Transcript Highlights:

• </c><00:47:40.480><c> here</c> school he goes to a private school here school he goes to a private school
• ><c> whatever</c> School a Christian High School whatever School a Christian High School whatever I<00
• um</c> school through high school um school through high school um generalization<01:10:17.080><c> is
• , private school, or home school.
• > like</c> went to a school and isamic school like went to a school and isamic school like trying<03:

Summary: The hearing focused on House Bill 115-FN, which would remove the income cap from New Hampshire’s Education Freedom Account eligibility rules. Representative Valerie McDonnell, the bill’s sponsor, said the measure is intended to fund students rather than systems and to expand educational choice regardless of income or zip code. She described the change as a small statutory edit but argued it would have significant benefits, including helping families afford alternative education settings and testing costs such as AP exams. She also cited testimony from families who said EFAs helped children with special needs or difficult circumstances, and she argued the program is popular and cost-effective. Committee members questioned McDonnell about the bill’s fiscal impact and administration. One member asked whether removing the income cap would extend vouchers to families above the statewide median income and whether the change could cost more than $100 million annually; McDonnell said she did not agree with that estimate and pointed to Arizona as a comparison. Representative Wendy Thomas asked whether the bill should require stronger data-sharing from the Children’s Scholarship Fund, which administers the program, so the Department of Education and taxpayers could better track spending; McDonnell said the program already uses ClassWallet and regulated expenditures, and that the question was better directed to the administrator. Several members testified in opposition. Representative Wendy Thomas said the bill would increase costs for public schools, raise local property taxes, and worsen oversight problems. Representative Heath Howard argued the proposal would function as a subsidy for wealthy families already paying private tuition and said public education and special education should be funded first. Representative Megan Murray also opposed the bill, emphasizing the lack of a legal reporting requirement for EFA spending and the need for transparency, accountability, and attention to special education needs. Representative Sam Farrington supported expansion, sharing a constituent story about a student who left public school after harassment and benefited from private school placement. No vote or final action was taken in the portion provided.

Transcript Highlights:

• , particularly our ISD schools. schools.
• at the school level.
• And so school. And a huge shift in cost. And school districts have cost.
• So charter schools are public schools, but you have sort of ISDs.
• Floyd in a private school. The private school is a mandatory reporter to us.

Committee: House Appropriations

Transcript Highlights:

• coming from the private school to the public school to the private school, or will it remain the same
• Schools, formerly the Coalition of Scholarship Schools, formerly the Coalition of Scholarship Schools
• the school year.
• school.
• We operate 11 schools.

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Summary: The committee first heard the proposed Pre-K-12 education budget for fiscal year 2025-26, totaling $34.7 billion. The chair highlighted major increases for the FEFP, including $29.6 billion for public schools and K-12 scholarships, a $984 million year-over-year increase, along with higher per-FTE funding, $4 billion for the Family Empowerment Scholarship, $431.4 million for VPK, funding for school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. With no public comment, the committee adopted a motion for staff technical corrections and then approved the budget proposal as a recommendation to the full Senate Appropriations Committee. The committee then considered SB 1402 on dropout retrieval programs. The bill expands eligibility so any individual who has withdrawn from high school may enroll in dropout retrieval services and clarifies how school grades are calculated for virtual instruction providers that offer those services. An amendment clarifying the grading calculation was adopted, and the committee reported the bill favorably. Next, the committee took up SPB 7030 on educational scholarship programs, a broad measure addressing school choice funding and administration. The bill would fund the Family Empowerment Scholarship as a separate categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, standardize payment timing to monthly installments, require continued eligibility verification, and add Level 2 background checks for providers receiving state funds. Members raised questions about background-check enforcement, payment timing, data sharing, and the impact on homeschool and private-school families. Public testimony included support from school-choice advocates and concerns from private-school representatives about added regulatory burdens and deadlines. The committee adopted the bill as a committee bill and reported it favorably, with Senator Osgood voting no. Finally, the committee considered SB 508 on the Family Empowerment Scholarship Program, which requires private schools to disclose in writing what accommodations, modifications, and services they will provide to students with existing plans such as IEPs, EEPs, 504 plans, or ELL plans before enrollment. An amendment was adopted to require public schools to consult with private schools about equitable services. Testimony was mixed: supporters said the bill would give parents needed information for informed choice, while private-school representatives said the language could be burdensome and vague. The committee reported the bill favorably.

Transcript Highlights:

• We are one of the NSECD schools, non-public school early childhood development schools.
• school.
• school.
• that school.
• school.

Committee: Senate Finance

Summary: The committee met for public testimony on the Finance budget, with the main discussion focused first on funding for disability services and then on the LA GATOR scholarship program. Several individuals testified in support of fully funding Families Helping Families and Louisiana Rehabilitation Services (LRS), describing how advocacy, transition services, and direct support workers help people with disabilities access education, employment, and independent living. Witnesses urged the committee to preserve or increase state general funds to draw down federal matching dollars, and provider groups said current reimbursement rates and staffing shortages are leaving agencies in deficit, creating waitlists, overtime costs, and difficulty retaining workers. Committee members thanked the speakers and noted that the testimony would be used to compare the governor’s, House, and remaining budget requests. The committee then heard extensive testimony in support of increasing funding for the LA GATOR scholarship program. Supporters included policy groups, school leaders, parents, and students who argued that the program expands educational choice, helps low-income and special-needs students find schools that fit their needs, and should be fully funded at the level of demonstrated demand. Speakers from Catholic and Christian schools said GATOR funding had helped students thrive academically and spiritually, but that shortfalls left many eligible students without awards, hurt kindergarten enrollment, and forced schools to raise private donations to cover gaps. Several witnesses emphasized that the program is not a zero-sum attack on public schools, but a way to let education dollars follow students. A few committee questions focused on the fiscal impact and on whether choice programs improve outcomes without harming public schools. Testimony cited enrollment growth, parent demand, and data from other states to argue that school choice can improve student and parent outcomes and may also strengthen traditional public schools through competition. No votes or formal actions were taken during the public testimony portion of the meeting.

Transcript Highlights:

• School districts and private schools are also authorized to maintain school-supplied epinephrine under
• In the event a school nurse or other school employee administers epinephrine that is not school-supplied
• as well as our charter schools, which we know are public schools. we know are public schools, but they're
• , charter schools, and state tribal education compact schools.
• I am a school nurse in the Wenatchee School District and am here representing the School Nurse Organization

Summary: The House Education Committee heard several bills related to special education records, artificial intelligence in schools, financial aid access, educator preparation, school health, and student mobile device use. Substitute Senate Bill 6268 would require OSPI to keep an online public record of final special education community complaint decisions for 20 years; the sponsor and several parents, attorneys, and open-government advocates said the records help families, schools, and researchers understand past decisions and remedies, while no one testified in opposition. Substitute Senate Bill 5956 would limit school use of automated decision systems, school surveillance technology, biometric data, and facial recognition in student discipline and safety contexts; the sponsor and supporters said it would prevent harmful false positives and discriminatory impacts, while an industry witness warned the bill could unintentionally reduce school safety by limiting emergency facial-recognition uses. Committee discussion focused on the bill’s scope, especially whether it affects classroom grading or only discipline-related decisions, and staff noted the bill does not require teacher training. The committee also heard Substitute Senate Bill 5841, which would add financial-aid application data to the High School and Beyond Plan platform and require students to receive information about the Washington Opportunity Scholarship Program. The sponsor said the bill would make aid status more transparent and easier to track, especially for families facing language or access barriers, and a student advocate testified in support; a committee member raised concerns about privacy for immigrant and DACA students, and the sponsor said the portal would be opt-in and guided by privacy protections. Senate Bill 6278 would codify and update Professional Educator Standards Board review of teacher and principal preparation programs, including program standards, educator role standards, evidence, and input from P-12 partners, while allowing field placement plans to be submitted on a less frequent schedule; PESB staff said the bill largely reflects current practice and adds flexibility. Substitute Senate Bill 5240 would expand who may administer epinephrine in schools and allow use of any available epinephrine when a student with a prescription on file has anaphylaxis; school nurses supported broader access to stock epinephrine but warned against using one student’s medication for another and raised legal and ethical concerns, while the sponsor emphasized faster response in emergencies. Finally, Substitute Senate Bill 5346 would direct OSPI to study and report on school mobile-device restrictions and update digital citizenship resources to include research and best practices on student phone use. Staff said OSPI already has some guidance, but the bill would create formal legislative reports and expand the state’s digital citizenship materials. The committee began taking testimony on that bill as the hearing time ran short, and the chair noted there were ten people signed in to testify.

Transcript Highlights:

• Kaimuki High School, Kaiser High School, Halah High School, Halakawa Middle School, Khalani High School
• , Kapa High School, Kauaii High School, Ko Middle School, Ka High School, King Kawik High School, Lahina
• High School, Roosevelt High School, WA High School, WA Intermediate School, Wua High School, Wai High
• School, school, Kaiser High Kaimuki High School, school, Kaiser High School, School, School, Halah<00
• :22:49.280><c> School,</c> Roosevelt High School, WA High School, Roosevelt High School, WA High School

Bills: HB1751 , HB1752 , HB1636

Transcript Highlights:

• brand-new school.
• officers in the school Officers in the schools.
• If schools want to use Ricotta, if schools want to use Access, if schools want to use any video system
• school.
• worry about being the steward of school safety in my school.

Committee: Joint Joint Legislative Audit Committee

Transcript Highlights:

• schools.
• On the charter school revolving loan side, the eligible schools included five: East Mountain High School
• Schools, like Mr.
• the oldest school or the school that has the most needs that bars the charter school from moving into
• In my school district, I have a school that has been closed for over a year.

Committee: House New Mexico Finance Authority Oversight Committee

Transcript Highlights:

• during the 2023 in meals for schools during the 2023 school school school year<00:02:24.000><c> and<
• </c> School Meal served uh during last school School Meal served uh during last school year<00:03:33.120
• </c><00:06:43.960><c> who</c> schools who or Outreach to schools who schools who or Outreach to schools
• </c><00:07:43.720><c> often</c> the School menus at their school often the School menus at their school
• schools and public schools lunch private schools and public schools um<00:20:29.960><c> and</c><00:20

Committee: Senate Education Finance

Transcript Highlights:

• school psychologist.
• The current high school, the current middle school, one elementary school, and the area technology center
• , the current middle school, high school, the current middle school, one<00:23:55.679><c> elementary<
• school and the middle school into an elementary school and utilizing our lone elementary school on the
• the middle school into middle school and the middle school into an<00:25:29.279><c> elementary</c><00

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met for an information-gathering session and opened by clarifying that the subcommittee would not be voting on budget requests. Because there was no quorum at first, the committee did not take up approval amendments. The first presentation focused on a budget request to incentivize national certification for school social workers and school psychologists. Rep. Vanessa Gracal, along with Amy Oats and Leslie Gilpin, argued for a $500,000 annual appropriation to provide $2,000 salary supplements to nationally certified school social workers and school psychologists working primarily in their certification areas. They said the stipend would help recruit and retain professionals amid shortages, noted that current Kentucky certification numbers are low, and explained the rigorous certification and renewal requirements. In response to questions, they said there is currently no appropriation for this purpose in HB 500 and none they were aware of in HB 6 in 2024. The next topic was school facility funding needs, led by Rep. Bob McCool, Johnson County Superintendent Tom Cochran, Commissioner of Education Robert Fletcher, and other district representatives. They described the “gap funding” issue for school construction projects that had already started before COVID-era inflation sharply increased costs. Johnson County and Harrison County were highlighted as examples of districts that had already committed local funds, passed nickel taxes, and begun construction but now need additional state support to finish projects. Speakers emphasized that many projects were audited and approved, that the state has already funded about half of the gap, and that roughly $130 million more is being sought in HB 500 to complete the remaining work. They stressed that unfinished projects would leave districts with half-built schools and that completing them would bring long-term savings and better facilities for students. The committee then turned to testimony from KASA representatives on the impacts of HB 500 as introduced. The witnesses discussed the importance of school psychology and school social work certification, the benefits of advanced training for student services, and the need to recognize and support highly qualified staff. A member asked whether HB 500 or HB 6 included an appropriation for the certification stipend, and the witnesses answered no. The meeting also included a motion to approve the minutes from the prior meeting once a quorum was present, and the minutes were approved by voice vote.

Transcript Highlights:

• I also served on the school board in Kansas City, Missouri, public schools for seven years.
• The kids in school care.
• to being a school board member and helping the schools thrive.
• I never, as a school board member, you do not speak on behalf of the school board.
• But do school boards come up with policies for school safety?

Committee: House Children and Families

Transcript Highlights:

• The bill reduces regulations on school board operations aligning school district school, but I'm sorry
• Emergencies for school funding.
• A lot of times community organizations will have an after school program at this school.
• So Senator Bradley, you're recognized to present Cs for SB 296 Hill School School and High School start
• I represent Broward County School District which is in a rated school district.

Transcript Highlights:

• Is this eventually not going to hit schools that are B-schools and C-schools?
• school.
• , charter school, home school for days.
• be A schools, let's hold all schools to a school standards.
• school.

Bills: SB 5 , SJR 3 , HB 11 , HJR 72 , HB 48 , HB 27 , HB 144 , HB 37 , HB 1481 , HB 581 , HB 1696 , HB 2216 , HB 1035 , HB 1633 , HB 742 , HB 754 , HB 1689 , HB 1690 , HB 2669 , HB 391 , HB 517 , HB 1775 , HB 1024 , HB 1607 , HB 252 , HB 1716 , HB 1562 , HB 4116 , HB 1866 , HB 1741 , HB 2103 , HB 2637 , HB 2884 , HB 3707 , HB 503 , HB 1089 , HB 1757 , HB 2986 , HB 972 , SB 365 , SB 1786 , SB 5 , SJR 3 , HB 14 , HB 43 , HB 36 , HB 26 , HB 149 , HB 121 , HB 206 , HB 136 , HB 3114 , HB 2733 , HB 1732 , HB 3700 , HB 467 , HB 1130 , HB 1846 , HB 1442 , HB 1147 , HB 2176 , HB 2701 , HB 805 , HB 2890 , HB 1154 , HB 1644 , HB 2118 , HB 1718 , HB 2488 , HB 2596 , HB 2468 , HB 484 , HB 2578 , HB 3204 , HB 1041 , HB 307 , HB 685 , HB 538 , HB 2525 , HB 3125 , HB 2027 , HB 2894 , HB 3077 , HB 106 , HB 18 , HB 11 , HJR 72 , HB 48 , HB 27 , HB 144 , HB 37 , HB 1481 , HB 581 , HB 1696 , HB 2216 , HB 1035 , HB 1633 , HB 742 , HB 754 , HB 1689 , HB 1690 , HB 2669 , HB 391 , HB 517 , HB 1775 , HB 1024 , HB 1607 , HB 252 , HB 1716 , HB 1562 , HB 4116 , HB 1866 , HB 1741 , HB 2103 , HB 2637 , HB 2884 , HB 3707 , HB 503 , HB 1089 , HB 1757 , HB 2986 , HB 972

Transcript Highlights:

• </c> schools would be permitted in any school schools would be permitted in any school district<01:31
• school? school?
• </c> rated school. rated school.
• me or the<03:33:27.760><c> school?</c> the school? the school?
• . school. school.

Transcript Highlights:

• and school Arkansas rules governing the standards for accreditation of Arkansas public schools and school
• school index for two plus years and meet or exceed their initial SS school index score so the SS school
• Looking at school support, that school support is based on the ESSA School Index scores that are no longer
• B schools.
• , lowest in the F schools, but actually higher in the C schools than in the B schools.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• It allows our school districts temporary flexibility on their school start time.
• Starting this school year.
• School years.
• That means that there are more kids out of school than there are going to school.
• school-wide events.

Transcript Highlights:

• School boards, intermediate school district boards, or an education district; a charitable organization
• got school boards, Minnesota?
• </c> To authorize a charter school, we look to the charter school contract contents.
• </c> school themselves. school themselves.
• The uh Osprey Wilds uh schools.

Bills: HF3487 , HF3421

Committee: House Education Policy

Transcript Highlights:

• We have families that now have kids in multiple schools, charter schools, regular public schools, and
• You know, in our district, I was a school board member in the Kabul school district.
• language with public charter schools and school districts, public school districts.
• language with public charter schools and school districts, public school districts.
• Or school districts.

Committee: House Education

Transcript Highlights:

• :36.720><c> that</c> by the school board as a school that by the school board as a school that they<00
• </c> the school board because when the school the school board because when the school board<00:50:14.680
• school a public school student attends a school a public school and<00:52:42.880><c> there</c><00:52
• , one middle school, one high school.
• , one middle school, one high school.

Committee: Senate Education

Transcript Highlights:

• schools, 4 high schools, and 1 district charter school.
• Roswell Independent School District has 4 community schools.
• District, every elementary school has one school counselor, however.
• And uh one of our elementary schools, excuse me, 1 middle school and 1 high school.
• I'm a high school teacher at Berlin High School.