Transcript Highlights:

• I think the question of academic integrity is one that we're all concerned about.
• I think the question of academic integrity is one that we're all concerned about.
• On the academic side, it's what I mentioned earlier in the homework side of things.
• You know, we talk about academic integrity.
• So it's just a challenge to the thought of academic integrity, data privacy, all this.

Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.

Transcript Highlights:

• The Student Academic Success Subcommittee will now come to order.
• Welcome to the Student Academic Success Subcommittee.
• We're in charge of student success, of student academic success.
• or an emergency response program.
• And I commend those that have the academic skills.

Summary: The Student Academic Success Subcommittee met to review Florida’s cell phone and social media literacy law, with Representative Brad Yeager describing the 2023 policy as aimed at removing classroom distractions and teaching students how to use social media responsibly. He said the law was intended to keep phones out of classrooms unless used for instruction, require social media literacy education, and limit access to certain sites on school Wi-Fi and government devices. Yeager said feedback since passage has been mixed: many teachers support it and some have adopted inexpensive shoe-organizer or pouch systems, but implementation varies by school and administrator enforcement. He said he is not currently pursuing a broader statewide mandate. Superintendent Dr. Maria Vazquez and Timber Creek High School Principal Mr. Wasco described Orange County’s approach as bell-to-bell phone restrictions, while Pasco County’s Dr. Zetchy described a similar policy with some flexibility during lunch or passing periods at the high school level. Both districts said the policy was implemented with parent communication, town halls, surveys, and transition periods, and that concerns about emergencies were addressed by allowing phones to be returned at the end of the day and by establishing procedures for parent contact. They reported few theft problems and said discipline issues related to phones have generally been manageable, though some teachers still struggle with enforcement or with students trying to evade the rules. A major portion of the discussion focused on social media literacy instruction. Orange County said it uses counselor-led programs, Canvas courses, resiliency days, and curriculum materials to teach students about cyberbullying, human trafficking, privacy, and the permanence of online posts, with progress tracked through the learning platform. Pasco said it has some resiliency modules but lacks a fully built-out, pre-made social media curriculum and would welcome more guidance from DOE, especially for high school classrooms where instructional time is limited. Members also asked about student anxiety, 504/IEP accommodations, caregiver students, and parent education; the districts said exceptions are handled through school committees and that parent academies and district resources are being used to help families set boundaries and understand the risks and benefits of phones and social media. No votes were taken.

Transcript Highlights:

• Programs and contracts...
• The second is around academics.
• There are a few after-school enrichment programs.
• They may not have the academics.
• And that's not about academics, Senator Leach.

Keywords: 1182, all

Summary: The committee first heard the January 2026 follow-up to the special audit of the Arizona State Board of Chiropractic Examiners. The auditor’s contractor reported that the board had implemented or was in the process of implementing most of the 28 recommendations from the 2024 audit, but three remained unimplemented: resolving complaints within 180 days and two open meeting law recommendations. The follow-up also identified new concerns about outdated or incomplete public disciplinary records and the lack of a complete public records request log and response procedures. Committee members pressed the board on open meeting compliance, complaint delays, transparency, and lobbying activities, while the executive director said the board had adopted new policies, added staff and investigators, created an intake committee, improved complaint prioritization, and was transitioning to a new licensing platform. She also said the board had ended broad subpoenas, improved conflict-of-interest tracking, and was working to formalize its practices in rule. The committee did not take a vote or other formal action in the transcript provided. The committee then received the Arizona school district financial risk analysis for January 2026. The Auditor General’s office reported that the number of highest-risk districts increased from two to nine, and districts approaching the highest-risk category increased from seven to nine. The presentation explained the financial risk measures used, common risk patterns among the highest-risk districts, and the district action plans posted on the report website. Tucson Unified School District was used as an example of a highest-risk district, and Scottsdale Unified as an approaching-highest-risk district. Members asked about declining enrollment, reserve balances, negative fund balances, and the use of capital monies for operations. Sierra Vista Unified School District then presented its response to being identified as financially at risk. The superintendent said she had recently taken over and was implementing a turnaround plan that included a school closure, staffing reductions through attrition, spending freezes, tighter purchase controls, a three-year sustainable spending plan, and efforts to stabilize enrollment through outreach, customer-service changes, and alternative program offerings. She also said the district was redirecting some capital assistance to operations, renegotiating contracts, and improving communication with families and staff. Committee members questioned the district about declining enrollment, instructional spending, school safety, academic performance, and whether the action plan adequately addressed those issues. No formal vote or action was taken on the school district item in the transcript provided.

Transcript Highlights:

• a multi-year grant program.
• They need a multi-year program.
• and Disabled Veterans Program, and the Effective Access to Student Education, the EASE Grant Program
• and Disabled Veterans Program, and the effective access to student education, the Ease Grant Program
• The foundation itself helps supplement a lot of the programs within DOE and also puts on additional programming

Summary: The committee first heard a confirmation from UCF trustee reappointee Mr. Christie, who described his background in medical devices and prior board service and said he wanted to help UCF strengthen its financial foundation, workforce alignment, and engineering and technology pipeline. Members asked about UCF’s direction, and he emphasized the university’s role in producing engineers and supporting Florida’s space and technology sectors. The committee then moved to the higher education budget for fiscal year 2025-26, which was presented as an $11.5 billion total budget including local funds and focused heavily on workforce education, nursing, agriculture technology, tutoring, student aid, and university initiatives. Chair Harrell highlighted increases for school district workforce education, Florida College System operations, career and technical education grants, the GATE program, nursing education through USF’s Florida Center for Nursing, UF/IFAS rural and agricultural programs, UCF’s Community School Grant Program, UF’s literacy and tutoring initiatives, autism and neurodevelopment services, full funding for major scholarship programs, and $250 million for state universities through the Board of Governors. Senator Davis asked about line grant flexibility, and Harrell said a conforming bill would address the details. The budget proposal was adopted as a recommendation to the full Appropriations Committee, with staff authorized to make technical corrections. The committee then took up a series of confirmations, beginning with Florida State University reappointee Peter Collins, who emphasized his long FSU ties, leadership on the board, and goal of keeping FSU on a path toward top-10 status and AAU membership. Rebecca Matthews, a new University of West Florida appointee, discussed her education-related volunteer work, Florida Education Foundation service, and interest in supporting UWF’s continued excellence; senators questioned her on Title IX and she said she would support student protections and compliance. Rachel Moyah, another UWF appointee, highlighted her education, school board experience, and priorities of student safety, fiscal discipline, and workforce readiness; she also said she would comply with Title IX and other applicable rules. Ashley Ross, also nominated to UWF, said she would focus on university advancement, military ties, cybersecurity, civil engineering, and strong governance, and agreed that Title IX protections should be preserved and advanced. The most extensive questioning came during the confirmation of Adam Kessel, a UWF appointee and Heritage Foundation fellow, who was asked about prior writings on privatizing public universities, his comments about the GI Bill, and his views on free speech and Project 2025. Kessel said he did not recommend privatizing Florida universities, clarified that his comments about the GI Bill and over-enrollment were about broader higher education policy, and said he supports veterans and the GI Bill. He described his higher education work as focused on civic education, accreditation, student success, tenure, and free speech, and said trustees should improve campus culture through policies, training, and institutional neutrality. Public testimony on UWF was sharply divided: former UWF leaders and community members warned that the new slate of trustees and their vote to make Scott Yenor chair had chilled donations, enrollment, and community trust, while a James Madison Institute representative praised Kessel’s scholarship and thoughtful approach. The committee also heard from FAMU reappointment Belvin Perry, who cited his judicial career and board service and said his goal is to support student success, retain strong faculty and staff, and help FAMU continue rising in national standing. Finally, the committee began hearing from remote appointees, including UCF nominee Mark Philburn, who emphasized his construction, affordable housing, and higher education board experience, and FSU nominee Peter Jones, who described his finance and investment background and long service to FSU boards and committees. The last nominee heard before the transcript ended was Florida Gulf Coast appointee Paul Applegarth, whose audio issues delayed his remarks; he began by noting his prior federal confirmation, military service, and GI Bill-supported education.

Transcript Highlights:

• Uh and also paragraph C program.
• Our cyber programs are recognized by the National Security Agency as a national center of academic excellence
• :02:33.760> the<01:02:34.079> National programs are recognized by the National programs
• ,<01:03:11.200> which the Cyber for Heroes program, which the Cyber for Heroes program, which
• ,<01:04:03.520> 57 in the bachelor's degree program, 57 in the bachelor's degree program,

Keywords: 1187, senate, all

Transcript Highlights:

• Treatment Drug Development Grant Program Treatment Drug Development Grant Program Act,<00:19:35.919
• <00:26:08.000> Speaker, grant program. Mr. Speaker, grant program. Mr.
• Part two, UMMC academic exemption.
• Part two, UMMC academic exemption.
• Part two, UMMC academic exemption.

Keywords: MS House Floor - 21 January, 2026; 2:00 PM, 925, all

Summary: The House opened with prayer, the Pledge of Allegiance, a quorum call, and several guest introductions, including a pastor, a doctor of the day, medical students and physicians for MSMA White Coat Day, and visitors in the galleries. The chamber then moved to the calendar and took up House Bill 314, the Ibogaine Treatment Drug Development Grant Program Act. The sponsor described ibogaine as a potential treatment for opioid use disorder, PTSD, traumatic brain injury, depression, and related conditions, emphasizing that the bill would not legalize the drug but would authorize the State Department of Health to fund a consortium for FDA-regulated clinical trials with private matching funds, a university and hospital partner, and a requirement that at least 20% of commercialization revenue go to the state. Members asked about VA involvement, whether the trials would serve veterans or civilians, how the drug would be administered and monitored, why a statute was needed, and the source of the proposed state funding. The bill passed by a vote of 110 yeas and 1 nay. The House then considered House Bill 534, as a committee substitute, creating the Mississippi Health Exchange, a statewide health information exchange for real-time sharing of admission, discharge, transfer, and related patient information among hospitals, clinics, payers, and public health officials. The sponsor said the system would improve continuity of care, help with bed availability and mental health placements, and support public health analysis while protecting privacy through HIPAA compliance, an opt-out process, and limits on access to identified data. The bill would require hospitals, community mental health centers, and state hospitals to participate as a condition of licensure, designate a single nonprofit operator selected by the Department of Health, and create a fund for implementation and cybersecurity costs. Members questioned the bill about privacy protections, the opt-out process, whether data could be sold or shared improperly, costs to hospitals, whether hospitals and the hospital association supported the measure, and how the exchange would work in transfer scenarios. The sponsor said the bill would make unauthorized sharing illegal, that most hospitals already participate in some form of HIE, and that the exchange would not cost the state anything immediately because there was no appropriation attached. The discussion also noted possible help from rural transformation funding. The transcript ends during continued questioning of House Bill 534, before final passage or other action is shown.

Transcript Highlights:

• institutions that are domiciled outside of Arizona and enroll Arizona residents in a fully online program
• A person may not operate a private vocational program through online distance education to Arizona residents
• Non-accredited institutions must submit additional information, including approved program information
• SB 1210 is protecting Arizona students who participate in an online, out-of-state, fully online program
• Arizona students who participate in an online, out-of-state, fully online program, and ensures that if

Bills: SB1210, SB1370, SB1422, SB1423

Keywords: private postsecondary education, nondomiciled institutions, tuition recovery fund, accreditation, regulations, patriotic youth groups, public school, civic involvement, educational purpose, discrimination, youth access, credit enhancement eligibility board, school financing, public schools, financing assistance, bonding, debt obligations, guaranteed financings, program sunset, statutory continuation

Summary: The Senate Education Committee considered three bills. SB 1210 would create a separate out-of-state registration process for private post-secondary institutions domiciled outside Arizona that enroll Arizona residents in fully online programs, require certain disclosures and financial protections, and extend student tuition recovery fund protections to those students. Testimony from the Arizona Private School Association supported the bill as closing a regulatory loophole and protecting Arizona students; the committee moved it forward with a due pass recommendation by a 7-0 vote. SB 1370 would allow principals, during the first quarter of the school year, to let eligible patriotic youth groups address students and distribute materials, and would prohibit public schools from discriminating against such groups based on membership criteria or oath requirements. The sponsor’s representative said the bill would allow, not require, access and would expand a list of youth groups that has not been updated since 1978. The committee approved the bill with a due pass recommendation by a 7-0 vote. SB 1422 would continue the Credit Enhancement Eligibility Board until July 1, 2036, with termination tied to the retirement of outstanding obligations, and SB 1423 would continue the Western Interstate Commission for Higher Education until July 1, 2036. Both bills were described as continuations of existing programs; WICHE’s president testified in support of SB 1423 and noted the state’s long partnership with the organization. The committee passed both bills with due pass recommendations, each by 7-0 votes, and then adjourned.

Transcript Highlights:

• And in identifying the differences in the various programs and that special item that a university may
• We've got great apprenticeship programs in the state.
• It's really just to take a step back and say, how are these programs dividing their responsibilities
• I want to stress that the lack of stable housing had a direct impact on my academic performance.
• I want to stress that the lack of stable housing had a direct impact on my academic performance.

Summary: The Committee on Education Postsecondary held confirmation hearings for two State University System Board of Governors appointees, M. Carson Good and Speaker Paul Renner. Good described his background in Florida real estate, airport governance, and fundraising, and said he would focus on improving university performance, collaboration among institutions, and growing endowments while keeping in-state tuition stable. Renner emphasized his legislative experience with higher education, and said his priorities on the Board would be transparency, compliance with legislative direction, and reducing administrative bloat. Both nominees were recommended for confirmation on a single vote, with Senator Berman noting concern about the low number of women on the board. The committee then heard and passed SB 1726, a higher education transparency bill by Senator Calatayud. The bill would require Board of Governors members to comply with constitutional financial disclosure requirements, set term limits for State Board of Education and university board members, change rules for presidential searches and public records, and require more detailed textbook and syllabus information for students. A student advocate from Florida Student Power Network supported the bill as increasing student involvement and democratic accountability in higher education. Senator Harrell raised a concern about residency requirements for Board of Governors members, and the sponsor said that issue could be revisited later. The bill was reported favorably. Next, the committee considered SB 1458 on apprenticeship and pre-apprenticeship funding. A delete-all amendment was adopted that required clearer funding splits between local education agencies and program providers, annual reporting, a standard DOE contract template, and a cap on administrative fees in certain cases. Supporters from industry groups said the changes would improve transparency and accountability without requesting additional funding. The committee then reported the bill favorably. Finally, the committee heard SB 584 on young adult housing support. An amendment removed a requirement that state agencies act as co-signers or guarantors on leases while preserving coordination for the federal Foster Youth to Independence program. Several former foster youth and advocates testified in support, describing housing instability and its impact on education, and urging broader access to campus housing and vouchers. The sponsor said the bill prioritizes housing and work-study for homeless and former foster youth, supports the FYI program, and directs a statewide study of housing barriers. The committee reported the bill favorably and then adjourned.

Transcript Highlights:

• They can make a program.
• And number three, future programs and grants should build upon existing programs and priorities rather
• You described a really successful, impactful program.
• We had a prior program pre-pandemic that didn't last the pandemic. That was a leadership program.
• And I support and coordinate a program, a juvenile justice program called Concrete Rose, which is implemented

Keywords: 988, house, all

Summary: The hearing focused on youth mental health and treatment access, with the chair framing the issue around California’s Children and Youth Behavioral Health Initiative (CYBHI), school-based supports, and the need to coordinate education, health, and community systems. The first panel featured PPIC researcher Shalini Mostala, who said teen mental health remains a serious concern but recent California Healthy Kids Survey data show improvement in chronic sadness and suicidal thoughts since the pandemic peak. Youth advocate Ella Cruz described her own struggles, emphasized stigma reduction, peer support, and the importance of youth voices in shaping policy and outreach. Members asked about phone use, cultural stigma, and how to encourage young people to seek help and connect with trusted adults and peers. The second panel, led by CYBHI director Dr. Sohill Sood and DHCS Deputy Director Autumn Boylan, provided implementation updates. Dr. Sood said recent data show more students receiving counseling, lower stigma, and a drop in reported suicidal ideation, while also highlighting growth in certified wellness coaches and the CYBHI fee schedule. He said the program has generated more than 230,000 claims and over $11 million in new revenue for participating entities, though implementation is still early and technical assistance remains important. Fresno County’s Trina Frazier described a multi-tiered system of care with wellness centers, mobile therapy units, and strong outcomes in attendance, suspensions, and academic performance, while Rachel Kroberniski of the James Morehouse Project described a long-running school wellness center and a peer-to-peer model that helps students feel connected and supported. Members pressed witnesses on rural staffing, billing coordination, higher education participation, and how to sustain services after one-time grants expire. In the final panel, WestEd’s Lisa Eisenberg discussed what makes the fee schedule work best, saying schools are most successful when they build on existing staff, relationships with health plans, and data-sharing agreements rather than creating entirely new systems. Across the hearing, witnesses and members repeatedly returned to themes of flexibility, sustainability, youth-led and peer-based supports, and the need to reduce stigma while improving coordination across schools, counties, providers, and colleges. No formal votes or legislative actions were taken during the hearing.

Transcript Highlights:

• My portfolio are things related to academic and student affairs, and so this topic of low-producing programs
• really supporting the academic quality of the programs, responsible stewardship of the public resources
• 25 and academic year 26 instead of academic year 24 and 25.
• So your academic advisors, your orientation programs, and all of that, which is more based at the freshman
• So your academic advisors, your orientation programs and all of that, which is more based at the freshman

Keywords: 908, all

Transcript Highlights:

• Academics, health care, and research, right?
• , CDL programs, nursing programs... ...whether that be the welding program, CDL programs, nursing programs
• We have a lot more control over this program. Our 529 program has improved immensely.
• We've expanded academic programs with a focus on in-demand undergraduate programs, as well as growing
• I see one being academic excellence and selectivity, advanced programs and research pathways by introducing

Summary: The Appropriations Committee on Higher Education met to hear confirmations for 19 appointees and reappointees to university and state college boards, with most of the agenda focused on the University of Florida, Florida A&M University, Florida Atlantic University, University of Central Florida, Florida State University, Florida Polytechnic University, Florida Gulf Coast University, Pensacola State College, State College of Florida Manatee-Sarasota, North Florida College, South Florida State College, and the Florida Prepaid College Board. Testimony from the nominees generally emphasized their educational backgrounds, professional experience, and priorities such as student success, workforce development, financial sustainability, research growth, housing, and maintaining or improving institutional rankings. Several UF trustees highlighted the university’s “One UF” vision, institutional neutrality, and goals of reaching top-three or top-one national status. Other nominees stressed the role of state colleges in workforce pipelines, and Florida Poly witnesses focused on STEM growth, housing, and strong graduate outcomes. One in-person public testimony came from Elijah Hooks, who spoke in opposition to the current FAMU administration and described his expulsion, arrest, and trespass from campus after protesting the appointment of President Marva Johnson. For FAMU, Jocelyn Dobson Rodriguez testified in support of her appointment, emphasizing her legal background, alumni ties, and goals of strengthening leadership, alumni engagement, and the connection between the main campus and the College of Law in Orlando. For Florida Atlantic University, Tina Vidal-Duart was questioned closely about her prior service on the Hope Florida Foundation board and about CDR Health’s involvement in state contracts; she said she was not aware of the foundation’s governance problems at the time and that CDR’s state contract was a flat daily rate. The committee then voted to report all appointees favorably except for Tina Vidal-Duart, whose confirmation was held for a separate vote at the request of Senator Bracy Davis. After discussion, the committee voted 5-1 to report her confirmation favorably as well. The meeting concluded with no further business and adjournment.

Transcript Highlights:

• Our faculty will deliver nationally recognized academic programs that are responsive to the needs of
• Our faculty will deliver nationally recognized academic programs that are responsive to the needs of
• programs that tied to that.
• We've seen really good success because of the investment in the line program and the pipeline program
• Very important program.

Summary: The Appropriations Committee on Higher Education heard a presentation on the State University System’s new strategic plan, SUS 30, and its legislative budget request. University officials described the plan’s five priorities: One SUS collaboration, elevating student success, operational excellence, world-class talent, and innovative research and economic development. They highlighted Florida’s continued status as the top higher education system in the nation, low tuition, strong graduation outcomes, rising median wages for graduates, and expanded use of the My Florida Future website to help students and families compare degree outcomes and earnings. Members asked for follow-up information on programs of strategic emphasis, mental health and social work workforce needs, wage data over time, and how the system supports innovation moving toward commercialization. The committee also discussed campus safety, prompted in part by recent events at FSU. System officials said universities and the Florida College System recently held a safety summit to share best practices on building security, threat assessment, and coordination with law enforcement, and they agreed to provide a report back to the committee after the Board of Governors reviews recommendations in November. Senators also raised questions about Pell student support, first-generation student success, and whether liberal arts graduates’ earnings catch up over time. Officials said Pell students are tracked through performance-based funding metrics and that the system’s accountability plans will continue to emphasize access and completion. A separate update covered line funding for nursing and health care partnerships. Officials said the $6 million appropriation was fully subscribed through 24 proposals from all 10 nursing programs, supporting scholarships, faculty recruitment, internships, simulation, and licensure preparation. They reported over 1,900 new nursing graduates, more than 200 new student slots, over 300 scholarships, and a 92% NCLEX pass rate. Senators asked about expanding eligibility for the program, and staff said that issue would be revisited this year. The Board of Governors’ legislative budget request totaled $634.5 million and included $295 million for performance-based funding institutional investment, a request to restore and increase the state investment portion to $400 million, $125 million for preeminence funding, $100 million for faculty recruitment and retention, $6.4 million for UF/IFAS extension workload, and $3.1 million for State Fire Marshal inspections. The chair noted that resources are limited and that difficult budget decisions lie ahead. No votes were taken, and the meeting adjourned after the presentations and questions.

Transcript Highlights:

• So, this program will allow high school students that are in the teacher pathway apprenticeship program
• Um, but anyway, this program expands Kentucky dual credit scholarship program to support future teachers
• Um but anyway, this this uh this program Um but anyway, this this uh this program expands<00:04:
• Own program to invest in schools.
• but there are 26 programs. but there are 26 programs.

Keywords: 958, all

Transcript Highlights:

• We know that this program works.
• We estimate the program will cost $88 million.
• My concern is mainly for arts programs.
• know that there's necessarily a large number Of arts programs or music programs in those.
• You know, the program at this point has been basically an income-based program based on the adjusted

Keywords: 914, all

Transcript Highlights:

• Um, it makes the program permanent.
• or programs where the immersion programs or programs where the objective<00:03:01.120> is<00:
• Um um it makes the teacher program. Um um it makes the program<00:03:23.800> permanent.
• records related to department programs. records related to department programs.
• from a department program.

Bills: HF1306

Keywords: education, school policy, teacher training, student health, emergency response, 1183, house

Transcript Highlights:

• um or um absenteeism lower AB academic um or um absenteeism lower academic<00:01:35.320> performance
• <00:14:01.079> failure absenteeism leads to academic failure absenteeism leads to academic
• Master's programs are a couple of years.
• <01:05:08.880> direct you get to go program direct you get to go program direct admissions
• <01:05:26.680> to that would be an excellent program to that would be an excellent program

Keywords: 1187, senate, all

Transcript Highlights:

• Like, basically, I did a five-year program, but it wasn't recognized as a five-year program.
• And it's more about programming. Do we have anything to do with programming?
• Our summer program is the ADZEPEP program, which is an additional four-year grant program that offers
• The summer program will serve as a resource to further support students with academic instructional goals
• Our program basics include a 20-day schedule with three hours of academics and three hours of enrichment

Keywords: 1184, house, all

Transcript Highlights:

• The Kentucky our academic standards.
• these are aligned with Kentucky academic these are aligned with Kentucky academic standards. standards
• <01:04:10.360> assessment<01:04:10.840> for end-of-program assessment for end-of-program
• CTE program implementation. CTE program implementation.
• <01:13:24.080> and technical education programs and technical education programs and initiatives

Keywords: 0:00:03 - Call to Order and Roll Call 0:00:43 - Approval of October 14, 2025 and November 4, 2025 Minutes 0:01:15 - Acceptance of Office of Education Accountability Report: Analysis Of Student Discipline Data in Kentucky Schools 0:02:10 - Implementation Update on 26 RS HB 257 0:49:38 - Career and Technical Education in the Assessment and Accountability System 1:13:50 - Office of Education Accountability Annual Report 1:47:27 – Adjournment, 958, all

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• They're lacking fundamental academic achievement.
• <00:03:05.480> areas all classrooms and all academic areas all classrooms and all academic
• disparities in academic Reducing disparities in academic achievement<00:20:02.720> and<00:20:
• Current social studies academic standards.
• the reality is we have failing academic the reality is we have failing academic standards<01:14:

Keywords: 919, house, all

Summary: House File 29 was heard in committee as a proposal to suspend adoption of the revised social studies standards, push implementation to 2030-31, repeal the requirement to embed ethnic studies across all standards, and cancel related appropriations. The bill sponsor argued Minnesota schools should focus on basic academic achievement and that ethnic studies requirements add burdens and distract from reading, math, and science. The chair moved the bill to the Committee on Education Finance after opening the hearing and then took extensive public testimony. Testimony was sharply divided. Supporters of HF 29, including Katherine Kersten, Deanna Moose, Kendall Qualls, Hillary Swanson, and Diane Smith, argued the ethnic studies framework is ideological, overly focused on race, insufficiently transparent, and costly in professional development time; several said it would divide students or burden teachers. Some supporters also claimed the standards or framework promote activism, critical race theory, or racial stratification. Opponents, including Mark Westfall, Crystal Johnson, Jim Grathwol, Marcus Penny, Claude Sigman, and Courtney Major, said the standards are inclusive, research-based, and designed to help students understand multiple perspectives, civic life, and the contributions of diverse Minnesotans. They emphasized that ethnic studies can improve engagement, critical thinking, and representation, and that teachers should be trusted to implement the standards. No final vote on the bill was taken in the portion of the meeting provided. The only formal action noted was the chair’s motion to re-refer House File 29 to the Committee on Education Finance.

Transcript Highlights:

• House Bill 157, School Teacher Training and Mentoring Program, by Representative Hinson.
• Could you tell me how we are paying for this mentorship program? Chair: You are recognized.
• We had quite a few different decategorized funds for different events and academic programs that we decategorized
• For different events and academic programs that we decategorized last session. Chair: Follow-up?
• As I said before, I do believe that a mentorship program will be great.

Summary: The Pre-K-12 Budget Subcommittee met with a quorum and considered three bills. HB 157, School Teacher Training and Mentoring Program, would create a Department of Education program allowing school districts and charter schools to place current or retired high-performing teachers in D- or F-rated schools as mentors, with a proposed $3,000 stipend per mentor per mentee. Members questioned the funding source and contract-time implications; the sponsor said the program would use previously decategorized education funds and that mentoring could be done within existing planning, before-school, after-school, or weekend time. An amendment clarifying that the bill would use a contract template rather than a DOE contract was adopted, and the bill was reported favorably. The committee then heard CS/HB 859, Exceptional Students and Video Cameras in Public Schools, which would require school boards to adopt policies for video cameras in self-contained ESE classrooms upon a parent request, with redaction of other students from footage. Public testimony strongly supported the bill, including emotional accounts from a parent of a nonverbal adult with autism who described past abuse in a classroom and from the Autism Society of Florida, which argued cameras are a necessary safety measure for vulnerable students and noted other states already allow or require them. Members emphasized student safety and the need to fund the policy, and the bill was reported favorably. Finally, the committee considered HB 561, Educator Certification, which aims to reduce barriers for experienced educators returning to the classroom by expanding temporary certificate eligibility to those with expired Florida certificates, allowing prior subject-area exam results to count for reinstatement, and updating references related to educator professional learning support. The sponsor said the bill preserves standards while making reinstatement more efficient and less costly. There was broad support from members, who noted the value of retaining experienced teachers, and HB 561 was also reported favorably. The committee then adjourned.