylor Hatch as Secretary of the Department of Children and Families. Hatch outlined DCF’s recent work on child welfare, behavioral health, peer support, and technology improvements, and answered questions about child welfare system challenges, funding formulas, opioid settlement dollars, and interoperability of agency systems. After public comment, the committee voted to recommend her confirmation favorably, with Chair Graal voting no. The meeting ended with a request to record one senator’s vote on SB 1600 and adjournment.

Transcript Highlights:

• We learned last night late that we 29th.
• It's early in the morning.
• </c> scholarships to individual students. scholarships to individual students.
• Actually, the early college program, the dual and concurrent enrollment scholarship... credits that predominantly
• </c> place for the use of this scholarship place for the use of this scholarship that<02:36:43.920><c

Committee: House Education Funding

Transcript Highlights:

• Their work laid the groundwork for land ownership and for the greatest economic asset in our early colonies
• Williams Family Foundation in 2022, supporting scholarships and community programs, and are longtime
• From Senate District 37, escorted by Senator Choi, Julie Moore, diagnosed with early-onset Alzheimer's
• Diagnosed with early-onset Alzheimer's in 2024, Julie Moore continues a life of service.
• learning, immigrant families, and lasting systems change.

Summary: The Senate convened with a quorum, opened with prayer and the Pledge of Allegiance, and suspended several rules and journal requirements to facilitate the floor session and a budget subcommittee hearing notice. The chamber then took up Senate Concurrent Resolution 114, designating March 15–21 as National Surveyors’ Week. Senator Grove spoke in support, emphasizing the historical importance of surveyors and their role in infrastructure, property rights, and California’s economy. The resolution passed by unanimous roll call vote, 40-0, and Grove introduced Christy Ashay, president of the California Land Surveyors Association, as a guest. The main item of the day was Senate Resolution 76 recognizing Women’s History Month and honoring 42 women from across California. Senator Menjivar presented the resolution, highlighting women’s leadership and the need to continue advancing equity, pay protections, and opportunity. Senators Richardson, Pérez, Hurtado, Rubio, Wahab, and others spoke in support on behalf of the Black, LGBTQ, Latino, Jewish, AAPI, and other caucuses, each underscoring the contributions of women in public service, civil rights, labor, science, education, and community leadership. The resolution passed unanimously, 40-0. After the vote, the Senate proceeded with an extended recognition ceremony for the 42 Women of the Year honorees from Senate districts statewide, with brief biographies read into the record. The session also included an adjournment in memory of James Bernard Peth, offered by Senator Ashby, who described his work as a teacher, coach, and community volunteer. The Senate announced it would recess and reconvene on March 19, 2026.